Written by Spring 2026 AFA Intern/TAP Extern Noor Tannir
Session 1:
On my first day at PS155, I had the pleasure of joining Rathi and Karla in the classroom for an art lesson inspired by the colorful “Happy Art” style of Romero Britto. The students were working on butterfly drawings and coloring pages, using bold shapes and bright colors to create their own unique designs. It was amazing to see how excited the students were to experiment with color combinations and patterns while also expressing their individuality through their artwork. Every student had a different opinion about what colors they wanted to use or how they wanted their butterfly to look, and they were eager to share their ideas with the class.
One thing that especially stood out to me was how excited the students were to receive feedback and encouragement for their artwork. Many of them proudly held up their drawings to show us, and it was clear that they valued having their creativity recognized. One student even learned how to draw a heart for the first time during the lesson, which was such a sweet moment to witness. It was wonderful to see how art created space for both creativity and confidence-building in the classroom, and I loved being able to observe the students’ enthusiasm throughout the session.
Session 2:
During my second session at PS155, I joined a pre-K classroom led by Rathi and Karla. The classroom was smaller than the previous one, but it felt especially organized, patient, and supportive. Right away, it was clear how much the classroom teachers valued art and creativity. The students seemed comfortable expressing themselves artistically because their teachers consistently encouraged and celebrated their work. It was a great reminder of the important role classroom teachers play in creating an environment where students feel safe and confident sharing their ideas.
During the lesson, the students spent time outlining and coloring while relaxing music played softly in the background. The atmosphere in the classroom felt calm and focused, and the students were very responsive to instructions and classroom expectations. I also noticed how interactive they were with one another, often observing each other’s artwork, sharing materials, and complimenting each other’s drawings. Another thing I loved seeing was how decorated the classroom was with artwork the students had created throughout the residency with Rathi and Karla. The walls were filled with colorful projects from previous sessions, and it was wonderful to see the lasting impact the arts program had made on the classroom environment. Being able to witness the students’ growth and pride in their artwork over time made this session especially meaningful.
Session 3:
For my third session at PS155, I observed a classroom made up primarily of Spanish-speaking students, with Karla leading the lesson. The students were very excited about the drawing activity for the day and eagerly engaged with the exercise from the moment class began. Music played in the background while the students worked, which helped create a warm and lively environment throughout the lesson.
One of the things I enjoyed most about this classroom was seeing how social and collaborative the students were with one another. The students seated together at each table shared materials, talked with one another while drawing, and seemed genuinely supportive of each other’s creative ideas. Even with language differences, it was easy to see how art served as a shared form of communication and expression for the students. I also had the opportunity to look at artwork the students had completed during previous sessions with Rathi and Karla, which was lovely to see. It was clear that the students had built strong connections with both teaching artists throughout the residency, and it was wonderful to observe how art encouraged creativity, confidence, and community within the classroom.
