Art education

How I Teach: This Memphis art teacher uses her own childhood scribbles to inspire her students

PHOTO: Caroline Bauman
With the help of a picture book, Anna Barton Schnadelbach discusses murals with her students at Memphis Scholars Caldwell-Guthrie Elementary School.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.

When Anna Barton Schnadelbach asked her art students to draw something to make the world a more beautiful place, one student asked for help to draw flowers.

“You’re an artist,” he told Barton Schnadelbach as she outlined flowers in crayon.

“We’re all artists!” shouted a few of his classmates.

It’s a familiar mantra from Barton Schnadelbach, who teaches visual art at Memphis Scholars Caldwell-Guthrie Elementary School. She has even shown her students her own scribbles as a 5-year-old to help them visualize their teacher when she was their age.

PHOTO: Caroline Bauman
Barton Schnadelbach outlines flowers for one of her students.

We asked her a to explain more about her teaching style and how she incorporates life lessons into art class in this installment of How I Teach:

Why did you become a teacher?

After working in the legal field for a decade, I decided to go back to school for a master’s in art therapy. While taking undergraduate prerequisite art courses, I met an amazing professor. Her work and course were incredible, but some of my younger classmates struggled with her instruction. I was 30-something taking a freshman- level course with 18- and 19-year olds. I would break down the instruction in ways that were more digestible. My professor noticed this and told me I would make a great teacher. Something in that moment just clicked. A few weeks later I was changing my degree from art therapy to art education.

What is one of your favorite lessons to teach? How did you come up with the idea?

It’s basic, but I love teaching color mixing with a primary color scheme. There is a spark ignited when a child experiences self-discovery. The sheer amazement that comes with creating “new” color is one of the most joyous expressions I have ever seen.

So many times I hear, “I can’t” or “it’s too hard.” But this [lesson] is fail-proof. Any combination produces something new and interesting.

How do you respond when a student doesn’t understand your lesson?

PHOTO: Caroline Bauman
After working in the legal field for a decade, Barton Schnadelbach now teaches about art.

I break everything down to basics. When a student says I can’t draw this or that, we study the object together and look for the basic lines and shapes. I emphasize daily that I’m only looking for your personal best. If all my students came in as perfect artists, I’d be out of a job.

How do you get your class’s attention if students are talking or off task?

For K-2, I say “1-2-3, all artists freeze, hands on your head, bubble in your mouth.”

For 3-5, I use “Yo? Yo? Yo! And they respond Yo! What’s up?”

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?

I always begin by telling them about me. I show them my struggles with art. I allow them to see me as a person. I have a bulletin board that I put up at the beginning of the year. It has work dating back to pre-K, along with photographs of me throughout the years.

As a child, it’s hard to remember that your teacher was once a child too. Sharing my 5-year-old scribbles and bad middle school bangs makes me a little more approachable.

PHOTO: Caroline Bauman
A poster outlines what to do if a student makes a mistake.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

I think the most memorable moments are ones like the time a student introduced me to her mother, “Momma, this is Ms. Barton, she’s my school mama. Ms. Barton, this my momma.”

Knowing a child is hungry, they’ve lost a loved one, someone is in jail, the heat is out; these things influence my perspective and approach.

I couldn’t teach without my:

Imagination. I have worked in situations where supplies were scarce and resources few, but as long as I have my imagination, I can make a lesson work.

What’s the best advice you ever received?

Every day is a clean slate. Don’t hold grudges. Even with my most trying children, I have to start every day fresh, with a new dose of patience.

PHOTO: Caroline Bauman
Colorful artwork adorns Barton Schnadelbach’s Memphis classroom.

First Person

To close out teacher appreciation week, meet the educators whose voices help shape the education conversation

From designing puzzles to get kids fired up about French to being christened “school mama” by students, teachers go above and beyond to make a difference. Chalkbeat is honored to celebrate Teacher Appreciation week with stories of the innovation, determination, and patience it takes to teach.  
Check out a few of the educator perspectives below and submit your own here.

  1. First Person: When talking about race in classrooms, disagreement is OK — hatred is not by David McGuire, principal at Tindley Accelerated Schools and previously a teacher in Pike Township. McGuire is also a co-founder of a group called Educate ME.  
  2. First Person: What my Bronx students think about passing through scanners at school by Christine Montera, a teacher at East Bronx Academy for the Future in the Bronx. She is also a member of Educators 4 Excellence-New York.  
  3. First Person: What 100 ninth graders told me about why they don’t read by Jarred Amato, High School English teacher and founder of ProjectLITCommunity.
  4. This fourth-grade teacher doesn’t take away recess or use points to manage the class. Instead she’s built a culture of respect by Liz Fitzgerald, a fourth-grade teacher at Sagebrush Elementary and Colorado Teaching Policy fellow.
  5. First Person: Why I decided to come out to my second-grade students by Michael Patrick a second grade teacher at AF North Brooklyn Prep Elementary.
  6. Meet the teacher who helped organize the Women’s March on Denver, a profile of Cheetah McClellan, Lead Math Fellow at Denver Public Schools.
  7. First Person: At my school, we let students group themselves by race to talk about race — and it works, by Dave Mortimer, and educator at Bank Street School for Children.
  8. What Trump’s inauguration means for one undocumented Nashville student-turned-teacher a profile of Carlos Ruiz, a Spanish teacher at STRIVE Prep Excel and Teach for America fellow.
  9. First Person: ‘I was the kid who didn’t speak English’ by Mariangely Solis Cervera, the founding Spanish teacher at Achievement First East Brooklyn High School.
  10. First Person: Why recruiting more men of color isn’t enough to solve our teacher diversity problem by Beau Lancaster, a student advocate at the Harlem Children’s Zone and  Global Kids trainer teaching, writing, and developing a civic engagement and emotional development curriculum.
  11. Sign of the times: Teacher whose classroom-door sign went viral explains his message a profile of Eric Eisenstad, physics and biology teacher at Manhattan Hunter Science High School.
  12. First Person: How teachers should navigate the classroom debate during a polarizing election year  by Kent Willmann, an instructor at the University of Colorado Boulder School of Education. He previously taught high school social studies in Longmont for 32 years.
  13. First Person: I teach students of color, and I see fear every day. Our job now is to model bravery by Rousseau Mieze, a history teacher at Achievement First Bushwick charter middle school.
  14. Pumpkin pie with a side of exhaustion: Why late fall is such a tough time to be a teacher by Amanda Gonzales, a high school special education teacher in Commerce City, Colorado.
  15. This teacher was a ‘class terrorist’ as a child. Now he uses that to understand his students by Andrew Pillow a technology and social issues teacher at KIPP Indy College Prep Middle.
  16. What this teacher learned when her discipline system went awry — for all the right reasons by Trilce Marquez, a fourth-grade teacher at P.S. 11 in Chelsea.
  17. Here’s what one Tennessee teacher will be listening for in Haslam’s State of the State address by Erin Glenn, a U.S. history teacher at East Lake Academy of Fine Arts and Tennessee Educator Fellow with the State Collaborative on Reforming Education.
  18. An earth science teacher talks about the lesson that’s a point of pride — and pain a profile of Cheryl Mosier, a science teacher at Columbine High School.
  19. A national teacher of the year on her most radical teaching practice: trusting kids to handle their bathroom business by Shanna Peeples, secondary English language arts curriculum specialist for Amarillo ISD.
  20. How this teacher went from so nervous her “voice was cracking” to a policy advocate by Jean Russell, a literacy coach at Haverhill Elementary School,  2016 Indiana Teacher of the Year and TeachPlus statewide policy fellow.

How I Teach

What to do when your class loses focus? This teacher picks up a guitar

Joella DeLisi Melnikov

As a teenager in a sea of 4,000 students at Staten Island’s Tottenville High school, Joella DeLisi Melnikov found her niche in the music room.

“In the music room, you knew everybody,” recalls Melnikov, now 36. “There’s really nothing like sitting in the middle of an orchestra or band … and feeling the music and being surrounded by everyone around you.”

At age nine, Melnikov picked up the clarinet, setting off a love of music that led to two separate music degrees and a number of professional gigs. She often taught private lessons on the side to students who complained that there were few public music classes available to them.

That gave Melnikov a sense of mission when she began teaching music in the city’s public schools — a job she landed (part-time at first) through the city’s Arts Matter program, an effort to expand access to arts education.

Now, as a full-time teacher at P.S./I.S. 121 Nelson Rockefeller in Brooklyn, she is hoping to help her students feel connected to school through music, and inspire a few musicians in the process.

This interview has been lightly edited.

One word or short phrase you use to describe your teaching style:

Energetic. I am always excited to try new things and take risks with the kids, and we feed off of each other’s energy and enthusiasm.

Why did you become a teacher?

Learning music in public school changed my life. I wanted to give that same opportunity to other children.

What does your classroom look like?

My classroom is a completely hands-on room, where all of the instruments are laid out all around you. The students are able to pick up whichever instrument they’re currently working on and jump right into a rehearsal. Even the students as young as kindergarten are able to take out the rhythm instruments and share them with the class.

Fill in the blank. I couldn’t teach without my ________.

Smartboard.

Why?

The students are constantly asking to learn new songs or to try out new things. We can quickly pull up anything they are interested in and try it out right away.

What is one of your favorite lessons to teach?

Modern Rock Band. I took the Little Kids Rock workshop, [which helps teachers learn to use music students already listen to], and they introduced the Modern Rock Band curriculum. It is the easiest and quickest way to get students who don’t even know how to hold an instrument to begin playing songs that they recognize and can sing along to. The students sound like a real rock band within just a few lessons.

How do you respond when a student doesn’t understand your lesson?

I first try to understand what it is they’re having trouble with. If I try explaining it a different way and they’re still struggling, I ask one of their classmates to help. They often have a way of explaining things from their own viewpoint that they understand much better from each other.

How do you get your class’s attention if students are talking or off task?

If the whole class needs to be brought back to attention, I’ll pick up a guitar and start playing a song. One or two more students might join in, and the rest of the class will enjoy the short performance. Then I remind them that this is what we’re working toward, and get them back to work. If I just have one or two students having trouble paying attention, I’ll put them in charge of helping another student. They really enjoy taking ownership of their skills and knowledge.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?

I try to be very real with my students. They see that I’m a person too, and I make mistakes. We have a motto in our classroom: Respect yourself, each other, and the instruments. I treat them like young adults, and they give me the same respect. They also like to read the inspirational posters we have hanging in the room like: “It’s okay to make a mistake when you’ve tried. It’s a mistake not to try.”

We talk about how it’s inevitable that we’re going to make a mistake, because we’re trying new things. And we may even feel embarrassed now and then. But we’re all in this together. When someone is struggling, I can hear them calling out and quoting that poster to each other. The music room is a safe place for a lot of them. They stop by when they’re having a rough day, and they know they won’t be judged here.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

I had a student who had a very different home life from what I had imagined. When he often forgot his instrument and lost his music, I assumed he just wasn’t that interested. I learned that he was often going to a different house each night, and he was doing his best to overcome his own obstacles. I invited him to come rehearse with me during lunch, and gave him a second set of instruments and music to keep at school. He became one of my best musicians that year.

What’s the best advice you ever received?

Tomorrow is another day. Even if everything goes completely wrong, we can try it all again tomorrow. A bad dress rehearsal often precedes an amazing performance.