Artistic Abilities + Elementary

ART 326

For six weeks, every Tuesday from 4–6 PM, I co-taught a group of disabled adults various styles of two-dimensional art. To ensure the projects were engaging and accessible, I had my youngest test each activity beforehand. This preparation helped create a safe and supportive environment, allowing participants to explore different artistic media and express themselves freely.

The left photo shows my youngest experimenting with a collage that incorporates a range of materials the students had used in previous weeks. Conducting a “dress rehearsal” for this project was especially important, as it combined multiple past lessons into one. The goal was to highlight the creative freedom artists have with minimal limitations. Students were encouraged to express themselves using stamps, stickers, magazine images, watercolors, colored pencils, markers, and natural elements. They were paired up and rotated through different tables, each offering a unique medium to explore.

The middle and right photos are from a co-teacher-led session focused on papermaking. The class was divided into four groups, with each group starting at a different station. The middle photo captures the watercolor station, where students learned basic watercolor techniques. The right photo shows students experimenting with watercolor dipping methods, squirting pigment into water, and dipping paper to create unique, fluid designs.

Standard 3: Plans and Delivers Effective Instruction and Creates an Environment that Facilitates Learning for Students

Instruction and demonstrations for the Artistic Abilities program were broken down into clear, manageable steps to support student understanding. After each step-by-step demonstration, I continued guiding students by modeling techniques and engaging them in conversation about their process. For example, when teaching watercolor techniques, I explained how using less water creates a darker hue, while more water produces a lighter tone. Students also learned how layering water can deepen color, and how brush techniques, such as fully saturating the brush for thicker lines or adjusting pressure and movement, can create a variety of effects.

Each station, or “zone,” was supported by a teacher, helping to create a safe and structured environment where students could explore and challenge their abilities. At each zone, students were introduced to a new art form. For instance, one station focused on papermaking, where students created their own paper, while another taught marbling techniques to enhance their handmade pieces.

The artifacts included demonstrate students’ ability to follow instructions while actively engaging in the creative process. They also reflect the inclusive and supportive environment that was fostered, allowing all students to participate meaningfully and express themselves.

Elementary School: PSD after 3

Standard 4: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership.

For six weeks, every Monday after school, I worked with students from Irish Elementary School, where I explored the concept of visual literacy. I collaborated with students in Kindergarten, 1st grade, and 2nd grade. Although their academic abilities varied, one consistent understanding emerged: color and symbols can communicate thoughts, feelings, ideas, stories, and histories.

I aimed to create a safe and inclusive environment where all students, regardless of artistic ability, felt comfortable exploring these concepts. Each student had the opportunity to create artwork and share it with their peers and the broader school community.

The first project focused on using colors and symbols to represent students’ feelings about their school. Through their initial drafts and sketches, a common theme of family emerged. Students then transformed these ideas into sidewalk art displayed around the school. This project allowed them to share their work with the community in a meaningful and accessible way, contributing positively to the school environment.

Final:

Folklore

For their final project, students explored the creation of their own folklore creatures and developed original stories to accompany them. Folklore provides a meaningful way for students to connect with their heritage and culture, fostering a sense of representation and community, both of which are important factors in student engagement and success in school.

Standard 1: Demonstrates Mastery of and Pedagogical Expertise in Content

Through the PSD After 3 program, I had full control over the curriculum, which required me to demonstrate professionalism and intentional planning. The curriculum initially focused on visual art literacy and connections to students’ cultural backgrounds. Over time, it evolved into an explorational, play-based approach in which students designed their own folklore creatures and constructed stories around them.

The first activity introduced students to ephemeral art, asking them to create pieces that represented their feelings about Irish Elementary School. Ephemeral art was especially effective because it allowed students to contribute to their community in a meaningful way while maintaining a low environmental impact. This approach also helped students understand that art can be created anywhere and from a wide range of materials, reducing concerns about property or environmental damage.

In the folklore unit, I integrated elements of story structure alongside performance art. This allowed students to see connections between visual art and literacy skills, supporting their development in other academic areas such as English. Additionally, it reinforced the idea that art is not limited to permanent or traditional materials, expanding their understanding of creative expression.

Planning phase

Students would draw different folklore creatures. We would talk about which one they like the best. They would use that drawing to influence the next step.

3D Folklore Creature

Using their drawing, they were able to explore creating a 3D folklore creature. They had clay, socks, pipecleaners, and popsicle sticks. They could use one, two, or all of the items avaible to create this creature.

To make this a safe expereince I emphsised exploration of the materials.

Storyboard

Highlighting visual literacy, I had them create a story that focuses on their folklore creature. They had to draw an intro, conflict, and a resoultion. Here they were challenge on how to use visual clue to communicate their story, as well as how to make the story unique to their situation.

BRAINY

EDUC 466

Brainy is a nonprofit program that invites 4th-grade students from Title I schools within the Poudre School District to visit the Colorado State University Center for the Arts. There, they are introduced to a range of artistic disciplines, including dance, music, and visual art.

Through Brainy, I was able to develop and demonstrate my skills as a museum tour guide, helping introduce students to the world of art museums, often for the first time. At the end of the experience, students explored museum exhibits and participated in hands-on artmaking activities inspired by what they observed.

Standard 2: Establishes a Safe, Inclusive, and Respectful Learning Environment for a Diverse Student Population

When working with these students, it was important to remain mindful of their diverse backgrounds. Many had not previously had the opportunity to visit a museum, own a personal sketchbook, or experiment with a variety of artistic media. Recognizing this, I focused on creating an environment that was welcoming, supportive, and accessible to all.

During the artmaking process, I encouraged students to explore the materials provided, including markers, colored pencils, and watercolors, and to create artwork that reflected their own ideas and interests. By inviting students to freely and safely engage with new materials and concepts, I helped foster connections not only with the art but also with their peers.

This approach supported the development of both an inclusive and equitable learning environment, where all students began with equal access to materials and opportunities, allowing each of them to participate meaningfully and confidently.

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