5 Top Tips to Teaching in a Mask

Teaching Art

Many of us are returning to school or facilitated a hybrid model for the beginning of the school year. Having taught ART-from-a-CART for a few weeks prior to summer vacation amidst the pandemic, I wanted to share some input on wearing and teaching with our new necessary accessory – THE MASK!


Although we would rather not wear one, we now know that it is imperative in helping quell the spread of the virus and in keeping ourselves and others safe. The 5 Top Tips for Teaching in a Mask refers to non-disposable masks and is aimed to help teachers who are returning to their campuses to plan and prepare for this new must-have school supply.


Art teachers like to ‘BE ART’ and often are walking canvases. Although there are a lot of fun, colorful and stylish masks out there now, make sure to invest in a mask that is functional first! Whether it is antimicrobial material and breathable fabric and/or having a pocket to put in disposable filters, don’t simply buy a mask because it’s cute, do your homework, and make sure it will protect you, first and foremost. Also, I am all for decorating your mask but add-ons can compromise the integrity of the mask and render in less effective in protecting you which is the mask’s primary purpose.



I would highly recommend that you try wearing the mask you intent to wear while you teach BEFORE you use it in the classroom. I learned this the hard way and I quickly found that the mask I was wearing was uncomfortable, slid down my nose when I was talking, and was extremely hot. Because I didn’t test it ahead of time, I had no other choice but to continue to wear it throughout my lesson. Wearing a mask at the store or at the salon is very different than wearing one when you are teaching. You are talking a lot more meaning it needs to function differently and has different requirements – breathable, well-fitting, and comfortable.

Screen Shot 2020-07-29 at 12.40.31 PM


From not knowing who is talking while you’re teaching because their mouth is covered to not being able to give your full ‘teacher look’, you may have to reconsider some of your classroom management strategies to ensure you have successful lessons. I remind students in each class that they must raise their hand when they have something to share as we want all voices to be heard and know whose voice we are listening to. Eye contact is even more important than ever before to reinforce positive behaviors and address unexpected ones. Be conscious of small adjustments you need to make as some of the same tricks don’t work as well when our facial expressions can’t be seen and our voices are muffled. Also, beware of student that may have earring impairments and make sure to make modifications to instruction and provide the support needed.

Screen Shot 2020-07-29 at 12.40.51 PM


Just to reiterate Top Tip #1, make sure your mask is safe first but once you have found a brand or supplier with quality masks, think about how you might use it as a teaching tool! From bedazzling your own to supporting local artists and companies, your necessary accessory is a talking piece and can be a way to connect with your students and your lessons. After creating a distance learning lesson on the local Hong Kong artist, Cath Love, she connected with me on social media which lead me to buy one of her hand-painted masks. Students were so excited to see the mask and immediately made the connections that it was in the artist’s style.

IMG_3863Screen Shot 2020-07-29 at 12.40.42 PM


Students will follow your lead regarding your attitude towards having to wear it and the actual use and care of the mask itself. Try your best to be positive about wearing it and model appropriate care of the mask when removing it to eat and/or for certain activities. Whether it is a plastic ziplock bag to keep it in or giving positive reinforcement when the entire class keep them on for the whole lesson, it is important that we model and teach how to think about, wear and care for our masks. This mighty mask will help us fight the virus, keep our community safe, and protect each other.


Although we would rather not have these barriers between us and our students and many of us would not choose to even be back on campus, we must face the fact that masks work and it is our first defense to protecting ourselves from the virus while still getting to be with students. So put your game face on which means covering it up!

5 Fun ART-from-a-CART Lessons To Get You Started

Teaching Art

Learning that you will be teaching ART-from-a-CART is overwhelming. From rethinking your materials, processes, procedures to adhering to new hygiene and social distancing standards, it’s a lot to let sink in. I finished my 2019-2020 school year teaching ART-from-a-CART for three weeks and was able to facilitate push-in art lessons for my 1st & 2nd Grade students. Here are the 5 art lessons that can get you started and give you some footing before branching out to more logistically changing materials and processes but that are also relevant, fun, and creative!

Good Germs

Inspiration: This is a very topical lesson that can spur great discussion and is very obtainable to all students. I got the idea from a distress doodling session I attended where we simply painted different shapes with watercolor and then added designs and patterns on top with pens. Because we were in the first few weeks of COVID closures, my shapes and patterns produce a germy inspired work of art. I adapted the idea into a lesson for 1st & 2nd graders.

Introduction: I started by asking students what they knew about germs – they knew a lot and had a lot to say. Then I steered the conversation by introducing two main types of germs, viruses, and bacteria. I explain that many are harmful, like the virus COVID-19, which is why we need to wear masks, wash our hands, and socially distance but some germs, are good germs and that we actually need them to stay healthy. I then showed some images of good bacteria that can live in our stomach and help us break down our food. I also reviewed organic shapes and how to use shapes and colors to build a pattern.

Process: Students then began painting organic shapes across two pages in their sketchbook using their own set of watercolor paints, water cup, and brush. Once they were finished, they returned their paint palette and paintbrush to a tray and emptied their cup of water in a bucket before using their own set of provided oil pastels. Because the oil pastels can draw on slightly damp paper, the students could start straight away adding lines shapes and colors to their organic shapes.

Clean-Up & Sanitization: Students returned the oil pastels to a tray and closed their sketchbooks. If their paper was too wet, I simply had them blot the surface with a paper towel before closing and storing their sketchbook. To sanitize, I brought the materials back to the art room and laid out the closed paint palettes and open pastel in their sleeve and sprayed everything down with 70% rubbing alcohol allowing them to dry before the next lesson. For the paintbrushes, I simply washed them in soap and water as usual.

Murakami Super Flat Flowers

Inspiration: If you are worried about set-up and clean-up when you are starting out, this lesson is a great way to ease into your routines as well as having some of the artwork lend itself to a collaborative display. I facilitated this lesson with 1st & 2nd Graders but it could be easily modified for younger or older.

Introduction: Muramki’s super flat flowers are iconic therefore I started the lesson simply asking students if they have seen the super flat flower before. I then asked what Elements of Art they saw as well as how it made them feel. After talking about the life and art of Tashaki Murakami, I demonstrated how to recreate his style of eyes and mouths on the board.

Process: Students received a worksheet that has four flower templates on it as well as an example sheet with different eyes and mouth styles. Students were asked to create one flower trying to recreate and practice Murakami’s style of features and solid colors and then the other three flowers they could make their own features and designs. Students received their own set of 16 colors Crayola markers. I stored them in a plastic container to make it easy to clean, transport, and dole out. Students then kept two flowers for themselves and I took two to use for a collaborative display.

Clean-Up & Sanitization: Students simply put the markers back in the plastic tray and I then loaded them up on a larger tray which stacked on my cart shelf. To sanitize, I simply sprayed the markers down in their containers with 70% rubbing alcohol in between classes and let them dry.

Line Mapping

Inspiration: Once we found out we were going to be pushing into classes, the music teachers and I discussed some ways to integrate our lesson to make them more enriching. We came up with an idea to have the music teachers start with a music mapping lesson where students listen to music and use lines to show the beat, rhythm, and pace of the music. The music teachers had students create the line maps in their art sketchbooks so in the following art lesson we could add other Elements of Art to their work.

Introduction: The class began by having them explain what they did in their music lesson. I then briefly talked about Wassily Kandinsky and how his artwork was heavily influenced by music and how we are going to add more Elements of Art to their line map to create art inspired by music. For materials, I showed how they can use dried-up water-soluble markers to create a watercolor quality to their artwork. This is a great way to use up old markers before switching out to new ones.

Process: Students each received a plastic container with about 5 different dead markers and a small cup of water to dip them in. Students listened to different styles of music while they added shapes, colors, value, texture, and more lines to their work.

Clean-Up & Sanitization: Students simply put the markers back in the plastic tray and I then loaded them up on a larger tray which stacked on my cart shelf. To sanitize, I simply sprayed the markers down in their containers with 70% rubbing alcohol in between classes and let them dry. I did switch out the markers that were completely dead, recycled them, and then added more markers to the containers to top them up.

Mona Lisa Make Over

Inspiration: This lesson was originally supposed to be a substitute plan but I have never actually had to use it so I thought it would be fun to try it out with students. This can be a simple make-and-take lesson or can be glued into students’ sketchbooks – either way, it is a really fun lesson where students get to really show their sense of style and personality.

Introduction: Mona Lisa is a bit of a mascot in the art room. From the Mona Lisa Quiet Poster, Mona Lisa Bell, and my everyday Mona Lisa apron accessory, she is EVERYWHERE! So, I thought it could be fun to give her a makeover! I gave a quick mini-lesson on the proportion and talked to students about using their magic finger to plan before their place their lines and then let them begin.

Process: Because I was facilitating this lesson on the last day of school, I gave students the printed Mona Lisa image on a piece of copier paper. Then students used a thick black permanent marker to draw before using the dead water-soluble markers to add some color. The watercolor markers are great because they cover the surface area faster than coloring with regular markers and is less set-up and clean-up as painting.

Clean-Up & Sanitization: I followed the same clean-up and sanitation procedure as the Line Mapping lesson but instead of putting sketchbooks away, students simply took their Mona Lisa painting with them to take home.

Abstract Painting

Inspiration: The Elements of Art are the cornerstones of my Lower Primary Art program so for my 2nd Graders’ final lesson so I decided that they had to create an abstract painting using only Lines, Shapes, Color & Space to be able to graduate to 2nd Grade, Visual Art. The kids were very excited about this important challenge and I was also able to see and reminisce of each student’s unique way of making marks.

Introduction: After explaining the requirements for graduation, the students and I had a discussion about Abstract Art and what it means. I then showed a few examples of Abstract Art before I demonstrated how they will use two pages next to each in their sketchbooks to create their Abstract work.

Process: Students began by drawing different kinds of lines that walked across their pages crisscrossing and filling the space. Once finished, they returned their oil pastels and retrieved their own set of watercolors, water cup, and a paintbrush to begin adding color. Students could paint the entire surface, work within the shapes, and create patterns to create their work.

Clean-Up & Sanitization: Students returned the paint palettes and brushes to a tray and dumped their water in a bucket. To sanitize, I followed a similar procedure as previously outlined in the above lessons.


Top 10 Tips to Start Teaching ART-from-a-CART

Teaching Art

So, you have to teach ART-from-a-CART next school year, eh? Due to new social distancing guidelines and/or budget cuts, many of us are heading back to a very different art teaching experience in the fall. My school was able to bring students back to campus 3 weeks before the end of this school year having all specialist push-in to the classrooms…literally. *Here are some of my top tips if you are staring the school year on a cart.


*Note that these tips relate more to teachers that have an art room or space to house most of their materials and the cart simply brings what they need for each lesson to each classroom. It is also good to note, that I was only teaching two grade levels from a cart for the last 3 weeks and both my cart and some of the procedures would not necessarily work long term but hopefully this will give you a little insight into how you may be able to teach ART-from-a-CART until social distance guidelines loosen or funding returns (I say a little pray from you).

Classroom Management

Classroom Set-up

Every classroom set-up is different and this can affect the way in which we set-up and clean-up our art lesson. Also, due to new social distancing measures it may be that groups of students are spread across to classrooms which was the case for me. To help you plan and prepare for the environment you are walking into, visit each classroom, snap a photo, take a few notes and create a document that you can reference later so you get your plans ready.

Art on a Cart_2

Management System

Implement the same management systems from the art room into the classroom. Although they may feel like they have home turf advantage, you need to make it clear that your rules, routines, and procedures are what they following when they have art with you. Whether it is a point system, Art Room Mantra or simply raising their hand instead of calling out, make it clear that it’s your lesson and they need to play by your rules.

Teacher Management

I found it helpful to have the classroom teacher help to settle the students and acknowledge that it is time for our lesson. Just because you walk in the door does not mean the lesson begins as both you and the students need a moment to set-up and settle down. In my experience, asking each classroom teacher to help you with this makes a big difference.

Art on a Cart_1

Personal Management

You have to be extra organised when you are bringing all of your materials with you and remembering to take them all way when you leave. A top tip is to help you with this is to put away your examples, clean-up your demo areas and get yourself organised before students begin their clean-up. Once you have sorted yourself out, you can focus on the other aspects of the lesson without leaving half your cart behind.

Wrap Up

Similar to the teacher transition, it is important to allow 1 to 2 minutes after clean-up to review key terms, a moment to review and reflect or even an informal group assessment before you wheel yourself away. Like the beginning of the lesson, this helps the classroom teacher transition in as well. Leaving while the classroom is still cleaning-up doesn’t allow for closure to the class so plan a couple minutes to again settle students and partner with the classroom teacher to ensure their next transition goes smoothly as well.


Art Cart Management


When it comes to your cart, everyone will have a different system but one organisation item that helped me is large trays. With the ability to stack and layer, using trays to put materials on allows for more room on your cart and easy distribution and collection.



Bring your own magnets with you as not all classrooms have them. They are really handy for displaying examples on the board as long as you have them.

Use the sides

If your cart it metal you can also use the sides for transitions of workshops and materials but also for display purposes. Most times classroom boars will have writing on them so in lieu of putting things up on the board, you can display them on the side of your cart.

Student Help with tidy

Plan your clean-up procedures around what students can help you do. It is handy to demonstrate how students can put materials away on the cart so you don’t have to. Rather it is putting their materials back on trays or putting things back directly on the cart, setting these expectations can help save you time and energy in your lesson.



Pacing is really important for any lesson but even more so when you are in someone else’s space. Some teacher’s will be okay with having you run over a few minutes and other’s will not so to help you stay on schedule, set alarms on your phone to keep you on track. I have the Tidy-up Tinkle alarm as well as an alarm that plays music when I should be leaving which I find really helpful to ensure I finish on time.


Let’s face it! Having an art room is the ideal scenario and we would all prefer to have an art room but whether your situation is permeant or short term, I hope these ten tips are helpful as we are all in this together – the more we can share and stay positive the better out lessons will be for our students. Stay safe out there, and watch your toes!




A Bright & Colorful Return to Campus

Teaching Art


After 16 weeks of Home Learning, we were finally able to welcome students back on campus before the end of the school year. Although the school day looks and feels very different, everyone is grateful to be reunited, try out a new way of facilitating learning while practicing social distancing and having closure to the 2019-2020 school year. Every school, state, and country is different in regards to what is best for schools and their student population but this post is about my experience and some things that helped me return to campus.

CEE92903-C1FF-46FE-9A77-1C090C7CF2E5 2

Managing Expectations

Art teachers are flexible and this will fair you well when managing what to expect as you return as schedules, guidelines, and expectations which will likely change before, during, and after you transition back to campus. At my school, art and music now ‘push-in’ to classes to reduce the number of transitions for students. Art-on-a-cart is better than no art at all. I teach 40-minute lessons and teach twenty students at a time spread between two classrooms with an adjoining door. Expect your schedule, routines, and lessons to look and feel very different, but by managing those expectations you will be better prepared to be flexible for your students and their learning.


Your First Lesson Back

For your first lesson back, you may feel that you need to bring out all the materials that students may not have had access to, but don’t be a hero. Choose a lesson that is going to help ease you and students back into things. From sanitising materials to feeling comfortable with new schedules and routines, choose a lesson that has minimal preparation and clean-up. For my first lesson, I introduced the artist, Takashi Murakami. My goal was to teach students how to recreate his iconic super flat flowers, have them learn about popular visual culture all the while allowing students to chat with others while they created, colored, and practiced motor control and grip – something that many of them regressed on during their weeks away.

Murakami Example

Keeping Things Clean

Students brought and used their own pencils, pens, scissors, and a glue stick. Choosing materials that are easy to clean is important for your first few lessons. My routine is to have students use hand sanitizer before they begin the art lesson and then after they are finished with the materials they used during the lesson, I bring the materials back to the art room where I spray them with 70% rubbing alcohol. Pens, markers, spray bottles, paintbrushes are all easy to clean in this manner and help ensure the materials are safe to use for the next lesson.


Be Art

Use the face mask you have to wear as an opportunity to be art. We now have a new accessory to help show our style, mood, and/or share a message. Whether it is writing, ‘ART MATTERS’ on your mask to theming it to your lesson, inspire and excite your students by modelling a way to be creative through what is now a necessary personal item.

IMG_7056 2

Make it Fun

This seems obvious but it is important to keep at the forefront of your mind when planning your first lesson with students. Everyone will feel a little tense which is to be expected so try and loosen the tension by bringing some fun into the mix. After students completed their Murakami super flat flowers we played Bingo. If students had four out of four of the combination I called out they yelled, ‘SUPER-FLAT!’ and received a Flower Power sticker. It may seem small but playing Bingo in a room full of friends and peers is a fun way to break the cycle of four months of independent home learning.

IMG_7129 2

I am not going to lie, I miss the students in my art room, the freedom to use any and all materials without restrictions and getting to play another soundtrack during art class other than the now squeak of my art cart wheels but it is better than not having the students on campus. Whether it is from a potted plant at home or a flower sprouting from a crack in the sidewalk, our students will continue grow as long as we maintain a positive growth mindset and embody FLOWER POWER ourselves!

Below are the shared resources for the lesson – feel free to use and share!

Murakami Coloring Expectations

Takashi Murakami Worksheet

Takashi Murakami Coloring Example

Murakami Bingo List





HKIS Home Learning Portal: Weeks 11- 18

Teaching Art

Tune in every Friday at 9:00am to watch Ms. Kit’s Art Room, a TV-show-like video lesson that is a about art! From doodling and drawing to movin’ and groovin’, each 20 minute episode highlights a different Element of Art introduced and taught by a zany cast of characters from the Upper and Lower Primary. Watch with your family and then complete the art activities together after – fun for the whole family!

Ms. Kit's Art Room SEASON 1 FINALE!

Reception 1 & 2 and Grades 1 & 2: Week 18 –  FINALE

Reception 1 & 2 and Grades 1 & 2: Week 17 – FORM

Reception 1 & 2 and Grades 1 & 2: Week 16 – VALUE

Reception 1 & 2 and Grades 1 & 2: Week 15 – TEXTURE

Reception 1 & 2 and Grades 1 & 2: Week 14 – COLOR

Reception 1 & 2 and Grades 1 & 2: Week 13 – SPACE

Reception 1 & 2 and Grades 1 & 2: Week 12 – SHAPE

Reception 1 & 2 and Grades 1 & 2: Week 11 – LINE

Also, please share your artwork wit Ms. London and in the Online Gallery. Simply click the button below which will take you to a Google Drive folder where you can upload a photo of an artwork. We want to see what you’re making and how you are being creative at home!


Fantastic Friday_Ms. Kit’s Art Room Episode 8: FINALE

Teaching Art

Ms. Kit's Art Room SEASON 1 FINALE!

Tune in Friday, June 5th at 9:00am to watch Ms. Kit’s Art Room Episode 8: FINALE, a TV-show-like video lesson that is all about art! From doodling and drawing to movin’ and groovin’, each 20 minute episode highlights a different Element of Art introduced and taught by a zany cast of characters from the Upper and Lower Primary. This week’s episode is the FINALE where we will look back at some highlights from each of the episodes. If you haven’t watched the other episodes, DO! Watch with your family and then complete the art activities together after – fun for the whole family!

HKIS Collaborative Artwork: Fabric Twine Wall Hanging

Teaching Art

CALLING ALL LOWER PRIMARY STUDENTS & THEIR FAMILIES! Despite being a part awe still wanted to make a collaborative art piece together! Our gaol is to have lots of families make DIY Fabric Twine to contribute to a large wall hanging for the Lower Primary Campus.

Below are step-by-step written instructions in how to create the fabric twine which will be sewn together to create round circle-like rugs.

If you need a little extra explaining, we also have a Little Lesson to show you how!

Once you have made a bundle of twine to donate, please use a mailer envelop and send it to the following address:

Screen Shot 2020-03-30 at 9.47.31 AM


HKIS Home Learning Portal: Weeks 7 – 10

Teaching Art

Ms. Kit's Art Room SEASON 1 FINALE!

Tune in every Friday at 9:00am to watch Ms. Kit’s Art Room, a TV-show-like video lesson that is a about art! From doodling and drawing to movin’ and groovin’, each 20 minute episode highlights a different Element of Art introduced and taught by a zany cast of character from the Upper and Lower Primary. Watch with your family and then complete the art activities together after – fun for the whole family!

Well done completing the first 6 weeks of Home Learning and for creating some amazing art! If you have not already, please share your artwork wit Ms. London and in the Online Gallery. Simply click the button below which will take you to a Google Drive folder where you can upload a photo of an artwork.


As artists, we know that you are coloring, drawing and making and backing lots of scrumptious art on your own, so for the next weeks ahead Ms. London and I will provide home learning content on art history and art appreciation. From listening to songs about artists to learning about different street art around the city, each video will have an online quiz you can take for fun to see what you have learned! If you’re really keen, you can listen and take the quizzes of all four videos!

Grade 2: Lesson 7: Aurora Robson

Aurora Robson Quiz

Grade 2: Lesson 8: Cath Love

Cath Love Quiz

Grade 2: Lesson 9: Frida Kahlo

Frida Kahlo Quiz

Grade 1: Lesson 7: Salvador Dali

Salvador Dalí Quiz

Grade 1: Lesson 8: Alex Croft

Alex Croft Quiz

Grade 1: Lesson 9: Romero Britto

Romero Britto Quiz

Reception 2: Lesson 1: Vincent van Gogh

Vincent van Gogh Quiz

Reception 2: Lesson 8: Alex Senna

Alex Senna Quiz

Reception 2: Lesson 9: Yayoi Kusama

Yayoi Kusama Quiz

Reception 1: Lesson 7: Edgar Degas

Edgar Degas Quiz

Reception 1: Lesson 8: Invader

Invader Quiz

Reception 2: Lesson 9: Jackson Pollock

Jackson Pollock Quiz




Art Teachers Preparing for Home Learning_Part II

Teaching Art

So your school has closed due to COVID-19 and you’re now trying to think through how you are going to deliver your art program for students at home? If the answer is, yes, then the information in this post is for you! I was in the same position as you six weeks ago and asking myself the same questions. Here are some answers to your wondering based on my own experience with Home Learning for the Visual Arts in Lower Primary. I am by no means the expert, just someone trying to help others during an uncertain and challenging time and in someway doing my part.


What platform should I use?

In my first post on preparing for home learning, I mentioned using what you have and what you feel comfortable with. This still stands but it also severs to mentioning that you should talk to the other specialists and/or the rest of your department to see what everyone else is using in an aim to align making it easier for parents. Just like we are trying to figure out new platforms for home learning, so are the parents, therefore, making it easier for them the better it will be for our students. Click the button below to see how I have done it to give you an example of one way of doing it. 

Home Learning Link

Should I have students turn in work digitally?

Some of you have 500 + students so managing artwork being sent in digitally is a lot of work. Then there is the expectation for feedback or a grade even. Schools could be closed for a while so be mindful of setting your expectations in the beginning as they will then be expected until schools reopen.




Flipgrid is a platform similar to Seesaw where assignment can be uploaded, information shared and feedback given. 

How many lessons should I create?

Depending on the number of students and grades you teach, the scalability of created content for numerous grades in not sustainable especially when we don’t know how long school will be out. Therefore consider grouping grades when creating content, using the same lesson/video/content for all grades and/or modifying the activities for each grade based on a theme like Pop Art or Pointillism. Jules White, an art educator in Hong Kong uses this format. Check out her home learning blog as well as her video examples!

What kind of content should I make?

Because our subject is so visual, creating video demonstrations of different techniques is really helpful. You can then create your own Youtube Channel making it public or unlisted and then simply share the links so your students can access them. You can also use a blog to house the video links and outline the different prompts for different grades. If you use Seesaw you can upload the videos and lessons there are well. The bonus with video content is that you can use it for days when you have a substitute or even maternity leave! Below is one of the videos I have created for Kindergarten students. Check out more of my videos here.

What about the kids that don’t have the internet at home?

A sketchbook challenge is a great way to get all kids making art regardless of materials and access to the internet. All the kids need is a pencil and some paper. A list of different prompts can be mailed to the students that don’t have access to the internet for the rest that do it can be posted on a blog, sent in an e-mail or even delivered over the phone!



The Art of Ed has lots of great resources for teachers and many different ideas for drawing prompts.

But I am technologically challenged, how am I going to do this?

You can learn anything! You know why? Because out there is a Youtube tutorial on EVERYTHING! That’s how I learned! It seems funny to have to remind teachers of this but no one is born to be technologically proficient, you have to learn and in this instance, YOU NEED TO TEACH YOURSELF! My mother always says, you can eat an elephant one spoonful at a time so start small and break in down into manageable learnable steps, one Youtube tutorial at a time!

What materials do kids have at home?

Assume they have only a pencil and paper Use this time to focus on observational drawing, fonts, lettering and text, shading and value studies, illustrations and storyboards and life drawing. Access to a variety of materials, techniques, and experiences is the backbone of your job. This is why not having kids in the art room is such a challenge for us. However, we art teachers, we are resourceful and during this time we need to lean on our knowledge and expertise of teaching skills with basic tools rather than experiences with different mediums.



One of the Hong Learning assignments was to draw three different plants student could find indoors or outdoors using materials they had. After completing the assignment, the students used an app to create wallpaper patterns using his drawings! 

How long will schools be closed?

Sorry, I don’t have the answer to this one but from my experience here in Hong Kong, expect schools to be closed for the rest of the school year. Once we approach a state to return to school, it is pushed back another two weeks. Things are happening day by day and also administration want to give specific dates to appease parents and teacher but no one knows what will happen. Therefore, be mindful of the platforms you use, the expectations you set for yourself and recognise the sustainability and scalability of what you are creating, making and doing for Home Learning.

Keep Calm


Art Teachers Preparing for Home Learning_Part I

Teaching Art

This was the last photo I took of my students in the art room before our long separation from one another due to COVID-19. It was the day before the Chinese New Year and all of the students wore festive attire to celebrate. As we said goodbye to the students before the week-long holiday break, no one had any idea how different the new year ahead was going to be.


Reception 1 learners showing off their stained-glass windows inspired by Frank Llyod Wright. – our last lesson before the school suspension.

Since February 3rd, 2020 I have been facilitating Home Learning for the Visual Arts for over 760 Lower Primary students between the ages of 4 and 8 years old. With the virus spreading and more school closures imminent, I want to share some of my experiences providing home learning as a primary year visual arts teacher and by doing so, I might be in some small way, doing my part, helping others navigate this difficult time.



Once it was announced that our school would be facilitating home learning, I decided to use things that I already have and already know. If you have a professional Instagram account dedicated to student artmaking, USE IT! If you have a blog or are using Seesaw already, USE IT! If you have a Youtube channel that you created 4 years ago to upload a funny video of your cat, USE IT! What I am trying to say is, dust off some of these platforms that you have already established and give them a new lick of paint to make them useable and function as a way to teach, communicate, share and provide feedback.

Screen Shot 2020-03-04 at 7.39.32 PM

I use a public Instagram account not associate with my school to showcase student work as well as any art-related content I teach, make and/or see.

Connect Everything!

Your school may or may not have a system in place to easily collate virtual learning content so make it easy on yourself, your admin and the little people you are trying to connect with and connect all of your platforms. Link Tree is a great way to do this. If you don’t already have Link Tree, DO IT! This creates one sharable link that has all of your platforms in one place, one easy click away. That way when you need to share your content with classroom teachers, parents or your super supportive mom, it’s slick, easy, and always up-to-date.

Screen Shot 2020-03-04 at 7.38.15 PM

Link Tree is free and a great way to have all of your content housed in one convenient place.

Curriculum Content vs. One-Off Lessons

When I received the news initially that we would be closed for two weeks, I figured I could use videoes to front-load some of my essential questions for my new units, introduce the artists we were looking at and teach art vocabulary we would use in the upcoming projects. Then, when kids come back to school, you can launch into the making and doing. As the weeks turned into months, I just kept my units coming.

Now, I’ve had to modify them to use different materials, ones that kids likely have at home but this way I could show that curriculum was continuing on despite being physically apart. I have talked to some teachers who have done the opposite and now in our 6th week of home learning, they are finding it difficult to keep generating new content. This takes me back to my original point, USE WHAT YOU HAVE! Use your units and lessons and simply modify the materials or rearrange the order of your curriculum to facilitate the units and lessons that are more suited for home learning i.e. portraits, observational drawing and/or collage.

Engagement Rate

At my school, the specialist subject’s home learning content is not required. I have strong feelings on this but that is for another day and another post but be prepared for kids not following through with learning you have created for them. However, despite being optional (eye twitch) I have about 20% engagement rate meaning, about 1/4 of my students/partners/guardians are looking at my blog, watching videos and sending me photos of their work. This is actually pretty good for being optional!

Screen Shot 2020-03-05 at 10.58.46 AM


Our subject is very visual, so personally, what I think works best is video demonstrations. Think of it like any other lesson minus the actual making of the art and clean-up. Film your opener, state the goals for the lesson or assignment, demonstrate techniques and skills and the rest is up to them!



I have created a set in my art room to film introductions to demonstration videos. I film everything on my iPhone and then use iMovie and Garage Band to create videos that I upload to my Youtube Channel.

Some of my comrades have created online galleries where kids can share their artwork but depending on how many kids you teach and how long school might be closed, be careful to not make a rode for your own back. That’s a lot of digital artwork to manage! Have a plan if you need to virtually collect work to not create an organization headache later.

Life-Long Learners

Take this situation and look at it as an opportunity to learn and try new things! From finally learning how to use iMovie and Garage Band on your Mac to logging into your first Zoom meeting, there is going to be a lot of learning! Also, constraints bore creativity so try to use this time to think differently on how you do things and how you deliver content. Also, do a bit of research and find other teachers and Youtubers that you like regarding their style, delivery and try to use them as a model, a guide to help you get started helping you find your own way of doing things. Below is a fellow Hong Kong Primary Art Teacher, Chris Gadbury, that has used his impressive graphic design skills to create entertaining video lessons.

What Materials Do They At Home?

A big constraint is materials and knowing what kids have at home. From my experience, you can assume that all kids have some pencils, pens, scissors, tape, a glue stick and maybe some markers, crayons and/or colored pencils. There is a lot you can do with these items. In addition to teaching visual arts, we are now teaching resourcefulness!

No watercolor paint? Make some using old markers or coffee! No paintbrush? Use a Q-tip! No blank paper? Make your own by turning recycled paper into pulp and making handmade paper with a deckled edge that would rival the expensive stuff in the store! You get the idea. Don’t let limited materials hold you back, see it as an opportunity to teach students how to improvise, adapt, and overcome!

Go Get Your Nails Done!

Yes, you miss your students, yes, the workload is the same because filming and editing take a long time but you don’t have to prep or clean-up after materials! This is a positive, at least for me who has always wanted nails like Cardi B! Use this time to moisturize your hands, wear clothes you normally don’t because you’re worried they will be ruined and put your feet up because the physicality of your day-to-day is now a whole lot lighter! Oh, and then use your own nail polish to make more content! HA!