Social-Emotional Learning (SEL) has become a cornerstone of education. Art educators have always understood why. The art room is a natural space for students to explore who they are, reflect on what they value, and make sense of the world around them.
​
Reading Sara K. Ahmed’s Being the Change: Lessons and Strategies to Teach Social Comprehension reaffirmed this belief for me. Ahmed defines social comprehension as helping students make sense of themselves and others through awareness, empathy, and inquiry. Her ideas translate seamlessly into art education, where creative expression and reflection already go hand in hand.

Identity: Who Am I?
Every project in the art room is, at its core, an act of self-expression. When students create self-portraits, design symbols that represent their values, or collage elements of their personality, they’re not just making art—they’re defining identity.

As they share their work, they begin to recognize shared experiences and differences. A student might notice that a classmate used the same word, “gamer,” “musician,” or “athlete” in their project. These small moments build empathy and remind us that the art room is a community, not just individual students.
​
When we make students’ thinking visible and encourage empathy, we build trust in the classroom.

Bias: Seeing with New Eyes
Ahmed reminds us that bias is “when we have our mind made up about something based on a prior experience, our environment, or some part of our identity.” It’s a universal human tendency—but also an opportunity for reflection.

One activity I’ve tried is facilitating class discussions on the work of artist, Kehinde Wiley. We begin by watching a Today Show interview where the artist speaks about his work, and how it encourages the viewer to question how race and social power influence art. Students compare and contrast Wiley's work with the European portraits they were inspired by. This gentle exercise helps them see their own assumptions without judgment.

From there, we discuss bias in the art world itself: Why do so many textbooks focus on male, European artists? Whose voices are missing? These questions help students challenge the visual narratives they’ve inherited.

Check out my Green Screen Photo Portraits unit plan, inspired by Kehinde Wiley, here.

Awareness and Empathy: Making Meaning
SEL also helps students understand how their identity shapes what they notice and value. I often ask them to share what’s “newsworthy” in their own lives—a birthday, a team win, a new sibling—and then express that moment visually.
​
As they illustrate their “news,” students begin connecting their experiences to larger themes. They see how personal stories become universal and how empathy grows through art.

Inquiry: Asking Better Questions
Once students start reflecting on identity and bias, curiosity naturally follows. They begin asking: What don’t I know? What can I learn from others?
​
Encouraging them to research new artists, explore diverse cultures, or challenge stereotypes transforms art from simple creation into inquiry. This process empowers students to use art as a tool for understanding and change.

The Art Room as a Mirror
Teaching social comprehension through art helps students see beyond the surface—to recognize their biases, empathize with others, and understand their role in the broader world.

Art educators don’t just teach technique, we teach reflection. We invite students to explore the world within themselves and beyond. In these moments, we see students creativity and compassion grow in the art room each and every day.

When I was still teaching, I looked for ways to help students think beyond the page or canvas. One powerful approach was to introduce them to installation art. Installation art surrounds the viewer, invites participation, and sometimes even transforms the way we see the world.

The Tate Modern describes installation art as “large-scale, mixed-media constructions, often designed for a specific place or for a temporary period of time.” In other words, it’s art that breaks out of the frame. Installations can be playful, overwhelming, emotional, or deeply thought-provoking. Students are often fascinated because these works flip their expectations of what art should be.

Here are a few examples that spark powerful conversations in the classroom:

Lizbeth De la Cruz Santana installed QR codes on the border fence, linking visitors to stories of childhood arrivals and deportation. It’s a powerful reminder of how technology can give voice to lived experiences. Classroom Application: This mural shows how contemporary artists use technology to tell stories—here, through QR codes that link to digital narratives. Invite students to experience the work as if they were visiting it in Tijuana. Have them scan the codes to listen to, read, and watch the stories being shared.

​Conclusion

By sharing installations like these with your students, you may see them start to imagine art as more than objects. Art can be action, community, and sometimes even protest. The materials, the setting, and the interaction all become part of the meaning.

Essential questions to ask your students:

• How can art change the way we see the world?
• How can it change the world itself?

That’s the spark installation art can bring into the classroom. ​

​What are some of your favorite art installations to share with students?