A shift in art education
For many years, Michelle Borgogni, the art teacher at Cayuga Centers, focused on basic elements. These included color theory, art history, styles, shapes, values, and composition. Her teachings helped the children in our care imagine futures as fine artists, designers, or even makeup artists. But in the current environment, the children have even stronger emotions, and that has created a need for art therapy.
For the youth and children in our Unaccompanied Children Services program, art classes no longer feel like a special extracurricular activity. Art has instead become a lifeline, a response to the emotional challenges the children face. Art has become healing, especially in today’s world.
When emotions walk into the room, the lesson plan must change
For several months now, Mrs. Borgogni has been noticing a shift in her students’ moods. Some children openly shared with her that they “weren’t doing well,” while others expressed their emotions in different ways.
Mrs. Borgogni saw that her teaching style was not helping the children like it used to. She figured that if she wanted a good classroom, she needed to change.
She traded her traditional project outlines for fluid, emotion-responsive sessions. She allowed more autonomy in what they created. And most importantly, she listened and adjusted to her students’ needs because, at the end of the day, they are just kids.
One of the first things Mrs. Borgogni changed was the environment. Where classical music once set the atmosphere, students now choose the soundtrack. Almost instantly, their moods shifted, and their focus increased. They look forward to completing their projects and briefly forget about the outside world.
One child even shared that a song played in class brought back a happy memory of being with their family.
A safe space to open up
With more flexibility in the classroom, students started opening up. The space became a place to express their feelings naturally.
Mrs. Borgogni now meets her students where they are, adjusting the day’s project based on the mood and needs in the room. Some days, she even abandons the plan entirely to make space for what the students are carrying.
The children have more of a sense of freedom during their day. A freedom that’s not only artistic, but emotional.
Art heals
Mrs. Borgogni’s classroom teaches us something important. Service providers and teachers are adapting to the changing emotional needs of young people. When we combine creativity with compassion, art is more than just expression; it becomes healing.
