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

• Element A: Teachers demonstrate high standards for professional conduct. 

• Element B: Teachers link professional growth to their professional goals. 

• Element C: Teachers respond to a complex, dynamic environment. 

• Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.

Sumi-e Painting: Art 2

This was my practice teaching Sumi-e painting to middle schoolers. These students are in a step-up art class, in the middle of learning color value, shading, detail, and movement with a brush, pencil, marker, etc. Where they were in their art education, this was a perfect fit to help them understand how foreground, midground, and background play with color value, line thickness, brush movement, and negative space. It allowed them to see firsthand how you can create the idea of 3D in a 2D space and manipulate the brain to create an image that isn't there.   

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

• Element A: Teachers demonstrate high standards for professional conduct. 

This class is a middle school art two class that explores composition, color value, and detail. To get the students into this mindset of how to set up a composition and add enough detail through color value and tricking the mind into seeing more detail than there is, I taught a Sumi-e exercise to slow these ideas down for the students. 

This was a different lesson from the studio class. This focused on slowing down and on using the idea of simplicity for their summative project, which was the next project. This lesson focused on Foreground, Midground, and Background, shades, and how line thickness and marks can trick the eyes into seeing what is not there. 

I demonstrated this, where the students would follow along to see how hard this can be. I made sure to create a safe environment by having students come up to me so we could discuss their drafts and what they could use to make their final piece. I held these students to focus on simplicity, saturation, and value to get to their ideal image.  This reflection and discussion allowed students to get a better understanding of how to take the areas they did well in as well as where they could improve, so they could achieve the desired result. This conversation displayed the high standards I had for this project while showing professionalism in communicating feedback to achieve the desired result. 

Studio Habits of Mind: Stretch and Explore. Simplicity is a tough concept in art. This project had students focus on simplicity and how that can help create a more complex and rich painting, drawing, or collage through the use of embracing intentional marks, color value, and embracing negative space.

Reflection

From the beginning of this Ephemeral Art project, I communicated to students that it was an opportunity to grow their skills. Because ephemeral art exists only for a brief moment, the idea of letting go was central to the experience. I consistently reminded students that their creations would not remain on the lawn and encouraged them to be intentional in their choice of materials, considering which natural elements would best communicate their vision to an audience. 

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

• Element B: Teachers link professional growth to their professional goals. 

A key component of the project was connecting literacy with visual cues. Each artwork included the artist’s intended symbolism, alongside the viewer’s interpretation of what they saw. These interpretations became an essential part of the reflection process, allowing students to explore how meaning is constructed and perceived.

During reflection, I asked artists to discuss what went well in their process. I followed up with the question, “What is your ideal season and location to recreate this work?” I intentionally avoided asking them to explain what they created, in order to prioritize the viewer’s perspective. To prepare students for differing interpretations, I frequently asked, “Is it okay if the viewer interprets the art in a different way?” As a class, they consistently agreed that it was.

While the artists spoke, viewers drew what they observed. Afterward, I invited four students to share their interpretations. In most cases, their responses differed significantly from the artist’s original intention. This contrast became a crucial part of the reflection process I designed.

Some artists initially felt disappointed that their intended message was not clearly understood. However, this became a valuable learning opportunity. Recognizing the gap between intention and interpretation provided meaningful feedback and encouraged growth. At the end of the reflection, I asked students, “Who wants to continue art in middle school, high school, or even college?” Many raised their hands. I then asked, “Who felt disappointed when viewers interpreted your work differently than you intended?” The same students responded.

I explained that this experience was an exercise in artistic growth. It highlighted areas for improvement and helped them refine how to communicate their ideas visually. I connected this back to the earlier question about ideal season and location, emphasizing that they could recreate their work under different conditions with new materials. Rather than feeling discouraged, students became excited by the opportunity to revise and strengthen their artistic vision.

Inside Ephemeral Art

Adaptability is one of the most important aspects of teaching. Given the challenges and complexities of different school environments, I value the ability to adjust quickly, often without students realizing a change has been made. During the Ephemeral Art project, this skill became essential when poor weather made it impossible to work outside. I needed to quickly redesign the experience so students could still engage in ephemeral art indoors.

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

• Element C: Teachers respond to a complex, dynamic environment. 

Art rooms offer a wide range of materials and possibilities, and students bring strong imaginations. With some classes already behind schedule, I developed an alternative that allowed them to both participate and stay on track. I gathered four types of materials to represent natural elements: sticks, leaves, pinecones, and flowers, and placed them around the room. With support from Mr. Meikel, we marked these materials so students knew what they could use.

At the start of the lesson, I explained that we would be adapting due to the weather. Each table became a group, and students collaborated to choose a single symbol to create. They assigned roles within their group and recorded them on paper. Students then had two minutes to collect materials and seven minutes to construct their symbol. Afterward, they returned unused materials and participated in a gallery walk, reflecting on what they created, what they observed, and the overall experience.

My time at Timnath Middle-High School, Shepardson Elementary, and Harris Bilingual Elementary has strengthened my ability to adapt across a range of situations. I have worked with students facing significant personal challenges, students testing boundaries, and students with diverse learning and physical needs. I have adjusted classroom environments for accessibility, modified curriculum for inclusion, created one-day projects to help classes catch up, as well as condensed lessons to fit shorter time frames.

Adapting the Ephemeral Art project in response to poor weather is a clear example of how I respond to challenges in real time. It reflects my ability to remain flexible, maintain learning goals, and create meaningful experiences regardless of circumstances.

Outside Ephemeral Art

This project required zero cost, was non-destructive, and allowed for the immediate display of student work. These qualities are why I am especially proud of the Ephemeral Art project I taught to 1st- and 2nd-grade students. They began by planning a symbol that held personal meaning, then went outside to collect natural materials found on the ground. Using these materials, they assembled their artwork along the sidewalk, creating a student art gallery for the community to experience as they passed by the school.

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

• Element D: Teachers demonstrate leadership in the school, the community, and the teaching profession.

The majority of the art students create in the school will A) be thrown away and B) not be seen or enjoyed by the community. Throwing away art creates environmental waste and eats into the school's budget. One of the proudest moments students can have is walking by their art that is displayed in a communal area. After creating art, students are excited, proud, and eager to discuss their art. I wanted to make sure I created a project that wasn't destructive, that didn't impact the school's budget, and gave the students a chance to create art that they can show not only to their families but also to anyone who walks by. Where everyone can share a moment of happiness.

An important aspect of ephemeral art is the use of natural materials that are already detached from their source. This approach is environmentally mindful and can even support campus upkeep. Students were especially excited to gather loose natural materials, including weeds, knowing their efforts contributed positively to the school environment.

In one instance at Harris, as the class lined up to return indoors, I observed two community members, one with a stroller and another walking dogs, both of them paused, looked down at the artwork, and then smiled. I later shared this moment with the students, explaining that their art had created a positive experience for others. This connection between their work and its impact on the community was meaningful and motivating to all of those students. This sense of pride was felt in the classroom.

During reflection at Shepardson, several students shared that they had brought their families to see their artwork. They spoke with pride about their parents’ reactions. I reinforced that this same sense of joy extended to others in the community, even if the students did not witness it directly. Their work had made an impact.

Throughout the lesson, I emphasized the value of creating art that enhances others’ experiences, work that is accessible, non-destructive, and impactful without requiring financial resources. I also encouraged students to think about where else they could create ephemeral art. By the final day, several students shared that they had already created their own pieces at parks, at home, or at school. Some even expressed excitement about creating art in new environments, such as using discarded materials in public spaces like sports stadiums. 

Leadership is making a positive difference with the students, the school, and the community. I created an experience that gave students ownership and pride in their work, that created art for the school and community, connecting to literacy, and helping out with the landscape. 

Conclusion

When it came to Standard 4: Teachers demonstrate professionalism through ethical conduct, reflection, and leadership, I believe I demonstrated proficiency in this area. One of the aspects I value most about teaching is understanding the importance of adaptability. Teaching requires constant adjustment, reflection, and responsiveness to students and circumstances. I believe my ethical approach and leadership mindset helped me successfully adapt throughout the semester.

During both my Sumi-e lesson and Ephemeral Art lesson, I worked closely with students one-on-one to discuss their ideas and artistic plans. These lessons required students to explain their concepts before beginning, which gave me opportunities to guide them toward choices that would help them succeed in their final pieces. These planning discussions also allowed students to recognize their own growth throughout the creative process. In particular, the reflection portion of the Ephemeral Art project became a strong example of students recognizing how much they had developed creatively and personally during the lesson.

The Ephemeral Art project also highlighted my ability to adapt when unexpected challenges arose. Issues appeared suddenly and frequently, requiring quick problem-solving and flexibility. Several classes experienced poor weather conditions that prevented students from going outside to create their artwork as originally planned. Rather than abandoning the lesson, I adapted by using materials available within the school building.

This adjustment ultimately opened up a new direction for the project. Students participated in a studio walk, observed one another’s work, and engaged in discussions about what they noticed and experienced. These conversations reinforced one of the central ideas of the lesson: art is not solely about the final product, but also about the creative journey and experience behind it.

Another important aspect of the Ephemeral Art project was its focus on community engagement. While at Harris, community members walking by stopped to look at the artwork students had created and smiled as they viewed it. That moment of connection and joy was one of the most meaningful parts of the project. The artwork created an opportunity for students to positively impact the people around them through creativity and self-expression.

During student reflections, several students mentioned bringing family members to see their artwork displayed publicly. Many shared how proud they felt knowing their art was being seen and appreciated by others. That sense of pride and shared joy extended beyond the classroom and into the larger community.

My professional goals for this standard are to continue finding meaningful ways to connect student artwork with the surrounding community and to keep developing my ability to adapt when lessons or circumstances unexpectedly change. I also want to continue engaging in reflective practices that help me remain flexible, thoughtful, and responsive as an educator.