Nancy Smalley

Hi, I’m Nancy Smalley. I teach 2nd–4th grade art at Evergreen Charter School, and I live in Huntington, NY. I currently push into classrooms with an art cart, and even though I really wish I had my own art room, I make the most of the space I have. I’d love a bigger space to let students spread out more and really expand our projects, but I do everything I can to give them a great experience. My classroom environment — even on a cart — is calm, supportive, and centered on building confidence. I want all students, including those with IEPs, to feel successful, creative, and proud of what they make.

Ana Castro

I’m Ana Castro, and I’ve been teaching art at Evergreen Charter School for a little over three years. My job is split between two buildings — I work with kindergarten and 1st grade in the main building, and then I travel over to the new high school building to teach 7th and 8th grade. It’s definitely a busy schedule, but I enjoy the different energy levels each age group brings. I also design our school’s Evergreen calendar every year, which features a lot of beautiful student artwork. In my teaching, I focus on cultural identity, personal storytelling, emotional growth, and encouraging students to take risks with new materials.

Nancy Smalley (2nd–4th Grade Art Teacher)

-How do you define creativity for your students, and how does it look different at this age?
For my kids, creativity is really just the freedom to try things. Second to fourth graders are still fearless — they mix colors just to see what happens, draw stories into everything, and don’t worry too much about being “right.” My job is to keep that spark alive.

-How do you adapt your teaching style for students with IEPs or diverse learning needs?
I use a lot of visuals and repetition. Some students need things broken into smaller steps or extra modeling. Since I push in on a cart, I always bring flexible materials so I can adjust quickly. I just want every student to feel like they belong in art.

-How do you encourage students who doubt their artistic abilities?
I always tell them that everyone’s art looks different — and that’s the whole point. We talk a lot about “happy accidents,” and I show them examples of my own mistakes. Kids relax when they see that even teachers mess up and keep going.

-What role does cultural diversity play in your projects?
A big one. Our students come from all over, so we do projects inspired by different cultures — textiles, celebration art, patterns, symbols. When students see something connected to their culture, they light up.

-How do you help students connect personal experiences to their artwork?
Choice helps a lot. I’ll say, “Draw a place that makes you happy” or “Choose a symbol that represents you.” Kids love bringing their own lives into the work.

-How has technology changed how your students create or share art?
Google Classroom is a big help. Students look up references, see steps, and upload pictures of their finished work. Even just taking a photo of their art helps them reflect on it.

Nancy Smalley — 2–4 Grade

-What strategies do you use to help younger students build foundational skills while keeping creativity fun?
I sneak the “skills” in through playful activities — line games, color challenges, pattern hunts. They think they’re just having fun, but they’re building technique at the same time.

-Can you share a project that boosts confidence?
My “Identity Shield” project always does the trick. Students choose symbols that represent them. When they finish, they feel really proud because it’s so personal.

-How do you introduce art vocabulary and reflection at this level?
We use gestures, visuals, and call-and-response. Vocabulary becomes part of our routine: “texture,” “pattern,” “line,” “warm colors.” Reflection is simple — I ask, “What did you try today? What did you like about your art?”

Interview with Ana Castro (K–1 and 7–8 Art Teacher)

-How do you define creativity for your students, and how does it look different across K–1 and middle school?
Kindergarteners jump right in — no fear, no hesitation. Middle schoolers overthink everything. Their creativity is still there, but it’s buried under self-consciousness. My job is to help older kids reconnect with that childhood freedom while helping younger kids build early skills.

-How do you adapt your teaching style for students with IEPs or diverse needs?
I slow down the pace, use a lot of visuals, and offer choices. For older students, I give flexible outcomes so everyone can work at their own skill level without feeling judged.

-How do you encourage students who doubt their abilities?
With middle schoolers especially, I remind them that experimentation is more important than perfection. Once they trust the process, they start to open up.

-What role does cultural diversity play in your art projects?
It’s huge. I bring in artists from many cultural backgrounds and ask students to think about their own identities. Some of the most meaningful pieces come from students connecting their culture, family, and community to their work.

-How do you help students connect personal experiences to their artwork?
We do journaling and quick warm-ups. Middle schoolers especially benefit from that — they have a lot on their minds, and art gives them a safe space.

-How has technology changed how your students create or share art?
Middle schoolers love digital portfolios, Google Classroom, and digital sketching. Younger kids use the Smartboard to follow steps or explore images. Technology just fits differently depending on the age group.

“For new art teachers, the best advice we can give is: trust your students. Let them explore, let them make mistakes, and don’t try to control every outcome. Creativity grows when students feel safe, seen, and supported — no matter the age.”

Art Teacher Interviews