Author Archive

Look: The Fundamentals of Art History 3rd Edition by Anne D’Alleva takes the mystery out of having a successful experience with art history. An art history course should be a joyful experience, not drudgery. This book will give you the strategies to make your experience more joyful, and you will probably get a better grade. If you know anyone getting ready to take art history next semester, send them this summary and a copy of this excellent book.

1. Introducing Art History

• Art historians try to understand what artists are expressing in their work, and what viewers perceive in it. They try to understand why it was made and what it reflects about the world in which it was made. Anne prefers a broad definition of art as all the different kinds of things people make and do creatively. She sees it as any material or visual thing that is made by a person(s) that is invested with social, political, spiritual, and/or aesthetic value by anyone. This includes films and performances.
• History, from the Latin word for inquiry, is simply a tale or a story grounded in events that happened. Art historians also write about the art of the present as it will be history in time. This discipline teaches one to think differently and ask interesting questions. One must look beyond surfaces and see the nuances in things. It helps one develop skills in visual analysis, critical reading, argument building, and the expression of ideas. These skills are valuable in a wide range of professions.
• Art that endures gives us a sense of what past lives were like. It lets you engage in detective work as you enjoy it for its own sake. It’s a key element to telling human history. Many other academic disciplines draw from it, such as art criticism. Sociology, anthropology, aesthetics, cultural studies, and connoisseurship.

2. Formal Analysis

• Formal analysis involves looking at a work of art and trying to understand what the artist is trying to convey, but it’s never divorced from context (Chapter 3). The formal elements of a work include color, line, space, mass, scale, and composition. Colors can have values that vary from light to dark. Lines can be strong, continuous, or broken. The artist may try to add a three-dimensional look or keep it flat. Note the size relative to yourself. What attracts your attention? Does it cause an emotional response, and is it figurative or abstract? Below are some questions to consider for seven different types of art. For each, Anne also gives an example of how to formally analyze a sample work.
• Two-dimensional art: Painting, Graphic Arts, Photography – Are colors saturated and where are the bright colors. Is there a wide or narrow range of colors? Do they blend together or is there contrast? Is there an illusion of depth? Does the surface feature texture or is it smooth?/li>
• Sculpture – Is it free standing or part of a surface? Is it built up, created by subtracting material, or is it cast? It is meant to be viewed from different angles? What materials were used, and do they allow for open spaces? How do light and shadows affect your impression? How does color affect the viewer’s perception?
• Architecture – What is the physical and visual experience of the building? What is the scale? What is emphasized? Is it linear or more curvy? What is the impact of light and shadow? Does it blend in or stand out from its environment? How does the layout of the rooms impact the work?
• Installation Art – The issues are similar to those confronted in sculpture and architecture. How does it work with its environment? What effect does it have on you? What is the role of light, color, and texture? Does it allow for participation?
• Performing and video art – Here, the artist’s movement, gestures, and sounds become the artwork. Is it rehearsed or improvised? Is there interaction with the audience? How are words, music, and gestures used? What is the impact of clothing and props?
• Digital Art – This is computer technology. What effects does it make possible? Do the effects heighten the sense of reality? What role does the technology play in the creation of the work?
• Textile and Decorative Arts – Does it have a function? How are the materials used? Is there an emphasis on texture? Do you see simplicity or complexity? What is the role of color and line?

3. Contextual Analysis

• With contextual analysis, you are trying to understand a work of art in a particular cultural moment. Works of art are shaped by historical processes, which are in turn shaped by works of art. Some questions to ask are: 1. Who was the patron, the artist, and the viewers? 2. What sort of records did the artist leave? 3. Were other artists or assistants involved? 4. What were the patron’s motives, and did he participate? 5. Was he acting on behalf of an institution? 6. Who was able to see the work and what was the response? 7. When and where was it made? 8. Was it innovative in some way? 9. Did it address larger social issues? 10. What was the political, religious, or social context?
• Most art is found in a museum, which usually alters its context. Museums have their own agendas. There is a brief history of museums here as they have evolved since the days of the ancient Greeks. Anne tells a story of the difference she felt between seeing many altarpieces in the Uffizi Gallery in Florence, Italy, followed shortly by seeing just one in a church with people praying near it (its original context). (Doug: I had this same experience in Florence.)
• You need to be aware of the assumptions you make and your own biases as you analyze. You need to test and rethink what you think you know. Studying a work from the past is like visiting a foreign country. It’s like learning a new language. The meaning of some words changes over time. Artificial, for example, means “fake” today. In the sixteenth century it meant “full of deep skill and artistry.” Like the last chapter, there are examples of analysis here.

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The End of Average: How to Succeed in a World that Values Sameness by Todd Rose explains how reliance on the abilities of the average person has limited the success of our culture in many ways. We need to replace equal access with equal fit so that every individual can fit in and become their best as they live a life of excellence as they define it. All teachers, administrators, parents, and older students should read this. Get your copy today.

Introduction: The Look-Alike Competition

• After World War II, the US military was concerned that there were too many aircraft accidents being chalked up to pilot error. This led to a study that showed that the one-size-fits-all cockpits designed in 1926 fit no one. In other words, they found that there was no such thing as the average pilot. When the government demanded cockpits fit individuals, the military was surprised to learn that it was easy and not expensive to create environments adjustable for individual pilots.
• While other research supports the idea that no one is average, our schools still compare performance to the average student. Averages have their place, but should not be used when making a decision about an individual. The author’s own story that took him from dropping out of high school to the faculty at Harvard supports the idea that human potential is nowhere near as limited as the system we have put in place assumes.

Part I: The Age of Average – 1. The Invention of the Average

• In the early 1800s, Adolphe Quetelet (Kettle-lay) applied the methods of astronomy to the study of people. When measuring things like the speed of planets, the best way to get an accurate number was to take the average of observations by many astronomers. He felt that the average person was the true human being while the individual was synonymous with error. While this makes no sense today, many scientists bought it and worked it into their science.
• Francis Galton gave us the idea of ranking. He also gave us correlations. As a result, a person’s rank on narrow metrics of achievement are used to judge their talent. Averages and ranks are now used by educators and employers. Averagarian is a term Todd invented to describe anyone who uses averages to understand individuals.

2. How Our World Became Standardized

• Fredrick Taylor’s The Principles of Scientific Management (1911) was responsible for standardizing industrial procedures in most factories. The idea was that a manager would determine the most efficient way for the average worker to do a job exactly as told, without innovating or deviating from the plan. These ideas were adopted worldwide by leaders like Mussolini and Hitler, as well as in countries in Asia like China and Japan. Taylorism is still widely in use today.
• Edward Thorndyke embraced Taylor’s ideas for education, which gave us factory schools that aimed to produce standardize students to fill positions in factories. Education’s managers were responsible for standardizing the curriculum and making sure that teachers followed it. He also added the idea of sorting students, which gave us tracking, where top students were placed in one track and lower students were placed in lower tracks. Standardized tests are still commonly used for this purpose. SAT and ACT scores result in ranking students heading to colleges, which are also ranked.

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Rethinking Traditional Teaching Methods to Better Accommodate Students Living with Anxiety Disorders and Depression by Sara William offers great advice for teachers, parents, and students. We know that anxiety and depression are more common, so it’s important that school districts address this matter head on. What is your district doing?

The landscape of modern education is shifting. For decades, the traditional classroom model relied heavily on standardized lectures, rigid scheduling, and high-stakes testing. While this approach served a purpose in a different era, it often fails to account for the diverse emotional and mental health needs of today’s student body. As rates of anxiety disorders and depression rise among youth, educators find themselves on the front lines of a growing mental health crisis.
Creating an environment where students feel safe, seen, and supported is no longer just an optional goal; it is a fundamental requirement for effective learning. When a student is consumed by internal worry or the heavy fog of depression, the curriculum becomes secondary to their need for stability. By rethinking traditional teaching methods, educators can build classrooms that not only foster academic achievement but also act as sanctuaries for mental well-being.

The Invisible Barrier: Recognizing Signs of Distress

Before an educator can accommodate a student, they must be able to identify when a student is struggling. Anxiety and depression often wear masks, appearing as behavioral issues, academic apathy, or sudden social withdrawal. Because these conditions are internal, they are frequently misidentified as laziness or defiance.

Common Indicators in the Classroom

Teachers should be alert to sudden, unexplained changes in a student’s baseline behavior. In cases of anxiety, you might notice excessive perfectionism, a fear of participating in group work, or physical symptoms like headaches or stomachaches that frequently occur before tests or presentations.
Depression often presents differently. It may manifest as irritability, a loss of interest in extracurricular activities, or a noticeable decline in hygiene or attendance. Some students may seem to “shut down,” staring blankly during lectures or failing to turn in assignments that they previously completed with ease.

Beyond the Label

It is essential to understand that these conditions exist on a spectrum. A student does not need to have a clinical diagnosis to benefit from a more flexible teaching style. By normalizing the conversation around mental health, teachers can reduce the stigma that prevents students from seeking help. When a teacher proactively mentions that they understand the challenges of stress and burnout, they signal to students that the classroom is a safe space to be human.

Rethinking Instruction for Diverse Learners

The traditional model of “one size fits all” is inherently flawed. It leaves fast learners bored and struggling learners frustrated; furthermore, it creates an environment of intense pressure that can trigger anxiety and worsen depressive episodes. Rethinking instructional delivery can help accommodate those with mental health struggles while simultaneously improving outcomes for every student in the room.

Moving Away from High-Pressure Testing

The modern reliance on high-stakes testing is a primary driver of school-based anxiety. To mitigate this, educators should integrate more varied assessment methods. Instead of relying solely on written exams, incorporate oral presentations, creative projects, or portfolios. These alternatives allow students to demonstrate their knowledge in ways that play to their strengths rather than their triggers.

Differentiated Instruction as a Mental Health Tool

Differentiated instruction is the practice of tailoring teaching to meet individual needs. By offering choices in how students consume content—such as reading articles, watching videos, or engaging in hands-on activities—teachers can lower the barrier to entry. For a student with social anxiety, a choice between a group project and an individual assignment can be the difference between a successful lesson and a panic attack.

When students have agency over their learning process, their stress levels drop. They feel respected as individuals, which helps combat the feelings of helplessness often associated with depression. This approach turns the classroom into a partnership rather than a hierarchy.

Structuring the Classroom Environment

The physical and procedural structure of a classroom significantly impacts mental health. Rigid, loud, and unpredictable environments can be overwhelming for students living with anxiety. Conversely, a predictable, structured, and calm environment can serve as a stabilizer.

The Power of Routine

Students dealing with anxiety disorders often find comfort in routine. When the expectations for the day are clearly posted on the board and the structure of the lesson remains consistent, it reduces the “unknown” factors that trigger apprehension. While variety keeps lessons engaging, it should be balanced with a predictable flow that students can rely on.

Flexible Seating and Quiet Spaces

Consider the layout of your room. Does every student have a place where they feel comfortable? Some students with social anxiety may struggle when they are forced to sit in the center of the room or work in large, noisy groups. Providing options for flexible seating, or even a designated “quiet corner” where a student can take a five-minute break to regulate their breathing, can provide a necessary outlet for students who feel overwhelmed.

Incorporating Mindfulness

Integrating brief mindfulness exercises into the start of a lesson can help reset the room’s energy. This does not need to be a long or complex process. A simple two-minute breathing exercise or a moment of silent reflection can help students transition from the stresses of the hallway or their home life into the classroom setting. By normalizing these practices, you provide students with tools they can use independently when they feel their anxiety rising.

When to Seek Professional Support

While teachers play a vital role in supporting mental health, they are not therapists. Understanding the boundaries of your role is essential. You are an educator, a mentor, and a support system, but you are not a clinical practitioner.

Knowing the Threshold

If a student expresses thoughts of self-harm, exhibits severe withdrawal, or shows signs of a mental health crisis that is beyond classroom management techniques, it is time to involve the school counseling team or administration. Every school should have a clear protocol for crisis intervention.

Leveraging Digital Resources

In some cases, students may benefit from external support that bridges the gap between home and school. While many families prefer traditional therapy, some might explore a virtual psychiatrist for consultation when access to in-person care is limited or wait times are too long. Familiarize yourself with the resources available in your district so that you can provide parents and guardians with helpful information when a student’s needs exceed what can be provided within the school day.

Conclusion: The Path Forward

Reimagining traditional teaching methods is not about lowering standards; it is about widening the doors to ensure that every student can walk through them with confidence. By recognizing the signs of anxiety and depression, diversifying our instructional strategies, and creating predictable and supportive classroom environments, we can transform education from a source of pressure into a source of empowerment.
The most effective classrooms of the future will be those that value the human being just as much as the academic outcome. When we support the mental health of our students, we aren’t just teaching a subject; we are helping them build the resilience they need to navigate the world outside our walls.

Sara William

Sara is a contributing writer specializing in health, home improvement, food, personal finance, and lifestyle. She lives in Illinois. You can email her at infoguestposters@gmail.com.

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How Everyday Family Money Habits Teach Kids Smart Financial Skills

by Emily Graham offers great and easy advice to parents who want to teach their kids how to make smart financial decisions.

For busy parents juggling work, school schedules, and household logistics, teaching kids money management can feel like one more lecture to squeeze into an already full day. The challenge is that children’s money behavior is shaped less by what parents say and more by what kids watch: how spending decisions get made, how saving is treated, and how stress around money shows up at home. Parents modeling financial habits turn ordinary moments, at the checkout, in the kitchen, during bill time, into ongoing family financial education. Financial role modeling is the quiet curriculum kids remember.

Understanding How Kids Absorb Money Habits

Observational learning means kids pick up money lessons by watching what adults do, not just hearing advice. In family life, that becomes financial socialization: everyday routines that quietly teach what is “normal” with spending, saving, debt, and generosity. The parent financial modeling your child sees most often becomes the template they copy.

Why it matters: consistency does more than prevent arguments. It helps kids build steady expectations, like planning ahead, sticking to limits, and staying calm when trade-offs show up. Over time, those patterns shape children’s money attitudes and the confidence to make decisions without panic.

Picture a grocery trip where you compare prices, skip impulse buys, and explain one swap to stay on budget. Repeat that week after week and kids learn restraint feels normal, not like punishment. When your choices match your words, the lesson lands. A finalized, view-only monthly budget PDF helps keep that consistency clear for everyone.

Freeze Your Monthly Budget Into a Shareable One-Page Record

When kids repeatedly see the same kinds of choices play out in your household, it helps to capture those decisions in a form everyone can revisit. Once your budget spreadsheet is finished for the month, turn it into a fixed snapshot you won’t accidentally tweak later by saving it as a view-only PDF. Tools to convert a spreadsheet to PDF format make it simple to freeze that “this is what we planned and spent” moment into a clean, one-page record kids can look at without needing to understand the spreadsheet itself. That clarity matters: a static monthly page is easier for children to review and talk through, because it feels like a final result rather than a moving target.

Over time, saving each month’s PDF builds a small archive you can compare side by side. Kids can notice real changes, like grocery spending going up one month and down the next, and start connecting everyday choices to outcomes they can see. That kind of visible pattern-building is powerful: it reinforces that money habits aren’t just rules for today, but consistent behaviors that shape how a family lives and how a child learns to think about money long term.

Weekly Money-Teaching Rituals Kids Can Copy

These habits turn abstract “be smart with money” advice into visible, repeatable actions kids can practice. Keep them simple, stick with them for a month, and let your child see the cause-and-effect of each choice.

Weekly Family Money Huddle

How often: Weekly

The 24-Hour Pause Purchase

How often: Per purchase

Pay-Yourself-First Transfer

How often: Per payday

Emergency Fund Progress Meter

How often: Monthly

Two-Account Money Split

How often: Per gift or allowance

Money Habit Questions Parents Ask Most

Q: How do I start money conversations without triggering arguments?

A:Pick a neutral moment, not right after a bill or a purchase. Use a simple script: “Here’s what came in, here’s what went out, here’s what we’re choosing this week.” Ask one question, then listen, so it stays collaborative.

Q: What if my kids roll their eyes and say, “That’s your problem”?

A: Give them one small, real role they can control, like comparing two brands or suggesting a low-cost weekend plan. Keep it short and let the results do the convincing. If they opt out, stay consistent anyway and invite them back next time.

Q: Should I talk about money stress, or will it scare them?

A: Share facts without dumping emotions: “We’re prioritizing needs first, then wants.” It helps kids feel secure when they see a plan, especially since families with children are struggling to afford stable housing. End with one concrete step you are taking.

Q: How do I handle it when my child wastes their money?

A: Treat it as tuition, not a character flaw. Ask what they would do differently, then set one guardrail for next time, like a wait period or a spending cap.

Q: Can we teach good money habits if we barely have extra?

A: Yes, because the skill is decision-making, not dollar amounts. Practice with tiny targets like saving $1 a week, planning one no-spend evening, or earning through a simple project, similar to one teen made $200 in 2 weeks baking and selling delicious scones.

Build Kids’ Money Skills Through Consistent Family Habits

Kids don’t learn money from one big talk, they learn from the daily push and pull between wants, bills, and stress in real life. That’s why parental financial influence matters most when it shows up as modeling money management with calm, consistent financial behavior, even when things aren’t perfect. Over time, those small moments become long-term money habits that shape a healthier family financial mindset around spending, saving, and making trade-offs. Your example teaches money lessons long after the conversation ends. Pick one habit tonight, like naming the plan before a purchase, and practice it consistently this week. That steady rhythm builds more stability and resilience than any lecture ever could.

Emily Graham

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