Isn't differentiation what art is all about? Like, you'd never try to force a Monet to paint like a Magritte…and the same self-expression-y stuff goes for kids, right?

Right.

But as far as incorporating differentiated instruction goes (and you can take a peek at general approaches to it right here), we mean stuff like understanding that different students come with different expectations and abilities; art means more to kids than how to hold a paintbrush; and some kids are just never going to get papier-mâché.

Here are a few tips on how to deal.

1. Remember, art is about expression.

Sure, you want each of your students to paint a masterpiece. But some of them were born with paintbrushes for hands, while others just can't quite get what they see in their heads onto the paper. With that in mind, the first step of differentiation in the art classroom is remembering that not everyone is gonna be a Picasso. Or even a the-second-runner-up-on-Bravo's-The Next-Great-Artist.

In other words, teach (and grade) based on the creative potential of the individual student, not the creative potential of the student vs. Picasso. You can talk about advanced shading methods and perspective with the kids who've got a knack for it, and for the ones who don't really get that the tree in the distance should be smaller than the one right next to you—well, be happy when they differentiate the branches.

As far as differentiation goes, at least it's a start. And by helping students based on their own abilities, not on what final product you'd like to see. Plus, not gonna lie—we probably wouldn't have though Jackson Pollock was a superstar in high school, either. You never know what's gonna stick.

2. Explore the past with the paintbrush.

Or the clay, or collage scraps, or yarn…you name it. The point is that art is pretty universal for the lil' ol' human race, and art class can be a place to level the playing field by not only displaying art from a range of cultures, races, and ethnicities, but also offering a chance to experiment with those styles and talk about what they mean to those cultures.

(Concerned about how to explore culture, race, and ethnicity without pushing any buttons? Take a peek at our hot-button article about how to do just that.) Anyway, according to art educator Erica Edwards (say that five times fast), that makes art a "visual language," and it can allow for cross-cultural (and inter-cultural, we might add) interactions, regardless of where each student is from.

So whether it's having students explore their heritage through art, or looking into other background, interests, or hobbies, the art classroom can be a place for exploring the personal and the cultural. And you may be surprised at the wide range of projects that emerge. Not just because of the many places your students come from—because they're creative, too.

3. Provide multiple entry points into art projects.

For instance, if your aim is for students to learn about painting Frida-Kahlo style, let students focus the bulk of their learning on an area that plays to their strengths.

Some students might enjoy researching and writing about Kahlo. Others want to make self-portraits that mimic her style and approach. Some students are just dying to analyze several of Kahlo's works and create a slide show that shares conclusions about common themes or symbols found in her work. Someone else creates a timeline of Kahlo's life, while other students use postcards or prints of Kahlo pieces to create a collage. Math or computer enthusiasts could use programs to play with saturation levels in Kahlo's art or modify some of her work using a program like Photoshop.

Overwhelmed, much? Good. The idea is to come up with a whole mountain of approaches to exploring Kahlo—your students can help with that part if you don't have the time or energy to do it in advance—and let students run with them.

Then, if you want to require everyone to pick up a brush (or other medium) at some point, it will be easier to get students to buy in. The students who love painting can spend more time with it while those who have other interests can give it an honest try and move on. And at least they'll learn something about a great artist and her style, even if they don't become the next unibrowed master painter you'd dreamed they would.

4. Create choice boards.

This here's another thing your students can help come up with, especially since there's only one of you and a bunch of them. Plus, they know what they like, so the choices they offer up may actually help to get them more engaged from the get go.

So: choice boards. These are nifty little charts designed for students who already know about learning styles and can take their pick which activity best suits their own interests and strengths. We (via art educator Cassidy Reinken and The Art of Ed) give you two examples: one for elementary students, and another for middle-level students.

A great thing about choice boards is that they can be used to get the ball rolling for initial assignments, or, as Reinken recommends with the middle-level example, as a supplemental activity for students who finish a project before the rest of the class is ready to move on.

5. Take a tip (or two) from Artful Amy.

In this blog post, art educator Amy Zschaber offers up numerous ideas for adapting lessons for students of various skill and ability levels.

For example, take on the physical and social needs of students by leaving clipboards floating around. Especially if your room is equipped with large tables that are difficult to rearrange for individual, pair, and small group work, a clipboard is a simple tool you can use to increase your students' location options.

As Zschaber states, for some students, working with a clipboard in their laps is a lot more accessible (and comfortable) physically. Additionally, students armed with clipboard can work on many art projects in whatever location works best for them—at a table with peers, on the floor, in a chair in a quiet corner, or even outside. And that adaptability is a key part of the differentiating process.

6. Use art as an outlet.

Sometimes art class is the one place students feel they can let loose and express themselves. Or even just breathe. Especially if a lot of other classes are dominated by standardized test prep or focus on that final grade for moving up to the next level. Give us a break.

Whether it's the school stressors, behavioral issues, problems at home, or disabilities, students need a place to let go and to let their creativity out. And art is a place where differentiation is pretty much built-in. As is self-expression, and maybe even a little thing called a coping mechanism. So let your students get out their angst through art.

If you haven't realized the transformative power of art (and even if you have—you're an art teacher, after all), take a gander at some more of Artful Amy's awesome tips specifically relating to students facing some of these problems, and ideas on how art can be a place for students to turn.

7. Make connections between art and real life.

We know, the last one was about as "real life" as it gets. But it doesn't have to be art therapy to be a connection.

Here's a for instance: you ask students to make a list of their favorite hobbies and activities, and then challenge them to find connections to art class in each of them. A ballerina may study Degas; mathematicians could investigate the drawings of M.C. Escher; a sciencey kid could start getting artsy with designs of cells; a student who lists reading as a favorite pastime could look into artists who have created art from actual books.

Because really. If you're an art teacher, you know that art is everywhere. And helping your students to see that art happens outside of art class can inspire them to become more involved inside the art room, too.