art education student

In school they teach us that the arts isn’t a practical job. They tell you, you have to pick something practical. They teach us this only because they cannot teach it.

They cannot teach you how to create worlds beyond their comprehension, they cannot teach you how to make a meaningful metaphor, they cannot teach you how to give the humanity a little more magic.

—  Thoughts of an Average Student
ID #55923

Name: Jailis
Age: 20
Country: USA

I’ve never had a pen pal but I have heard about it and I find it to be a wonderful idea, so I would like to experience it. I am a college student. I have completed two years already in a community college and I plan on going into Education at a four-year college this upcoming fall. I am an introvert (my personality type is INFJ), and it is hard for me to make friends or socialize, so who knows maybe this will help me a little bit. Some of my interest are music, books, different cultures, traveling, art, film, and a bunch of other stuff. I take pride in being open-minded and I accept anyone for who they are. So yeah, that’s me!

Preferences: Anyone between 18 and 25.


How do we understand the idea of art? How do we understand the concept of social justice? What does Art Education do?

These were some of the questions explored by school administrators, arts educators, teachers, parents, youth, and community organizers gathered on March 24th at the Brooklyn Museum’s Arts as Social Justice Roundtable. Through group discussion, image reflection, and sharing personal stories, participants investigated the intersection of the Arts and Social Justice and the pedagogical implications of this relationship.After sharing some of the issues most impacting their communities, participants broke into smaller groups where they  raised a host of other questions including, “How can art redefine social concepts and dynamics?” “What is the relationship between art-making and learning in general? How can art bring communities together?” and “How can art help us imagine new social possibilities?”

Some key findings from the gathering included:

  • We often assume a shared understanding of Social Justice and this is often counter-productive.
  • Social Justice should be approached as a commitment to PROCESS. An understanding of pedagogy and the ability to facilitate groups around difficult conversations is essential to this process.
  • At its core Art can also be understood as a process/approach towards learning and doing. There is an intimate relationship between all authentic learning and Art.
  • Within the context of Art, a Social Justice perspective requires us to expand and questions traditional notions of “Fine Arts” and artistic “Canons”.
  • Art Education is essential to Social Justice because Social Justice requires Social Imagination.
  • There is power in collective thinking and group learning. There is a need and yearning for more spaces that bring together diverse cross-section of people to engage and to wrestle with these questions.

Over the next two years, the Education Division will continue asking these questions as we begin a new partnership with local community organizations and middle schools in Central Brooklyn (Districts 16 & 17) with the support from the Kenan Foundation. The partnership will result  in a student-driven community arts project highlighting the transformative power of the arts. The Arts as Social Justice Roundtable was the first step in learning from colleagues across the field and sharing inspirational approaches as we begin this new endeavor.

In reflecting on art education, imagination, and social justice, Director of Education, Adjoa Jones de Almeida recently wrote,  “Now more than ever, we must look at those realms in our collective consciousness that privilege the imagination and the human capacity to create. Continuous engagement with artistic practices strengthens our imagination muscle. Arts education is essential, because it builds our ability to dream and imagine beyond our present condition.” As we work to strengthen our Arts as Social Justice Pedagogy, Education staff will continue investigating the intersection between Arts and Social Justice in our teaching as well as in conversations with visitors, staff, and community members.

Posted by Adjoa Jones de Almeida and Katherine Kusiak Carey

The Signs as Art School Stereotypes

Libra: Sweet Art Education student who seem traumatized by the weirdo studio majors, always smiling, super long hair

Pisces: New Age, Eccentric Sculpture student who goes to music festivals every weekend, makes projects about the Illuminati and NWO, more #woke than you will ever be

Aquarius: Reserved Drawing/Illustration Major who draws hella good anime, never opens their mouth in critique until forced, vegan, fandom tees

Leo: Hipster painting student who thinks they’re the absolute shit, brags about smoking hookah and everything they do is meant to be ironic

Scorpio: Irritated Photography student who hates being in class but is always there, favorite color is black, always looks like they need a nap, opinionated

Aries: Yuppie Visual Communications student who brags about their love of craft beer, blood made of coffee, has really strong opinions about fonts, needs to relax

Virgo: Chill Ceramics student who smokes a lot of weed, thinks they suck but they really slay, succulents and cable knit sweaters

Capricorn: Super skilled Furniture Design student who can find a solution to anything, wears flannels and steel toed boots and it actually looks natural, works 109 hours a week

Cancer: Friendly but reserved Art Therapy student who is quietly reading everyone like a book, internal dialogue is constantly sassy, pastel hair, always on the verge of mental breakdown

Taurus: Edgy Printmaking student who shops at stores no one has heard of, small clique, loves to read, super detail oriented, doesn’t accept criticism well, makes everyone uncomfortable by bickering with professor

Gemini: General Fine Arts Student who floats from clique to clique seamlessly, indecisive, friendly but values alone time, inquisitive, listens to Nirvana and also Disney Soundtracks

Sagittarius: Headstrong Double Major who can’t keep their thoughts straight, skips class a lot, obsessed with Tim Burton movies, smokes cigarettes for aesthetic, talks too much during critique

✐ first page of my new planner/bullet journal ✐

still a lot of improving to do but i’m happy with it! ✐

  • ✏  bunny post-its: tofucute
  • ✏  highlighters: stabilo boss pastel
  • ✏  chunky markers: crayola pipsqueaks
  • ✏  fineliner: WH Smith (steadtler equivalent)
  • ✏  black marker: bic
  • ✏  notebook: ypo 


*I’m having trouble finding a job, paying travel expenses, & paying for schooling therefore I’m hoping I can make a few extra funds via Depop!

*If you have any questions feel free to ask.

*I go thrifting more frequently b/c it’s a better way to find interesting pieces so if you’re ever in need of a specific piece feel free to let me know & I’ll be on the lookout for you & I’ll notify you when it’s found!

Top Majors For Recent Grads: Turning Unprofitable Degrees Into Lucrative Career Paths

Not everyone’s desperately forcing themselves into a finance or computer science degree in the hopes of a steady job post-graduation. Droves of students are still opting for degrees as diverse as performing arts and health professions, according to data recently collected from LinkedIn.

Out of the 650 schools on FORBES’ Top Colleges list this year, social sciences is the second-most popular area studied. Communications and psychology also showed up in the top 10.

My Art Education Realisation

“I haven’t sat down and drawn in my own sketchbook in so long!”
“I really want to paint, but i have so much project work to do!”

Among art students you will very often find people saying things like this. My biggest realisation at college was when it clicked “Why am i not working the way i want to in my project work?”
During my first year of Foundation Art at college i had classes in various mediums from Glass to Photography, Life Drawing and Fashion. I was sitting in my Fashion class, the project brief was to design and make a pencil skirt based on Animals and Insects.
I started out looking at animal patterns, just blindly looking at things i thought would look nice on a skirt (Yeah, this was hard as a guy, but still fun).
A sudden rush went through my head, i looked down at my designs, they were boring, not very entertaining or captivating. This is when i realised i was being a sortof “robot” with my college work, just doing things to meet the brief and not things which i would love to create.
So i started researching things that i like. I looked for animals native to the UK. Then i had a thought to not link it directly to Animals or Insects. I drew out an idea for a teapot shaped skirt. My link with this idea to the orignal brief was that tea was transported on clipper ships which were often carrying animals like mice or rats.
With this change in my way of thinking, i achieved full marks in Fashion… something i had no interest in pursuing.
I started to change how i was looking at my projects in other classes.

Instead of using doing things in my own personal sketchbook, i did them in my project sketchbooks. I’d scribble on pages and write down lists of things i needed to buy. Carried them round in my bag and sat in town drawing people.
I was having fun again. Really enjoying what i was doing.

The end of the year came and i achieved 100% full marks overrall…

TL;DR: So, my advice to anyone studying art (or other creative subject):

  • Project briefs aren’t always set in stone. You can be as vague with it as you want, as long as you backup why with evidence.
  • Try and bend/break the rules. Go on, be a devil!
  • Have fun! If you’re not enjoying what you’ve chosen, THEN STOP what you’re doing and change. As long as you give evidence of your change it will give you more marks than handing in a half arsed piece of work that you don’t like.
  • Ditch your personal sketchbook, make your project book just as personal. Write/draw to your hearts content.
  • Most importantly, HAVE FUN!