Teaching Art the Classical Way: Lessons Through The Seven Laws of Teaching
Over the years, I’ve found that the best art lessons, the ones that really work, often follow the principles laid out in The Seven Laws of Teaching by John Milton Gregory. Long before modern trends and buzzwords, Gregory understood something timeless: students learn best when teaching is clear, thoughtful, and rooted in meaning. That’s the heart of a classical education, and it fits naturally in the art room.
When I sit down to write an art lesson, I’m not just thinking about what students will make. I’m thinking about how they’ll learn. What do I want them to understand? What skills will they practice? How can I help them connect what they’re learning to something they already know? These seven principles guide nearly every lesson I plan, from a simple drawing exercise to a more involved, multi-day project.
art on ceiling art history building greek column on white background
7 Steps to Writing a Strong Art Lesson (The Classical Way)
1. Know the Lesson First
Before teaching anything, I make sure I understand the artist, technique, or idea myself. If I don’t know why it matters, students probably won’t either. This means doing my own research, practicing a technique when needed, and thinking through the skills students should take away from the lesson. A strong lesson starts with a teacher who knows what they’re teaching and why.
2. Capture Attention
Art history images, interesting facts, stories, or thoughtful questions can draw students in before we ever pick up a pencil. What do they notice about an artist’s work? Why might an artist have chosen those colors? What was happening in the world when the artwork was made? A good introduction gives students something to think about and a reason to be curious. Attention comes before instruction, and a little curiosity can go a long way.
3. Use Clear, Shared Language
I introduce proper art vocabulary, explain it simply, and connect it to things students already know. Words like line, shape, value, texture, and composition give students a way to describe what they see and explain the choices they make. Classical education values precise language, and art is full of it. The goal isn’t to overwhelm students with terminology, but to give them the words they need to think and talk about art more clearly.
4. Show Before Asking Students to Do
Demonstration matters. Watching a line take shape, seeing colors mix, or observing how an artist builds a drawing helps students visualize what they’re learning. I want students to see the process, not just the finished example. Breaking a technique into manageable steps gives them a starting point and helps them understand how to approach the work themselves. A demonstration should provide direction without taking away the opportunity to think independently.
5. Let Students Do the Real Work
This is huge. Students learn by drawing, observing, experimenting, and solving problems, not simply by watching the teacher or copying every step. They need time to practice the skill, make decisions, and figure things out along the way. That’s where real learning happens. The finished artwork matters, but the thinking and practice that happen while making it are just as important.
6. Guide Without Over-Directing
As students work, I circulate, ask questions, offer suggestions, and redirect when needed. But I try not to do the thinking for them. Instead of immediately fixing a problem, I might ask, “What do you notice?” or “What could you try differently?” These questions encourage students to look more carefully and work through challenges on their own. Not every struggle needs an immediate answer. Sometimes students need a little time and guidance to discover the answer themselves.
7. Review and Reflect
Learning shouldn’t end when the artwork is finished. We pause, look at the work, and talk about what happened during the process. What worked well? What was challenging? What did you notice that you hadn’t noticed before? How does your work connect to the artist or technique we studied? Reflection helps students recognize their growth, put their learning into words, and carry those skills into the next lesson.
More Than Making Art
This approach keeps art from becoming “just a craft.” Instead, it becomes an opportunity to develop observation, patience, discipline, problem-solving, and joy. These are all important parts of a classical education, and they fit naturally into the art room.
Students aren’t just making something pretty. They’re learning to look carefully, use language thoughtfully, develop skills through practice, and create with purpose. They’re learning that good work takes time and that mistakes can be part of the process.
For me, teaching art the classical way doesn’t mean every lesson has to look the same or follow a rigid formula. It means being intentional about what students are learning and how I help them get there. It means connecting skills to meaning, giving students the tools they need, and allowing them to do the work of learning.
And honestly? These are the lessons students remember. Not just because of what they made, but because of what they learned along the way.
©HOPECREEKSTUDIOS2026
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