Making Student Voice Visible through the Visual Arts

by Suzanne Akemi Sannwald, February 2023

The idea of honoring student voice is something that I've heard come up a lot during the past few years, and I wholeheartedly embrace the importance of students' being heard and having agency with their educational experiences and overall lives. Some initial questions to consider when aligning professional practice with space for student voice include the following:

• How can I create opportunities for students to share their voices?
• How can I provide students with shared ownership of the school library?
• How can I create conditions so students feel seen and that they belong?

When it comes to decision making about the library program, in general, student voice can look like regularly soliciting student ideas and feedback that is meaningfully integrated into actions. Regarding collection development, it can mean curating a collection that features authors, subject matter, characters, and themes that are diverse and include representations of students' various identities. But, yet another way that I promote student voice, ownership, and belonging in the school library is through the visual arts.

I am not a professional artist or art teacher, but I appreciate the way that art can serve as a form of vulnerable self-expression. Just as our literal voice can be heard, and our written voice be read, so our artistic voice can be seen. With the presence of student artwork in the school library, people entering the space are visually welcomed by the physical display of student voices. Their voices are essential fixtures that can be seen all around. They are seen.

Before I share how I have used the library to showcase student creations over the years, I want to acknowledge the simultaneous function of the library as a space for the creation process itself. Whether through a makerspace or other means, the school library and librarian provide obvious value when supporting student expression in action. Once students have created art, however, these manifestations of "voice" can become powerful parts of the library's collection in concert with the published voices we traditionally promote.

Below, I share my experiences highlighting student visual art through the following three means: 1) offering the library as a gallery space, 2) inviting and commissioning student artists, and 3) amplifying and archiving art around campus. I include lessons that I have learned and some specific examples from my library, but beyond providing a template, I hope to spark your curiosity about exploring new possibilities for making your own students' voices more visible.

The Library as Gallery Space

Back when I was studying for my MLIS, I remember feeling inspired when reading about GLAM (galleries, libraries, archives, and museums), and since then, I have frequently reflected on how I might infuse the synergy of these other cultural institutions into my school library. The function of the school library as a communal space lends itself particularly well to serving in ways like a gallery or museum. I have established an open invitation on my campus for displaying student work in the library, and the following are some takeaways I have learned along the way.

Collaboration levels may vary.

When showcasing art in the library, my own involvement level varies depending on the situation. There have been times when a teacher may ask to display pieces after they are already created. For instance, sometimes I have simply mounted a collection of student photography prints on the library walls, which required very little effort on my end. Alternatively, the same teacher has collaborated closely with me to create READ posters with students sharing books. In yet another situation, a teacher delivered already created 3D wooden assemblages inspired by artist Louise Nevelson. While the teacher did not expect more than having a location to share the items, I got students in the library to help contextualize the pieces with information about Nevelson and quotes by her to display alongside the finished artwork. The range of possibilities is really up to you, teachers, and students!

Consider long-term and temporary exhibitions.

Just as collaboration levels may vary when it comes to sharing artwork within the library, I also have found that it is necessary to vary the commitment level in terms of length of display. Sometimes a teacher will have a set amount of time in mind for an exhibition, but other times, items are essentially donated and become a permanent part of our décor. I merely communicate with both teachers and students about their expectations, while also balancing my own vision for the library space. Some of the long-term installations, most notably large wooden stabiles that sit atop the library stacks, have become what our school library space is best known for. Meanwhile, having displays that are only up for a limited time is a good way to get some fresh faces to visit the library.

Be creative about how artwork functions.

While artwork can be appreciated as is, I also like to find other ways that it can contribute to the library program whenever possible. After discovering how one student had a deep interest in wire sculpture as well as mythology, we mashed up these passions to create a mythological creatures display that served to share information about mythology and promote related books. In another case, I used art pieces in a more functional way. After rearranging library furniture to restrict access in certain areas due to behavior and supervision issues, I used some large wooden stabiles to create a sculpture garden in the newly restricted zone, thus blocking off the area but in an aesthetically positive manner. Creativity is not only for the student artists; it can also help us consider how artwork may function in multiple ways!

Showcasing can be in-person and/or online.

Even if you do not have physical space to create art exhibitions within or on your library walls, you can still display student art. I have had a lot of success with sharing student artwork via online galleries. Many teachers do not have the time or skills to create these types of culminating showcases, so this is a service that I have offered to teachers when I learn about any type of student project worth celebrating with the larger school community. What exactly does this look like? It can be as simple as sharing via a social media post or newsletter blurb. For instance, when having an in-person display of wire sculpture in-the-round in the library, I also promoted pieces via social media. Just from the photos shared, one of our vice principals fell in love with a particular art piece and ended up donating money to the student in order to keep it!

I have also created simple websites, slide decks, or videos to share other projects. As an example, I continually add makerspace creations to a slide deck that is embedded on a makerspace gallery page. It takes only minutes to update and most students are proud to have their works captured for the record as they take them home. Adding the online component in addition to—or even instead of—the physical display can help celebrate creative happenings at school with more members of the community. As a bonus, these digital showcases have also been used as valuable evidence when it comes to our school accreditation process, so this has become a powerful and much appreciated way that I've been able to contribute whenever that cycle comes up.

Inviting and Commissioning Student Artists

When we think about collaboration, it is often within the context of more formal classroom instruction with teachers, but some of my richest collaborations have been with individual students outside of their assigned curriculum. It never ceases to amaze me how ready they are to work for the simple credit of recognition of their talents and effort, of simply who they are as a person, rather than earning "credit" in terms of a grade. The advice and examples in this section explore ways that I have collaborated directly with individual students to celebrate their art in the library.

The invite is essential.

The simple act of invitation is often all it takes to get students to share. I do not like to pressure students into sharing, but I will often just notice what they are doing and then offer opportunities and ask for their permission to share their creations. I think of it a bit like fishing. Some students will be quick to bite and I can tell right away that they are excited to be recognized and have their works shared. Others are a bit more shy, but may later surprise me by coming back and taking me up on a past offer. Then, there are also situations where I will specifically commission students to create artwork for me. This is how I have added life to the library with a welcome sign for the library entrance, fiction genre posters, and a completely unnecessary but fun Star Wars-inspired clock skin.

Make it win-win.

What do you need for your library that you could have a student help make rather than buy? A very simple answer to that for me has been bookmarks! While it initially took some examples to get the ball rolling, I now have a seemingly endless supply of student artwork to share on bookmarks. I print the bookmarks on cardstock and then laminate them. Students get to choose how they want to be credited, including the option to use a pseudonym or remain anonymous. They will often ask for ones to share with family and friends, and I've also had teachers come by to request ones after a student has talked about their artwork being featured. It costs so little to create in terms of money and time, and yet the impact is often quite rich for students, as well as for library public relations.

Build in flexibility.

I don't like to reject any student artist, but when I'm thinking about using artwork in the library for something like signage, I may have definite ideas in mind about style or quality. Since I may not know what a student's finished product may end up looking like, I have learned to build in flexibility by not promising how art will be used or for how long. For bookmarks, for instance, I market them as being limited run. When I know that particular art may be more popular, I create more copies of the bookmark. Thus, no matter what, a student's creations will still be featured, but I have the ability to adjust the scale of sharing. Similarly, when I've had an eager artist whose skills are less developed, I may have them create signage for an event that will come and go versus static signage that will remain in the library long-term. Or, since artwork rotates as we get new submissions, I will share any that I get for our Fandom Art Gallery.

Anything can be special.

First of all, I have learned that even something that seems small to me may end up meaning a lot to a student. I have had parents comment to me years later that sharing artwork on a bookmark made their child feel recognized and had a long-lasting positive impact. Another thing I've realized is that I have the power to make anything special, all that I have to do is to treat it as such. How do I make things special? A lot of times it simply has to do with the terminology that I use: limited edition, special release, official, gallery, exhibition.

Making something special can also happen by just sharing it on social media and in newsletters or by creating a simple event. For instance, it didn't occur to me until this past year that I should have a "launch party" for the annually published literary-art magazine that I help edit. I created invitations, including inviting our school administrators, and made certificates to hand out along with the printed copies of the magazine. When we met, I ceremoniously named the contributors, and we posed for a commemorative photo. It didn't require much work to put together, but it was an event to remember even if the end result was in theory the same as when I handed out the copies.

Amplifying and Archiving Art around Campus

When I was completing fieldwork hours to become a school librarian, I remember having my interest piqued by a requirement to spend a certain amount of time doing school activities outside of the library. It was a memorable experience for me because it instilled the importance of thinking of what's happening in the larger school. I regularly remind myself to think beyond the box of the library, and sharing about works that happen elsewhere on campus is one way that I do this.

Celebrate and promote the work of others.

One way that I have built strong relationships with colleagues is not by getting them to accept my help but by recognizing the work that they are already doing on their own. A benefit of being in the library is that I get to see student assignments in-progress or before they are turned in. Students are usually happy to share their creations and I—and others by extension—get to find out about what they're learning in class.

I have also enjoyed finding ways to make the performing arts more visible such as by promoting upcoming theater performances through these sardine bookmarks for Noises Off or this library calendar for The Miracle Worker. Another fun development has been serving as a dress rehearsal space for our choir. Prior to a performance, the class has been coming in to make use of the acoustics of our high ceiling. The library provides a more authentic audience for the rehearsal, and I have used these visits as a way to help promote the events.

Bring the school to the community.

Besides sharing art that I witness come through the library, I also document art that I see around campus, in general. When a student enthusiastically shared about helping to create a Shakespearean costume display in our front office, I made sure to check it out and share about it. The teacher who had organized it was excited since it had taken a lot of work, she was proud of her students, and she wanted their efforts to be appreciated.

Other recurring events that I have become the de facto archivist for are capturing ASB posters and sidewalk chalk efforts. These types of art are more "street art" than being recognized as formal art and are also ephemeral in nature, and so people do not think about capturing and preserving them. Still, whenever I do share these, I will receive thanks from both the creators, as well as those who enjoy getting a more intimate glimpse into everyday life on campus. The works I share really don't have anything to do with me and the library, but I believe the resulting relationship-building has an positive impact on the program however indirectly.

Help write the story/history of your school.

The examples of showcasing and archiving the art that I notice can also be thought of as a form of storytelling. In the library, we may first think about stories in terms of those that are told through books and the written word, especially those that have been published by others. However, at our schools, we can see how everyone is constantly creating new stories of their own all of the time. By finding ways to capture the visual voices of our students, we not only help them share their stories, but we also serve in our own way as storytellers for our schools. What is the story of your students and your school right now? What will people remember about your library and about their experience on campus? Perhaps your efforts to make student voices more visible can help shape the narrative and create that legacy.

Hopefully some of the ideas and examples shared here may support you in thinking creatively when it comes to student creativity. If you have tried other ways of integrating the visual arts into the school library, we would love to hear about it! As always, please share your experiences with School Library Connection using the form at the bottom of the subtopic page. We value your voice!

Links to examples:

Context created for Nevelson-inspired artwork: https://youtu.be/8MiSH9ba9r4

Stabiles atop the library stacks: https://twitter.com/WestHillsLIB/status/968962291600211968

Mythological creatures display: https://express.adobe.com/page/2ibKrdLc3G1vg

Sculpture garden: https://twitter.com/WestHillsLIB/status/1091111169408983041

Wire sculpture: https://twitter.com/WestHillsLIB/status/1050492533506101249

Makerspace gallery page: https://whhsmakers.weebly.com/gallery.html

Library welcome sign: https://twitter.com/WestHillsLIB/status/1499520291583959042

Fiction genre posters: https://twitter.com/WestHillsLIB/status/1493703456527249408

Star Wars inspired clock skin: https://twitter.com/WestHillsLIB/status/1502030598705090577

Bookmarks: https://twitter.com/search?q=from%3Awesthillslib%20bookmarks&src=typed_query&f=top

Fandom art gallery: https://twitter.com/WestHillsLIB/status/1461443587011342338

Magazine launch party: https://twitter.com/WestHillsLIB/status/1526661881145925632

Sharing students' classwork:
Catcher in the Rye: https://twitter.com/WestHillsLIB/status/959255322731757568
Biology: https://twitter.com/WestHillsLIB/status/1088568521141841922

Noises Off bookmarks: https://www.instagram.com/p/Cj1L_jYPqs7/

Miracle Worker library calendar: https://drive.google.com/file/d/1r-85oGxzzdXypVZcfu-0S7y58TULyEWq/view

Choir dress rehearsal: https://www.instagram.com/p/CmH8-WCA0Zo/

Shakespearean costume display: https://twitter.com/WestHillsLIB/status/1501642202870534144

ASB posters: https://twitter.com/WestHillsLIB/status/1451555724719321090

Sidewalk chalk: https://twitter.com/WestHillsLIB/status/1124454616995848193