​When I was still teaching, I began each year with the same understanding: before any real learning can happen, relationships have to come first.

If students feel seen, heard, and valued, they’re far more likely to engage—not just with the content, but with the classroom community we’re building together. When they know I care about them as people, not just as names on a roster, everything else starts to fall into place. Teaching becomes less about delivering lessons and more about meaningful connection.
That’s why, over the years, I started approaching the first few days of school with more intention. I would still address procedures and expectations, but I tried not to lead with them. Instead, I focused on learning more about my students, and building a positive classroom environment. Here are a few of the strategies that helped me connect with students right from the start:

1. Ask Students to Make Personal Art (But Go First)
One of my go-to first week activities is asking students to create a piece of art that tells the class something about who they are. It could be about their identity, a favorite memory, or something that they love. I’ve found the most powerful way to invite students into this kind of sharing is to go first as an example.
I create my own version of the project and walk the class through it. One year, I drew a picture of my dog and explained how she got her name—from Sprocket, the dog in Fraggle Rock. That little detail automatically helps students open up, share about their own pets or TV shows that they watch.

2. Turn the Classroom Into a Conversation Starter
I treated my classroom like a blank canvas every year. One year, I covered the walls with hand drawn animals holding art supplies. Another year, I created a mini gallery wall behind my desk with empty paper frames—spaces ready to showcase student work as it’s created.
What I learned is this: students notice. They ask questions. They’re curious. Even before I’ve said much about expectations or assignments, we’re already connecting over what they see when they walk into the art room.

3. Demonstrate Your Own Creative Process
One thing I would advocate for, is to show your students your passion for art. Students should know that beyond being their art teacher, you are someone who appreciates and experiences art outside of the classroom. If you create your own art, you should show them! Sometimes I would bring in a piece I was working on and use it as a way to talk about my own process. I wanted them to see that art wasn't just something one does in school, but could be a lifelong skill and creative outlet.
I want them to see that art (and learning, really) isn’t a straight path. It’s messy, emotional, and full of choices. And in talking through my own journey, I’m sharing pieces of myself along the way.

Yes, there are rules and routines to cover. But over the years, I learned not to let them dominate the first days I had with my students.
Those early moments are a chance to lay a foundation of trust. I believe teachers need to show up each year—fully, honestly, and with a little creativity. When we start by building relationships, everything else becomes more meaningful.
In doing so, we can create the kind of classroom that we all want to be in!

Whenever I sit down to create, I always put on an album rather than a playlist. I like listening to an album from start to finish. It sets the tone, creates a rhythm, and helps me get into that creative zone where I lose track of time. It reminds me of my college studio art classes, where my professors would play music while we worked on still lifes or figure drawings. Those moments helped me focus, and I’ve carried that tradition into my own creative practice.
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Here are five albums that I keep on rotation whenever I’m working on a new project: