Throughout the year we ask educators to share the impact a COMPAS Teaching Artist had on their students. Here are five ways ways creative education helped students grow over the last school year, straight from the Minnesota educators who work to inspire their students every day.
Many thanks to the educators across Minnesota who shared these stories. Has creative expression helped you learn new things? Share in the comments!
1. A new zeal for learning
“Students came in each day with excitement and focus. Some students who struggle in a more traditional classroom setting found new, creative outlets and opportunities.” –Allison T., FAIR School
2. The power to share their perspective
“Students' skills in identifying and using literary devices/figures of speech were definitely increased. Also, public speaking skills were given a big boost. Frank and I were wowed by my students' original spoken word poem performances. Frank demands effort and students respond.” –Ann O., Roseau High School
“Students were able to voice their stories, feelings, and activism. They were scared at first, but put forth their best efforts to reach their goals. I was moved by their words and dedication to this workshop and the artist!!!” – Sabra H., Community of Peace Academy
3. A sense of accomplishment
“Students were able to create a sculpture that moved. Their looks of, 'there's no way I can make that' to 'wow, look what I made', were the change that I saw. – Katie B., Hillcrest Community School
“Jim gets even the most un-artistic kids to try and feel like they achieved success. His presentations allow for every student to succeed and feel like they could enjoy art. I believe he helps to boost confidence and self-esteem through teaching art.” – Randy N., Roseau Elementary School
4. The skills to write and explore their abilities
“Mr. Peters continues to inspire the students and the educators around him. Each year he comes, I feel renewed in working with the students in their academics. He empowers students to believe they can write, and removes the barriers and misconceptions that students place on themselves regarding the writing process. One student in particular was done writing his first story, and he absolutely was determined that he couldn't write another. In his mind, he had done more than he'd thought he could and that was enough. Mr. Peters approached him, discussed with him the second story and made some strategic suggestions the student did begin writing again.” – Adina G., Park Elementary School
5. The knowledge that learning can be fun!
"...All students mentioned that they had fun. Many did not realize they were capable of writing and acting out a flash play. Students were proud of the work they were doing and invited me to see their performances. Teachers loved the experience that students gained, and that students were building confidence through the experience.” –Emily I., Myers-Wilkins Elementary School