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. Plus, did I mention, I’m new to this blogging thing???
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 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 she’s talking or giving directions/ NO talking during this time
- Listen to others while they are talking
- Using an appropriate voice level
- Raise your hand if you have a question
- Never draw on someone else’s artwork 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 behavior during art.
At the end of every art class, (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 ***(2) -1/2 stars equal a full star when tallying*** the class earns a CHOICE DAY in 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 drawing in their sketchbooks, reading art books, painting, modeling clay, scratch art, collage etc,) depending on what materials I have available that day.
Once choice day happens, the class starts over on a new 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 pre-made 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 green) with 9×12” laminated colored construction paper in the middle. That way, they last longer than regular paper, and they can be easily moved if they get in the way or to wipe tables.
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 or continue with directions for the day, I clap the school clap, which is used district wide. Students know to respond by clapping the same clap back and look and listen.
If they don’t all 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…. the correct way.
LISTENING DURING INSTRUCTION (Powerpoint presentations/ goals & directions)
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 a Powerpoint 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 powerpoint pages on finishing up self-portraits for 3rd grade
And another one for a different lesson for 3rd
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 until the end of art. This definitely happens on occasion.
Students know the consequences if they repeatedly get a silent art: One or all of the below can occur:
- Earned stars can be taken away from the 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, 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”.
Not a big deal, and that usually solves the issue.
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 2 times for this behavior. These can include any or all of the below:
- Student moves 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.
- Students raise their hands if they want to help pass out art materials
- I choose 3-5 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 yet, but I plan on 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.
Sometimes I find kids will try to shove (and somehow get them in there?!) 3 bins stacked on top of each other… when only 2 will fit. Hoping having these reminder photos will help solve that issue!
THE DEMONSTRATION TABLE
(not a great pic- but it’s all I had….pictured below with the blue chair)
- 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!!!
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
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!
HERE’S SOME EXAMPLES OF MY DRAWING PROMPTS……
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! (If you have any great ones YOU love for your class—-comment below!!!) I want to know about them!!!
- 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
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 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!) 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!
If anyone would like to comment, make suggestions, or share your art rules and routines I’d love to hear it!
NEXT UP!….. SHOULD I BLOG ABOUT TEACHING FROM A CART OR ART ROOM ORGANIZATION?
Please let me know what you would prefer!!!
Best,
Mollie