Moving From the Classroom to the Art Room (Ep. 392)

Welcome to Art Ed Radio, the podcast for art teachers. This show is produced by The Art of Education University, and I’m your host, Tim Bogatz.

I’ve spent some time lately thinking about teachers who make the transition from being a classroom teacher to being an art teacher and just all of the things that go along with that. I think there are some interesting ties there that are worth exploring between classroom teachers and art teachers. I think there’s a lot we can learn from each other. I’ve talked before on the podcast here about how being an art teacher on the cart and going into all different types of elementary classrooms really helped me as a teacher. I could see how different classroom teachers would run things, would organize things, how they would deal with different situations, and it kind of helped me find my way on how I wanted to run my art room once I had my own.

But what I’m talking about here, what we’re going to talk about today is an entirely different perspective. This is going to be talking about fully shifting jobs. I’m thinking about what it takes for someone to get your elementary education degree, do your training, do your professional development, spend years with your own grade level classroom, and then make the shift to becoming an art teacher. That has to be just a tectonic shift. I don’t think it’s anything we’ve ever covered on the podcast before. But I wanted to do an episode on the topic, so I reached out to someone who’s made that change and we’re going to speak to her today.

Sonya Castro is a former classroom teacher, current art teacher in San Antonio. She runs the website, Mija Teaches Art where she shares a lot of things she’s doing in her art room. She’s going to talk to us today about what it takes to move from the elementary classroom to the art room. I cannot wait to have her on.

All right. Sonya Castro is joining me now. Sonya, how are you?

I am good, thank you. I’m glad to be here.

Awesome. We are excited to have you here. To start with, I love to have all of our new guests especially give us an introduction. Can you tell us about yourself? And then since we’re talking about transition from classroom to art room, can you talk about what you used to teach and then what you’re doing and where you’re teaching now?

Sure. I am Sonya Castro. I am an elementary art teacher in San Antonio, Texas. I’m a third generation Mexican-American raised here in San Antonio, so I love this city and being part of this community. I’ve taught second through fourth grade for about 11 years before transitioning into the art room where I’ve been for eight very, very good years.

Nice. I love to hear that. And then like I said, I want to talk about that transition that you made, and the how’s, the why’s, everything about it. So I guess my first question is, what made you want to switch from an elementary classroom to the art room? When did you first start thinking about that? When did you first start considering making the move?

Well, I always wanted to be a teacher. Being an art teacher would’ve been my first choice. After high school, I followed a college scholarship to a college that didn’t have an art education program, so I ended up going into elementary education. And the district that I wanted to teach at, which is the same district my mom and her sisters taught at, they only had two elementary art teacher positions at that time. And so out of maybe 50 elementary schools, really only two had art. And so I always thought, “Well, those teachers are going to retire in those positions.” So I decided, “You know what? I’m just going to go get my elementary education degree, and hopefully something pops up along the way.”

As I was teaching those 11 years, I always wanted more creativity in the classroom. I was teaching grades that had the state test, and so there was a lot of stress that came with those grades. And I was able to get my teaching certificate. So since I already had my elementary ed certification, all I had to do was take the art certification test. So I was able to do that, and I was able to also get my master’s in instructional technology. There was a special program with my district.

I had always liked technology and art, and so those were two of my big interests, and I would try to incorporate that into the general ed classroom. But after 11 years, I kind of reached a breaking point where I knew it was time to try to look for that art teaching position. And even if it meant leaving my district, which I didn’t want to do, I knew it was time.

Okay. And so I guess I’m curious about what made it was time to do that. And then when you did make that change, what was the hardest part about making the move? What did you struggle with? I’m throwing a lot of questions here at once, but on the flip side, what was the easiest part or what was the most enjoyable part of moving into the art room?

Well, for my situation, it was unique in that I ended up in my 11th year teaching. I had a really difficult class and I had already just had my own children, so my youngest daughter was one. And so I was reaching a point to where it was hard to give that same energy, because then you have your students that feel like your children also. So it was hard to give that energy to my school children and then my children at home. So I was already getting stressed with that. But also I was overwhelmed with students in the classroom struggling with always not being able to give that correct answer and feeling really bad about themselves. I wanted to create a space where that right or wrong answer didn’t exist, and I felt like an art room would be that place where they could really just be themselves and express themselves, and I felt like that was lacking.

Because you’re so overwhelmed in the general ed classroom with a very long to-do list. I was creating less materials for all the subjects, reading, writing, science, social studies. It was just overwhelming. I’m a creative person by nature. At that time, I was involved with my community neighborhood association creating flyers and the logo for that, that I just felt like I wasn’t also using my talents that I had in the classroom. And so I felt like I wasn’t teaching my passions or talents and using that to help students.

That makes a lot of sense. I love hearing that, just the idea that you should not be stifling that creativity, either your own or that of your students. I think that’s great. So let me ask you, as you’re making that transition from general education to art, what kind of training or professional development or preparation, what kinds of things did you have to do to get ready before you started teaching art?

Well, luckily in the general ed classroom, you go to a lot of training. I see that now as an art teacher, there’s not too much training offered. And so I didn’t really have any art-specific training as a teacher. My background, I had high school art classes, college art classes, but I didn’t have any specific training. So it was really jumping into a world that it was exciting, but it was also very scary because it felt at times that I wasn’t really sure where to go, like what direction to go. And at that time, our district didn’t have a visual arts coordinator. So when I first got that teaching position teaching art, it was difficult because I was given so much freedom that I didn’t know exactly where to go.

Yeah, it’s tough to find those answers without a lot of support.

Yes. So it was hard. I think the hardest thing was also finding materials. I came to a school that didn’t have an art teacher before, so I was really starting new and then having to manage all the student art. Because I was used to having just third and fourth grade students. I was used to that level. I felt like third and fourth grade was my sweet spot. So when the little kinder students came in, it was like, “Ah.” I was very frazzled. But now it’s one of my favorite grade levels. It’s like now my mission has become, how do I keep that free kinder spirit alive all the way up through fifth grade?

Yeah, I like that a lot. I don’t know. Kindergartners are a whole new world like that, so that’s really scary to just go into it without much experience. And I got to think too, just going from a classroom of 30 kids to a classroom of hundreds and hundreds of kids, that’s got to be a whole different ball game for you there too.

Yes. But what was really fun about becoming an art teacher was being able to see all the students from kinder through fifth. Before I only had that one group of students, and we would be like a family. But to be able to build those relationships in kinder and see them grow all the way to fifth has been really special. And then you go down the halls and everyone is just so happy to see you because you’re the art teacher. You’re pretty much the favorite teacher on campus. That has been really enjoyable.

For sure. I mean, it’s fun to be a superstar where everybody knows you, everybody loves you. So yeah, that’s good stuff. So I wanted to ask you though, obviously that transition is tough. It sounded like you were just thrown into the deep end with not a lot of training, not a lot of guidance. But as you fight through that, I’m sure you get a little bit better each day, a little more comfortable each day. How long did it take for you to really start feeling comfortable as an art teacher?

When I became an art teacher, I think the first three years I really focused on using art as a way to help students have a voice in their community because that’s what I was seeing in my own life. I moved into this neighborhood that we really were able to make changes in our community because of neighbors speaking out and speaking up. That’s not something I was raised with, having that voice and making a difference in my community. So for me, because as an art teacher you’re kind of given more freedom to create your curriculum, I really focused on getting students to make that connection with their community through art.

I was able to create these three community service projects that brought in almost $20,000 into the art program, so I was able to gain a lot of money through that to start building my art classroom and buying the materials that I needed. So that helped a lot, those grants. I know with one grant, and they were through the Spurs organization. They don’t have the grants anymore, but there’s grants out there and I was able to find some. I know with one project we had students visiting the family homeless shelter across the street from our school, and they hosted these nights where we had little stations in this room, and so families could go and do a printmaking station or a sewing station, all these different stations. And so I was able to purchase materials for that, but also students were able to help others in their community while also learning these art skills.

And even another project, they wrote anti-bullying skits and created puppet plays. So we did a lot of sewing and they would perform these at different schools in our district. And so with these projects, we were able to have a lot of fun, but also that helped purchase a lot of the materials that I still have in my room.

I was going to say, that’s a really great way to get the art program up and running. That’s an amazing opportunity.

Yeah. I’m really lucky that at my school we have a lot of campus collaboration. Even today, today was a PD day, and this morning we were in two groups. One group, we were on these pathways. So teachers get to choose an area of action research for the year. Mine is in AI, using AI to enhance student learning. And at the end of the year, we will showcase what we have been able to learn and practice in the classroom.

Another group I had today during my PD was with this group that I’ve been seeing since year one. I’ve been here for eight years. And in this group we have teachers from all subjects, all levels. We each have a turn to bring a dilemma or bring a unit or bring a lesson, bring student work, and we’re able to use these protocols to give feedback and ideas on that. And so because we have a strong culture of collaboration, teacher development, and leadership, I think that has helped a lot in just reflecting on what I’m doing in the classroom and what else I can do to make sure students are really just not doing a fun art activity, but really doing some deep learning and reflection.

Yeah, absolutely. That all sounds really, really cool. So I guess next I would love for you to just speak to people who are listening to this, maybe thinking about making that move into the art room, or they’ve done that recently. Can you just share your experiences? I’m thinking about some of the things that you did or have continued to do that are helpful or worthwhile. Were there any stumbles things that you did or spent time on that you don’t think were helpful or don’t think were worth it, or things that you struggled with? Just like, what advice would you give to people who are thinking about making this move or have done it recently?

I think if teachers have that gut feeling that the art classroom is where they want to be, I know that served me. I always had that little voice in my mind, that, “Oh, I need to do something more creative.” And I would say to follow it, that gut feeling has always helped me. If you’re wanting that, I would definitely recommend doing it. I know it can be scary because sometimes you have to maybe leave a campus that you’re really happy at or kind of go into the unknown. But luckily for me, it paid off, and I think for others it would too.

I would recommend looking for grants, donations. I’m lucky to be at a school with a lot of parents are helpful with donating items that could be used in the art class, but always looking for grants and opportunities like that because there are a lot of people who want to give and help schools out.

What has really helped me is kind of forcing myself to be organized. I think maybe two years ago was the first time I finally bought a watch. I am not a very organized person at all. My husband is the one who’s always the list maker and everything. And I’ve really, really now being in the classroom and having 400 students with their work all over the place, I’ve really had to make myself be more organized, and it’s made such a difference. And so I would say organization is really important.

Sharing your work with other educators, just like I said. Even if you think there’s a teacher who doesn’t teach art, they still have a lot to offer. And that’s what I’ve learned in that small group that I’m a part of that any educator can offer a lot that could help you in your art room.

Also, what I have found really helpful is using technology. All my lesson plans are on Google Slides. In the beginning I didn’t always title them because I was rushing and they would get lost and my long list of things in my Google Drive. But I’ve become more organized using technology like a spreadsheet to record and link in all my lessons.

And also, I don’t do single day lessons a lot. Maybe I used to in the beginning. I try to organize my lessons in unit to see the big picture. And that’s something that I’ve eventually developed to where for me, kinder is working on making connections between art and nature, first grade is global cultures and art, second grade is children’s literature, and then third grade is art history. And doing that, in the beginning I would sometimes have everyone doing the same art lesson. And I think in the beginning that’s okay because none of them have had any of the lessons, so I think it’s an easy way to kind of dip your toes in your art room. But eventually, as I saw the students growing and getting older from year to year, I saw that I had to build that vertical alignment by looking at what skills they needed for each level to be even more successful the next grade. And so eventually developing that curriculum really helps, but it does take time.

Oh, for sure.

And also just having a growth mindset. I think there were a lot of times, and even now, even now, I would say I feel really successful in the classroom. But I can have one class and feel like, “Oh my goodness, I’m rocking it.” And then the next class can come in and I can feel like, “Oh my goodness, I am the worst teacher.” Because each class is different and each year is different. So just giving yourself grace and having that growth mindset and thinking about, “Well, what didn’t work with this grade? And what can I do to make it better?” I think that has really helped me.

Not helpful is not saving or naming any of your lessons that you do, having the kind of organization to keep your lessons organized. Sometimes in the beginning I felt like I was always creating lesson plans. And even my husband was like, “You taught the whole last year.” I was like, “I know, but I’m just losing everything.” So creating some kind of system to keep all those lessons that you’re doing and creating.

And this next one, it’s kind of helpful, but then not is the one I mentioned about having the same lessons for all grade levels. It’s good to start and I would recommend starting that way, but then eventually you want to make sure that your lessons are able to build. And that’s a great thing about being an art teacher because as a general ed classroom teacher, you can’t see what each level, like the developmental stages, and you really start understanding the student better. And so as an art teacher, I think we’re lucky that we can see that. You’ll start seeing what skills they need so that next year they’re going to be even better at this part. That just gives the students more and you’ll start seeing them growing in different ways.

I think also not helpful is, like I said, taking the tough days personally. I mean, who knows if it’s the moon cycle or something, but sometimes, I mean, some classes are just really tough and they don’t work out as you thought they would. But I think of it more as like, “Okay, what is something else I could do better?”

Yeah. I think rather than just dwelling on those days, I think reflecting on those days is really worthwhile. You can look at it as a learning experience, a learning opportunity rather than a wasted day or something that you need to beat yourself up over. Just see what you can learn from it and move on. And I know that’s easier said than done, but I think it is important. I appreciate all of those insights, all of those words of wisdom. But I guess just following up on that, what other advice would you have for people thinking about making the move? Going from general ed to the art classroom, is that a move that you would encourage other people to make?

I would definitely encourage people to make it. I do think that there’s a lot more inspiration on social media now than when I first started, and I think it’s good, but I think it could also become very overwhelming. So I think you do need to be really cautious with making comparisons of what other teachers are showing. I think it’s important for teachers to really teach using their passions and what they like.

For me, I really love nature, and so that’s why I’m trying to incorporate that with kinder. I really enjoy learning about different cultures, and that is tied in with the standards, but I think it’s important to help students become global citizens and see us as a global family. And children’s literature; I love children’s illustrations, and so that’s a great way for that second grade year to also start working on figure drawing and helping them draw because that’s where they start really getting interested in that. If we don’t encourage that, by the time they’re fourth and fifth, that’s when their self-esteem can get hard for them. And then with third grade, I felt like they were really ready to dive into that art history and make those connections. And with what I’ve seen, they’ve really connected with the curriculum that I am developing, and it’s been really exciting.

So I think just build your curriculum step-by-step using what your talents are and what your passions are, because then they get more excited when they see us passionate. And then that’s when I like to say, I think the magic happens because they’re excited that they can bring themselves into the lesson. I think the biggest thing why I went into art education is because of that individual creativity that I feel like we all have. And that was my main focus in the beginning also. I wanted to do fun art lessons, be creative, bring out the beautiful colors and all the fun stuff. But I wanted the students to really understand how special and unique they each are. I really feel that whatever drawing they bring in, that’s the only one in the universe like that. I think that’s really special, and when they’re able to see that.

They don’t have to copy others, they certainly don’t have to. Whenever I demonstrate anything, I always make sure it’s either very basic or ugly and they can do a thousand times better. And they let me know, too, that they can do better, because I always put something very simple looking. But they have so much to offer, and that creativity is for me is why I’m in the art room. And I see them making that connection, especially when we get new students to our school. I can see the ones who get into what I call the artist zone. So in my class, I like to try to tell students that artist zone, it’s kind of reading a good book, when you’re in that book and everything around you just disappears and you don’t hear anything because you’re so immersed in that book.

And that’s a lot what happens when you’re making art. You’re in the zone, you don’t know what’s happening around you, and you get all these ideas that kind of come to you and you’re in this state of flow. And that’s always kind of what our goal is in the art room to get to that stage. And it’s really nice to see when we wrap up a unit and have students share their art, I make sure students see, “Look at this student’s work. This isn’t something that I could have told them to make. This isn’t something that they copied from me. This came from them.” And that’s what happens when you get into the artist zone. You are able to bring something so that everyone can see, and that’s really special. So that has always been a big focus.

No, I love that so much. You explain it and you say it all so well. So yeah, I love that. I guess last question for you before we go, can you tell us a little bit about your website? That was the first place I saw a lot of the cool things that you’re doing. I know you’re sharing a lot of ideas there, but can you talk about why that’s important to you? What kinds of things you are sharing there, and where people can find it?

Yeah. Well, I started a website called Mija Teaches Art. Mija in Spanish means darling, and it’s something my mom and my grandma always called me growing up. I feel like when I’m in the art room, I’m that girl again that fell in love with Lisa Frank art and just totally in love with just drawing and Bob Ross. Anyways, I named my website that.

I was also encouraged by my administrator to share what I was doing. She found that I was doing some really effective things in the classroom. I’ve always wanted to eventually share what I’ve been working on, and with her encouragement I decided to go ahead and do it. And it’s also a way to hold myself accountable. I’m sharing some of my finished units and lessons and anything that could help other teachers organize their lessons will just help them become more effective, and that’s going to help all the students. And so those are some things. I still plan to add more. So check out Mijateachesart.com, and I hope teachers can get something out of it.

Yeah, there’s a lot of really good stuff there. And like you said, a lot to look forward to. Sonya, thank you so much for taking the time today to come chat with me. I’ve really enjoyed this conversation, really appreciate everything you’re doing in your art rooms. Thank you.

Thank you.

Thank you to Sonya. I loved all of that conversation, I loved all of her insights, and I appreciate her sharing her story with us. Now, if you are another art teacher who has made that transition from the classroom to the art room, I would love to hear from you as well. Please email me TimothyBogatz@theartofeducation.edu. If you’re willing to share just any part of your story, why you moved to being an art teacher, how it’s going for you, what’s better, what’s worse, anything at all, I would love to hear about it. I would love to hear more perspective. This may be a topic that’s worth diving into a little bit more sometime.

But until then, another big thank you to Sonya. Make sure you check out the Mija Teaches Art website, and we’ll talk to everyone here again soon.

Art Ed Radio is produced by the Art of Education University with audio engineering from Michael Crocker. Thank you as always for listening. We have another mailbag episode coming with Amanda in a couple of weeks. So if you have any mailbag questions at all, please send them along. Email me or email podcast@theartofeducation.edu or look for Amanda on Instagram this week. She’ll be putting up a question box, giving you the voicemail number, whatever else she may want to do. So if you have any questions for us, please send them our way and we’ll do our best to answer as many as we can in the episode at the very first part of November. All right, thank you all.