Q&A with Andrea Holmes K-8 Art Teacher on her adventure creating what she calls a “community table” for her middle school students.

Q: Did you start the “Community Art Table” for your middle school students to help with early finishers? Are there any other grade levels beyond middle school that you have tried it with or plan to try it with?
A: I use something similar with my k-4 students. Instead of a separate table, I have an “early finisher shelf.” This shelf contains coloring pages, play-doh, play-doh tools, and small pieces of paper that they use in an “art market.” They must take the materials they have chosen to their assigned seats to use. Most students at the elementary get a chance to use something from this shelf at the end of every class.
The art market is an area on my blackboard where students can trade art with other students. They take a drawing and leave a drawing. This idea came from another art teacher on a Facebook group. They called it artist trading cards.
Q: How did you explain the community table to the kids?
A: It was a simple introduction. I explained that the table was intended for students who were completely finished with their current projects and that all classes would participate in the projects at the table.
Each activity, except the Wacom tablet, had portions already completed, so students could see what I was expecting. The loom had a few colors already woven. The diamond art was started. The diamond group drawing paper had three drawings/diamonds I had already completed.
Q: How do you make this community table available to the students? When can students utilize it? How many do you let at the table at a time?
A: It’s always set up for them to use. Usually, students check in with me when they feel like their projects are complete. At this time, I can either offer suggestions or if I agree with them about their work, they may use the table.
There are four activities at the table; however, about six students can work at one time. 2 can simultaneously work on the diamond art, as I have two applicators and the group drawing.
Q: You shared a photo of the table, and you have students working on a group drawing. The paper is divided into triangles, and students fill the triangles up using colored pencils. Walk us through this group project.
A: I took a large sheet of drawing paper and covered it in diamond shapes. The students always have access to colored pencils and markers; recently, I’ve added some metallic gel pens. The students can draw whatever they like inside a single diamond (as long as it is school-appropriate, of course). They may choose any diamond on the paper to draw in. I’ve been pleasantly surprised that they are making nice little drawings inside the diamonds. I think it’s because it is such a small space and can easily be completely filled in with color and design.
Q: You brought in some other materials- a loom and diamond art kit- and I even spied a Wacom Tablet there. Students have been receptive and enjoying all these additions as well?
A: Everything has been well-received except for the loom. A few kids have used it, but I may soon swap it out for something else and take my loom back home. I think the reason is that with weaving, it is really difficult to keep the warp strings from squeezing in on each side. This has happened, unfortunately, and it is getting difficult for students to clearly see the warp strings and determine whether they need to be weaving “under” or “over.” I am going to chalk this up to my lack of explicit instruction/review on the loom before I rolled it out. The current students have not done weaving since elementary school. For the remainder of this quarter, I may find or create a color by number. I even thought about bringing in a Lego set.
Q: You wrote you were particularly surprised and pleased it was successful with the boys. What specifically did the boys like- the loom, the diamond art? What do you think the appeal is?
A: They really seem to like the diamond art. I even had two students ask me which store I bought it from because they want their own. I’m really not sure what the appeal is for them. I know for some, myself included, it feels like a brain break to work on one. Everything is coded. You don’t need to think hard in order to complete one. It’s very calming.
Q: One good follow up question I saw a teacher ask you is, “How do you make sure it’s not the same kids rushing through work to get to go to the table?”
A: So far, it hasn’t caused an issue and I haven’t noticed the students rushing. I hope that continues. Students usually check in with me before they turn anything in. So if the work is not up to par because they rushed, I can address it then.
Q: What other ideas or plans do you have for your community table now that you’re having success?
A: As stated above, I think I may need to change out the loom for the remainder of the quarter or take the time out of class to give a demonstration to all students. I created an instruction sheet that sits right beside the loom, but I was silly thinking they would actually read it. 🙂 The activities might have to be swapped out every so often so that the students don’t get bored. I am thinking about purchasing or creating a color by number. Something like a large cross stitch pattern could be fun too. Especially if it were made easy to manipulate materials like yarn and burlap.
Q: Any other observations to share that I may not have asked about?
A: Along with the community art table, I also share an early finisher folder of ideas with my students on Schoology. This folder contains YouTube tutorials on many small projects they could complete for extra credit. This however, has not been nearly as successful as the table.