art assignments for high school students

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22 Drawing and Painting Lessons & Activities for High School

22 drawing and painting lessons & activities for high school.

These art related lessons and activities teach and demonstrate drawing and painting, along with some tips and instructions, targeted for high school students. This 58-page Water Color Painting Tips and Tricks guide is particularly helpful and instructive. Also included at the end of this list, are two documents on wood carving. You can also check out all of our Art related pages here .

A Fork in the Road Painting Project Agamograph Challenge Art Nouveau Botanical Drawing, Art Lesson Color Mixing – Some General Guidelines Color Pencil Tips Drawing Tools Drawing Value Scales Drawing Warm up Drawing with Colored Pencils Egg Shading Fauvism How to Hold a Pencil Light Capturing Paper Designs Scratch Art Project Sets of Lines Sketchbook Assignments The History of Cubism Two Point Perspective Water Color Painting Tips and Tricks, 58 pages Woodcarving Tips and Tricks Woodcarving Totem Pole Project

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A link to this video might help students understand use of sketchbooks.

South Dakota Public Broadcasting did a short video focusing on my sketchbooks. It was released on YOUTUBE and can be viewed with this link.

https://www.youtube.com/watch?v=8T6S8JGlrWE

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High School Art Projects that Students LOVE!

Do you ever get “that” look from your high school students when you present a project to them? You know what I mean, the deer in the headlights look. Art projects need to challenge the students in design and technique while engaging their interests. This in itself can be challenging for an art teacher to tackle.

These four high school art projects have proven to be successful at challenging and engaging the students (you know the kids like a project when they ask if they can do it again!).

Beyond the Border

Medium: Watercolor & India Ink Project

Create a 2D mixed media art piece that explores the expansion of the main subject matter that is in the inner rectangle branching into  the border around it-going beyond the border. The main subject should remain in color, but everything else turns black & white outside the main rectangle… FULL Lesson

Ceramics Roll-A-Beast Animal Sculptures

Medium: Ceramics

Body Features determined by Rolling the Dice!

FUN, FUN, FUN!! Create a fantasy creature that has unique body features determined by rolling dice, then create the creature in ceramics.  After choosing 6 predetermined animal parts that you want to include in the project & assign each part to a number (ex:1=Wings/feathers, 2=fangs/tusks, 3=tentacles, 4=fins/scales, 5=fur, 6=horns/antlers/claws). Keep the list a surprise until everyone had a chance to roll the dice…  FULL Lesson

Motorcycle Mixed-Media Art Lesson High School

Creating dynamic compositions in high school art.

Providing interesting subject matter for planning & creating compositions is important for art teachers to do. I had envisioned doing this mixed media motorcycle art project for several years & was so grateful to find someone who was willing to bring their motorcycle up to our school so my high school students could draw it! I wanted something to really challenge & provide a super interesting subject to teach composition to my high school art class… FULL Lesson

Watercolor Pouring and Masking Portrait Art Lesson

Medium: Watercolors

Are you or your students super tight when it comes to painting? I know I am!! Trying to loosen up a “tight” painter is HARD to do-it takes practice, trial & error. This HS art painting lesson is a great exercise in loosening up and letting go of control. Students will review positive and negative space. The will use a photo editing program to transform a portrait to show high contrast values (black or white only). They will experiment with different watercolor techniques such as pouring, masking and splattering.

All of the lessons are accompanied by ART TECHNIQUE lessons-see my Shop for Lesson Plans & Worksheets

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High School Drawing Curriculum: 12 Lessons

HIGH SCHOOL DRAWING

In my teaching career I have taught a wide range of high school art courses: Introduction to Art, Drawing, Painting, Advanced 2D Design, AP Art, 3D Design, 3D Design II, and 3D Design III. I have loved teaching such a variety because it has given me the opportunity to develop and test a breadth of lesson plans. The past two years I have been working on compiling my favorite lessons into curriculum packs to sell on my TPT store. The most recent posting on my store is my semester-long high school drawing curriculum pack. I have taught every single one of these lessons (plus more that I tested, failed, and left out so you don’t have to) and these are my top twelve.

This high school drawing curriculum includes information and resources to fill every single day of the semester in your drawing class. Other than making copies of worksheets and doing a handful of demos, you don’t have to plan a thing for the semester. Each project includes a detailed lesson plan (including big ideas, essential questions, national standards, vocabulary, and step-by-step instructions), rubrics, critique information, and handouts. In addition to the project packs I have included my syllabus, get-to-know-you worksheets, a timeline, breaking down the semester into days and weeks, and supply list.

12 PROJECTS

The first project of the semester is learning the Belgian bookbinding technique and using it to create your own sketchbook. This not only saves money on purchasing sketchbooks, but it also introduces the students to book cover design and bookbinding techniques. In addition to a PowerPoint, lesson plan, and rubric, this also includes a how to worksheet and how to video. This product is sold individually here .

In every class I teach I include a weekly focus on visual journals. Each Friday students have the option to work in their visual journal, have free art time, or catch up on an assignment. By the end of the semester they must have at least 12 pages completed in their book. The PowerPoint to introduce this project, lesson plan, and rubric are included in this pack.

Before the students start longer drawing projects, they complete a shading review. Seven worksheets are included that cover graphite pencils, hatching, cross-hatching, scribbling, stippling, and a general shading worksheet. The front of the worksheets include information and the students must complete the activities on the back. This product can be purchased individually here .

The first true drawing assignment is a still life drawing. However, I put a twist on it by requiring the students to bring in objects to create the still life. Before starting the drawing, the students learn about still lifes at various periods in art history. at both traditional and modern versions of still lifes. They must apply their understanding of various shading techniques by including at least three of them in their drawing. Check out the individual link for this product here .

Once the class has a few drawing projects under their belt, we look at combining technology and art by creating their own GIFs. They must draw the majority of the design, then use various computer programs to compile their drawings, add to them, then create an animated version of them. You can read more about this project in my blog post here .

Once the students have a handle on using pencils, we move onto charcoal drawings. One of the best ways I have found to teach how to shade using charcoal is through the traditional charcoal drapery drawing lesson. A PowerPoint about charcoal, in depth lesson plan, rubric, and critique are included. You can purchase this lesson individually here .

After learning about charcoal, the students apply their knowledge to a mixed media work of art that includes shading with charcoal. For this assignment, the students must select an object and redraw it on a background layered with color and text. The object is meant to serve as a metaphor for who they are, a part of their personality, or interests. I love any cross disciplinary lessons, and this does a great job combining English and art. Check out specifics of this project here .

After completing a metaphorical self portrait, the students are asked to create an actual self portrait drawing, with a twist. The students must select a current event that interests them and reflect it through their portrait. In addition, they have to scan their faces using a copier or scanner to create an unusual and ethereal look to their portrait. They then re-draw their scanned image using pencil. This project pack includes multiple PowerPoints to introduce the project and show examples of current artists who create social and politically driven artwork. In addition to the PowerPoints are an in depth lesson plan, rubric, critique sheet, and brainstorm worksheet. Check out more here .

After working mostly in black and white, students have the chance to do a full color drawing using colored pencils. They are asked to think outside of the box and take a photograph that reflects the topic, “unexpected beauty.” They then turn the photograph into a colored pencil drawing. Colored pencil techniques are covered in the introduction PowerPoint. Check out more information about it here .

After learning about colored pencils, we start moving towards different media that still use traditional drawing techniques, such as scratchboard. Social media is the focus of the lesson and students create a scratchboard image that reflects a snapshot of their day. History of scratchboard, as well as techniques, are in the PowerPoint.  In depth instructions on how to teach the lesson are included in the lesson plan, as well as the rubric and critique sheet. This lesson can be purchased individually here .

Printmaking is a natural next step after learning about scratchboard. The basic concepts are similar, removing highlighted areas and leaving dark areas. For this assignment, students create a portrait out of a linoleum block. They use traditional relief printmaking techniques to create at least 5 quality prints and one print must be colored in using colored pencils. In addition to a PowerPoint, lesson plan, rubric, and critique sheet, this also includes a handout on which colors to use to create a range of skin tones and a worksheet to test various color combinations. An in-depth look at this lesson will be coming soon. In the meantime, check out the product listing here .

The final lesson in the curriculum is to design your own project. The students can try out a technique or material they didn’t get a chance to or redo a project they liked or could improve on.

It took me years to develop this curriculum and it is very gratifying to see it all compiled in one place. Check out the individual product links above or check out the entire curriculum here . You save $16.00 by purchasing it as a bundle pack. Thanks for taking the time to check out my blog and my latest TPT product. Help me spread the word about art education, lessons, and art in general by sharing with others.

Check out more visual journal blog posts  here . Shop my education resources  here . Don’t forget to follow me on  Instagram  and  TikTok  for weekly visual journal demos. Until next time!

4 responses to “High School Drawing Curriculum: 12 Lessons”

This looks very helpful. Thank you!

You’re welcome! Reach out anytime with questions or comments!

Could I get a copy of the worksheets? [email protected]

Hi, Stacy! The worksheets can be purchased in my drawing curriculum or individually. If you want to purchase individually let me know which worksheets you are interested in and I can share links! You can look at the drawing curriculum here: https://lookbetweenthelines.com/product/visual-art-drawing-curriculum-12-lessons-for-18-weeks-of-high-school-art/

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Lesson Plans

These lesson plans help you integrate learning about works of art in your classroom. Select an option below to browse lesson plans by grade, or continue scrolling to see all lesson plans.

Lesson plans for elementary school students

Lesson plans for middle school students

Lesson plans for high school students

Elementary School

Ancient Animals at Work

Identify ways animals (past and present) enhance daily life through a close look at an ancient figurine and art making.

Animal-Inspired Masks and Masquerades

Help students understand the connections between art and the environment of Guinea, animal anatomy, and the cultural context of the Banda mask with the help of viewing questions and a dance activity in the Museum's African Art galleries.

Armor—Function and Design

Identify moveable and static features of armor as well as functional and symbolic surface details and examine similarities and differences between human and animal "armor" through classroom viewing questions. Enhance the lesson with a sketching activity based on an English suit of armor in The Met collection.

The Astor Chinese Garden Court

Explore the Museum's Astor Chinese Garden Court and enhance students' understanding of how traditional Chinese gardens reflect the concept of yin and yang and how material selection and design can convey ideas about the human and natural worlds. Use viewing questions and a storytelling or drawing activity in the Museum's Chinese galleries.

The Burghers of Calais

Convey the interpretive significance of pose and expression in the visual arts—in the Museum or the classroom—with viewing questions and a story-writing activity inspired by a nineteenth-century French sculpture by Auguste Rodin.

Medieval Beasts and Bestiaries

Explore the use of animals as symbols in medieval art with viewing questions and a group drawing activity at The Met Cloisters or in the classroom.

Power in Ancient Mesopotamia

Examine how a great ancient Mesopotamian king conveyed power and leadership in a monumental wall relief in the Museum's Ancient Near Eastern art collection and consider how leaders today express the same attributes through viewing questions and an activity.

The Nomads of Central Asia—Turkmen Traditions

Students will be able to identify ways art of the Turkmen people of Central Asia reflects nomadic life and understand the functional and symbolic role objects play in their lives.

Voices of the Past

Focus on a slit gong in the Museum's Oceanic collection to illustrate the impact of scale in works of art, and consider objects' functions in their original contexts and ways different communities engage with their elders and ancestors. Classroom viewing questions and an oral history activity enhance the lesson.

Middle School

Aeneas, Art, and Storytelling

Virgil's epic poem, The Aeneid , has inspired generations of artists and writers. Create your own artwork inspired by the text and consider how artists draw upon and reinterpret stories from the past.

Architecture and the Natural World

How can buildings reflect the relationship between people and the environment? Explore possibilities in this lesson plan featuring an ancient Egyptian temple.

Art and Empire—The Ottoman Court

Students will be able to recognize ways a tughra functioned as a symbol of power and authority within a culturally diverse and geographically expansive empire.

The Battle of David and Goliath

Illuminate strategies for conveying stories through images in the classroom with viewing questions about a large silver plate in the Museum's Medieval collection and an illustrating activity.

Beyond the Figure

Consider how artists convey personality in nonfigural portraits and the relationship between visual and verbal expression by looking at a painting by Charles Demuth in the Museum's Modern and Contemporary galleries and through a portrait-making activity in the classroom.

Bravery Stands Tall

Examine a major turning point in the American Revolution through a close look at this depiction of General Washington and his troops crossing the Delaware River.

Composing a Landscape

Study the relationship between the human and natural worlds in art, as well as the techniques artists use to convey ideas, by exploring a painting by Frederic Edwin Church in the Museum's American Wing. Extend the lesson through a writing and drawing activity in the classroom, or a sketching activity outdoors.

The Making of a Persian Royal Manuscript

Students will be able to identify some of the key events and figures presented in the Persian national epic, the Shahnama (Book of Kings); make connections between the text and the illustrated pages of the manuscript produced for Shah Tahmasp; and create a historical record of their community.

The Mughal Court and the Art of Observation

Students will be able to recognize ways works of art reflect an intense interest in observation of the human and natural world among Mughal leaders; and understand ways works of art from the past and present communicate ideas about the natural world.

Muses vs. Sirens

Through movement and storytelling, uncover the layers of meaning embedded in a Roman sarcophagus.

Point of View in Print and Paint

Explore ways that viewpoint shapes the way we picture the past in this lesson plan featuring a depiction of the abolitionist John Brown.

The Power behind the Throne

Bring the Museum's African collection into the classroom with viewing questions and an art-making activity that cultivate visual analysis and an understanding of how surface detail and composition can express themes of power and leadership.

A Rite of Passage

Explore the ways rituals, ceremonies, and rites of passage play an important role in communities around the world through an investigation of related objects.

Science and the Art of the Islamic World

Students will be able to identify similarities and differences between scientific tools used now and long ago; and use research findings to support observations and interpretations.

Shiva—Creator, Protector, and Destroyer

Inspire students to interpret, communicate through, and personally connect with art through an in-classroom examination of a powerful sculpture in the Museum's Indian art collection and a self-portrait activity.

High School

Ancient Mesopotamia—Literacy, Now and Then

From cuneiform inscriptions to digital tablets, this lesson highlights changes and continuity in written communications across the ages.

Arabic Script and the Art of Calligraphy

Students will be able to identify visual qualities of several calligraphic scripts; recognize ways artists from the Islamic world engage various scripts to enhance works of art supporting a range of functions; and assess the merits of several computer-generated fonts in supporting specific uses.

The Art of Industry

Use viewing questions and a debate activity to investigate the relationship between art and community values, techniques artists use to convey ideas, and strategies for interpreting an American painting in the Museum's Modern and Contemporary galleries.

Above: Writing board (detail), ca. 1981–1802 B.C. Middle Kingdom. Dynasty 12. From Egypt; Said to be from Upper Egypt, Thebes or Northern Upper Egypt, Akhmim (Khemmis, Panopolis). Wood, gesso, paint, 16 15/16 x 7 1/2 in. (43 x 19 cm). The Metropolitan Museum of Art, New York, Gift of Edward S. Harkness, 1928 (28.9.4)

Teaching High School Art Lessons

Home » Teaching High School Art Lessons

More Learning Levels

Kindergarten to Grade 2

Grades 6-8 (Middle School)

Grades 9-12 (High School and Adults)

Teaching Art to High School Students (14+yrs)

High School students should be given the opportunity to work with a variety of art materials. Often, they will be interested in creating art with a message, or for a cause (political or otherwise). This should be encouraged.

Grade 9, 10 and 11 Emphasis:

• Art theory as it relates to artists and art movements of the past and present.
• Analyze how technical and aesthetic elements contribute to the ideas communicated in works of art.
• State preferences for works of art based on detailed analysis.
• Describe how a society or culture influences the arts.
• Create art by selecting and using elements of art and technical skills to achieve a desired effect.
• Analyze works of art.
• Explore areas of artistic interest in greater depth as they develop their own critical and problem solving skills.
• Use a variety of materials to create art.
• Explore, challenge, express and develop ideas using the skills and techniques they have learned.
• Establish self-esteem and self-confidence.
• Sharpen intuitive abilities.
• Expand aesthetic awareness and develop aesthetic judgement.
• Continue exposure to art history. Analyze a work of art by comparing it to another from a different time or culture.
• Discuss elements of art and principles of design while identifying aspects that contribute to the effectiveness of art.
• Use personal and cultural experiences as subject matter.
• Describe the benefits of gaining skills in the arts.

>>Click HERE for our list of High School Art Lessons<<

Favourite art lessons for high school.

• Classic Still Life Drawing
• Creative Principles and Elements of Art
• Face Study (Draw the Other Half)
• Gesture Drawing
• Happy Accident Painting
• Iterating Fractals
• Line Painting Flowers
• Mixed Media Still Life Painting
• Monoprinting with Gelli Arts
• Norval Morrisseau X-Ray Painting
• Pen and Ink Drawing
• Positive/Negative Bugs
• Still Life Mat Board Masterpieces
• Tissue Paper Collage Flowers
• Tissue Paper Landscapes
• Viewfinder Painting
• Wandering Ink Drawing Exercise

>>>MORE

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8 Fun Art Activities For High School Students

Are you tired of being cooped up in a classroom all day, listening to lectures, and taking notes? Do you want to break free from the monotony of traditional education and express your creativity in new and exciting ways? Are you on the lookout for some fun art ideas ? Look no further than these art activities for high school students! 

From sculpting dreams into reality to capturing the world through your lens, these activities will let you explore your artistic talents and embrace your quirks. You’ll learn new skills, experiment with different materials, and express yourself in ways you never thought possible. So put down that textbook, grab a paintbrush or camera, and let’s get creative! Whether you’re a seasoned artist or a curious beginner, there’s something for everyone in these art activities. Get ready to unleash your imagination and have some fun!

Beyond the classroom: Artistic adventures for high school students

1. faces of the future.

They say that the eyes are the windows to the soul. In this activity, we will use our painting skills to capture the essence of a person through a portrait. Whether it’s your best friend, your favorite celebrity, or yourself, you’ll learn how to convey a sense of emotion and personality through color, texture, and brushwork. Get ready to channel your inner Picasso!

In this activity, students can practice their painting skills by creating portraits of themselves, their classmates, or famous figures that they admire. Students can experiment with different techniques, such as color mixing and layering, to capture the personality and expression of their subject. To make the portraits more meaningful, students can write a short statement about why they chose their subject and what they hope to convey through their painting. 

2. Artistic Mashup

Are you ready to break the rules and create something that’s truly one-of-a-kind? In this activity, we’ll take a variety of materials, such as fabric, magazine cutouts, and paint, and combine them into a mixed-media masterpiece. You’ll learn how to experiment with different textures, colors, and shapes to create something that truly reflects your unique style.

In this activity, students can use a variety of materials, such as magazine cutouts, fabric scraps, and paint, to create a mixed-media collage. The collage can have a theme, such as nature or pop culture, or students can freely combine different elements to create a unique composition. Students can experiment with different techniques, such as layering and overlapping, to create depth and texture in their collages.

3. Press Play

Before the age of digital printing, artists used to create beautiful works of art using manual techniques. In this activity, we’ll take a step back in time and learn how to create our own prints using traditional tools and techniques. Whether you choose to carve a linocut or screen print, you’ll learn how to transfer your designs onto paper or fabric to create something truly beautiful and unique

In this activity, students can learn about different printmaking techniques, such as linocut or screen printing, and create their own prints. Students can begin by sketching out their design on a piece of paper or tracing paper, and then transfer the design onto a printing plate. The printing plate can be carved or cut to create the design, and then inked and pressed onto paper or fabric to create the final print.

4. Life in Stillness

Have you ever stopped to appreciate the beauty in everyday objects? In this activity, we’ll take a closer look at the world around us by creating a still-life drawing. You’ll learn how to capture the essence of objects such as fruits, flowers, or everyday objects, and use shading and composition to create something that truly stands out. Get ready to see the world in a whole new light!

In this activity, students can practice their observational skills by drawing a still-life arrangement of objects, such as fruit or flowers. Students can experiment with different techniques, such as shading and cross-hatching, to create depth and texture in their drawings. To make the drawing more meaningful, students can write a short reflection about what the objects represent to them and how they approached the drawing process.

5. Sculpting Dreams into Reality 

In this art activity, students will use their imaginations and hands to create unique and captivating sculptures. They will explore different materials and techniques to bring their ideas to life in three dimensions.

Being a great 10-minute activity , this art activity involves creating three-dimensional objects from various materials such as clay, wire, or found objects. Students can create realistic or abstract sculptures, experimenting with texture, form, and composition. To start, students can sketch their ideas and then begin molding, bending, or arranging the materials to bring their ideas to life. This activity encourages students to think creatively, problem-solve, and develop their fine motor skills.

6. Unleashing Creativity with Technology

In this art activity, students will use digital tools such as Adobe Photoshop or Illustrator to create innovative and visually stunning artwork. They will explore different techniques such as digital painting, graphic design, or photo manipulation.

This art activity involves using digital tools such as Adobe Photoshop or Illustrator to create artwork. Students can experiment with different techniques such as digital painting, graphic design, or photo manipulation.

Before starting, students can research different digital art forms and take inspiration from existing artists. They can then use these tools to create unique and engaging artwork that reflects their personal style and interests. This activity provides an opportunity for students to develop their technological skills while exploring their creativity.

7. Nature as Our Canvas

In this art activity, students will create art using natural materials found in the environment. They will explore how art can interact with nature and enhance our appreciation for the beauty around us.

This art activity involves creating art using natural materials found in the environment, such as rocks, leaves, and branches. Students can work alone or in groups to create artworks that interact with the natural environment in creative ways.

Before starting, students should consider the site-specific aspects of their chosen location and how their artwork can enhance or transform the environment. This activity encourages students to develop their observation skills, creative thinking, and appreciation for the natural world.

8. Capturing the World Through Our Lens

In this art activity, students will use a camera to create photographic compositions such as portraits, landscapes, or still lifes. They will explore different photographic techniques such as lighting, framing, and perspective to create visually compelling and meaningful photographs.

This art activity involves taking pictures using a camera to create photographic compositions such as portraits, landscapes, or still lifes. Students can experiment with different techniques such as lighting, framing, and perspective to create compelling and visually engaging photographs.

Before starting, students can research different photographic styles and techniques and take inspiration from existing photographers. They can then use their camera to create their own unique and personal photographic artworks. This activity provides an opportunity for students to develop their visual communication skills and appreciate the world from different perspectives. In addition to this, this activity will let students try their hands on photography and interested students can also take this fun elective to work on their skills.

Art activities provide a fantastic opportunity for high school students to explore their creativity, experiment with different materials and techniques, and express themselves in new and exciting ways. From sculpture and street art to digital art, land art, and photography, there are countless possibilities for students to unleash their imaginations and create something truly unique.

Art activities can also help to develop important skills such as problem-solving, critical thinking, and collaboration, while also promoting self-confidence and a sense of accomplishment which will be really helpful if high school students want to enroll themselves in some art competitions . 

By participating in these activities, students can break free from the monotony of traditional education and engage in a more hands-on, experiential learning process. Overall, art activities offer a valuable and rewarding experience for high school students, helping them to discover their inner artists and tap into their creative potential.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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Drawing Assignments for High School Students

These drawing assignments for high school students are perfect for helping your students learn how to draw at a higher level.

Drawing Assignments to Help Your Students Draw People Better

So your students want to draw people that look “real”, but they never come out quite right.

Most often this is because students focus on drawing details like eyelashes or strands of hair.

For successful figure drawings, however, students need to draw the most important concepts first: proportion and gesture.

Teaching your students how to draw people with correct proportions is a game-changer for getting their figures to look “real”.

Gesture is equally important, because without it drawings of people look like wooden statues.

This free drawing assignment lesson plan shows your students how to get consistently good proportions and figure gestures in their drawings.

Want to start atelier training? Join our Ateliyay! Painting Bootcamp today!

Drawing Assignments that Teach Your Students About Edges

Edges are the often-neglected but oh-so-important workhorse of drawing. Understanding and applying good edgework in drawings takes students to the next level.

Often, we art teachers spend a lot of time teaching drawing assignments about values – how light and dark to shade things in a drawing.

But JUST AS IMPORTANT is what happens when one value meets another value.

Does the light value meet the dark value abruptly? Or is it a soft transition?

Edgework is actually quite a simple drawing skill to teach, and this free edges drawing assignment will help your students learn how to master the concept.

Drawing Assignments that Teach Texture

Texture is a skill that is always impressive when seen, but often a confusing concept for students.

“Shiny” is perhaps the most impressive texture of all to see in a drawing, and is actually one of the easiest textures to achieve in a short drawing assignment.

In this free drawing lesson, students will discover how to manipulate values to create a drawing of a shiny object.

Looking for more great drawing ideas? Check out these blog posts:

Drawing Worksheets

Portrait Drawing Secrets

Name Your Shapes When Drawing

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10 YouTube Art Videos to Share With Your High School Students

Many students spend hours watching their favorite YouTuber’s videos, so why not use the platform as a learning tool? YouTube videos offer attention-grabbing graphics and animations that are often beyond what teachers have the time to create. It’s these features that capture and, more importantly, keep the students’ attention. Eugene Maziriri supports this in his 2020 article, Student Perceptions Towards the Use of YouTube as an Educational Tool for Learning and Tutorial . Maziriri’s study shows YouTube videos not only hold students’ attention but also have a positive impact on learning when used appropriately.

YouTube videos are also beneficial because they help students see successful artists who implement the same techniques they learn in class. It exposes students to artists around the world who encounter and overcome hurdles similar to the ones students face in the artmaking process.

Showing students YouTube videos is just the beginning of their potential in the classroom. Here are three other ways to use YouTube in the classroom:

• Add videos to a playlist of tutorials for students to browse during independent learning time or as they research art history movements.
• Create your own YouTube channel by uploading recorded tutorials and demonstrations you create in class. It can act as a centralized place for students to revisit the concepts or techniques you taught, as well as a way for you to share your knowledge with YouTube users around the world.
• Have students create video tutorials and post them to a class YouTube channel. Students don’t have to show their faces and can film showing only their hands as they narrate their artistic process.

If you are ready to start curating a list of videos to incorporate into your classroom, here are ten videos to inspire, motivate, and engage your high school art students.

Note: Preview all videos before showing them to your students to ensure they are appropriate. 

1. Iris Scott Is A Master Finger Painter — And Her Paintings Sell For $40,000

Play is an important learning tool at any age. Students need to know they can take lighthearted and simple techniques and transform them into more complex, elevated art. Iris Scott is a great example of both of these. She takes the simple art of finger painting and creates large-scale masterpieces that sell for huge sums of money. Have your students watch this video to see more of her process and the intent behind her art. It may even encourage the students to give Scott’s finger-painting methods a try!

2. Embrace the Shake by Phil Hansen

Art classes can bring out students’ insecurities, especially those with disabilities. It’s important to emphasize that many successful artists have embraced their physical and cognitive barriers to create art. TEDx’s The Shake shows how to embrace perceived physical limitations and incorporate them into art. It’s encouraging for students with physical disabilities to see people like them, but it’s also encouraging for students who feel like they are “bad” at art. If people with barriers can embrace all parts of who they are to create great art, all students can start to think they can too!

Here are some additional resources to help create an inclusive art room:

• What Do the 7 Principles of Universal Design Look Like in the Art Room?
• 9 Tips to Integrate Artists With Disabilities and 7 Artists to Share
• Differentiation in the Art Ro o m Pack in PRO Learning
• Understanding and Implementing IEPs Pack in PRO Learning
• Adapting the Art Room graduate course

3. CGI 3D Animated Short “Origami” by ESMA

The animated Origami is a gripping short film that highlights the rhythmic, therapeutic nature of origami while acknowledging that learning the art form can be difficult. It also alludes to origami’s roots in Japanese culture, how it is passed down through generations, and its ability to bring people together. Show it as an introduction to origami to get your students interested, or show it after an origami unit to transition into a stop-motion animation project to incorporate the students’ origami creations.

For a shorter introduction to origami, watch Step into a Miniature World of Animated Paper Wildlife . If you want to use this video to introduce digital animation instead, check out the Pack, Digital Animation in PRO Learning  to learn how to teach this art form.

4. Stealing the Mona Lisa: The Art Theft of the Century

Older students usually recognize the Mona Lisa, but not many students understand why it’s famous. Is it her alluring smile, the eyes that follow the viewer, or Leonardo Da Vinci’s use of sfumato?  Even these elements may not be enough to convince students it deserves the unending admiration it receives. This video investigates what really sprung the Mona Lisa to fame—an intriguing museum heist. This video can be a springboard into discussions about what determines the value of an artwork or stolen art throughout history .

For more video exploration about stolen artwork, check out these two videos:

• The strange history of the world’s most stolen painting – Noah Charney
• Stolen de Kooning painting worth $165M found behind a bedroom door

5. Meet The Last Family Keeping The 400-Year-Old Rogan Art Alive

In a world of mass-manufactured textiles, it’s hard for students to imagine many surface design techniques were once done only by skilled artisans who created elaborately designed fabrics for the rich. Batik is a wonderful introduction to traditional surface design techniques, but there are many other historical and traditional techniques to explore. This video shares one family’s quest to keep the tradition of Rogan alive in spite of the obstacles from mass manufacturing, time, and the Covid-19 pandemic. Have your students watch this video as an introduction to surface design, a unit on traditional Indian art, or even when discussing the resilience small business owners need to thrive.

6. Artist Draws Hyperrealistic Portraits Using Bic Ballpoint  Pens

Even students who don’t consider themselves artistic sometimes take to doodling with their pens during lectures. This video shows how ballpoint pens can be used for more than just doodles. Artist Oscar Ukonu takes ballpoint pen drawings to the next level through hatching, cross-hatching, and scribbling to create lifelike artwork. It isn’t all about the medium, though. His politically charged artworks send a bold message in spite of the simplicity of his tool.

As students watch Ukonu draw hyper-realistic portraits, they may want to try it out too! Teaching figure drawing can be daunting, but Tim Bogatz breaks it down for you in the Pack, Drawing the Human Form in PRO Learning . Use Bogatz’s methods and Ukonu as inspiration, and you will be well on your way to a successful figure-drawing unit.

7. Who Decides What Art Means?

What does art mean? It’s something art teachers try to help their students understand through analysis, but at the end of the day, does the artist determine the meaning, or does the viewer? It’s an important discussion to have with your students so they can understand other perspectives and ultimately figure out how to convey meaning through their own work. Use this video as an introduction to art analysis and then have students decide what they think an artwork means.

8. Highest Paying Jobs For Art Majors! (Top 10 Jobs)

Students need to know you don’t have to be a starving artist if you have a career in the arts. They also need to know there are other artistic and creative jobs besides painters or graphic designers. While this video is a bit long, it’s comprehensive and gives a great description of what’s involved in each career.

If this video sparks a student’s passion for an artistic career, watch the Pack, Readying Students for College And Careers in PRO Learning , and read this article with tips to prepare them for life beyond high school.

9. Color Theory – A Beginners Guide

There is a lot of color theory packed into this video. In fact, there is so much information it could be broken up into three separate lessons. However, Brad’s Art School breaks the information down in a way that is not only easy to absorb but also entertaining. If you like this one, check out Brad’s Art School videos on his YouTube channel! He creates clean yet fun videos about many basic art concepts, which makes them great additions to your curriculum.

To brush up on your color theory knowledge, explore new ways to introduce your students to color theory, and learn more about how colors impact emotions, check out the Color Theory Basics Pack in PRO Learning .

10. Landscape Painting Time-lapse | “A Brief Moment”

Let’s face it—most of the time, students don’t like to trust the process. This is especially true in art class because they don’t want their friends or teacher to judge the messy parts before an art piece starts to come together. This is why beginning painters tend to work without underpainting, meticulously paint inch by inch, and have a hard time focusing on the canvas as a whole. Because many beginner artists choose to paint landscapes, this time-lapse is a great option to help them understand the importance of underpaintings, working many areas of the canvas at once, and how to effectively create atmospheric perspective.

Once students have a better understanding of what it takes to paint landscapes effectively, you can have them create advanced landscapes like the ones in the Two-Point Perspective Landscapes Lesson in FLEX Curriculum .

Whether you create videos, show other creators’ videos, or have your students make them, YouTube videos are worth incorporating into the classroom. YouTube videos promote engagement, increase attention in the art room, and make learning more fun! Videos provide a glimpse into other artists’ lives and processes. They work well as bell ringers to introduce a larger unit, short brain breaks, or simply as ways to expose students to the vast world of possibilities art can bring.

How do you use YouTube to support student learning? 

Who is your favorite artist on YouTube to share with your students?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Chelsea Solano

Chelsea Solano, a secondary art educator, is a former AOEU Writer. She is passionate about choice-based art education, fiber arts, and amplifying students’ voices in the classroom.

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Juried Work by Fine Arts Students and Advanced Drawing & Painting Thesis Work on View in The Teaching Gallery

April 22, 2024

Year-end exhibits by students enrolled in the Department of Fine Arts, Theatre Arts and Digital Media are mounted each spring at Hudson Valley Community College. All exhibits and opening receptions are open free to the public in The Teaching Gallery, located on the ground floor of the Administration Building on the Troy campus.

On view April 25 through May 4, are The Ruminations of a Generation , the 2024 Advanced Study in Drawing and Painting Thesis Exhibit, and the 2024 Juried Fine Arts Student Exhibit . An opening reception including program awards is Thursday, April 25, from 4:30 to 6:30 p.m. in The Teaching Gallery, where regular hours are 10 a.m. to 4 p.m. Tuesday, 1 to 7 p.m. Wednesday, 10 a.m. to 4 p.m. Thursday and Friday, and noon to 4 p.m. Saturday.

The Ruminations of a Generation features work by artists enrolled in Advanced Study in Drawing and Painting, two semesters of guided study with Professor Thomas Lail for students who have completed foundation art courses and wish to pursue their own body of work. The 2023-2024 Advanced Study students are Chase Coleman, Megan D’Arton, Samantha Nielsen, Caleb Saunders, Faneeza Soloman, Savannah Tenace, Mya Tice and Steven Valentine.

The Juried Fine Art Student Exhibit includes selected work by Fine Arts majors from the Summer 2023, Fall 2023 and Spring 2024 semesters, including drawing, painting, two-dimensional design and photography. Pulse 9 , the Digital Media Program exhibition of photography, drawing, graphic design, animation, two-dimensional design, digital imaging, video, web art and interactive media, occupied The Teaching Gallery from April 4-13.

HVCC offers an Associate in Science degree in Fine Arts, and an Associate of Science degree or certificate in Digital Media. Most graduates plan to continue their education at a four-year college. Current enrollment is 111 in the Digital Media Program and 56 in the Fine Arts Program, up from 96 and 54 in 2023, respectively.

The year-end exhibits are planned and installed by students enrolled in Gallery Management courses at HVCC. Fine Arts and Digital Media faculty members include Justin Baker, Tara Fracalossi, also gallery director, Kyra Garrigue, Thomas Lail, Jean O’Malley and Jason Van Staveren. Exhibits are supported by the Department of Fine Arts, Theatre Arts and Digital Media and the Cultural Affairs Program. Receptions are provided by the HVCC Foundation and the office of the Vice President for Academic Affairs.

For more information, please contact Debby Gardner at [email protected]  or call (518) 629-8071.

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Within our membership in the IHSAA, we are members of the White Pine League (Region 2: 1A Division 2). Click here for up-to-date information on league standings, game results, and seeding for tournaments.

100 Creative Writing Prompts for Middle & High School – 2024

April 15, 2024

Some high school students dream of writing for a living, perhaps pursuing an English major in college, or even attending a creative writing MFA program later on. For other students, creative writing can be useful for school assignments, in English and other subjects, and also for preparing their Common App essays . In a less goal-oriented sense, daily freewriting in a journal can be a healthy life practice for many high schoolers. Not sure where to start? Continue reading for 100 creative writing prompts for middle school and high school students. These middle/high school writing prompts offer inspiration for getting started with writing in a number of genres and styles.

Click here to view the 35 Best Colleges for Creative Writing .

What are Creative Writing Prompts?

Similar to how an academic essay prompt provides a jumping-off point for forming and organizing an argument, creative writing prompts are points of initiation for writing a story, poem, or creative essay. Prompts can be useful for writers of all ages, helping many to get past writer’s block and just start (often one of the most difficult parts of a writing process).

Writing prompts come in a variety of forms. Sometimes they are phrases used to begin sentences. Other times they are questions, more like academic essay prompts Writing prompts can also involve objects such as photographs, or activities such as walking. Below, you will find high school writing prompts that use memories, objects, senses (smell/taste/touch), abstract ideas , and even songs as jumping-off points for creative writing. These prompts can be used to write in a variety of forms, from short stories to creative essays, to poems.

How to use Creative Writing Prompts

Before we get started with the list, are a few tips when using creative writing prompts:

Experiment with different formats : Prose is great, but there’s no need to limit yourself to full sentences, at least at first. A piece of creative writing can begin with a poem, or a dialogue, or even a list. You can always bring it back to prose later if needed.

Interpret the prompt broadly : The point of a creative writing prompt is not to answer it “correctly” or “precisely.” You might begin with the prompt, but then your ideas could take you in a completely different direction. The words in the prompt also don’t need to open your poem or essay, but could appear somewhere in the middle.

Switch up/pile up the prompts : Try using two or three prompts and combine them, or weave between them. Perhaps choose a main prompt, and a different “sub-prompt.” For example, your main prompt might be “write about being in transit from one place to another,” and within that prompt, you might use the prompt to “describe a physical sensation,” and/or one the dialogue prompts.  This could be a fun way to find complexity as you write.

Creative Writing Prompts for Middle School & High School Students (Continued)

Write first, edit later : While you’re first getting started with a prompt, leave the typos and bad grammar. Obsessing over details can take away from your flow of thoughts. You will inevitably make many fixes when you go back through to edit.

Write consistently : It often becomes easier to write when it’s a practice , rather than a once-in-a-while kind of activity. For some, it’s useful to write daily. Others find time to write every few days, or every weekend. Sometimes, a word-count goal can help (100 words a day, 2,000 words a month, etc.). If you set a goal, make sure it’s realistic. Start small and build from there, rather than starting with an unachievable goal and quickly giving up.

100 Creative Writing Prompts for Middle School & High School Teens

Here are some prompts for getting started with your creative writing. These are organized by method, rather than genre, so they can inspire writing in a variety of forms. Pick and choose the ones that work best for you, and enjoy!

Prompts using memories

• Begin each sentence or group of sentences with the phrase, “I remember…”
• Describe a family ritual.
• Choose an event in your life, and write about it from the perspective of someone else who was there.
• Pick a pathway you take on a regular basis (to school, or to a friend’s house). Describe five landmarks that you remember from this pathway.
• Write about your house or apartment using a memory from each room.
• Write an imaginary history of the previous people who lived in your house or apartment.
• Write about an ancestor based on stories you’ve heard from relatives.
• What’s your earliest memory?
• Who was your first friend?
• Write a letter to someone you haven’t seen since childhood.
• Write about yourself now from the perspective of yourself twenty, or eighty, years from now.
• Write about the best month of the year.
• Write about the worst day of the year.
• Rant about something that has always annoyed you.
• Write about the hottest or coldest day you can remember.
• Visualize a fleeting moment in your life and as though it’s a photograph, and time yourself 5 minutes to write every detail you can remember about the scene.
• Draw out a timeline of your life so far. Then choose three years to write about, as though you were writing for a history book.
• Write about a historical event in the first person, as though you remember it.
• Write about a memory of being in transit from one place to another.

Objects and photographs as creative writing prompts

• Describe the first object you see in the room. What importance does it have in your life? What memories do you have with this object? What might it symbolize?
• Pick up an object, and spend some time holding it/examining it. Write about how it looks, feels, and smells. Write about the material that it’s made from.
• Choose a favorite family photograph. What could someone know just by looking at the photograph? What’s secretly happening in the photograph?
• Choose a photograph and tell the story of this photograph from the perspective of someone or something in it.
• Write about a color by describing three objects that are that color.
• Tell the story of a piece of trash.
• Tell the story of a pair of shoes.
• Tell the story of your oldest piece of clothing.

Senses and observations as creative writing prompts

• Describe a sound you hear in the room or outside. Choose the first sound you notice. What are its qualities? It’s rhythms? What other sounds does it remind you of?
• Describe a physical sensation you feel right now, in as much detail as possible.
• Listen to a conversation and write down a phrase that you hear someone say. Start a free-write with this phrase.
• Write about a food by describing its qualities, but don’t say what it is.
• Describe a flavor (salty, sweet, bitter, etc.) to someone who has never tasted it before.
• Narrate your day through tastes you tasted.
• Narrate your day through sounds you heard.
• Narrate your day through physical sensations you felt.
• Describe in detail the physical process of doing an action you consider simple or mundane, like walking or lying down or chopping vegetables.
• Write about the sensation of doing an action you consider physically demanding or tiring, like running or lifting heavy boxes.
• Describe something that gives you goosebumps.
• Write a story that involves drinking a cold glass of water on a hot day.
• Write a story that involves entering a warm house from a cold snowy day.
• Describe someone’s facial features in as much detail as possible.

Songs, books, and other art

• Choose a song quote, write it down, and free-write from there.
• Choose a song, and write a story in which that song is playing in the car.
• Choose a song, and write to the rhythm of that song.
• Choose a character from a book, and describe an event in your life from the perspective of that character.
• Go to a library and write down 10 book titles that catch your eye. Free-write for 5 minutes beginning with each one.
• Go to a library and open to random book pages, and write down 5 sentences that catch your attention. Use those sentences as prompts and free-write for 5-minutes with each.
• Choose a piece of abstract artwork. Jot down 10 words that come to mind from the painting or drawing, and free-write for 2 minutes based on each word.
• Find a picture of a dramatic Renaissance painting online. Tell a story about what’s going on in the painting that has nothing to do with what the artist intended.
• Write about your day in five acts, like a Shakespearean play. If your day were a play, what would be the introduction, rising action, climax, falling action, and resolution?
• Narrate a complicated book or film plot using only short sentences.
• Read a short poem. Then write a poem that could be a “sister” or “cousin” of that poem.

Abstract ideas as creative writing prompts

• Write about an experience that demonstrates an abstract idea, such as “love” or “home” or “freedom” or “loss” without ever using the word itself.
• Write a list of ways to say “hello” without actually saying “hello.”
• Write a list of ways to say “I love you” without actually saying “I love you.”
• Do you believe in ghosts? Describe a ghost.
• Invent a mode of time travel.
• Glass half-full/half-empty: Write about an event or situation with a positive outlook. Then write about it with a miserable outlook.
• Free-write beginning with “my religion is…” (what comes next can have as much or as little to do with organized religion as you’d like).
• Free-write beginning with “my gender is…” (what comes next can have as much or as little to do with common ideas of gender as you’d like).
• Write about a person or character that is “good” and one that is “evil.” Then write about the “evil” in the good character and the “good” in the evil character.
• Write like you’re telling a secret.
• Describe a moment of beauty you witnessed. What makes something beautiful?

Prompts for playing with narrative and character

• Begin writing with the phrase, “It all started when…”
• Tell a story from the middle of the most dramatic part.
• Write a story that begins with the ending.
• Begin a story but give it 5 possible endings.
• Write a list of ways to dramatically quit a terrible job.
• Write about a character breaking a social rule or ritual (i.e., walking backwards, sitting on the floor of a restaurant, wearing a ballgown to the grocery store). What are the ramifications?
• You are sent to the principal’s office. Justify your bad behavior.
• Re-write a well-known fairytale but set it in your school.
• Write your own version of the TV show trope where someone gets stuck in an elevator with a stranger, or a secret love interest, or a nemesis.
• Imagine a day where you said everything you were thinking, and write about it.
• Write about a scenario in which you have too much of a good thing.
• Write about a scenario in which money can buy happiness.
• Invent a bank or museum heist.
• Invent a superhero, including an origin story.
• Write using the form of the scientific method (question, hypothesis, test, analyze data conclusion).
• Write using the form of a recipe.

Middle School & High School Creative writing prompts for playing with fact vs. fiction

• Write something you know for sure is true, and then, “but maybe it isn’t.” Then explain why that thing may not be true.
• Write a statement and contradict that statement. Then do it again.
• Draft an email with an outlandish excuse as to why you didn’t do your homework or why you need an extension.
• Write about your morning routine, and make it sound extravagant/luxurious (even if it isn’t).
• You’ve just won an award for doing a very mundane and simple task. Write your acceptance speech.
• Write about a non-athletic event as though it were a sports game.
• Write about the most complicated way to complete a simple task.
• Write a brief history of your life, and exaggerate everything.
• Write about your day, but lie about some things.
• Tell the story of your birth.
• Choose a historical event and write an alternative outcome.
• Write about a day in the life of a famous person in history.
• Read an instructional manual, and change three instructions to include some kind of magical or otherwise impossible element.

Prompts for starting with dialogue

• Write a texting conversation between two friends who haven’t spoken in years.
• Write a texting conversation between two friends who speak every day and know each other better than anyone.
• Watch two people on the street having a conversation, and imagine the conversation they’re having. Write it down.
• Write an overheard conversation behind a closed door that you shouldn’t be listening to.
• Write a conversation between two characters arguing about contradicting memories of what happened.
• You have a difficult decision to make. Write a conversation about it with yourself.
• Write a conversation with a total lack of communication.
• Write a job interview gone badly.

Final Thoughts – Creative Writing Prompts for Middle School & High School 

Hopefully you have found several of these creative writing prompts helpful. Remember that when writing creatively, especially on your own, you can mix, match, and change prompts. For more on writing for high school students, check out the following articles:

• College Application Essay Topics to Avoid
• 160 Good Argumentative Essay Topics
• 150 Good Persuasive Speech Topics
• Good Transition Words for Essays
• High School Success

Sarah Mininsohn

With a BA from Wesleyan University and an MFA from the University of Illinois at Urbana-Champaign, Sarah is a writer, educator, and artist. She served as a graduate instructor at the University of Illinois, a tutor at St Peter’s School in Philadelphia, and an academic writing tutor and thesis mentor at Wesleyan’s Writing Workshop.

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Actions proposed to address claims of racial bias in Collingswood High School

C OLLINGSWOOD – Local officials are planning public workshops and a panel discussion in response to allegations of racial bias at the borough’s high school

The measures were announced after a meeting between representatives of municipal government, the school district and the police department on April 17.

“While we cannot comment on a specific and active law enforcement investigation, we all share a deep concern for our community, specifically residents and students of color,” a statement said.

Increased reporting could explain rise:: New Jersey report looks at surge of bias incidents

It did not address the nature of the allegations, but acknowledged they’ve caused “hurt, pain and fear.”

Published reports have said law enforcement is looking into white-supremacist activities involving Collingswood High students.

“Collingswood is not immune to the harmful effects of racism,” said the "Joint Statement for the Collingswood Community."

It said the state Division on Civil Rights would hold public workshops “to actively address and prevent all forms of discrimination.”

The workshops will begin with a May 21 group session at the Collingswood Senior Community Center, 30 Collings Ave.

Another is scheduled for June 4 at the Perkins Center for the Arts on Irvin Avenue.

A panel discussion, Amplifying Black Voices, will be held May 16 from 7 to 9 p.m. at the Collingswood Senior Community Center.

“Moreover, we are collaborating to establish a website that will include resources, upcoming events, and updates on the work to cultivate inclusivity and combat structural racism,” the statement said.

It said the site should be completed at the beginning of May.

The statement also noted students and others can report harassment and other offenses to New Jersey’s Bias Crime Hotline at 800-277-2427.

The statement appeared under the name of School Superintendent Fredrick McDowell.

It carried the names of eight officials overall, including Mayor James Maley, Police Chief Kevin Carey, and Board of Education President Regan Kaden.

Jim Walsh is a senior reporter with the Courier-Post, Burlington County Times and The Daily Journal. Email: [email protected]

This article originally appeared on Cherry Hill Courier-Post: Actions proposed to address claims of racial bias in Collingswood High School

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Abraham Lincoln High School had a 'World Cafe and Art' festival on Thursday.

It featured cultural music, dancing, crafts and performances.

The school has students and staff from more than 50 countries who speak dozens of different languages.

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Russian Federation

Secondary education.

Prior to the Revolution of 1917, the prototypes of modern secondary schools were gymnasiums and lyceums. The first gymnasiums opened in the early 1700s, with Russian as the language of instruction. These were followed by other secondary schools, which were affiliated with the Moscow (1755) and Kazan (1758) Universities. The lyceums introduced at the beginning of the nineteenth century were a combination of primary and secondary schools. The legislation of 1864 established two types of gymnasiums: classical and real. The curricula of the former included ancient history and classical languages, whereas the latter gave preference to sciences. The Charter of 1871 declared classical gymnasiums the only type of educational institutions representing complete secondary education. Only in 1912 did the graduates of real gymnasiums acquire the right to apply to universities.

The October Revolution (1917) declared the schools to be unified, labor, and polytechnic. As a result, general education in secondary schools was combined with vocational training. Strong emphasis was also made on the indoctrination courses expected to propagate Communist ideology. The regulation of 1934 established two types of secondary general education: incomplete seven-year and complete ten-year education. The law of 1959 extended the length of study in complete secondary schools to eleven years, but in 1966 it was cut back to ten years.

The socioeconomic crisis of the 1980s endangered the state of Russian secondary education: its uniformity, lack of educational choice, and social apathy alienated students from the school. The reform of 1984 declared a number of goals to enhance the quality of education, but the state failed to realize most of them. The decision to lower the school age from seven to six years once again extended complete education to a total of eleven years. In the early 1990s, schools acquired the right to choose curricula and textbooks, to diversify the teaching process and introduce different profiles of education.

Primary and secondary level grades are usually located in the same building and are regarded as one school. Nevertheless, there is a major difference between the levels: if in primary grades most of the classes are taught by the same teacher, on the secondary level there is a different teacher for each subject. Students are transferred from primary to secondary school as a class of about thirty, who continue on together as a group. One of the subject teachers is appointed their klassny rukovoditel (academic director) in order to give them guidance, watch their progress, provide leadership for extracurricular and recreational activities, and keep in touch with the parents. Parent-teacher conferences called "parents meetings" are devoted to the students' achievements, discipline, and organizational issues. They also elect representatives to the school parent committee, which assists the teachers and administration.

The academic year in all the schools begins on September 1, which is celebrated as the Day of Knowledge, and continued until the end of May, exclusive of the examination period. The year is divided into quarters. Students go to school five or six days a week (depending on the decision of the school administration) and have up to 36 lessons per week. Classes last 40 to 45 minutes. The intervals between them are from 5 to 25 minutes long, and there is no additional lunch break. Since most of the school buildings cannot accommodate all the students at once, schools usually operate on a shift schedule.

The subjects in the curricula are grouped into seven areas of knowledge: languages and literature (includes Russian, as well as other native and foreign languages; the number of hours allotted for the Russian language can be different and depends on the linguistic situation in the area, as well as peculiarities of a particular school); mathematics (includes algebra, geometry, logic, statistics); sciences (includes physics, chemistry, biology); society (includes Russian and world history, law, foundations of modern civilization, world economics, international relations, and sociology); art (includes fine arts, music, world culture, and courses reflecting the cultural peculiarities of the region where the school is located); labor (includes labor education, professional training, and technical drawing); and physical training.

The number of hours in each area is subdivided into the federal, regional, and school components. The curricula comprise an invariable part, which is mandatory for all the schools, and a variable part, within which schools are free to make decisions of their own. The programs also provide for individual consultations, electives and optional courses, which are often taught by invited university professors, actors, artists, or people of other professions. For the last thirty years the number of subjects at schools have doubled. It can be as high as seventeen to twenty, therefore the schedule of classes is different every day of the week.

Though computer literacy instruction is part of the programs, it is ineffective because in most of the schools the equipment is outdated or nonexistent. The lessons of physical training take place in the gym or on the sports grounds. Due to the lack of adequate equipment and poor organization, sports activities are not very popular with Russian students. Insufficient state financing compels schools to look for sponsors and seek additional funds to improve their facilities. Some innovative schools also work in close conjunction with universities, local libraries, museums, and industrial enterprises.

Students in grades five to eight are evaluated at the end of each quarter, and students in grades ten to eleven twice a year (after the second and the fourth quarter). All secondary school students receive a cumulative grade in each subject at the end of the academic year. Officially the grading is based on a four-point scale: five, excellent; four, good; three, fair; and two, poor (failure). Grade one (very poor) is usually an emotional response to unsatisfactory performance and is used as a disciplinary measure. Students are promoted to the next grade on the basis of academic achievement during the year and the results of the annual examinations (oral or written) in Russian and mathematics (obligatory for all) and one or more subjects of their own choice. Those who fail in two or more disciplines either repeat the year or are transferred to a class of compensatory education. Students with a failing grade in one subject are allowed to go on to the next grade, but they have to complete their work on the subject. People who are unable to cope with a particular level cannot go on to the next one. Excellent students of grades five to eight are exempt from examinations. However, everybody is required to take exams after grade nine, because it is the final year of basic (incomplete) secondary school. After it some students go on to secondary professional schools; others continue with grades ten and eleven.

The examinations for the Certificate of Secondary Education, also called a "maturity certificate," conclude the eleventh grade. They are prepared by the federal authorities and strictly monitored. The school can offer five or seven exams, which always include an essay on Russian literature and a written test in mathematics. Other subjects can be chosen by the student. Those who get all excellent grades for the last four semesters and the final examinations are awarded a gold medal. Students with a maximum of two good grades (all the others being excellent) receive a silver medal. The medals significantly improve their chances to be admitted to a competitive higher educational institution.

The democratization of the school system, greater flexibility in curricula development, and encouragement of innovations have opened up the way for numerous experiments at the secondary school level. In 1998-1999, alongside with regular secondary schools, the network included 2,547 lyceums and gymnasiums with 1,700,000 students. The old terms have acquired a new meaning. The word "lyceum" has come to denote an innovative secondary school with a specialization in a particular area (e.g., mathematics, law, ecology, pedagogy), which is attached to a higher educational institution. "Gymnasium" is a nontraditional humanitarian school with a comprehensive program and the study of at least two foreign languages. To be granted the status of a lyceum or gymnasium, schools are expected to prove that they have highly qualified teachers, advanced programs, and adequate facilities. Among the first institutions to receive this status were the schools with intensive foreign language programs, which had been established under Khrushchev (the 1960s) and had gained popularity for producing nearly bilingual graduates. Though officially these schools are expected to enroll all the children of eligible age from the local community, the entry there is becoming more and more competitive.

The schools for the gifted and talented, which work in conjunction with theaters and conservatories, provide advanced training in ballet, music, and performing arts. Children with outstanding abilities for mathematics, biology, physics, and other sciences selected during nationwide competitions ( Olympiads ) are enrolled in specialized educational establishments, which are affiliated with universities and serve as laboratory schools or experimental grounds.

Those who decide to combine work with parallel secondary education can study at part-time evening schools. Due to the low quality of instruction and the inability to compete with daytime institutions, enrollment in such schools is steadily decreasing. Boarding schools, which in the late 1950s were seen as the Communist school of the future, now predominantly accommodate orphans, children deprived of proper parental care, and students from remote rural areas, who do not have a regular private school in their locality. In 1998-1999 the number of children in boarding schools and orphanages was more than 96,000. Most of such schools, as well as children's homes, are poorly financed and maintained. Their existence is a struggle for survival, rather than a strive for innovation.

The state also operates special facilities, which provide secondary education for the blind or partially sighted, deaf or partially hearing students, individuals with speech defects, and other health problems. The educational process in such schools is adjusted to the students' special needs and trains them in skills, which can be useful in their adult life. Alcoholism, crime and other social problems account for the growing number of institutions for mentally retarded and physically handicapped children, as well as closed correctional establishments for juvenile delinquents.

A school is headed by the Director who is personally responsible for the general management of the school life. As the main administrator, the Director deals with the educational process, staffing, the financial state of the school, the maintenance of its facilities, as well as food and security. Deputy directors ( zavuchi ) take care of particular areas of work (curricula, schedules, extracurricular activities, etc.). The highest organ of school self-government is the pedsovet (pedagogical council), which deals with fundamental aspects of the school life. It is chaired by the Director and includes all the deputy directors and educational staff. The Pedsovet adopts the school Charter ( Ustav ), defines the organizational structure of the school administration, makes decisions about educational programs, choice of curricula, forms and methods of teaching, approves the students' final grades, cooperates with the parents committee, educational institutions, and NGOs.

In the situation when schools have to deal with numerous economic difficulties, it has become vitally important to preserve and support the educational network, especially in the Far North, Siberia, and the Far East. Due to insufficient financing, only 46.3 percent of schools have the necessary facilities; and one third of the buildings need repairs. There is no construction of new educational establishments occurring in rural areas. Many schools are overcrowded, 32 percent of them have to work in two or three shifts.

Due to low social and territorial mobility of students and teachers, people living in different parts of the country do not have equal access to high-quality programs. It is necessary to improve and diversify the content of education, develop new methods, technologies, curricula, and textbooks. Another aim is to make various forms of education accessible for the gifted and talented students living in remote areas. The transition to a market economy requires paying more attention to professional orientation and programs for individuals who combine their education with work.

The principle of continuity between different stages of schooling is declared, but not truly implemented. The number of secondary school graduates, who can enter higher educational institutions without additional training (private tutoring), is steadily decreasing. Serious efforts have to be made to bridge the gap between the content of secondary and higher education. In order to support students from rural schools (68.9 percent of the total number), it is essential to intensify professional guidance, organize specialized classes, and search for other forms of cooperation between VUZs and rural schools. The introduction of unified state examinations is expected to make the admission to higher educational institutions more objective.

One of the long-term goals is a gradual transmission to a 12-year secondary education (4-6-2 model), which involves the development of new curricula, alleviates the students' work load, and allows for the individual choice of subjects according to the students interests and abilities. The reform is preceded by a period of experimentation: beginning in 2001, five educational institutions in every region are working along the lines of the new program. By 2015 the reform will embrace ninety percent of all the students.

The development of specialized professional education in Russia was strongly encouraged by Peter the Great and started with the opening of the Artillery School (1701), Medical School (1707), Engineering School (1709), Navy Academy (1715), and other institutions. By 1914-1915 there were more than 400 professional schools with 54,000 students, who were trained to work in construction, industry, transportation, medicine, and agriculture. During the first years after the October Revolution the Soviet government, which made special emphasis on vocational training, established 450 new institutions called technicums.

In the 1930s the network continued to grow; the night and correspondence departments were opened for those who combined studies with work. During the Second World War the vocational training system prepared 340,000 workers and specialists. When adults were recruited into the Army, teenage graduates replaced them in factory shops. By the late 1940s there were 4,000 vocational schools and technicums with 1,007,700 students. After three more decades of steady growth, the enrollment figures became stabilized and in the 1990s started decreasing (4,611,000 students in 1980, 4,231,000 in 1990).

Vocational institutions were subordinated to the republic, regional, and local administrative organs in order to meet the needs of particular territories. New types of schools (professional colleges and lyceums) combined general and vocational training with the purpose to improve the students' economic, legal, and industrial competence. By 1998-1999 there were 2,649 state and municipal secondary professional schools with 2,052,000 students.

The system encompasses two levels of education. The initial level comprises professional technical schools (PTU) and centers of continuing professional education, which train skilled workers and paraprofessionals for blue-collar jobs. The course lasts from one to two years for professional training only, and three to four years if it is combined with general secondary education.

The types of schools at the secondary professional level include: technicums (or polytechnicums ) (independent institutions, which predominantly train middle-level technicians, lower managers, shop foremen for industry, transport, construction, and agriculture); uchilishcha (schools, which prepare specialists for non-production spheres, including preprimary and primary school teachers, nurses, circus performers, and librarians); and colleges (secondary specialized institutions, which can be either independent or function as structural divisions of a university, institute, or academy).

Other types of vocational institutions are farmers' schools, commercial schools, and specialized schools aimed at the social rehabilitation of juvenile delinquents. Organizationally, all the schools are subdivided into state, municipal, and non-state institutions. In order to acquire a legal status, they have to be accredited by the state. The prerequisite for admission is basic (nine-year) or complete (eleven-year) secondary education. Prospective students have to take entrance examinations, which in some cases can be substituted by an interview. Preference in admission to free education is given to applicants who are getting professional training for the first time, as well as those who are referred to the institution by employment agencies.

The length of study at schools, which offer an mixture of professional and general education, is from three to four years. The state standards, adopted in 1992 and 1996, introduced a completely new approach to the structuring of the permanent and variable parts of the curricula. They include the federal, national, and regional components. The federal component defines the obligatory minimum content of educational programs, maximum workload, and the required level of student training. In their turn, the national and regional components reflect the specific needs of a particular locality and ethnic group. The standards have to be reviewed at least once every ten years. The new arrangement allows for adjustments, which take into consideration the peculiarities of the natural environment, climate, and the demand for certain skills and occupations. It aims at training specialists of wider profiles, who would have more professional mobility and adaptability to the changing social conditions. The mandatory minimum in the curriculum provides for the equivalency of training on all the territory of Russia.

The curricula, built along the lines of the state standards, include practical and theoretical courses. The annual number of hours can be from 4,418 to 5,744. Approximately one-third of them are devoted to general education (710 to 800 hours for humanitarian subjects, 500 to 680 hours for sciences, and 263 to 435 hours for electives and optional courses). In technical schools special emphasis is made on the basics of technology, economics, law, organization of production, intensive work methods, and use of new equipment. In addition to traditional topics, students get acquainted with new trends in commerce, management, marketing, auditing, and computer science. The educational process consists of lectures, tutorials, laboratory work, consultations, tests, excursions, simulation games, and practical training. The weekly study load is 36 to 38 hours. Students are organized in groups of 25 to 30 students (12 to 15 students for complex specialties). An academic director or a master of production training, attached to each group, is responsible for developing the students' vocational skills. Practical training usually takes place at the school shops or corresponding enterprises. At some schools the course culminates in the defense of a final paper called a diploma project.

Vocational schools are administered by a council representing all categories of employees, students, and other interested parties (enterprises, organizations, or parents). The council is chaired by the Director, who is responsible for the educational process, the school's financial state, the students' health and security, and recreational activities. In 1998-1999 there were 123,200 teachers employed in the network of secondary professional education. Most of them were graduates of industrial pedagogical institutes, higher, and specialized secondary institutions.

Educators are trying to find a rational correlation of theoretical and practical knowledge—a calculated balance of creative thinking and professional skills. In order to intensify the professional, social, and territorial mobility of specialists and make them more competitive on the job market, it is necessary to extend and combine the existing specialties and advance the quality of education. The educational tendencies encompass competitive enrollment; diversified curricula; financial reform of the network; cooperation of the state, businesses, trade unions, and educational institutions; and attraction of investments into the sphere of vocational training.

Additional topics

• Russian Federation - Higher Education
• Russian Federation - Preprimary Primary Education

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