Kearsarge Elementary Students Tap Their Creative Sides Through Wide-Ranging Art Programs

NEW LONDON — When elementary students in the Kearsarge Regional School District walk into their art classroom, they take a step back from the rigors of language arts, math and science and are free to let creativity flow in a judgment-free zone.

They know they are in a safe place where there is no right or wrong.

“You can physically see some of the students relax,” said teacher Elise Dubreuil.

“While other subjects have ‘right’ and ‘wrong’ answers, art is all about personal representation and interpretation. It allows students to be creative, problem-solve, try new things without the fear of failure. It is also an outlet for some students to just be themselves. Much like yoga calms the body for those who practice it, art does that for most students.’’

Dubreuil and Caitlin Mauser-Rowe make up the district’s elementary school art team, collaborating on the curriculum and assessments.

Mauser-Rowe said their goal is to have a cohesive art curriculum filled with essentials for making art in a variety of ways. Teaching elementary art means that they can work with students from Kindergarten through Grade 5.

“It is a unique opportunity to see your students develop and grow creatively over time,” Mauser-Rowe said.

The curriculum is built to be a progression over the years working through the elements of art, sculpture, drawing, painting, weaving, printmaking, and art history, for example.

“The goal is to give students opportunities to try making art in a variety of ways with all different supplies and materials while also including art history and introducing famous/professional artists,” Mauser-Rowe said. “Often the curriculum is inspired by what students may be interested in, art integration opportunities, and my own experience teaching for so many years.”

Fifth-grade students recently worked on sewing pillows out of fabric that they dyed and printed personal designs on. Fourth grade students are creating Egyptian Canopic-inspired jars with guardian animals out of clay. Last year they hosted an artist in residence who created puzzle murals with each student in both Sutton and New London.

And now students are in the midst of March Art Madness, an activity where artists face off and students vote on who they want to move forward in the bracket.

“It’s a great way to tie in art history and it’s one of my favorite ways to get students interested in different artists,” Mauser-Rowe said.

During March Madness, Mauser-Rowe makes a slideshow presentation of two artists. The first bracket is the artist and their most famous work of art. A variety of artists are selected including masters and contemporary artists.

The winner is the artist who students most want to learn more about based on the one piece of artwork. The next round includes another image and a sentence of information. In the Final Four, students learn the history of the artists, see more images, and watch a video.

Last year’s final two came as a surprise to Mauser-Rowe. They were Japanese artist Hokusai Katsushika, whose best-known work is “The Great Wave,’’ and Chinese American artist and architect Maya Lin, who is best known for designing the Vietnam Veterans Memorial in Washington.

Lin beat out Leonardo da Vinci and “The Mona Lisa” to advance and eventually win.

“We talked a lot about the memorial wall,” she said. “The students enjoyed the symbolism of it and the fact that she is still alive. They felt this connection.’’

The project allows Mauser-Rowe to work art history into the curriculum, which can be tricky to fit in during the rest of the year.

One of the biggest benefits of being an art teacher is that most students love class and are engaged.

Dubreuil said she especially enjoys the “a-ha” moments for the students when a concept clicks or they fall in love with a project.

“I love seeing how proud students get of themselves, and when others show appreciation for peer work. I also love how the arts bring out confidence in students,” she said.

She recalled teaching a class on how to make authentic dream catchers, during which many students had trouble with the webbing. Two students, both of whom struggle with academics and typically need extra help, understood the concept and executed it with perfection.

“With the rest of my class begging me for help, I asked those two students to be my expert helpers and teach their peers how to do it,” she said. “You should have seen their faces and body language. I wish I could have captured that moment. They were so proud of themselves. They felt like superstars. I teared up at that.’’

Mauser-Rowe said art class gives students a much-needed creative, fun outlet during the day.

“Most people like to create, whether they admit it or not,” Mauser-Rowe said. “I think art class is a safe place for kids to play with supplies, use their imagination, and make mistakes. Being creative and making art is fun!’’

While the arts are often the first thing to go when schools are faced with limited resources, Mauser-Rowe said the lessons students learn are priceless.

“Without the ability to think creatively and problem solve, our ability to learn and grow as a collective group could only go so far,” Mauser-Rowe said. “The arts are connected to so many other aspects of life and learning; they promote emotional and mental well-being and are integral to the enrichment and preservation of culture. I don’t expect all my students to grow up to be professional artists, but the benefits and importance of having art class in school and in their lives is essential to develop and foster our communities for the future.’’