At a recent NYSAIS (New York State Association of Independent Schools) Arts Symposium in New York City, John Carruthers, the Visual Arts Chair at Storm King School, led an insightful session on developing creativity in the visual arts classroom. This symposium brought together arts educators from NYSAIS schools, offering a platform for peer-led workshops and networking.
Carruthers’ presentation, titled “Teaching Creativity,” centered on differentiation and personalized learning in the art classroom. Acknowledging the challenge of teaching students with varying skill levels, Mr. Carruthers shared strategies for balancing foundational skill development with the encouragement of students’ unique artistic expressions.
A key element of Mr. Carruthers’ approach is the concept of a “mix-and-match” curriculum, which allows students to engage with core skills through a variety of projects, each varying in complexity. He emphasized the importance of offering students choices that match their skill levels, ensuring that advanced students remain challenged while those still refining their abilities are adequately supported. This method ensures student engagement by allowing them to select projects that resonate with their interests while mastering essential artistic techniques. Additionally, Mr. Carruthers advocates for individualized due dates, allowing teachers to assess each student’s progress and set deadlines based on when students are ready, rather than applying a uniform deadline for the entire class.
Mr. Carruthers also addressed creativity as intentionality, urging students to not only explore artistic possibilities but to articulate the reasoning behind their creative choices. Rather than focusing solely on the final outcome, the process itself—making thoughtful decisions, reflecting on choices, and adapting as necessary—becomes the central focus. This shift encourages students to develop critical thinking skills and the ability to make personal, expressive decisions in their art.
The session also offered strategies for managing a differentiated classroom. Mr. Carruthers recommended combining hard deadlines, such as those tied to grading periods or exhibitions, with softer, more flexible deadlines. This balance aims to avoid “busy work” while providing students the freedom to engage more fully in projects that inspire them, without neglecting skill development or classroom structure.
The workshop concluded with a discussion on creating a flexible, student-centered environment. Participants left with strategies for designing lessons that cater to students at varying skill levels, whether advanced or still mastering the basics. The session also provided tools to help ensure that all students receive ongoing support, feel engaged, and have the opportunity to develop their creative skills while listening to their individual artistic voices.