5 Things I Let Go of as an Art Teacher (so I could keep going)

Art Teacher Tips to Avoid Burnout

Teaching isn't easy...the myth of summers off getting home at 2pm and glorified babysitting are grossly inaccurate. It can be a grind! 
But after 17 years I can say with complete sincerity that teaching is worth it.
There is nothing as rewarding as seeing students develop their art techniques, artistic voice and character in my class. 
So I would like to share some things I let go of so that I could keep going...for 17 years. 
These were pressures I put on myself,  that didn't actually impact my students' success.  

"Everyone needs to like my class"

​I teach high school art and at the high school level students can choose their own elective classes. Because of this, sign ups can feel like a bit of a popularity contest. At the first school where I worked there were those art electives that were really popular (ceramics, photography) and I always worried that my classes couldn’t compete and would not get enough sign ups to fill all the sections. I felt like I had to win over all the students by making my classes the “fun art classes” I scoured Pinterest to find the trending art projects and sought student feedback to try to tailor the curriculum to fit their interests.
But when I read the responses there was no consensus. Students liked and disliked different projects and there really was no way to please everyone. When a student would drop my class to take another elective or to have a free block I took it personally. I would wonder what about the classroom environment or curriculum caused them to drop. When I visited the classrooms of my colleagues I tried to figure out what they were doing that made their classes so popular and tried to emulate that in mine  (popular music playlists, free choice fridays, candy rewards, always opening my classroom at lunch and after school) I tried it all…but students still dropped my class.But the reality was that I wasn’t doing anything wrong. Not every class is for everyone. Most of the schedule changes had nothing to do with me as a teacher and even the ones that did were out of my control. My job is not to please every kid, and this is actually impossible. The project one student loves is the one another thinks is boring. 
Once I realized this and decided just to be myself and show up each day with intention and care I felt a shift. Whenever a student complained about the class or dropped I just said to myself - this class is not for everyone. And simplifying my routines and not trying to always chase the next “fun” idea, popular project or emulating what the rockstar teachers were doing at my school saved me from burning out. I also think that my attitude was much more relaxed and this actually helped my students enjoy my class more.
Instead of trying to cater to everyone I was just myself. I leaned into my experience as an artist and my passions. I even started bringing in my old sketches and printmaking projects from college to show my advanced classes. And ironically as I became more comfortable with my own teaching style and approach the more popular my classes became. 
I still have students drop my classes and I still have students who complain about the projects and assignments but now I can let it go and focus on teaching.

I keep one storage box of art project examples, what doesn't fit I let go

"I need to return all student artwork"

When I was growing up, I took a lot of pride in my artwork. I remember a few times feeling really upset when a piece went missing or didn’t make it home from art class. For years, I projected that same sense of attachment onto my students, going to great lengths to make sure every piece of art was returned.
In my first several years of teaching, I agonized over returning student work. I’d stay late after school to accommodate students who didn’t want to risk putting their art in their lockers. Inevitably, they wouldn’t show up, and I’d end up spending my precious lunch minutes tracking them down in the lunchroom.
I kept a running list in my head of whose work was still in my room and found myself nagging students in the hallway. I’d shuffle heavy folders from table to cabinet to storage bin as we switched between media, each time reading a student’s name and feeling responsible for returning that “precious” work.
Except… it wasn’t my responsibility.
One year, after the last week of classes, I walked past the custodian pulling a huge cart of recycling. In that heap, a drawing caught my eye. It was a self-portrait a student had spent hours creating and that I had spent time carefully returning. And now, there it was, tossed in with old history notes and crumpled post-its. It was a wake-up call.
Not every student feels the same way about their work as I did. Not every student has the space to keep their art at home. Some don’t want to display it, or even show it to their family. And while that might make me a little sad, it’s not my job to make them see things the way I do.
I still encourage students not to throw away their work. Lately, I’ve been suggesting they gift it to a favorite teacher; especially new teachers who are just starting to decorate their classrooms. I’ve seen several of those pieces proudly displayed in my colleagues' rooms.
Now I keep the strongest pieces as examples. The rest…I let go.

"Everyone has to stay on pace"

For years, I tried to keep all my students working at the same pace during projects. But that’s impossible. Some students have ambitious ideas, some struggle to get started, others miss class, and some rush through everything. Letting go of the idea that everyone needs to stay “on track” was incredibly freeing.
Still, I needed strategies to keep the studio running smoothly. I teach high school, so I need deadlines for grading, a way to move through projects without materials chaos, and something meaningful for early finishers to do.
Here’s what’s worked for me:

•  One Late Pass Per Semester 

Every student gets one late pass per semester. If they’re running behind, whatever the reason, they can let me know before the deadline (in class or by email) and get two extra weeks to finish. No explanation required.
This has worked well. Students feel respected, I get advance notice, and I can plan accordingly. The only time passes can’t be used is at the end of the semester due to grading constraints. To accommodate that, I make the final project a "choose your own adventure" assignment. Students demonstrate their learning through a medium or theme we’ve explored, scaled to their time and energy.
It’s not a perfect system. There are some students still turn in multiple projects late, but it sets a clear, flexible boundary that shifts responsibility onto them.

• Project Due Dates: One Week After Final Work Day

My project flow is: introduction, demo, skill builder, idea development, studio work. I now make final deadlines one week after our last in-class studio day. That gives students time during lunch, free periods, or at home to wrap things up.
Since I’m not fully set up for the next project during that week, it doesn’t interfere with materials. This small shift has significantly improved on-time submissions and given me time to support absent students in catching up.​

Examples of student sketches. Upper four are from one student who investigated portraiture the bottom two are from a student who investigated vehicle drawing.

• Ongoing Sketchbook Investigations for Early Finishers
  

I used to have a drawer of “early finisher” activities—drawing games, perspective puzzles, graffiti letters—but they didn’t align with my goal of helping students develop artistic voice.
Now, I start the semester with a take-home assignment: choose a theme for a personal sketchbook investigation. I use a slide deck to spark ideas, and their first sketch is both a class and homework assignment. When students finish early, they continue working on their sketchbook theme.
Some have more time for this than others, but it becomes the basis for their final choice-based project. To assess the investigation, students select their favorite sketch to upload to their digital Google Slides portfolio. I use credit/no credit grading, and if a sketch stands out, I leave a personal comment.

"I have to grade sketchbooks"

In my classroom, students create their own sketchbooks using book rings to bind together loose-leaf paper. This system keeps all their drawings, handouts, and planning sheets in one place. (You can check out this blog post for a step-by-step guide on how I set it up.)
We begin each class with a drawing prompt that students complete in their sketchbooks. These sketchbooks are also used for project planning, free sketching, independent investigations, and skill-building exercises. As a result, students generate a large number of sketches throughout the semester. While many of the drawings were inspiring and gave me insight into my students, grading every page became exhausting and unsustainable.
Now, I ask students to choose their top five favorite sketches and upload photos of them to their digital portfolios using Google Slides. I can leave comments directly on their slides, which makes the feedback more personal and manageable for me.

"We need to finish lots of projects"

In my first year of teaching, I thought the best way to keep students interested was to get through as many projects as possible. I kept the pace fast, thinking that more projects meant more learning. By the end of the year, we had completed more than twice as many pieces as I do with my students now. But looking back, most of those projects were rushed. I didn’t yet understand how to guide students through a creative process that involved real depth. Over time, I’ve shifted my approach. Now, I’d rather go deep than wide. I build in time for skill-building lessons, discussion and partner shares, exposure to both art history and contemporary artists, and room for experimentation and idea development. I want students to understand that making meaningful art takes time and thought. Better to spend a few weeks developing one powerful, personal piece than to power through five assignments just to check a box. The slower pace not only supports better artwork, but creates space for students to reflect, take risks, and grow.

What Other Art Teachers Are Letting Go Of

This blog post was inspired by a reel I created for my Instagram account. I asked other teachers to share what they were letting go of and the responses were too good not to share!
Trying to cram too much into short class periods.
"I am about to implement letting go of squeezing too much into my small time pockets of art classes both weekly and projectwise."

Feeling responsible for a system I didn’t create.
"I am not responsible for the curriculum the government puts in place."
​
Working beyond my contractual hours to keep up.
"Working past my contractual hours."

Trying to make every student love every project.
"The results prove EVERY time that I cannot make everyone happy at the same time."

Grading every single sketch.
"Some semesters I’m marking/commenting on like almost 300 sketches per class..."

Chasing the 'wow effect' in every project.
"Not every project needs to result in a 'wow effect.' Beauty is more often found in a messy sketch."

Aiming for perfection over progress.
"Finished is better than perfect' and 'good enough is good enough."

Taking things personally...including praise.
“Never take anything, including *especially* adoration, personally. Good or bad, it’s probably not about you.”

Demanding perfection from myself or students.
“If you screw up, admit it, apologize, fix it, move on... and resolve to do better.”

Reacting harshly or issuing rigid consequences.
“Never threaten a specific consequence. Keep your options open.” 😆(I'm going to remember this one for my own kids)

Locking students into hard deadlines.
“I still have due dates, but they aren’t locked in — they’re flexible.”

Judging the quality of art by its appearance alone.
“It’s always about the process, never about how beautiful the end product is.”

Overloading students with too many options.
“Some projects are more successful with only two options. It’s about cognitive load.”

Prioritizing finished projects.
“It really isn’t the number of finished projects anymore... it’s how we use the time in class.”

Feeling pressure to work in a school system that undervalues me.
“Having a regular paycheck was cool, but being systematically underpaid wasn’t.”

Requiring students to submit physical sketchbooks.
“They photograph sketchbook pages and submit them digitally with their task sheets.”

Avoiding vulnerability or apologies.
“Apologize to kids the way you’d like to receive it, honestly and in the moment.”

Let's Keep the Conversation Going

Let’s keep supporting each other as art teachers and continue the conversation. Letting go of the pressures we put on ourselves; the ones that don’t actually impact student success but do lead to burnout... can be incredibly freeing.
I'd love to hear what you're letting go of! Share in the comments below or join the Artful Ideas community on Instagram or Facebook.