Creating a space that frees the flow of creativity while providing abundant encouragement are just two of the many reasons Alicia Roesler, Wessington Springs Middle / High School art teacher, has been named Wessington Springs Schools Teacher of the Year.
“I was very surprised. I wasn’t expecting it at all,” shared Roesler, an experienced educator with nearly two decades of bringing out students’ best artistic abilities.
Nominations for Teacher of the Year echoed what many in the community frequently ask, “How does she get students to produce art like that?” The following quote from her nomination embodies that idea.
“Alicia is always pushing students to turn in projects above and beyond the quality level many of us can believe. This year (we won) 2nd in the state but we are always competitive at art contests. She is also always professional and helpful in the building.”
After graduating from South Dakota State University with a degree in K-12 Art Education and a minor in photography, Roesler embarked on a journey that has seen her teach in various settings, each presenting its unique challenges.
Her teaching journey began with a two-year stint split among four schools.
'Teaching art remotely over DDN required me to be very well organized and creative in how I demonstrated and explained things,' Roesler reflected, noting how much technology has evolved since those early days 17 years ago.
Roesler then moved to Pierre, where she taught art and photography at Riggs High School for five years.
'I learned a lot there. It was very different from a small school. With larger class sizes, seeing 140 kids a day compared to 70-80 in smaller schools, you don’t get to know your students as well.'
When Roesler's husband, Aaron, took a job in Huron in telecommunications, she landed a part-time art position at Wessington Springs Schools. This led to her also teaching social studies for a couple of years before returning to fulltime art instruction and assisting with study hall and cyber school.
Roesler's passion for art education runs deep and was sparked in her youth.
'Growing up, I didn’t have art until I moved to Springs as an 8th grader. Gloria Fastnacht was my art teacher, and through her, I learned so much I never knew before.'
Her dedication to art was solidified at SDSU, where she discovered a lifelong love for art and photography.
“The more art classes I took, the more I knew that’s what I wanted to do,” she recalled. “It’s still what I want to do 20 years later. Getting kids to create is the best job I can imagine.”
In her classroom, Roesler employs a variety of techniques to help students transition from drawing stick figures to creating impressive works of art.
'A big one is using math to create a grid that helps with proportions. Once they see how math can aid their art, they get it,' she explained. Roesler emphasizes practice, individual attention and a lot of patience, aiming to impart not just art skills but life skills. 'Kids can do more than they think they can. There is a lot of ‘Don’t give up. Be patient. Let’s push through. Yes it’s hard but you can do it.’ I always tell them I have enough confidence in their ability for the both of us.'
Roesler said that in art education she often finds herself in a counseling role, offering support and encouragement to her students.
'I want to build them up so they realize they can do this. Once they see progress, it keeps them going,” she said, also pointing out that her art room has become a sanctuary for many students, a place they feel welcome and comfortable. 'Even if I have a class and other kids want to come in and work, we can usually accommodate them. About any student will say we have interesting and funny conversations in the art room. The energy they give off cracks me up and energizes me. There is a lot of laughter.”
Roesler explained that students must spend a great deal of time outside of class time to create a project.
“I never want to deter a kid from taking on a challenge but I also don’t want them to take something on that causes them to become overwhelmed. As kids are choosing projects we talk about time management and deadlines. Their projects encompass the creative process but through their projects they learn a sense of responsibility at the same time,” she expressed.
The joy Roesler finds in her work comes from the students. 'The kids are the driving force behind why I keep coming back. Their energy, the fun vibe they bring, and the laughter—we have interesting and funny conversations in the art room. I hope they have positive memories of their time here.'
Roesler’s commitment to fostering a creative and supportive environment is evident in the pride her students take in their work.
'At the end of the semester, they create a portfolio of their projects. Hearing them talk about the project they're most proud of is a special moment. They surprise themselves with what they can do,” she said. “Once they catch a little bit of that, it sends them off on this whole new trajectory of, ‘what else can I do?’” Thankingthecommunityforits support, Roesler acknowledged its crucial role in the success of her art program.
'A lot of parents are really supportive. The community's encouragement is a significant part of why the program does well. Kids see that support and want to do well too,” she said, Alicia Roesler’s dedication and passion for art education have not only earned her the Teacher of the Year award but have also made a lasting impact on countless students who have had the privilege of learning from her.
“My biggest hope is that students could say, ‘I learned important skills in the art room,’ not necessarily painting or drawing, but that they had a positive experience that will help them throughout their entire lives,” Roesler reflected. "I keep coming back for those moments when students say, ‘I can’t believe I could do that.’ I find the most joy when I see they are proud of themselves.”