I figured I would add this page to maybe be of help to any new art teachers (or about to be art teachers) out there.
FYI—This info below was actually a blog post I wrote back in 2017 (it’s Oct. 2025 now!) but I edited it a bit to match how my rules and routines look currently. Because of this, some of the photos you’ll see are of my art room from 2017 (I currently have a shared art room with the music teacher at one school where I teach out of one day a week, and at my other school I teach off a cart 4 days out of the week. )
Ahh……kids favorite topic to listen to—The art rules and routines. You know the drill– its not super fun to have to go over them, BUT it has to get done.
I thought I’d share with you how I implement my art rules and routines in the beginning of the year. I’m sure you all do a ton of the same things that I’m going to mention, but maybe a couple of them I do differently and might be of use to you!!
So hear goes…
I’m going to apologize in advance. It is A LOT of text, (I’m not gonna lie) (insert worried expression emoji) but I do discuss in detail about each, and also discuss consequences for some of them as well.
I am sharing this because hopefully some of it will be of use for some of you AND I’d love to hear your feedback and suggestions as well!!! So please comment!
THE STAR CHART / MY ART RULES
The first pic (below) is how I currently show students my STAR Chart (by using Google slides) the bottom pic is how I did it back in 2017 (ha ha)
The star chart is a positive reinforcement tool for students to earn points (or in this case, stars) as a class, in order to earn a “choice day” in Art. (More on what choice day is below)
Each class has their own STAR chart, labeled with a sticky tab on the side to easily flip pages over to that particular class (this pic above doesn’t show that, since it’s an older photo when I somehow hadn’t thought of that sticky tab class locator yet). It’s funny how simple stuff like that doesn’t occur to you until much later!!
But, I digress….
Each letter in the word STAR represents a behavioral expectation while in art: I expect students to be safe, thoughtful, accepting and respectful. I go over what each one of those behaviors looks like to kids with examples.
SAFE: meaning students are showing safe behavior with tools and materials, and their bodies.
- NEVER throw things
- NO running in the classroom
- Hands to your self
- Sitting in chair correctly
- Using art room tools and supplies correctly
THOUGHTFUL: Simply…think of others. Students are being kind and considerate of one another. Some examples;
- A student helps another student pick up some spilled paint without being asked
- Always shares art supplies without a problem
- Helps a friend find a glue stick/marker they dropped
- Encourages someone if they see that they’re upset
ACCEPTING: Students are accepting of each other’s artistic and personal differences; Understand that we are all unique and have different ideas, and that it’s good to be different.
- Use only positive language when talking about other people’s artwork
- NEVER say anything mean about each other’s artwork or about each other in general
RESPECTFUL: Students are respectful towards the teacher, each other, and the art room materials.
- Listen to the teacher when the teacher’s talking or giving directions/ NO talking during this time
- Listen to others while they are talking
- Using an appropriate voice level during art
- Raise your hand if you have a question
- Never draw on someone else’s artwork (unless the other student and myself say it’s okay) or hurt someone else’s artwork
- Take care of the art supplies
- Stop working and clean up when it’s clean up time
- Give each other space when working and lining up
Students are expected to show star behaviorduring art.
At the end of every art class, (after clean up, while they are sitting at their tables before they line up to leave), I share with students how I thought they did as a class for each category.
They can earn 1 star under each category, and up to 4 full stars per art class.
If I witnessed behavior that eh, wasn’t so great… they earn a half star or NO star under that particular category. Once they reach 30 stars in total (two half stars equal a full star when tallying) the class earns a CHOICE DAY on the following art class.
CHOICE DAY allows kids to sit where they want, which obviously kids love! AND they can choose what to work on in art for that day! They usually have at least 4 choices of what they can do, (this can include: free draw, coloring sheets, reading art books, painting, Legos, bookmark designing, art puzzles, modeling clay, scratch art, collage etc,) depending on what materials I have available that day.
Once choice day is finished, the class starts over on a new blank star chart the following art class. Classes typically earn 3 choice days a year.
Kids really love going over the star chart at the end of class, and look forward to earning their choice day! I really do see positive results from implementing it, so it’s a definite keeper in my daily routine!
STUDENTS ARRIVAL / SEATING CHARTS
When students arrive to class they sit at their table spot. I have name cards that are on tables where each student sits.
The cards are used only for their 1st and 2nd art class.
I have 4 tables that are color coded (red, blue, yellow and purple) with two pencil caddies of that color on either end of each table.
After the first art class I create a seating chart based on how I think the day went with where the kids sat.
On the 2nd day of art, students walk in and find their name tags again, (might be in a different spot than on day 1) and from there on, I just ask that they remember where their spot is. (If anyone is confused down the road, I can whip out my seating chart and show them!)
So by the 2nd art class they have permanent spots for the year. Of course, if I think kids need to move, I may change their spot at some point and let them know and make adjustments on my chart. Students are expected to sit in their spot and can only move if they ask first.
TRANSITIONS/ ATTENTION GETTING/ CLAPPING
After kids are seated and I’m ready to introduce the lesson and directions for the day, I clap the school (district wide) clap, and students know to respond by clapping the same clap back and look and listen (sometimes haha). Other times I’ll say “5,4,3,2,1” in a sing song kind of way, and students repeat it back. And other times I’ll say “Shh…Shh…Shh-Shh-Shh” (and I’ll say Shh like it’s the same beat as the “clap”. That’s tricky to explain haha, I hope it reads like it’s supposed to!
If they don’t respond, I repeat it and wait until everyone claps back and shows me they are ready and listening. If it’s a difficult day and kids aren’t showing me they’re ready, I sometimes have them get up and line up in the hallway, and re-enter the art room and sit down all over again….
Another way I’ve gotten students attention is by saying to them “FREEZE! …pretend you’re a robot….and your batteries have died and now you’re powering down!” (particularly with my younger students- K-3) and as I say this I act like a robot with my hands out in a robotic way, and start to bend over slowly while making a robot sound powering down haha. My students LOOVED this! And actually. I hadn’t done it in awhile- and recently one of my 2nd grade students asked when I would do it again!
A few times I’ve done that when kids were especially loud and rowdy at the end of art, after clean up when we were waiting for the classroom teacher to come back, and they would all slump over (either standing or in their seats) and stay frozen like a broken down robot without a sound for 2 minutes until their teacher came back!
I’ve also used the robot method during clean up— the kids that were art helpers would have to walk around like a robot while collecting art, putting art supplies away, wiping tables etc. They really enjoy acting like a robot! It also helps re-direct them and makes the clean up more fun!
LISTENING DURING INSTRUCTION
As you all know, listening during instruction is a BIG one. It’s a teacher’s number one pet peeve if a student is clearly not listening– or worse– chatting with another student! If I see that some kids aren’t listening or aren’t watching what I’m doing, I say to the whole class, “make sure you’re paying attention! If you aren’t listening to what I’m saying, you’re not going to know what to do”. That often does the trick. Sometimes I’ll walk over to that particular student and just by standing near them as I am talking, their attention gets re-directed.
Also pointing out the students who ARE modeling good behavior to the whole class often makes others want to do the same. For instance, I might say something like, “I really like how Jackson and Sarah are doing an awesome job of listening and following directions! They’re showing me that they want to learn about X,Yand Z”!
*This next one is a little off topic, and more to do with my TEACHING routines— but– I wanted to discuss it anyway because it might be something you’re interested in.
For ALL my lessons, I project my Google slides on the whiteboard that includes artist’s examples, examples made by students from previous years, my teacher examples, sometimes videos, and the lesson’s goal and directions.
Here’s an example below of one of my slides on finishing up self-portraits for 3rd grade
And another one for a different lesson for 3rd
RE-READING THIS BELOW MADE ME CHUCKLE. I USED TO USE POWERPOINTS OFF A FLASHDRIVE WHEN TEACHING LESSONS BACK IN 2017 ….. Thank god for Google Slides
Showing a Powerpoint is SOOO much easier than hanging up multiple examples for kids to see, writing directions and lesson objectives by hand on the whiteboard, THEN having to erase everything for the next class.
Once created, I use the same Powerpoint again and again year after year. And if I want to make any changes, it’s super easy, then just re-save it. I have everything saved on my flashdrive.
Plus it’s super convenient, since I’m a traveling teacher and teach between 2 schools (one of which I teach from a cart). All I have to do is pop in my flash drive in the teacher’s computer and away we go!!!
I do however always have my teacher examples to hang up on the board as well as project directions and goals. That way, when directions and goals are projected- the artwork examples are still visible for students.
Ok, sorry, I think I got a little off topic, but figured I’d share that tip if you don’t already show powerpoints or other slideshow presentation methods, which I’m sure most of you do!
VOICE LEVEL/ PAINT PALETTES
Students know that they can talk during art making time, but that it needs to be at an indoor volume. Not recess volume. The signs face out spelling “ART” until I think the class is getting too noisy. If it’s too loud, I clap to get their attention, they do the same clap back and I explain that it’s too loud and I’m going to flip over the “A” to warning #1. If at some point it gets too loud again- I repeat clapping and tell students to quiet down again and flip over the “R” to warning #2. Students usually know I mean business when this happens, and quiet down.
If I have to clap a 3rd time, I flip over the “T” and the whole class has a silent art for usually 5 minutes (sometimes I make it 10 minutes). This definitely happens on occasion.
Students know the consequences if they repeatedly get a silent art: One or all of the below can occur:
- Previously earned stars can be deleted from their star chart
- Classroom teacher is notified
- The following art class is a silent art the ENTIRE time
- Recess time gets cut short (or students have to stay outside with everyone else at recess, but not allowed to play for a bit)
I always stress to them that I hate doing those things, and that I certainly don’t enjoy it. BUT– if they can’t be respectful of other classrooms around us, and work with an indoor volume, they have to understand there will be consequences.
RAISING HANDS TO TALK
OK, this is an obvious one. Students shouldn’t blurt out when a teacher is talking. They are expected to raise their hands and wait to be called on. But, I often get a lot of hands up even BEFORE I explain anything once they sit down. Sound familiar?
My response is, “Is your hand up because you have an emergency or do you have a question about the lesson?” If it’s about the lesson, I say, “I’m going to get to that in a minute, just listen for now, and if you have any questions or comments afterwards, I’ll answer your questions or you can share then”.
HOWEVER, if students are continuously being a distraction or persistently shouting out during instruction, I first of all calmly remind them they need to stop shouting out, and that doing so wastes everyone’s time AND that it’s affecting their classes star chart.
Students know that there are consequences if I have to speak to them more than a few times for this behavior. These can include any or all of the below:
- Student gets moved to another table (away from the other students)
- Can only come back to their table spot when they look ready and can follow directions
- I pull the student aside to speak with them privately
- Discuss behavior with their classroom teacher
- Ask them to take a break (get a drink of water across the hall, or help bring finished artwork to other classrooms –depending on the student)
- Fill out a behavior reflection worksheet (found on Pinterest)
PASSER OUTERS/ STUDENT HELPERS
I know this is another obvious one, and a lot of you do this as well, but I thought I should include it since it is a routine.
- Art helpers- Students raise their hands if they want to help pass out art materials
- I choose 3-4 helpers (depending on the lesson and how much stuff needs to be passed out)
- In the beginning of the year I explain/remind kids where everything is located as well as have the areas labeled
- Students get the art materials and pass out (thus helping students remember where the art supplies are in the room)
- Jobs help build self-reliance, a sense of community and trust in the art room
ART SUPPLIES/ LABELING ART SUPPLY AREAS WITH PHOTOS
I discuss respecting and taking care of art supplies when I go over “Respectful” on the STAR chart. Students are expected to put things away where they belong, (put marker caps, glue caps etc, back on tightly, put paint brushes bristle side up, erasers and pencils in their table bins, etc.)
I haven’t done this – but taking photos of the way things should look when art supplies are put back on shelves or in bookcases, then laminating those photos and taping them up in those particular areas could be a good idea.
BELOW IS ANOTHER THING IM SOOOOO GLAD I DON’T HAVE TO DO AS AN ART TEACHER IN THE ART ROOM!! (THE DREADED DEMONSTRATION TABLE!) THIS IS SOMETHING I HAD TO DO FOR 3 YEARS BEFORE THE DOC CAMERA WAS AVAILABLE. THANK GOD FOR TECHNOLOGY RIGHT?!
THE DEMONSTRATION TABLE
(not a great pic- but it’s all I had….pictured below with the blue chair)
- I’d gather all students around the table to demonstrate the days lesson, and show the steps
Students are called up by table color (one table at a time, /quietest table first) - NO talking once around the table
- Hands are off the table
- This table also serves the purpose of moving students to work quietly alone if needed and at times to put art supplies on
I have done this method for the past 3 years, but THIS year I will be getting a document camera (which I am soooo excited about!!!!!!!!!!!!) So kids can just stay in their seats and watch on the whiteboard while I demo under the document camera. This is going to be a GAME CHANGER for me for sure! No wasting time waiting for everyone to get to the demonstration table, no kids saying “I can’t see!” and leaning in too far!
I cannot wait to start using it!!!!!!
Are there any art teachers out there reading this laughing and remembering those horrible days of having to demo with THE ENTIRE CLASS gathered around a table?!! Ughhh! Never again!!!
THE “WHAT SHOULD I DRAW?” JAR
Inside this jar are strips of paper with various silly and fun drawing prompts that I typed up.This is how it works.
- If students are finished early and have checked in with me, they can pick out ideas from the jar
- Students pick 3 slips of paper blindly from the jar, bring them back to their seat and choose 1 or 2 to draw in their sketchbook or on free draw paper
Comes in handy if students have a hard time coming up with an idea when they have free time after finishing up their artwork, OR if they earned a “choice day”…… Kids LOVE it!
CLICK HERE TO GO TO MY TpT page to download a FREE printable copy of my list of “what should I draw” ideas!
HERE’S SOME EXAMPLES OF MY DRAWING PROMPTS……
My students STILL LOVE the “What should I draw” jar!
This is a review on TpT I received in August 2025 from a teacher on my “what should I draw” list of ideas:
“I’ve been using this for the past two years and I can’t recommend it enough. Students love doing this for early finishers or just free draw days. I love seeing what students draw from these.”
ART BOOKS/ ART LIBRARY
I’m slowly growing a pretty good size book collection in my art room! I love ordering/finding cool art books! Here is my link to my current (2025) list of art books!
- If students finish their artwork early they can ask to pick out a book to read at their table spot
- Kids must clean up their table area first if it’s messy with paint, or glue or something that might damage my books
- Are expected to put the book back neatly when finished reading
BATHROOM SIGN OUT
Currently (2025) I have a clipboard with a sheet with lines that kids can write their name, class, and time on – that hangs near the art room door for bathroom sign outs. I have kids write the info down with a pencil that’s attached to the hanging clipboard and then cross their name/info off when they return. Below is how I did it in 2017.
Pretty self-explanatory
- Students have to ask first so I know that they have left the art room
- Students must sign their name on the dry erase board then erase or cross off their name when they return
CLEAN UP ROUTINE
Oh, dreaded clean up time!! EVERY ART TEACHER’S FAVORITE TIME. Wouldn’t it be AMAZING if we could just wiggle our nose and everything would- –poof!- be put away and tidied up like nothing even happened!?! HAHA
Here’s my clean up routine. This might not work for you or your classroom, but it’s been working like clockwork for me.
I always clap at least 5 minutes before the end of art to let kids know that it is clean up time. 5 minutes is a MUST for clean up. If it’s a pretty messy lesson that day (painting, collage, lots of art materials out …YOU KNOW HOW IT GOES ) then I allow for more clean up time (like 8 minutes).
Just like the art and supply passer outers in the beginning of art, I ask kids to raise their hand if they would like to be clean up helpers.
This can include: artwork collectors, art material collectors, art tool collectors, table wipers, floor checkers, and floor sweepers. It really just depends on the class’s lesson. I usually pick about 3-4 helpers while everyone else stays in their seats.
In the past I’ve tried having each student clean up their own area and putting their own stuff away, but I found that it was sometimes confusing for students as to what they were supposed to be in charge of –particularly if they shared things (a marker bin, water cups, paint trays, colored pencil bin etc.) If they are all using it, who’s in charge of putting it away?
Also I feel that there are too many people moving around the room if kids are in charge of their own mess. I think by picking out a few students as clean up helpers, each student can focus on that one specific task, and it gets the job done quickly and efficiently. But, that’s my clean up routine, and if you disagree, whatever works for you- works for you!
After cleaning up, we wrap up the end of art by going over the star chart, and then it’s dismissal.
DISMISSAL PROCEDURES
- Students are expected to remain sitting quietly at their table spot after the star chart
- Students wait for their table to be called by table color to line up
- Tables are dismissed one at a time
- Students are expected to quietly walk to the door and line up giving each other space
If time allows, I’ll quickly let students know what we’ll be working on in the next art class. If there is extra time or a teacher is running a bit late to pick up the class, I’ll do a quick pop quiz with them while in line!
I either ask questions about what they learned that day or what they’ve learned in previous years.
For example, “Who can raise their hand and tell me what the complementary colors are?” or “What was the artists name we learned about today?”
So there you have it…..
Rules and routines are SUPER important in art. I don’t want to even imagine what that might look like if there weren’t rules and routines in place!
I think the most important thing is— find what works best for YOU and YOUR classroom (or cart!) BTW- I’m putting together a page under my drop down menu for ART ON A CART sooon, and it will have updated info on how I teach off an art cart in 2025) and make sure it’s consistent. You can always modify these rules and routines over the years, especially if you see that what you have in place is not working so well, (and hey, I know I am in the process of examining my own right now and might tweak some stuff here and there).
My goal is to constantly GROW and LEARN as a teacher (whether its through my own mistakes, or learning from watching others, reading about other methods) but basically… constantly striving to IMPROVE for our students to create a positive, supporting, fun atmosphere.
Hopefully some of this was helpful for you and your class! Or at the very least interesting to read!
