Setting the Stage

The environment that we create in our respective art classrooms sets the tone as well as the flow for our students, ourselves and our work each school year. So, as part of my ongoing discussion of the attributes of a Master Art Educator, I want to focus on classroom procedures and organization. Given we each have differently sized classrooms as well as class sizes, the scenario I present is my own! I look forward to your feedback so we can share the multiple ways of creating that work space.

 
Photo: carpet/smartboard/prints and layout

Entering the art classroom: what then?
I have no transition time between classes, so I have one group line up (after clean-up) inside, and the class that will be entering lines up outside my classroom door. As I stand at the door saying my good-byes and positive comments: “well done, thanks for participating, wonderful technique…” one class leaves.  Still at the door, I am then the greeter: “great to see you, I missed you last week, oh, I can’t wait to see your work today…” as the other class enters and makes their way to the carpet where we launch our discussions and demonstrations. Their first task is to observe the “Art of the Day” which is an object on the easel or board that connects to the learning that day.

The carpet is a remnant piece taped down to the tile, and is large enough for every student to sit cross-legged on the floor. For students with limited mobility—there is room for a chair or a wheel-chair on the corners. The seating space allows for clear viewing of the interactive white board, as well as the easel.

 Photo: tables and systems

Getting to work: how to manage people, space and resources?
Tables are arranged around the carpet. Once we have shared the objective of that day’s lesson with a demonstration, students are ready to get to work. They move to their seats, 4 to a table. I don’t assign seats unless students demonstrate that they can’t work together. We strive for “making the best choices every day as there is always a consequence for every choice.” Helpers are assigned by letters at each table (A, B, C, D) which is posted on a chart, and is switched out every week. Each table is numbered, so that I can call a table to get additional supplies, put up their work, or line-up. Supplies are in numbered kits for each table, with additional supplies on the supply table for specific techniques. Helpers gather these supplies. “Give me Five!” is my way of getting the students’ attention. The resources shared during discussion are within view and accessible, as students have permission to walk back to the demonstration space to observe and question. They also have access to any books on the shelves.

 
Photo: 5 Rules of the Studio

Keeping it together: where does the work go?
Each group of students is given a special class code for labeling their work. When I first present this, I lower my voice to a whisper, and miraculously, the students stop talking and listen attentively. It is a simple code for me to manage the huge number of pieces my students produce through the course of the week:

Each day of the week is labeled with A, B, C, D, E: Monday is A, Tuesday is B, and so on. Each class period is assigned a number: 1^st class of the day is “1”, so my first class on Monday is “A1.” I found that this eliminated issues with classroom teachers having the same last name or same initials. Everyone labels the back of their work with Name and Class Code. Students can then identify and sort work for me when we take down art exhibits, which is an incredible help over the long term.

Clean-up: With 10 minutes to spare before the end of class, either a helper or I will announce “2 minutes” which gives students the heads-up that clean-up is coming. Then I mobilize helpers by announcing their number, everyone cleans up their space, helpers move supplies (empty water containers, gather tools, etc.) then tables are called to put up their artwork. At this time I don’t have drying racks (an expense I have put lower on the list) so I reuse butcher paper and we spread the work out on the floor if we need it to dry. (Yes—I do have a large classroom!) Volunteers join me in the morning to pick up the dry work and lay it on the assigned shelf. When tables are tidy, tables are called to line up, and we start the process all over again. With 50 minutes, once a week, it is vital to have a system in place so that we can pick up where we left.

In each class period, we strive to uphold the 5 Rules of the Studio, which are shared, reviewed and posted:

Do what is right. Do your best. Listen. Be Respectful. Clean-up.

Check out this wonderful resource via The Teaching Palette, teachers shared their organizational tips for their own art classrooms, me included!
http://theteachingpalette.com/2010/09/27/art-room-showcase-2010-space-organizing/

What are some ways you establish classroom procedures and organization?

~Samantha Melvin