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Art classrooms at the high school level can very easily turn into a social hour if students are unsure of the expectations and objectives for the course.  Because art is a subject where students can work while carrying on a conversation, it is important to establish ground rules ahead of time to maximize productivity and minimize noisy disruptions.

Keeping High School Students On Task Involves:
- Establishing clear expectations; socializing is fine after the work is complete, and may not interupt anyone else's progress.
- Be explicit while giving instructions.
- Make assignments and projects engaging and meaningful.  Find out what students are passionate about and provide an opportunity for them to explore these interests.  Choice Based Art Education is a great curriculum for exploring personal interests.
- Be part of the creative process.  Engage students in discussion about their artwork, ask questions, listen to students, make suggestions.  Showing interest in student work gives value and meaning to their efforts.
(Room 213, 2017)

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Avoiding waste and abuse of art room supplies is paramount to an art teacher's budget.  Clear procedures for organizing, distributing, and collecting materials prevents loss, theft, and misuse.  Additionally, much of art studio time is spent getting situated and then getting cleaned up and ready to leave.

Designated jobs streamline the transitions into, around, and exiting the art studio.  Students get to work faster and require less time to clean at the end of class.  The Art of Education blog (2015) suggests designating one specific table to students for paying extra close attention to demonstrations and directions.  These students are then called upon to assist their peers when someone needs guidance.  Because of the hands-on approach to art studio assignments, it is often difficult for the teacher to circulate among all the students efficiently.  Assigning specific students to answer simple questions about steps and procedures gives students ownership of the class, encourages a sense of community, helps to grow positive relationships among peers, and allows the teacher to focus on individualized technical instruction.

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A glimpse of what we DO NOT want to see in the art classroom (Tmobballin20, 2008).

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Mrs. Welter's Art Class! This is where the one day series of "Classroom Chaos" started. :]

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It is the teacher’s responsibility to recognize emotions and situations before they get out of control; the teacher then reacts appropriately and diffuses these situations before they escalate.  This ties in closely to Dr. Jane Nelson’s positive discipline.  The five basic criteria for positive discipline are being kind while being firm; offer children a sense of belonging and significance within the classroom community; focus on the long term use of the method therefore creating a lasting behavior; develop within each student valuable life skills that contribute to their character; and cultivate the belief in one's own capabilities (Nelson, 2014).

Therefore, the teacher must:

- Build and maintain positive relationships

- Exude Professionalism by speaking with authority, demonstrating competency in subject matter, demonstrating compassion in actions, and always modeling controlled appropriate behavior

- Demonstrate understanding and empathy

(McIntyre, 2014)

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An example of a materials management system

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An example of a materials management system

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Providing a color coded chart of responsibilities in the art room streamlines set-up and clean-up procedures (The Art of Education, 2015).

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An example of making assignments engaging and meaningful: Choice Based Art Education

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An example of making assignments engaging and meaningful: Choice Based Art Education

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Engaging learners in the artistic process by providing choices in the art classroom helps to keep students on task.  When students are interested in what and how they study, they are more likely to stay on task.  Assigning projects with a variety of methods for completion is called Choice Based Art Education (Meyer, 2015).

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Creative Knowledge Environments in Choice-Based Art Education

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The Importance of Art Education | StarTalk

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Uploaded by Chelsie Meyer on 2015-01-29.

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Examples of positive classroom strategies

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Examples of positive classroom strategies

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"Sometimes it is the students who are bored and sometimes it is the instructor who is boring."                            (MIA, 2013, para 1)

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Teacher-student relationships are the cornerstone of all other aspects of the classroom.  These relationships affect the flow of instruction, student engagement, and the classroom climate.  Building empathetic relationships are especially important in high school grades 9-12 because students are navigating the challenges of adolescents (Bernstein, 1996; Mordock, 1991).  At this age, students often feel overwhelmed, confused, misunderstood and unheard.  Showing respect and empathy to student struggles and challenges opens up a valuable line of communication (Beaty-O’Ferrall, Green, and Hanna, 2010).  Students are more likely to openly discuss their problems and brainstorm solutions when they feel validated and understood.

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Showing empathy to students teaches them how to have empathy for their peers and the community in which they live (Couser, 2014).

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This video is a visual representation of the myriad of challenges that our school community deals with on a daily basis, students and teachers alike (Chesney, 2016).

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A student forgets his/her project at home and misses the deadline for submission. Instead of criticising the student's forgetfulness, the teacher says: "I understand how difficult it is to remember everything you need for the day and to carry it all to school.  You have a lot to remember."  The teacher then suggests coping strategies such as  the student writing down a note in their planner or binder to help them remember to bring the assignment the following day.  A student that forgets once should be forgiven without penalty.  A student that is forgetful on a regular basis requires organizational coaching.

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Beaty-O'Ferrall, M., Green, A., & Hanna, F., (2010). Classroom management strategies for difficult students.  Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/129/Classroom-Management-Strategies-for-Difficult-Students.aspx

Bernstein, N. (1996). Treating the unmanageable adolescent: A guide to oppositional defiant and conduct disorders. Northvale, NJ: Jason Aronson.

Chesney, G. (2016, January 29). Offer empathy [Video file].  Retrieved from https://www.youtube.com/watch?v=fFqIZP4Yb64

Couser, N. (2014, May 4). Empathy can change the world [Video file].  Retrieved from https://www.youtube.com/watch?v=aU3QfyqvHk8

Mordock, J. B. (1991). Counseling the defiant child. New York: Crossroad Publishing.

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- Acknowledge one's performance
- Analyze the performance and identify progress and weaknesses
- Evaluate the artwork based on a rubric
- Reflect on areas for improvement
(Grantz, 2014)

Self-assessment involves asking the student to consider a number of questions in relation to their artwork. Self-assessment is appropriate for high school age students because at this stage of learning students should be utilizing critical thinking skills and continuously evaluate personal progress.  By objectively analyzing the artistic process, students gain valuable knowledge about what they enjoyed, what they disliked, what they feel they did well, and what areas need continued instruction and improvement.  In the art classroom, mistakes are seen as learning opportunities.  Shortcomings are an indication of needing more instruction in a specific technique.  Grantz and Gruber (2014) believe, “Through this self assessment process

students grow in their own awareness, understanding, and ability to validate for

themselves and others what they have learned" (p.28).  Self-evaluation is a life-long skill increasing student sense of responsibility and accountability.

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Caitlin Cook-Wightman (2017) recommends designing a questionnaire to help upper-level students evaluate how closely they followed directions, techniques, and met the requirements for the assignment.  Students reflect on their product, their strengths, weaknesses, and overall performance during the assignment (Facetime interview, April 28, 2017).  Using self-assessment requires students critically analyze their work and honestly gauge their effort.  Cook-Wightman believes that self-assessment gives the students ownership of their work.  At the high school level, the students decide if they are satisfied with C level work, or if they want to put forth the additional effort for a higher grade (Facetime interview, April 28, 2017).

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(Ballou High School, 2017)

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(iSLCollective, n.d.)

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Ballou High School Visual Arts Department (2017). Art class participation rubric/grading [Digital image].  Retrieved from http://www.msbonavia.com/rubrics-for-evaluation.html

Cook-Wightman, C. (2017, April 28). Apple Facetime Interview.

Grantz, R. E., & Gruber, R. (2014). "How well did I learn what I learned?" The art of self assessment. Journal Of The Academy Of Business Education, 15(23-40).

iSLCollective (n.d.). Art self assessment printables [Digital image].  Retrieved from https://en.islcollective.com/resources/printables/worksheets_doc_docx/art_self_assessment/art-worksheets-critic/7157

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The Art of Education (2015, April 6). 8 fundamental routines that will transform your art room [Blog post].  Retrieved from https://www.bloglovin.com/blogs/art-education-2968547/8-fundamental-routines-that-will-transform-4272848516

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Meyer, C. (2015, January 29).  Choice based art education [Video file].  Retrieved from https://www.youtube.com/watch?v=oERTH05Txhw

Tmobballin20 (2008, July 20).  Classroom chaos - The intro: Art class [Video file].  Retrieved from https://www.youtube.com/watch?v=65p2-8ZtUFI

213 (2017, June 19).  5 ways to keep secondary students on task during group work [Blog post].  Retrieved from http://reallearningroom213.blogspot.ca/2017/06/5-ways-to-keep-secondary-students-on.html

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This illustration shows there are always choices when confronting students over misbehavior; teachers always have the option to respond in a positive manner (McIntyre, 2017).

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McIntyre, T. (2014, January 16), Verbal strategies webinar free view [Video file].  Retrieved from https://www.youtube.com/watch?v=_e4kvO6IJ3g&feature=youtu.be

McIntyre, T. (2017). Defusing refusing book cover [Digital image]. Retrieved from https://freespiritpublishingblog.com/2017/02/06/defusing-refusing-reaching-and-teaching-students-who-display-resistant-defiant-and-confrontational-behavior-part-3-of-3/

MIA (2013, March 24). Pay attention please [Blog post]. Retrieved from https://anethicalisland.wordpress.com/2013/03/24/pay-attention-please/

Nelson, J. (n.d.). Positive discipline guidelines. Retrieved from https://www.positivediscipline.com