Social media memory alerts can be bittersweet, but sometimes I enjoy looking back on what I shared in the past. I opened my Instagram yesterday and was reminded that eight years ago, I was exploring Mexico City. Among the snapshots was a picture of me sitting atop an Aztec pyramid in Tenochtitlan, with a caption that read, "I am thinking of adding an Aztec and/or Mayan unit to my sixth grade art curriculum after seeing so many great sites in Mexico!"

That trip was more than just a travel memory; it became a cornerstone for my teaching philosophy and curriculum development. The inspiration from that experience led me to create new lesson plans, enriching my students' learning and expanding my own knowledge. Over the years, those projects evolved, engaging students with fresh and exciting perspectives.​

When I returned from Mexico and began planning my curriculum for the 2016-2017 school year, I decided to integrate an Aztec and Mayan unit for the spring semester. The Aztec sunstone and Mayan glyphs seemed like perfect elements to inspire creativity.

Previously, my sixth-grade curriculum focused on ancient civilizations like the Ice Age, Egypt, Greece, and Rome, aligning with the students' Social Studies units. Adding the Aztec and Maya civilizations was a natural fit. I had my students practice drawing glyphs and illustrating their own sunstone designs, which they then applied to metal tooling foil. While the students enjoyed working with this new material, I recognized there was room for improvement in my lesson.

Over the next few years, I refined these lessons to further engage my students. I introduced a variety of resources to bring Aztec and Mayan history to life, including videos from the History Channel, TED Ed, and various museums. I also added children's books like "The Sad Night: The Story of an Aztec Victory and a Spanish Loss" and "Secrets in Stone: All About Maya Hieroglyphs."

By doing my own research, I improved the lessons tremendously. I allowed students more time to explore each civilization and create two distinct projects using different materials. Students illustrated the Aztec sunstone on cardboard cake boards, which enabled them to create more intricate designs with more color and in a larger format. They used the metal tooling foil to recreate traditional Mayan glyphs before designing their own, adding vibrant accent colors with permanent markers.

As the projects evolved, each year brought more student examples to showcase. This allowed new students to see the possibilities, experiment with new materials, and apply what they learned about each civilization in unique ways. One of my all-time favorites was a student who created a Darth Vader glyph, blending the Mayan style with his love of Star Wars.

Seeing students engaged and proud of their work is incredibly rewarding. When projects reach this level of success, I like to celebrate in a big way. For these projects, I mounted the glyphs on black paper and displayed them in a well-lit area to highlight the reflective tooling foil. The sunstones hung from the ceiling, drawing attention and inviting viewers to explore the artwork up close.

​See my lesson plan for Metal Repousse Glyphs here.

I believe a lesson or unit plan is never truly finished. Even successful projects must evolve to meet the needs of new students. In 2023, I noticed a particular class was not as engaged with the ancient civilizations theme, so I decided to pair each unit with a contemporary example:

Ice Age and Graffiti
Ancient Egyptian and Fathi Hassan
Ancient Greek and Chiara Anaclio

For the Aztec and Mayan unit, I introduced students to contemporary Mayan artist Paula Nicho Cúmez. They learned about her work and created dreamlike self-portraits inspired by her paintings. This approach helped students see how contemporary artists draw from their cultural heritage while expressing their own identities and emotions.

​See my lesson plan for Mixed-Media Flying Portraits here.

This journey from a simple idea in 2016 to a comprehensive unit in 2024 has been incredibly fulfilling. As my intaglio printmaking professor used to say, "A print is never truly finished. It just pauses in interesting places." While I'm no longer teaching, I appreciate the evolution of this lesson and where it stands now. The creative process is ever-changing, and that's what makes it so exciting!

How do you develop your curriculum?
Where do you find inspiration for new projects?
How has your curriculum changed over time?

As an art educator, I've found that data collection in the classroom can be a game-changer. It provides valuable insights and informs instruction in ways that truly benefit our students. One of the most effective methods I've used involves pre- and post-assessment data to demonstrate student growth.

​In my art room, I often begin with a simple yet telling pre-test: I ask my students to draw a portrait. This initial assessment helps me gauge their existing knowledge and identify areas where they might be struggling. Throughout the unit, I guide them on key concepts like proportion and the use of value. At the end of the unit, they draw another portrait as a post-test. This process not only highlights their growth but also boosts their confidence as they see tangible improvements in their work.

​While tracking student growth through these assessments is essential, I've discovered that assessing students' social and emotional learning (SEL) can be equally, if not more, beneficial. Art has a unique way of helping students express themselves and build confidence. By implementing SEL assessments, we can gain deeper insights into how our students feel about themselves and their work.

Implementing SEL surveys doesn't have to be time-consuming. A short and simple survey can effectively gauge how students feel about themselves and the class. For example, I created a fun, interactive booklet that students can personalize. The booklet design is a one-sheet foldable that opens up to reveal questions, making it engaging for students to complete.

When developing your SEL survey, think about what you want to learn from your students. For a summer arts program, I asked questions like: How do you feel? What do you wish you could do? What are you proud of? These questions were designed to be assessed at both the beginning and the end of the program, helping to measure changes in students' attitudes and confidence.

It's important to create age-appropriate assessments. For younger students, I used fewer words and provided spaces to circle symbols or draw. For older students, I designed a version where they could write out their responses. You know your students best, so tailor your questions to fit their needs and developmental levels.

The real power of these assessments comes from reviewing the data. Keep your questions short and focused, and schedule time to go through the responses. Look for common themes and standout answers. This review process will inform your instruction and help create a positive learning environment.
Example Questions

• Today I feel... (Excited, Tired, Nervous)
• I wish I could... (Improve my drawing/painting skills, Have more time to work, Work by myself instead of in a group)
• I'm proud of... (My drawing skills, How our group worked together, My effort to make new friends)

After collecting your pre-assessment data, use it to tailor your instruction. At the end of the term, distribute a post-test and compare the results. Reflect on how the responses have changed and think about how you can continue to improve next term.

If you're interested in implementing SEL surveys in your art classroom, you may download my booklet designs for free here.

​What types of assessments work best for your students? What projects do you use to specifically address SEL? Share your experiences and let's learn from each other!