NAEAnews. “SPECIAL NEEDS,” December, 2002, Vol. 44 (6) p.13.

Adrienne Hunter's presentation, “Alternatives and Options: The Joy of Teaching Art to Troubled Youth,” was a “Special Learners Series” highlight at the NAEA Annual Convention in Miami Beach. Hunter, art teacher for the Allegheny Intermediate Unit/ Alternative Education Program in Pittsburgh, PA described slides of her students' artwork. The following interview allows readers to sample Hunter's students and strategies.

How would you describe your students?
I teach students, ages six to twenty-one, who are at-risk or in-crisis. These students are from homeless shelters, crisis centers, or are unable to attend their home schools for a variety of reasons. We are a completely inclusive program and I teach every exceptionality. My students are a very challenging population.

How do your students respond to your art lessons?
I guess the best way to answer this question is to tell a story. When I first started teaching almost thirty years ago, I thought I came up with fabulous lesson plans. One day, I stood there in front of the class and said, “Today we will be learning about positive/negative design.” And a kid said to me, “F--- y--, B----. We ain't doing s---!” So I thought, “Hmm…” and I said, “I guess you don't want to learn to make these silk-screened tee-shirts then?” For a fleeting moment, I could see the interest in their eyes. I asked myself what was going wrong with the situation. Perhaps they thought they couldn't do it? So I ignored their attitude and started to talk them through the process. I demonstrated how to make a stencil in front of them. I broke the process down, step by step.

They learned a few things from me that day. One, I was going to do art, even if they weren't. Two, they immediately recognized and respected that “'Miss' got skills.” And three, that I was willing to walk them, step by step, through the project so that they would not fail. And, since they could not resist playing with my neat toys, the students learned positive/negative design. The experience made me realize that not all kids love art, especially those who have never experienced success in art. You have to teach them that in art there is no “right” or “wrong”, but so many different ways to accomplish a task. They have to find out what works best for them. Once you eliminate the risk of failure, students are much more cooperative and receptive to learning.

I feel that what the students learn in my art room opens doors for learning in other classes. This doesn't happen by accident. I firmly believe in alternatives and options. Task analysis is the key to my lessons. I carefully work through every lesson to determine where my problems may occur. Then I work out possible options for eliminating frustration and failure. I make many adaptations, but I never, ever lower my standards. By teaching kids that they can think through a problem and that there are always options and alternatives from which to choose, they learn to be creative not only in the art room, but in life situations as well.

What suggestions do you have for art teachers?
The teacher's attitude sets the tone for the class. If you aren't excited about what you are teaching, your students won't be excited about what they are learning. By establishing a positive rapport with all of your students, you will eliminate many behavior problems. Know your students and their special learning needs. It is helpful to familiarize yourself not only with Special Education issues, but also with mental health and societal issues, such as homelessness and gangs.

I believe that to learn, one must be in a learning mode. Therefore, I make sure that my classroom provides a safe haven for my students. They have a clear understanding of my expectations for them and what they, in turn, can expect from me. Respect is a two-way street.

Classroom management is important not only for behaviors, but also for safety and fun. Be clear and concise. Set up workstations and establish clean-up systems.

Never fight with a student or back her/him into a corner. If a kid is in the mood for a fight, try to determine the cause of the anger. The student is probably not angry at you if she/he just walked into your room. Let her/him know that you'll talk to her/him privately after you settle the other students.

Motivate your students by making your lessons worth doing. If it's worth doing, it's worth doing well, and worth displaying. Relevancy is the key concept here. Can you utilize community resources and partnerships to bridge the gap between the classroom and the community? Be creative. Finally, remember the purpose for which you were hired: to teach art!

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