The Day...

Day 2 in Rams Art Club began with a mix of energy. It was the day of the school fundraiser, STOMP, and I had been told students would either be tired and quiet or full of energy. I quickly learned that meant both, just not at the same time. Some students were buzzing with excitement while others were more calm, but everyone was happy to be there. Many proudly told me how many laps they ran during the event, which gave us a cheerful start and a sense of connection before settling in.

The plan for the day was to review what we had discussed last week about identity and self-portraits, then continue working on our “Layers of Me” pieces. Even though my computer refused to connect to the smartboard again, my students didn’t mind sitting on the floor as we reviewed together. That flexibility and willingness to adapt reminded me how comfortable they’re becoming in our art space.

On Behaviors, Materials, and Cleanup

The class started strong, but there were a few moments that tested my classroom management. Two students needed several reminders to lower their voices and stay on task, and after a few redirections, I had to separate them. Once they were apart, both worked well and stayed focused, which reminded me how sometimes the smallest environmental change can reset behavior without needing to escalate further.

My biggest learning moment came from how students used paint. Several students used too much water, creating puddles that soaked through their paper, while others poured excessive paint. One student kept walking to the sink after every color change, which I later realized was because I hadn’t explained how to rinse brushes in the water cup. What felt obvious to me wasn’t clear to them, and that was a humbling reminder that every new material deserves a demonstration, no matter how basic it seems.

Cleanup was also chaotic. Every student tried to do everything, which created a traffic jam at the sink. Next time, I plan to assign cleanup jobs so that each student has a specific task, like dumping water, washing palettes, or wiping tables. Despite the disorganization, I appreciated how eager they were to help. A few students were even excited about cleaning palettes, which made me laugh. Their willingness to take ownership of the classroom showed that structure and independence can develop together.

Transition Addition 

We were originally supposed to end class with a short gallery walk, where students would quietly move around the room, look closely at each artwork, and write one word that came to mind on a sticky note before gently placing it on the piece. Afterward, artists would choose one word from their notes, and the student who wrote it would explain why they picked it. Artists could then share a brief reflection if they wanted. I love this structure because it encourages students to practice looking, noticing, and talking about art in a simple but meaningful way.

Unfortunately, we didn’t have time for it that day. Instead, I used our final minutes for our Reflect and Envision discussion about the upcoming clay project, which felt like the right decision in the moment since several students hadn’t finished their self-portraits yet. I want to save the gallery walk for when everyone has completed their work so each student has an equal chance to share and receive feedback.

Something I’m still thinking through is what to do for students who were absent on Wednesday. I’m not sure whether it makes more sense to have them finish their pieces in class during the next session or take them home to complete. Either option could work, but I want to make sure it still feels like a shared class experience and not a rushed catch-up.

Reflect and Envision

After cleanup, we gathered on the floor for our Reflect and Envision time. I told the students that our next project would involve clay, which immediately sparked excitement. I explained what I had planned but asked what they would want to make if they could choose. A few students began suggesting ideas, and together they came up with the concept of making a cup that represented themselves.

That moment captured exactly what I love about teaching art, their natural ability to connect a simple idea to something meaningful. It reflected our last objective, that art is a way to explore and express multiple identities at once. Because of their enthusiasm and insight, I decided to adjust the next project to focus on clay cups that express identity through personal symbols and designs.

Looking Back...

Though the day felt hectic at times, it was full of learning for both me and my students. I realized how small assumptions, like thinking they already knew how to use paint, can limit student confidence. Modeling materials use and assigning clear responsibilities will help everyone feel more capable and independent.

I also saw how important it is to create space for student voice. Their idea for the next project reminded me how deeply students want to be part of their own learning. Allowing them to shape the curriculum didn’t just make them more excited, it made me more invested too.

Ultimately, this day reflected what I hope my classroom will always be: a space where students explore who they are through art, where curiosity guides learning, and where creativity, identity, and ownership all live side by side.