Advice on Teaching Art Classes
By Nikki Smith and Contributing Artists, 6/12/07
Last year I conducted an informal survey, asking fellow artists about their experiences teaching (and taking) art-related classes.  I received dozens of responses, full of valuable advice.  The results are compiled here, in the hopes that this information will be of help to other artist-teachers and those just taking the plunge for the first time.  Enjoy!

Topics:

• Venues for teaching classes
• Ideal class length
• Providing class materials
• Class formats: project vs. technique
• Best class experiences
• Worst class experiences, and how to improve them
• Tips for success
• Advice for new teachers
• Encouraging creativity
• Difficult teaching situations: tears
• Difficult teaching situations: rudeness

Where have you taught (or taken) your class? Through the local Community Education program? In-store classes at local craft stores? In your home or studio? At a weekend retreat somewhere interesting? Other places? What venues did you like best, and why?
 

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Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM I teach at Michaels, AC MOORE, several LSS, and in my own studio. The best is teaching in my studio because I don't have to worry about packing and remembering all the supplies. If I forget something I can reach in a cabinet and get it, My studio only holds 6 students at best but book classes are usually limited to 4. I have done classes for 8 but getting to everyone was difficult.

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM I teach rubber stamped card making classes two or three times a year to my friends and family and 10 is the maximum amount I can handle in my studio. I write out instructions, cut a lot of the cardstock, score it and provide all the tools and materials. Once in a while I charge something but only if I've had to put out a really large amount of money beforehand as opposed to a really large amount I have already put out!

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM I prefer to teach in my own studio as everything I might possibly need is here, however I do teach locally and occasionally out of town. That's a lot of stuff to carry!!!

Nadine W. says: Tuesday, Jan 24, 2006 at 05:00 PM Since officially opening my studio 2 years ago, I have discovered that teaching is one of my passions. I have instructed and taught most of my working life. The fun stuff has included; leather crafting, whole foods classes in the 70's and a variety of ethnic food making classes (Sushi, Chinese, East Indian, and Thai) in the late 90's and up until I opened the studio. I've have done paper arts (card making and stamping) for 13 years and have taught paper arts for the past 10 years in our local stamp group, stamp store and craft store. About 6 years ago I discovered Book Arts. I have taken many workshops and courses and continue to do so whenever I can. I also devour books and a lot of what I learned comes from the likes of Keith Smith, Sharon LaPlanz, Claudine Hellmuth, etc. 4 years ago I started teaching book arts with Community Schools and private little groups in my workroom (at the time, a spare bedroom that sat 2 comfortably and 4 snuggly). My preference is to teach in my new studio. Its 600 sq. ft. I accommodate 12 comfortably at workstations that are equipped with the tools needed for the project. Although I teach out of my studio and out of town occasionally, it is not my preference. No matter what I haul, I always want to take more. But I think that is in our nature. That's why we take the 'kitchen sink' with us to workshops.

Suzanne C. says: Tuesday, Jan 24, 2006 at 05:00 PM I now only teach away from home, which is extremely stressful. But also very rewarding. People who come to your class want to be there, and aren't just there because they're bored at home and want to go play (this is what I get in my home town and they're disappointed because it's too involved!).

What about the length of class? Did you teach a one-session class, or one that meets for a few hours each week? What format have you found works best for you? What is the minimum comfortable length for a class, where everyone feels they've actually learned something, and had time to get their hands dirty and create a project? Have you found it better to have a long, one-session class, or to break it up over several days/weeks with shorter classes?
 

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Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM We usually start around 10 with a lunch break (they bring their lunch and I provide beverages). I time the break for when there is a drying time or what seems a natural place in the process to stop. I write up exact directions for a project in case anyone has to leave but find most people would rather finish the project. When I teach outside of my home studio this is not an option and therefore I must limit myself to a simpler project. Classes in stores are usually last 2 hours. I double the time it takes me unless I know I have experienced students that are familiar with me as a teacher and with the use of the tools. Several days or weeks might work but around my area I find it is a one day commitment. I don't find that many people willing to commit to several weeks at a time. I think they prefer to complete the project.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM I took bookmaking in a two-day segment. I liked this. I really geared up for doing this for two days, and loved the continuity. We made many different kinds of handmade books. Directions were printed for the participants and many samples and reference books were available. I took the altered books class over several weeks, on a Saturday...it worked...but I liked the first format I mentioned better. People would rather give up their time for a day, or a couple of days, I think.

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM A long time ago I had a craft store where I taught craft classes to kids and adults, also calligraphy class. Most of the classes were one hour long for kids and 2 hour long classes for six weeks for the calligraphy.

Jacqueline says: Tuesday, Jan 24, 2006 at 05:00 PM For binding a complete book you will need two lessons at least.

Jacqueline says: Tuesday, Jan 24, 2006 at 05:00 PM Then of course: try the lessons out by yourself. See how much time you need to explain and make the book in a very slow manner. This way you know how much time you need for each project. Or take a friend and try the lesson out on her. Choose a friend with limited art experience!

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM The venue, size of class, length of class, etc. all depends on your subject matter. I am a certified instructor with three organizations (subjects totally different than my current art related classes). When I taught career planning to provincial government employees, the workshops were 3 and 5 days and that seemed appropriate for the subject. The class sizes were also larger (25-30 sometimes) and that posed no problem. That wouldn't be the case for a bookbinding or box making workshop where a class that size would be unwieldy. With this hands-on kind of workshop, there is sometimes someone who is challenged and I need to be available to provide some personal assistance. [My classes] are usually half days, with the exception of the altered books class and the painting with acrylics class, both of which are full days. My studio holds 6 participants comfortably, although I have had as many as 11... a bit tight, but it worked.

Nadine W. says: Tuesday, Jan 24, 2006 at 05:00 PM I offer retreats, but haven't put a ‘package’ together yet. I'm looking forward to it because I've have facilitated retreats in the past and enjoy it. I think the Sunshine Coast has a lot to offer and my neighbourhood has 3 B & B's within a block.

Nadine W. says: Tuesday, Jan 24, 2006 at 05:00 PM My workshops range from 2 hours to 7 – 8 hours with a 45 minute lunch. I have an equal number of people who work and who are retired, so I try to add a variety of times to my schedules to accommodate everyone. Hmmm, you can never accommodate everyone, believe me, no matter how hard you try. But I have the advantage to try because it is a full time studio. Not necessarily 5 days a week but during 'hi' season I probably have 5 workshop/classes a week. I find if we try to fit too much too quickly into a class, the students get frustrated and so I prefer they have more time instead of trying to cram. It is sometimes difficult to judge the ability of each student, but if I have a newbie call, I assess their ability and would definitely let them know if the class was too advanced for their level of skill. There is a certain amount of frustration amongst those who are quick learners too and it's an art to find a balance.

Suzanne C. says: Tuesday, Jan 24, 2006 at 05:00 PM Because I only teach out of town, my classes are mostly full day. I'm usually hired for 2 days to spread out travelling expenses. In a full day book class, you can make something wonderful and take home a treasure - not so in calligraphy. Calligraphy classes are very different. Beginner classes really must be multiple week classes. I don't teach these very much anymore which is a shame. I miss it, and now I don't have a hard time getting the supplies for teaching. I carry them! I do teach weekend workshops to calligraphers on specialty topics. The meat and potatoes, not the fun stuff with watercolours and sparkles. Just strict letterforms. Excellent letterforms. I have had a passion for excellent letterforms (and wish I could get more instruction myself!). No amount of colour can disguise a bad letter. You have to be a special sort of person to enjoy that. And not everyone does - and that's okay. Not everyone wants to be a concert pianist, either!

Do you typically supply all the materials and tools, or ask your students bring their own?
 

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Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM I plan on having all the materials for them in a kit but I suggest that they bring their own paper trimmers, Exacto knives, cutting boards and any other tools they own. Many of them feel more comfortable with their own tools. When you are working in a LSS or Craft store you should ask them to bring their own. That is how the store makes their profit so the answer is it depends on the venue.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM It is important to have the materials ready. Participants could bring tools and supplies if they would like to bring their own. When doing bookmaking, I would suggest providing basics materials...and the students could bring fancier materials for the covers and end papers if they so choose. Sometimes they like to add store purchased things for their covers, or fancy beads... It's important for the teacher to provide the basic materials required.

Jacqueline says: Tuesday, Jan 24, 2006 at 05:00 PM About the materials: it would be great that a complete parcel with glue, thread, needle, piece of booklinen, sandpaper etc. would be offered. If you name all the items, people can either choose to take these from home, or buy the complete package from you. Pencils, scissors, cutting mats and rulers are easy for the students to take with them, but make sure that you have some extra - people do forget the simplest things! I would suggest to have the board, paper and decorative paper for the books calculated into the course price. (Just one book/project for each lesson - have additional materials ready for sale to take home.) You might want to consider taking these in consignment from a store.

Jessica says: Tuesday, Jan 24, 2006 at 05:00 PM For retreat teachers (where the fees are steep) - explain completely in your class description what will be provided and what is needed for the students to bring. Then provide what you said you would, and have the students USE what they had to haul there on a plane. Have plenty of tools or stagger steps so students don't have to wait. That is a big complaint among students - being asked to bring along half an art supply cabinet and then not using any of it, and waiting around to use a tool.

Beverly, in the UK says: Tuesday, Jan 24, 2006 at 05:00 PM As a student, in my personal experience [in the UK], it’s almost unheard of to have the materials supplied in a kit form. You might get book boards supplied already cut which you purchase on the day.... but no, mostly here, whatever the course, there is a Requirements List and you take along your own materials and equipment.

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM I always provide all materials and tools in my classes.

Nadine W. says: Tuesday, Jan 24, 2006 at 05:00 PM My students come empty handed unless they have specific embellishments or photo's, etc. needed for their project. Guest instructors occasionally have a supply list. I have found that my `students' love the idea of arriving empty handed. I have also found that they do not mind spending a few more $ to have lunch provided. Something I do in my all day workshops when I have guest instructors. Funny, what makes some people tick. If it is one of my own workshops, I provide the beverage and dessert. I also set the dining room table and we leave my studio when we are eating. I have a big dining room table. I don't like food and liquid around my work area. You guessed it, TYPE A.

Brenda B. says: Tuesday, Jan 24, 2006 at 05:00 PM Nadine mentioned kits for classes… I’ve been wondering about this part of it. Usually, in my classes, I provide everything and they can bring whatever other embellishments they want or they can purchase in the retail area anything else they want. I have been toying with the idea of providing kits (at an appropriate markup for retail products) with anything they might use in the studio for that project. This would increase the price of the class but give them something more to take home then just a finished whatever. For example: I want to do the altered photographs as a class: I use the watercolour crayons (I have the biggest size collection) and would include in their kit the 12 pack of crayons for them to take home...rather than they just use mine in the studio and go home etc... Does this appeal to the rest of you? Would you like to be able to take the products home with you?

Suzanne C. says: Tuesday, Jan 24, 2006 at 05:00 PM I send a supply list ahead of the basic tools they'll need (I usually carry a few things for use in class if someone has forgotten something), I don't know about you guys, but I would much rather use my own folding bone (as it is affectionately referred to by some of my students) than a gooey class one. I have a huge list of things I bring, such as glue, book elements and then I have the retail stuff, too. I usually carry extra kits for sale for the students (if it's a book class) with precut bookboard, text paper and any specialty bells and whistles that are needed (such as the leather for the Harlequin spine). Everything is coordinated and in one place - which is something that can make or break a person creating another book - if they don't have time to find the silver eyelets or rivets and the grey waxed linen thread and go to the thrift shop to find a hunk of workable leather, and, and...

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM I offer kits for those who want to make another (book, box, whatever) but don't want to invest in all the raw materials. It's convenient for them and gets them trying their hand at it sooner than if they had to buy full size sheets of paper, bookboard, etc. and cut them down. My kits are very popular and I sell an average of one for every person attending . Some buy half dozen, a few people none. The downside of offering kits is the work involved in putting them together, but it's not highly evolved brain activity so sometimes it can be relaxing... unless I'm short of time, then it becomes stressful.

Nadine W. says: Tuesday, Jan 24, 2006 at 05:00 PM Rose has pretty much said it all about 'kits'. If you have extra kits with the makings for whatever you are teaching put together for sale, you are sure to sell them. I don't sell the 'products' tho but I try to have the basic tools available for students to purchase. I can always send people to my resource list for supplies.

What types of classes have you taught/taken, and which format did you like best? A class with a start-to-finish project you can take home? A class on learning a specific technique or skill? Highly structured, step-by-step classes? Or more free-form classes?
 

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Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM As for the types of classes I have taken the answer is all of them and I enjoy each in it's own way. I think it depends more on the teacher than the project.

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM I have taken a few classes but mostly I feel as if I could have taught the class when I am done taking them. I would like a challenge such as the paper-making class I took at college that met every week day for six weeks. We covered how to make a few simple books, too. It was a lot of fun because I had always wanted to learn how to make paper, we made a variety of paper and the instructor was prepared and knew her stuff.

Jacqueline says: Tuesday, Jan 24, 2006 at 05:00 PM I liked this lesson (making a single signature book with hard covers and book linen) very much. It took some more time than we normally used for the lesson. Three hours instead of two hours. What I really liked about this lesson was that we made one complete version in just one morning. When I came home, I made several little books because I was so enthusiastic about it.

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM Classes where the students take home a finished product is best, although Altered Books never are finished in class.

Brenda B. says: Tuesday, Jan 24, 2006 at 05:00 PM I try to do technique classes (like transfers, etc.) rather than specific projects so that at least they have something they can apply to other mediums etc... I think too, if the customers hear more about how much we have to prepare for a class, they might not balk at paying what its worth....LOL My dh is famous for saying "oh just throw a class together on that too!" not realizing a class means a month of prep work first....I’m already trying to prep for a class [in January] I will be teaching in June at a scrapbooking expo......

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM You're quite right... there is a lot of [preparation time]...more for some classes than others. And, definitely more if you're teaching somewhere else. Encouraging personal expression is great for some classes, however for bookbinding or box making (precision is critical there) you do want them to follow your example, at least for the bones of the class. I teach a class with acrylic paint where there is lots of opportunity for participants to express themselves. It's not a "learn to paint" class; rather it is about technique and special effects. Some of the results are truly amazing and frameable from the get-go!

Donna C. says: Tuesday, Jan 24, 2006 at 05:00 PM As a class "consumer" I'm always looking for classes that introduce me to materials I haven't used, even if it's just an explanation of how they work with time to play around. Technique classes are wonderful because you can go home and do with it what you wish. Now and again, just to get me moving (literally!) I'll take a class where we're making a specific set of cards or something but I still usually just do that if I see something in the samples I can use in other ways, whether it's material or technique.

What has been your best experience with either teaching or taking a class? What was the best aspect of the class?
 

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Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM I love taking classes with the “experts” who are also good teachers. Plenty of supplies and clear directions are essential for me even in open ended classes. I prefer to have a balance between the structure and creativity so we all come out with our own version of the same project but the techniques are the same.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM The teachers were excellent. They made us feel comfortable and were very encouraging. Organization was a key!! Size of the classes was very comfortable...(8-12) I think it depends on if it is your first time for teaching the class, too...keep it small if it's the first time. I LOVE learning from other classmates....they are awesome! We were always encouraged to do the basics and then apply our own creativity!

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM My best workshop experience as an instructor ... that's a tough one. I enjoy all of my classes these days and I seem pretty lucky in having the nicest people attending.

What has been your worst experience with a class? What could have been changed to make the class better?
 

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Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM I have had two classes that I considered not worth the fee. One I actually learned a lot but the teacher came across as if he thought he was doing us a favor by being there. There was only his way to use the materials and he was sure to let you know if you were doing it "wrong". I came home and used the info in my own way. The other experience was one where the store owner obviously tried to accommodate more people than she had planned. The class was limited to 18 but there were 30 of us. It was obvious that the teacher was overwhelmed and there weren't enough tools and materials. Since the store owner had some on the shelves for sale I felt she should have taken some off the shelf to accommodate the class and sell them after class at a 15 or 20% discount. Knowing the price structure I know she would still have made a profit. 30 people waiting for 1 stamp was not a good thing. I am sure she would have sold the used stamps to the class since they ran out and we had to order anyway. I refused to buy anything because I was so tired of waiting by the time it ended.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM I have taken classes where teachers think they know it all; are not flexible; don't have enough materials. This is rare, but it has happened. I don't enjoy that. I really understand when Marion commented on the store owner....there were supplies on the shelves, but we were still limited to a few items to share among many...not a good situation.

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM I took classes on [a cruise] last February from nationally known crafters. Most were fine and we completed the projects in the time allotted but one, other than being a really nice, happy, personable person, failed miserably in her teaching. She tried to teach us how to use a "placement tool," I can't think of the proper name of it right now, but it helps you to place the stamp in the exact place you want it on your paper using a piece of plastic you stamp first. She really didn't have a clue how to use the tool so I taught the people at our table how to use it. She was trying to figure out how to use the Fiscar's paper cutter we were all given and were to take to each of our classes. I don't think she had taken the time to look this cutter over before class started. Then, when it came time to sell her new and used supplies, she had forgotten her credit card machine back in her cabin so had to have her helper write everything down and we did not receive a copy of the receipt and she was so overwhelmed at the crowd... I still like her, though.

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM I attended a class for which I had driven over 100 miles and had not seen the actual item we were making until I asked if we could see it after the class had started. It was really cute but not enough time was allowed to complete the item, in fact the teacher had planned not to allow us to complete it and, we used a lot of double sided tape but she kept telling us not to use too much as it was expensive. We had each paid a pretty high price for the class to begin with and she should have factored the cost of the materials into that class fee.

Jessica says: Tuesday, Jan 24, 2006 at 05:00 PM Worst experience (even though I loved and completed the projects): A teacher who was so obsessive- compulsive about detail that it was way overboard. Worst aspect of this workshop - being interrupted every ten minutes for two days to get up, leave your project, and crowd around a table where you were supposed to watch the teacher do something - which you could not see at all because of crowding around the table.

Jessica says: Tuesday, Jan 24, 2006 at 05:00 PM I took a jewelry class in which we paid an additional materials fee (on top of a $135 class fee) for some silver. We got some nickel and there was no silver to be found. That made me mad.

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM My worst experience.... when I was teaching Sexual Harassment Prevention In The Workplace to a group of engineers and sailors... need I say more? It was the longest day of my life!

Nadine W. says: Tuesday, Jan 24, 2006 at 05:00 PM I had what I would call a disaster about 3 weeks ago. 5 students in a 3.5 hour workshop. A newly created class. Coming through the door were 2 seasoned attendees and 1 who had been before with friend and a daughter who had never ‘crafted’. Needless to say the abilities were all over the show. And early in the workshop, I realized that I had not timed the newly developed class right. It went over by at least 1 hour. The two seasoned gals were very gracious. Last Saturday I did the same class in 5 hours and everyone LOVED it. So there ya go. A lesson learned.

What are the little tricks or tips that you've learned which make a class a true success? (i.e. organizational ideas, hand-outs, samples, items to always have on hand, following-up with students after the class, doing surveys, choice of materials - quality vs price, etc, etc...)
 

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Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM I always have complete directions printed and I hand them out before class so that they can make personal notes on them. Prepackage all the materials and take extras. I rarely come home with any extras because I offer them for sale at the end of class, but I like the comfort level of having a piece of paper for someone who makes a major, uncorrectable mistake and being able to just hand it to them with a comment like "It's only paper". Samples need to be out at the store at least a month in advance and they need to be visible during the class. I had taken classes where samples were kept away from the students. While I understand that they were being protected, many of the students needed to see them up close. If you are concerned with handling either cover with plastic or at least put on a layer of Dorland's wax to protect from finger marks. I also give out my home phone and email with an invitation to call me if they have a problem. No one has called me yet but they definitely appreciate the offer. Do this only if you are comfortable with it. As for price vs quality my feeling is that this is a prototype. Shabby materials are harder to work with but high quality can be expensive. You need to hit a balance.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM I would suggest, in an altered book class, or group, to have people bring surplus items to share with the group...it is so much fun to share our "stuff' and receive "stuff" from others!

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM Know your equipment, have enough for everyone, have a small enough class so you can get around and expect stuff to happen so you are prepared to give another part to the book or another bone folder if the student breaks hers, etc. Also, allow a lot of time.

Jacqueline says: Tuesday, Jan 24, 2006 at 05:00 PM I think that after the first lesson people can walk away with a finished booklet. The single signature book is great for that. There is some basic sewing involved and most principles of gluing. When they have learned these principles it is easy to go one step further and make a complete bound book. I would say that for sewing and gluing books one would need structured instructions. If you are not going into restoring old books, I would suggest lessons like Japanese Stab binding and Coptic binding. How intricate the lessons will be - depends on the books itself, of course. Some worknotes would be nice to provide to the students. In our lessons we had to write down every step by ourselves - I liked it personally, but I saw that some people had trouble with it.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM When you teach the class, have some wallpaper books on hand. They come in handy for Japanese Stab Binding types of books. The students love them!

Jessica says: Tuesday, Jan 24, 2006 at 05:00 PM It is not easy to demonstrate to a classroom, but get creative and figure out something that does not make jumping jacks out of your students and constantly break their concentration. I have a friend who is a very successful teacher - who does an overall presentation so students can get started, and then goes to each table and demos up close and personal. I do a lot of air work (holding the work in the air while I do the thing so everyone can see). It's not easy but it is effective. Arranging tables in a circle or square with the teaching table as part of it also works well. If I have a limited tool situation, I try to have a step everyone is working on for awhile, and then call one table at a time up to the tools to do that step, while everyone else is working.

Beverly, in the UK says: Tuesday, Jan 24, 2006 at 05:00 PM [In the UK] I would also expect to see a table full of examples of not only the item to be made that day, but also variations, i.e. the skills you learn can be applied/extended to make this item. Not only do you usually get to handle these, but again most of the time you are allowed to photograph too - though you need the teacher's permission for that one, occasionally they say no, but often its "if its for private use, then yes".

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM My best advice is to be well prepared. Whatever you're teaching, know your subject well and have samples or examples to show. I don't give any hand outs until end of class as I want full attention as I demonstrate. As for material quality, my philosophy is "the best results come from using the best materials".

Nadine W. says: Tuesday, Jan 24, 2006 at 05:00 PM There is something to be said about handouts at the beginning of your workshop and at the end. But handouts are a must and ‘kits’ are a must. And I ditto Rose, so is quality. I'm also big on presentation. Oh, yes, when teaching out of my environment I always ask about the space and lighting. If necessary, I ask that extra lighting be provided.

Suzanne C. says: Tuesday, Jan 24, 2006 at 05:00 PM Handouts are given out at the start of the class and referred to often (by me - I tell them if they don't understand it the way I've written the instructions to write it out the way they understand it. I am not going home with them to explain it again!) Perhaps the most important thing I've learned over the years teaching artsy things to adults is that they are there to learn something, but they want to have fun, too. We are not lecturing chemistry (darn!).

What advice would you give someone new to teaching art classes?
 

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Jessica says: Tuesday, Jan 24, 2006 at 05:00 PM As an educator with a teaching degree, I have to say that knowing something about how to teach is as important as knowing something about the thing you are teaching. Many folks are just "deciding" to be teachers these days, and not paying attention to the fact that teaching is an art in and of itself.

Jessica says: Tuesday, Jan 24, 2006 at 05:00 PM Best tip for teachers: Nothing can derail your class better than getting stuck teaching a thing to each person individually. Here's how it happens: Students work at very different paces and there are always a couple of eager beavers who rush through the steps at breakneck speed. Then they are bugging you to show them the next thing so they can keep going. Just say NO! If you get caught in this, you will end up with each person coming up as they finish a step, and wanting you to show them what you showed so-and-so. There are many ways to deal with this, and nobody has found the perfect way yet, but it is good to tell students right at the beginning that you are going to pace this class at the best speed for everyone getting the project done. You can even set time periods for each step (but don't get too dictatorial about this either). There has to be something to keep the speeders busy while they wait for the next step. Try to have some side detail they can be working on - maybe beaded embellishments or something like that - not critical to the project so if some don't get to it, that's ok. Or have some extra materials so a student could be making a second version - or a bigger book - or whatever, so they can use their time productively.

Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM There is no difference due to age. If you don't know how to do something you are in "kindergarten" and need the nitty gritty stuff.

Beverly, in the UK says: Tuesday, Jan 24, 2006 at 05:00 PM There's a lot you do need to think about... the words you chose to use, must be inoffensive and all-inclusive. You need to be aware of health and safety issues, from everything about the safety of the environment, to the proper use of equipment. If you attend good classes regularly and you teach your own, you may well, as I did, do things automatically, BUT without the training [in teaching] I didn't realize WHY I was doing it, and therefore how to make the best of the situation.

Margie D. says: Tuesday, Jan 24, 2006 at 05:00 PM Perhaps if one feels wobbly about teaching, start small, working with a children's program or something as a volunteer to develop teaching skills. Even professionals were beginners at one time. The classes I teach now are much better than my first efforts, but the same students faithfully come and always have complements.

Lora F. says: Tuesday, Jan 24, 2006 at 05:00 PM I too have volunteered to teach things to learn how to teach.

Beverly, in the UK says: Tuesday, Jan 24, 2006 at 05:00 PM As a teacher I would say it is vital to know your subject inside out. Bookbinding is so rare a find, that I attended a class which I could have done standing on my head!!! However, I played the role of the student, but did have to slam my mouth shut - someone asked how long the thread should be to sew with... and the answer was "oh about this much" spreading the hands, "you have to guess". It was all I could do not to scream, thankfully someone else with knowledge stepped in first and pointed out, actually there is a formula for working out thread length.

Brenda B. says: Tuesday, Jan 24, 2006 at 05:00 PM I'd like to hear more on teaching.....I’m finding it a fine line between enjoying the teaching and feeling like I got run over by a Mac truck afterwards....for example: how to encourage people to use their own imagination or creativity rather than just copying the class example (most of my customers come from a stamping or scrapbooking class background where everyone makes the exact same thing).....

Rose D. says: Tuesday, Jan 24, 2006 at 05:00 PM I sometimes feel totally exhausted at the end of a class. I think it's the adrenal that keeps you "up" for the whole class time and when it is over, so are you!!

How do you encourage creativity in your classes?
 

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Linda T. says: Tuesday, Jan 24, 2006 at 05:00 PM When I was teaching, people would wait hoping that I would actually "paint" the piece little by little as a demo to them. I was in a painting class on Monday night and I noticed that 2 students would ask for every movement to be demonstrated on their piece. I am thinking there must be some way to free people from their selfconsciousness. Surely that is what it is. They have been so beaten down by art teachers and viewers that they are afraid to take any initiative. I believe if they are in the class they have the potential and the inate artistic ability, but somehow growing up has made them frightened to express themselves??? Fear of rejection is at the root?? Don't you think? How to get people to accept themselves is a subject for a psychologist I think. I tried Positive Reinforcement by using extreme praise for every stroke and people branded me as not being discerning enough...I "liked everything" they said, and they "knew the work wasn't good"...erg...what can you do...can't change people!!

Donna C. says: Tuesday, Jan 24, 2006 at 05:00 PM Someone mentioned positive reinforcement and being accused of not being discriminating. I can remember a course I took when teaching second grade and the instructor talked about kids reacting in much the same way. He suggested that rather than praise, because it's too general (and often rather forced), that we look for something specific to make a comment about. For example, in a child's drawing they may have a rather bizarre looking horse. Rather than saying you like the horse you might say something like, "Your horse reminds me of how much I liked to ride when I was your age," or, "That's a really strong and bright red you used on that saddle blanket." It doesn't need to be praise, just recognition of something and acknowledgement of it. It was hard to wean kids off the praise (he said we've turned them into "praise junkies") but the specific comments made them do a lot more thinking. Just two cents worth from an antique retired teacher...

Brenda B. says: Tuesday, Jan 24, 2006 at 05:00 PM I really think EVERYONE can be creative, its just closer to the surface and more natural for some and the others have to develop it or see where it bubbles up for them (I know a VERY analytical person who does amazing web design, yet she says she's not very creative!)... Part of the problem is despite having more leisure time then ever, people are busier and want to be perfect in every thing they do, so even a hobby or art/craft, they have this expectation that every thing they make has to be PERFECT...we've forgotten how to play...and Im no better than they are, I have to really make myself just goof off, doodle or cut and paste without having an idea that it will be good enough to sell/display...

Linda T. says: Tuesday, Jan 24, 2006 at 05:00 PM You bring up a good point here, I realize that about myself, I always call my friend Jacey to make sure that what I attempting to do in Polymer Clay will work BEFORE I TRY IT...I am so busy and fearful of waste that I can not imagine spending one bit of time trying something that has to be trashed! With me it is not fear of artistic ability it is fear of losing precious time and materials! hmm.....I wonder how she feels about her precious time having to tell me how to do everything. She always says "Try it!!" but I rarely do. Sorry, Jacey...

Suzanne C. says: Tuesday, Jan 24, 2006 at 05:00 PM Well, you shouldn't have to reinvent the wheel! That's a waste of valuable time. If I know or suspect something is common knowledge then I try to get the info. Jacey will know if it's common knowledge and will direct you in the right direction. If she says try it, then you're creating! and you're probably making her creativity itch wanting to know the answer!

Suzanne C. says: Tuesday, Jan 24, 2006 at 05:00 PM Some students are extremely needy. I will stand over them while they do something and direct them, but I won't do it for them (usually, unless there is a medical reason - and that's another instructor challenge). They are empowered when they "get it" and are happy, happy. There is usually at least one per class who needs a lot more help. Often a more experience person will help their neighbour if I'm otherwise engaged. I see that assisting a lot in my repeat students! and bless their little petooties for it! I don't teach that many scrapbookers or hardcore stampers and I'm always shocked when they want to do it exactly like I do. They want blow-by-blow details on the position of my stamp. And that's fine. To my thinking, it just shows inexperience which will change the more they create. To become a concert pianist, you have to practice. A little light will go on at some point and they'll say "why can't I do it this way?" Yes, everyone is creative. A lot aren't comfortable with what they create though. There must be some classes you go to which are at the edge of your ability? It's a very uncomfortable place to be. But at least you're there! And you should applaud yourself - and as an instructor applaud your students for being in your class.

How do you handle difficult teaching situations, such as a student crying over a mistake?
 

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Lora F. says: Tuesday, Jan 24, 2006 at 05:00 PM A friend took a class, another student made a bad mistake and started crying. The instructor then wasted twenty minutes trying to get this person to calm down. How do you handle that sort of situation?

Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM In a case like this the prep and experience of a teacher kicks in. The teacher should have anticipated what could go wrong and thought about how to fix it.The first thing I say is "It's only paper". The next thing is to mention the 3 C's of mistakes, Correct, camouflage, or cover. Reassure the student that this is a learning experience and she is creating a prototype or sample. Make it clear that you will stick with her to correct it while helping the others move on. If all else fails give her another kit and let her start over. Then leave her to deal with it. It reminds me of all those years teaching kindergarten and first day of school traumas. I would bring a box of tissues out to the door for the mothers and then say to the children "Let's go have some fun learning what we do in school". If I had a really upset child I would go over with tissues and gently ask what was wrong. I inevitably got "I want my mother." I would tell the child that “their mother would be here when the clock looked like …” and give them a small picture of a clock with the hands at the correct time for dismissal. Putting the issue box near them I would just say "You can cry all you want but you have to cry quietly so the other children can hear me. Come on over when you are ready to have fun" and then walk away. Drawing attention adds embarrassment to what they are already feeling.

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM First, I would tell the woman that there are no mistakes in art, just wonderful new opportunities. When I teach children, sometimes if they make a mistake, they put their project in the garbage. I tell them to rescue them and then, if they can be rescued, we do so with some clear tape, if it is impossible, I would just give them some more supplies to work with and explain it so they understood. If the woman still had trouble, I would suggest that she leave the room to compose herself. Whether or not she left, I'd concentrate on the others in the class, especially if they were paying to be there. They deserve my attention and no distraction.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM I have students who make mistakes every day...usually I suggest they make the best of the mistakes...and tell them that artists make mistakes all of the time, and sometimes the mistakes turn out for the better. Now, in this case, if she was totally "not getting it", I would perhaps have her stay after and help her some more. If she was crying about it, I have a feeling that more was going on there than just her lack of success with the art project!

B. says: Tuesday, Jan 24, 2006 at 05:00 PM Tell them that artists make mistakes all of the time, and sometimes the mistakes turn out for the better.

How do you handle difficult teaching situations, such as rudeness in class?
 

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Lora F. says: Tuesday, Jan 24, 2006 at 05:00 PM I once had a unpleasant student who was seated next to a Puerto Rican woman who spoke excellent English but with a Spanish accent. The nasty person began talking about how she would never go into a store with signs in Spanish and English. I told her she was being rude and she said "no I'm not". She kept trying to bring up the subject and I kept telling her she was rude. Sometimes I think I should have just ordered her to leave. This was a class I was giving for free. Well folks, how would you handle the situations I described?

Marion D. says: Tuesday, Jan 24, 2006 at 05:00 PM In this situation I would clearly state that we need to keep conversations on the subject I am teaching. While she is entitled to her opinion this is not the forum in which to voice it. Don't be afraid to make it clear that you consider it unacceptable in your class. You could also make a comment something to the effect that you certainly appreciate the signs in English when you travel out of the country. You are the teacher whether they pay for it or not. We have all gone to school and we all know there are abrasive students in every class. After you have made it clear where you stand and what you expect trust the students to ignore her. She is looking for attention and the best thing you can do is not fuel the misbehavior. Some children never grow up.

Gail K. says: Tuesday, Jan 24, 2006 at 05:00 PM As for your rude guest, wow, I don't know how to handle a bigot. Pretend she wasn't there? Ask the woman sitting next to her to ignore her? I don't know the answer to this one.

Bev H. says: Tuesday, Jan 24, 2006 at 05:00 PM I teach about 175 students in a day.......and have taught for 32 years. That kind of behavior...bigotry...would not be tolerated by me, the other students in the classroom, the school, or the school system. There is no place for that in a civilized environment. I would have asked her to leave if she wouldn't be quiet. She can have her own opinion, but that was not the place to share it...she was infringing on the rights of others. If that happened in my classroom of middle school students, they would be out of there.

Terry T. says: Tuesday, Jan 24, 2006 at 05:00 PM It's only happened to me twice and I handled it the same way both times. I merely asked the person who was rude to join me away from the others and said that they have a few choices to make. Obviously, they are not having a meaningful experience so...1) they can leave and I'll return their money (if they paid a fee), 2) they can stop disturbing the rest of the class by remaining quiet or 3) they can just leave...but one thing was clear, the class was not going to continue as it had up to that point. In both instances the student left and I was called a few names, (some of which were probably true) but everyone else finished the day in a good mood, including myself. Yeah, you shoulda asked her to leave and dealt with the verbal barbs. The kudos you would get from others in the room would have compensated for the transitory negativity.