Meet the Teacher: Kyra Sampson
In Kyra Sampson’s art classroom, creativity isn’t just a skill—it’s a way of life. Since beginning her teaching career in 2010, Kyra has journeyed from Bed-Stuy, New York, to South Central Los Angeles, and now to The Galloway School in Atlanta, Georgia, where she serves as the Early Learning (EL) Visual Art Educator. Driven by a mission to cultivate spaces where young minds can explore, express, and understand the world, Kyra draws from her family’s creative roots and her own advocacy for the arts in schools. Her teaching philosophy combines structure with boundless creativity, fostering resilience and inclusivity while inviting students to see art as both a mirror and a window—to themselves and to the world around them.
Nurturing Creativity and Expression Through Art Education
For art educator Kyra Sampson, a family rooted in creativity sparked her own journey in the arts. “I grew up in a family of artists and creators,” she shares, explaining how this environment encouraged her to view art as both a passion and a means of expression. Initially, she intended to become an elementary teacher, but a college public speaking class changed her path. “I was researching current events and found that arts funding was being cut from schools. It became my mission to advocate for art education, so I changed my major,” she recalls. Since then, she’s dedicated her career to keeping the arts alive in schools, bringing her unique perspective and passion to the classroom.
Her personal connection to the arts began with theater, which she started at age eight and continued through young adulthood. “Theater was thrilling to me—it was a way to understand the world and people,” she explains. This experience not only sparked a love for art but also inspired her to create spaces where young students could express themselves freely. With her family’s focus on child development and the importance of play, she fosters creativity through discovery, helping PreK students explore imagination while guiding older students to more complex self-expression.
Drawing artistic inspiration from both classic and contemporary artists, she personally admires Van Gogh while also loving to teach about Basquiat, Kehinde Wiley, and Georgia O’Keeffe. In the classroom, she displays pieces like Carmen Lomas Garza’s Sandia and Faith Ringgold’s Church Picnic, showcasing family life and everyday experiences. “I want students to see themselves in art and to understand that art tells stories,” she says.
Sampson’s teaching philosophy follows the TAB (Teaching for Artistic Behavior) approach, focusing on “artist behaviors” over strict technique. “Art helps students understand the world. We focus on developing curiosity, observation, and crafting,” she shares. Through open-ended projects, she encourages exploration and self-discovery, emphasizing that art can bring personal peace without the need to impress others.
Photo Courtesy of Clay Randel and The Galloway School
“We make art to understand the world, not for the world to understand us.”
In the classroom, she fosters creativity through choice-based activities, where students have the freedom to draw, design, and build. “They already have the creativity within them. I just create the space,” she says, adding that her individual attention builds strong connections. Favorite projects include Nick Cave-inspired Soundsuits, Fairy Houses with found materials, and exploring color mixing. “We start with high-contrast black and white, then explore skin tones and the beauty in shades of brown,” she explains.
For those who may not feel “naturally artistic,” Sampson provides drawing guides to build confidence and foundational skills, using different mediums so everyone finds their niche. Encouraging students to bring personal interests into their art—whether superheroes, sports, or books—also helps them feel comfortable expressing themselves. To maintain structure in a creative space, she follows a consistent routine: a group lesson, individual work time, and shared cleanup. “The art room can be relaxed, but students need clear expectations,” she explains. This routine keeps the class focused while instilling responsibility and community.
Classroom design also helps students feel comfortable, with materials accessible and organized to foster independence. She meets weekly with each student, building supportive relationships through one-on-one discussions about their work. Collaboration is also encouraged, beginning each year with a collaborative mural. “Critique is a skill I teach early, and by fourth grade, students can confidently discuss one another’s work without judgment,” she says. Using the “TAG” method—Tell something you like, Ask a question, and Give a suggestion—she creates a classroom culture that values constructive feedback and support.
Photo Courtesy of Clay Randel and The Galloway School
Kyra Sampson’s proudest moments often come from seeing students who thrive in art, even if they struggle in other subjects. “The art room is often where they shine. I work closely with teachers and families to support their strengths,” she says. These moments, from a PreK student cutting a circle to a fourth grader completing a self-portrait, show her how art can impact a child’s confidence and growth. Having taught in diverse areas, she prioritizes inclusivity, teaching about artists from various backgrounds. “Art tells someone’s story, and every story deserves to be told,” she explains, ensuring students see themselves and others in the art they study.
“Discovery is critical to creation.”
For Sampson, art is as much about resilience as it is about creativity. Projects are broken into small steps to prevent frustration, and students are encouraged to see challenges as part of the creative journey. “Frustration means they’re thinking and have a goal,” she says. Art also instills empathy, as students explore diverse perspectives through design and community-focused activities. “Art is a muscle we need to flex. It’s part of being human,” she believes.
Collaborating with parents helps reinforce creativity at home, and she encourages them to review their child’s work together, finding a place to display it. “The fridge is easy, but framed artwork has a huge effect on their self-esteem,” she shares.
At home, she brings creativity into family life, giving her son access to his own art supplies and encouraging projects with nature. “Access is first,” she explains, allowing him freedom to create as he wishes. They collect items on nature walks to paint or display, and he knows art can serve as an emotional outlet. “If he’s feeling sad or angry, he knows he can draw,” she says. To stay present with family, she focuses on work planning during school hours. “I’m inspired by my family and make notes or take photos to use later,” she explains. Her son’s interest in creativity, nurtured since he was young, often inspires her. “He loves joining me when I create, whether it’s painting or experimenting with new materials,” she says. Their shared sketchbook is one of their favorite projects, with each adding to the other’s drawings.
“Art isn't a quick fix for feelings; it's a way to examine and work through them.”
These experiences as both teacher and parent shape Sampson’s advice to other parents: “Give them a space where they can be a little messy. They’ll create something far more meaningful with open-ended materials than a new toy.” She hopes her son grows up seeing art as a tool for understanding the world and developing empathy. “Art isn’t a quick fix for feelings; it’s a way to examine and work through them,” she shares, believing creativity offers both comfort and innovation.
