Art allows you to lose yourself, and find yourself, at the same time.

- Thomas Merton

Finding and Loosing Yourself in the

Art Studio:
Studio Management Plan
Ms. Julia Elliott - Fall 2015

Table of Contents
Philosophy of Studio Management

First Days of School

4-5

Prevention Plan

6-11

Intervention Plan

12-15

Behavioral Contract

16

Family - School Connections

17-18

Letter to Parent/ Guardian

19

Philosophy of Studio Management

The Catholic priest and author Thomas Merton once said, Art allows you to find
yourself, and lose yourself, at the same time. In my art class I wish to create a warm,
safe, and smoothly-run learning environment where students can become so engaged
in the art-making process that they are able immerse themselves in their own little
worlds, forgetting about their concerns for the time being, while at the same time
discovering something new about themselves that they didnt know before. Making art
can be one of the most vulnerable acts a person can do and because of this it is
imperative that a community of warmth and acceptance be created and fostered where
mistakes are welcome.
In order for this to happen a certain amount of structure is needed. This
structure comes in the form of policies and procedures that are taught at the beginning
of the year and enforced throughout the span of the school year. The first few days of
school are most important to set a precedent of what I expect from students. Knowing
the appropriate ways to move about the classroom, taking care of materials, and
learning how to interact with each other are preventative measures that will be taught
at the beginning of the year and rehearsed throughout the year. Procedures will be
taught and practiced so that they become routines and by the end of the year the class
will be running fluidly like a well-oiled machine. In the first few days I will also set a
positive tone that encourages each student so they feel safe, accepted, and free from
judgement. Disciplinary issues will be handled on an individual basis where I always
assume that the students want to learn and behave accordingly. Discipline must be
consistent so that the students know what to expect from me as the teacher and dont
feel like they are treated unfairly and time isn't taken away from instruction or
productive studio time.
Ultimately, my goal is to create a safe and inspiring studio atmosphere where
students are intrinsically motivated to do their best work. I believe that students do
their best work when they are inspired and are given the space and time to become
deeply seated in their own creative worlds. Together, in the art studio, we can all work
together, as in an artist collaborative, to feel free to explore, imagine, investigate,
analyze, and ultimately create inspiring artwork.

First Days of School

The first days of school are imperative for setting the tone of the art studio and
establishing student expectations. In my art studio I want to be able to create a
community of learners and artists passionate about making art and learning about the
wonderful world of creative expression. As the teacher, I want to foster an environment
of mutual respect and let the students know that they are valued not just for their
ability but for who they are and that they all have something to contribute to the class.
Establishing procedures and policies in the art studio allows students to know what to
expect when they enter the classroom, how they will be treated and what they need to
be doing at all times. By setting these boundaries and guidelines on the first few days
of school I am confident my students will proceed into the school year with the tools
needed to be successful artists and art students.
Create a warm and inviting classroom atmosphere
Greet students at door when they first enter
Learn everyones names by the second or third week
Learn about students through an interest survey and letter home to parents
Build a collaborative of artists/ learners
Give students examples of projects we will be doing throughout the school year to
get them excited about the year
Provide choices with structure
Post work of successful artists to provide
inspiration
Learn about each other and our own individual
styles and interests
Post inspiring quotations about art around the
classroom
Arranged tables so they are in clusters and
students can learn to work together as a
community and be inspired by each other
Value respect and mutual understanding
Explain Restorative Approach, emphasizing
Respect in the classroom
Ask why it is important to respect one another,
ourselves, our teacher, and materials and studio
space, giving some examples i.e. We must respect the materials because we need to
4

be able to use them throughout the school year, We must respect the teacher and
each other because we would want others to respect us in the same way.
Talk about how the 5 Rs come into practice when talking about each others artwork

Set a positive tone

Repeat often, Everyone is an artist!
Build our sense of self worth and confidence in
art class by using encouraging and uplifting
words
Believe in each student and their unique
contribution to the class
Read inspiring quotations by famous artists
Use only appropriate and professional
language in class
Establish studio procedures
Explain procedures in the classroom including entering and exiting classroom, what
to do when the bell rings, taking out materials, putting away materials
Discuss how procedures might benefit learning
Establish studio policies
Explain phone policy and when it is appropriate to use our cell phones
Explain grading policy and participation points
Describe what an art studio is and how it is important to respect the materials and
space
Move around the room with care
Follow school-wide policies
Dont include images with weapons, illegal things, etc
Illustrate expectations and responsibilities in the art studio
Create projects and complete activities
Discover your own creativity
Learn strategies and techniques that improve your ability to observe, draw, paint, etc
Learn about the different media in art and how to create your own portfolio
Keep voices quiet while working on artwork
Encourage student engagement
Work with each other in small groups and artist collaboratives and learn from each
other
Receive feedback on our artwork and learn to talk about each others artwork
5

Prevention Plan
Although they may not outwardly admit it or show it, students need structure. It
is only amidst a structured environment that students are really able to focus and learn.
It is especially important in the art room, when mistakes happen often and numerous
materials are involved, that a form of order is put in place. Creating and implementing
policies and procedures in the art studio lets students know what to expect when they
walk in the door and how to act. It is through these procedures that routines are
created, and students get into a rhythm, without thinking twice about it, of moving
around a classroom in a smooth and productive way

Studio Motto

The motto in the art studio is three-fold: Always try your best, Respect yourself,
teachers, classmates, materials and art studio, and Take risks. Although there are many
other mottos I hope to instill in my students these three are paramount to creating and
cultivating a positive and effective learning environment. I expect students to always
put forth their best efforts, to respect all elements of the art studio, and to challenge
themselves by try new things and get outside of their comfort zone. These mottos will
be explained on the second day of school and reviewed throughout the year.

Studio-running Procedures

Studio-running procedures are the structure that allow a class to run smoothly.
These procedures are taught at the beginning of the school year and let the students
know how to behave and function effectively in the classroom.
Entering the art studio - Students will line up outside of the classroom against
the door and be ready to come in. I will shake everyones hand in the line and
welcome them by name into the classroom. Students will then find their sketchbooks at
the back of the room and find their seats and sit down quietly before the bell rings.
Everyone not seated before the bell rings will be counted as tardy or absent.
Warm-up Activity/ Taking Attendance - The first thing students will do after
they find their sketchbooks and sit down is to follow the prompt on the screen or board
of a warm-up activity. This will consist of anything from an admit ticket where they are
asked to reflect on an assignment they have been working on or something they
learned the day before. The activity could also involve a quick write or a quick draw.
While the students are working quietly in their seats for 3- to 5 minutes I will be able to
take attendance without wasting precious instruction or studio time.
Going to the Bathroom - Students will raise their hand with the bathroom
signal, two fingers crossed, during studio time (Not when I am giving a demonstration
or instructions.) I will the write them a hall pass indicating where they are going and
when they have left (or follow other appropriate protocol of the school.) Students will
return to the classroom, hand me the pass, and sit down
quietly getting to work again.
Cell Phone Policy - When there is an assignment or
project that I feel calls for the use of students to use their
cellphones for reference I will I turn a thumbs up sign that I
have created and pinned on a board up front in an upright
position. They may then quietly use their cellphones. When
I turn the thumbs up sign to thumbs down they must stop
using their cellphones and put them away quietly.
End of Class - When I indicate that it is time to
clean up, I will the class chime and ask for attention up
front, giving specific instructions on how to clean up and put away materials. At some
points I might ask the students to fill out an exit ticket, where they reflect on what they
did during the day and how they felt about the work they created. If this isnt part of
the days lesson I will ask students to pass materials and artwork to the center aisle. I
will then see who has cleaned up first and will ask that table to put their sketchbooks
away and return to their seats quietly. When the bell rings the students may push in
their chairs and leave.
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Lesson-running Procedures
Lesson- running procedures allow the
teacher to instruct the the material effectively
and efficiently. These procedures become
routines as the students progress throughout the
year and learn how the day will be structured.
When lesson-running procedures are in place,
the teacher is able to instruct in a smooth
manner and get the most amount of material
covered in one day.
Opening Routine/ Warm-up Activity Students get out their sketchbooks and quietly
follow instructions written on board or presented
on powerpoint or digital media. When students
have finished they may free draw until I give
further instructions
Agenda for todays lesson - After I have given the students a certain amount of
time to complete their Warm- up Activity we will review the warm-up activity. I will
proceed into an Interaction Procedure. I will then give the lesson for the day which will
involve a demonstration or instructions, depending on the project we are working on.
The lesson objective or agenda for the day will be clearly written on the board or
projected on the screen for everyone to see and know what to expect for the day.
Procedures regarding the distribution of materials - Once I have finished my
instructions I will ask the class for volunteers or designate class helpers to pass out
materials such as paint brushes, pencils, erasers, and/ or their artwork from the previous
day. The volunteers and I will then quietly pass out these materials to each table. The
students will collect their materials and get to work.
Procedures regarding the collections of materials - When the class is done I
will ring the chime that will signal that it is time to stop working on our artwork. I will
emphasize that I need everyone to watch me (after having had some kind of
countdown or giving them warning that we have 3 minutes left to work, etc) I will then
go over in explicit detail what needs to be done in regard to clean up and how to clean
our materials if necessary (Each project of different media and with special materials is
different.) I will often ask a student to help me collect materials. I will then proceed into
the End of Class procedure
What to do if you finish early - If students finish an assignment they will raise
their hand and I will come over and check it. I will often give the student many
suggestions to improve their project but once I feel that he or she has completely the
work satisfactorily they can either free draw in their sketchbook, do some extra credit,
8

or do homework. The extra credit files are located in the back of the classroom, so
the student will get up quietly from his /her seat, look through the extra credit and
bring it back to his/ her seat without disturbing anyone else. They will then work quietly
in their seat (or do their homework) until it is time to clean up. I might have the
students reflect on their artwork in their sketchbook, answering a series of questions
regarding the work they have done eventually coming up with an artist statement. I
will also give those students that routinely finish early the option of working on an
independent project that we have discussed previously. When the student is done it is
up to him/ her to start working on this project and to know how to proceed and take
care of materials, understanding that I wont be able to help them as much since my
main focus is to keep the class running and helping those that are still working on their
initial project.
What to do if you are absent - If a student had been absent he/ she will refer
to the files in the back of the room where the instructions for each days lesson are
stored. The student will then retrieve the instructions and return to his/ her seat quietly
to work on the assignment. If the student needs additional assistance they can ask a
table-mate or raise their hand to ask for more explanation, in which case I will explain
to them in greater detail the assignment/ instructions they missed. If the student needs
an extension it is their responsibility to ask me one-on-one.

Interaction Procedures

In order for students and teachers to communicate effectively in class,

interaction procedures must be put in place to create a framework for this to happen.
Interaction procedures are important for the students and teachers to know how to
communicate with each other without distracting others and without taking away
precious instruction time. Interacting with one another also helps to craft a community
and builds up peer relationships and social skills.
Think- Pair- Share - I will instruct the students to do a Think - Pair- Share activity
in which case the students will first think about the question being asked. They will then
turn to their elbow partner or the person sitting next to them and talk about the
question or what is being asked of them. One will share first and then the other or they
will partake in a discussion where they are sharing things back and forth. Then I will tell
the group it is time to wrap up their conversations and pay attention to me. I will then
ask a student what their partner shared or will ask them what they shared
Critiques - Critiques can be formatted differently depending upon the project.
In general though all of the artwork will be posted on a wall or in some kind of display.
I will give the students a chance to look at their classmates artwork. One student
might share their artwork, having created an artists statement or telling the class about
their piece. Another option would be to display the artwork anonymously. The students
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might gather round the display, sitting or standing quietly. I will then call on a
student to share what they think of a particular piece (in a structured format i.e. I would
give them questions to answer and then they would share it)
Gallery Walks - Periodically throughout the year I might decide that the
students might find it useful to get up and walk around the classroom, looking at each
others work. This is good way for students to see what their classmates are working on
and to be inspired by the work of their fellow artists. I might create a more structured
activity where everyone gets up at once, walking around the classroom in a snake like
movement, quietly looking at each others work. Afterwards we might have a
discussion about what they observed. I will also let individual students from time to
time, who might be frustrated or temporarily stuck, to get up, stretch, and walk around
the classroom, looking at his/ her classmates work and process. This is a great way for
students to give themselves a little break and clear their minds as well as find new
inspiration in the work of others.
Student Signal for Teachers Attention - If a student has a question or wants to
make a comment, he/ she will raise their hand quietly. I will then call on the student to
ask his/ her question or make a comment.
Talk amongst students during studio time When I have let the students work during studio
time students should not be talking to each
other. They should be focused on their work,
knowing that they have a certain amount to do
in a certain amount of time. If they need to ask
each other about materials or something
relating to their artwork they are allowed to
whisper quietly. However, if they are working
collaboratively on a project students may talk at
a whisper so as not to interrupt or distract their
other classmates trying to work.
Signal, when the teacher needs the groups attention - If I need the students
attention I will make an announcement. Depending on the age level of the students,
my signal might change a little. In general, though, I might make an announcement
that includes a countdown. I will say I need everyones attention and all eyes on me in
3, 2, and 1 or I will ring a chime. The students will then have a chance to slow down,
finish up something quickly and focus their attention on me.

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Relieving Energy

It is imperative for students to be able to take a break from dense, focused

attention. This clears the brain for a bit and rejuvenates. If I have been talking for a long
period of time and/ or the students have been sitting in their seats for awhile I will tell
them that I really appreciate their being so attentive but I think it is time for a break.

I will have the students stand up and stretch.

I will have the students do jumping jacks at their seats.
I will have the students form a line at their desks and them give each other a quick

shoulder massage (If this is allowed at school!)

I will have students form a circle around the classroom and run in a structured line.
I will read the students an inspiring quotation or excerpt.
I will ask the students a question that is unrelated or related to the work they are
doing now.
As described in Interaction Procedures, I will let students intermittently get up and
walk around the classroom, observing the work of their classmates.

Teacher Praise

Teacher talk in the art studio is very important for encouraging students and
letting the students know that you care about them and about their success. The
following are a few specific teacher praises that I have found to be helpful and useful
when letting students know you believe in them.

That is a great question. I like this because it encourages students to continue

asking questions as well as affirming that their thought process is on par.

It looks like you made a mistake. How can we fix
that?
How can I help you? This lets the students
know that you want to help them and care about
what they are doing in class.
I could not have said that any better myself.
This assures the student that they are thinking the
same way you are and that they have been
following the instructions and discussion closely.
It confirms to a student that they are competent
in the particular topic that is being discussed.
Thank you for bringing that up. That is a great
point. This lets the student know that he/ she understands the subject matter and is
contributing something useful to the class.
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Intervention Plan
Intervention Strategies are developed to give the student and teacher a set of
tools to guide behavioral issues in the art studio. It is important for a teacher to have
intervention strategies ready to refer to when they are dealing with a wide array of
behavioral issues. These strategies are meant to serve as guidelines since not all
strategies will work for all students in every situation. The intervention plan is less of a
set of punishments and more of a set of actions to help students change their behavior
and make positive choices. The goal is to figure out what the teacher can do to help
the student so that everyone in the art room can work together in a productive and
effective learning environment.

General guidelines for responding to misbehavior

Setting a consistent example of how the teacher responds to misbehavior is very

important for the students to know how to act in the art studio. Being consistent helps
make my students respect the teacher more and to know that she does not favor
anyone or discipline based on daily emotions. The following guidelines should enable
the teacher to interact with students who do not follow instructions in a way that shows
them that their teacher still cares about them and
their learning process.
Stay Calm
- Take a deep breath
- Handle the situation later if you are too
upset
- Dont take the students behavior personally
and/ or ruin your day
- Practice Patience
Assume the Best
- Assume the student wants to behave
- Re-teach the procedure or routine
- Review the classroom agreements
- Foster intrinsic motivation to behave
Preserve Students Dignity
- Reframe the behavior into something
positive
- Talk privately
- Listen to students point of view
- Separate misbehavior from character
- Encourage students to take responsibility
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Preserve Time on Tasks

- Respond with non-verbal cues if possible

- Be quick to respond and move on
- Talk to the student later
Respond Appropriately and consistently
- Consider the circumstance
- Give a natural consequence

Responses to Behaviors

Some misbehaviors are mild and non-disruptive to instruction and the general
flow of the class, Minor Misbehaviors. Others are misbehaviors that happen frequently,
Chronic Misbehaviors, and More Serious Misbehaviors can be threatening to the
learning environment. In all cases it is important for the teacher to know how to
intervene.
Minor Misbehaviors
These behaviors are not serious but the teacher still needs strategies to make
sure the class continues running effectively and efficiently. Such misbehaviors include
sharpening pencils during instruction, chewing gum, calling out an answer without
wanting to be called on.
Ignore; By ignoring the the students you are letting the students know that they

will not receive positive attention for their misbehavior

Use Proximity; The physical act of getting close to a student makes your

presence immediate and encourages them to calm down.

Narrate Positive Behavior; Reinforcing positive behavior encourages students to

behave in appropriate ways

Give Non-verbal cues; Sometimes a quick look or hand motion stops a student

from misbehaving
Give Quick Verbal correction public; Saying the students name or quickly

correcting behavior lets the student and the class know that the misbehavior is
not tolerated
Give Quick Verbal correction private; Having a quick private discussion with the

student helps him/ her understand that his/ her behavior is not acceptable and
wont be tolerated in the classroom.
Chronic Misbehaviors
Chronic Misbehaviors are ongoing occurrences that interrupt the flow and
instruction in the classroom and jeopardize students learning. In order for these
misbehaviors to stop the teacher needs to get to the root of the problem and help the
student solve his/ her problems. These types of misbehaviors include refusing to do
13

work, continuous calling out, always

arriving late to class unprepared,
constant talking during studio time.
Have a Private Discussion - The

teacher should have a private

conversation with the student to
let him/ her know that his/ her
behavior is not tolerated without
disrupting the class.
Give quick public Correction
Saying the students name or
quickly correcting behavior lets
the student and the class know that the misbehavior is not tolerated and makes
them feel self-conscious enough to change their actions
Establish positive relationship - Get to know the student and ask him/ her what

the teacher can do to help the student behave appropriately.

Narrate positive behavior - reinforcing positive behavior focuses on what the

students are doing correctly instead of incorrectly. This helps the students
behave in appropriate ways and lets the students know that the teacher wants to
help him/ her.
Offer Choices - Giving the student choices on how to manage his/ her

misbehavior can give the student a sense of responsibility and ownership of his/
her actions and
Refocus Station - The student might need a little quiet time out away from the

class he/ she can refocus his/ her energy and return to the class recharged and
ready to learn.
More Serious Misbehaviors
More Serious Misbehaviors are behaviors that call for more serious
consequences. There also must be strategies put in place that enable students to make
the right choices. Examples of Serious misbehaviors include making disrespectful
comments, Bullying, not following cellphone policy, intentionally misusing materials.
Give private correction - Students need one-on-one interaction with the teacher,

either during the class, at lunch or after class. This lets the student know that the
teacher wants to help them and see them succeed but that they must follow the
rules of the class
Offer Choices - Giving the student choices on how to manage his/ her

misbehavior can give the student a sense of responsibility and ownership of his/
her actions and
14

Establish positive relationship - Get to know the student and ask him/ her what
the teacher can do to help the student behave appropriately.
Plan consequences - This extrinsic motivator lets the students know the
consequences of breaking the classroom policies, (classroom tasks after class)
discouraging them from misbehaving.

General Consequences of Misbehavior

Having pre-determined general consequences for misbehavior in the classroom

that students are aware of helps to deal with misbehavior quickly and consistently. If
these strategies are in place the students know what the consequences are and parents
and other administrators can become involved more easily if necessary. General
consequences of misbehavior will not work for every student but are effective
intervention strategies that will work for students most of the time. The following is a
progression of events that will occur if the previous consequence proves to not be
effective.
Refocus Station/ Chair - The student might need a little quiet time out away

from the class he/ she can refocus his/ her energy and return to the class
recharged and ready to learn.
Talk with the teacher - Having a conversation with the teacher helps student and

teacher to be on the same page and know what to expect from each other.
Stay in at lunch or after school - If the student comes in at lunch or after school I

will have a short conversation with him/ her and he/ she will be assigned some
form of chore to either clean the classroom or materials
Contact parent/ guardian - If the misbehavior is more serious and chronic I

would let the students parents know about their childs behavior in the
classroom and potentially have them in to have a discussion altogether.
Go to principals office - This would only be used for very serious misbehavior

and the teacher doesnt feel like their policies are sufficient to correcting the
students behavior.
Behavioral Contract- I would have the student fill out a behavioral form where

they will think about their actions and assess why they misbehaved and what
they will do in the future. The teacher and student can then refer back to this
contract if the student has trouble following proper protocol again.

Behavioral Slip/ Contract

I would have the student fill out a behavioral form where they will think about
their actions and assess why they misbehaved and what they will do in the future. The
teacher and student can then refer back to this contract if the student has trouble
following proper protocol again.
15

Behavioral Contract
Name _______________________________
Grade _______________________________
Period_______________________________
Date ________________________________
How did you behave today that was inappropriate?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Why did you behave this way?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
What is a better choice you could have made?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What can I do as your teacher to help you make this better choice?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
In the future what will you do?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
If I behave in the same way in the future the consequences will be
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
Student Signature ___________________________________________ Date _________________
Teacher Signature____________________________________________ Date _________________
Parent Signature _____________________________________________ Date _________________
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Family- School Connections

Getting to know my students on an individual basis is one of the most important
ways to create strong relationships with them and ultimately to figure out how to
engage and motivate them in the art studio. Since making art is so personal, it is
important for me to find out what their lives are like outside of the art studio and make
connections with their families. Making regular contact with families helps to cross the
bridge between family and school. The following are a few ways I plan on building
strong family-school connections.
Studio Website
I will create a class website that displays completed projects the students have
been working on, displaying in a professional manner. I will also include images of
projects done in years before so families can get an idea of what kind of the work their
child will be learning and doing this school year.
Monthly Newsletter
Sending out a monthly newsletter will highlight some of the accomplishments
students have made as well as displaying successfully completed projects. The
newsletter will also reveal updates about classes, new materials, or upcoming events
that families might be interested in attending. The newsletter is a nice alternative to
the website, that some families might not be able to access.
Letter to Parents
Writing a letter home to parents at the beginning of the year is the first step to
making strong connections with families. In the letter I will introduce myself and a little
bit about me as well as what they can expect from me as a teacher over the course of
the school year. In the letter I will also note that any and all feedback is appreciated
and I will give my contact information in case parents/ guardians would like to contact
me. See attached example.
Weekly Phone Calls
I will make a few phone calls home each week, chosen randomly, to introduce myself to
the family (if I havent already), let them know what their child is doing and how she/ he
is doing in the art classroom. I will also thank the student for his/ her contribution to
class. This will set a positive precedent as I will unfortunately have to make occasional
phone calls home that may not be as positive.

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Art Gallery Openings

I would like to be able to have multiple art gallery shows in the studio throughout the
year to invite families into the art room to show them what their children have been
working on. In this way the students can gain greater pride an ownership in their work
in addition to letting their loved ones see what kind of work they have been doing and
what they have been learning.

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Dear Parents and Guardians,

Welcome to the new school year! My name is Ms. Elliott and I am thrilled to
have your teenager in my art studio and share my passion for art. I truly believe that as
a community of artists, each student brings something special to the drawing table.
Regardless of background, race, culture, and experiences we are all capable individuals
who can offer something very special to the studios creative atmosphere. My class
agreements appropriately stand for the acronym ART: Always be prepared to learn,
Respect yourself, teacher, classmates, materials and art studio and Try your best. Since
students often feel vulnerable creating art, I strive to create a safe and comfortable
environment where students are encouraged to express themselves freely.
A little about me! I am originally from the East Coast but lived in Kentucky
before moving to Santa Barbara in 2011. Throughout my life, art has always been my
favorite mode of self expression. Although I majored in Spanish and Architecture at the
University of Kentucky it wasn't until I started working for iCAN, the Incredible
Childrens Art Network, at Adelante Charter School that I found my calling as an art
teacher. I began as an art assistant and eventually became the main art teacher. I love
living in Santa Barbara and when I am not in the classroom I try to take advantage of
the beautiful outdoors. I love to hike, swim, canoe, surf, and as well as make my own
art when I have free time.
As Im sure you know, the adolescent years are a crucial time. Your teen will be
developing physically and emotionally and forming their own identity. I feel very
honored to a part of your teens growth and educational experience. That said, I
believe your teen will get the most out of art if the teacher, parent and student work
together as a team. I will be sending out a newsletter each month informing families
about what has been going on in art. There are also many ways you can help your
burgeoning artist. Reading about art, going to art museums (taking advantage of free
family days!), talking about art with them, asking about what they are doing in the
studio, and coming in to studio to help out are all ways you can be involved in your
teens art education! I also encourage you to attend Back to School Night and be
involved with the PTA here at school. Please dont hesitate
to be in touch with me! I welcome the opportunity to
meet you and answer any questions you have regarding
your teens art experience. Im looking forward to an
exciting year with your amazing young artists!

With warmest regards,

Ms. Julia Elliott
E-mail: juelliott@westmont.edu
Phone: (859)-229-9360
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