Amy Barina
National Art Honor Society Coordinator
Room Number: 412
Email: abarina@bellvillebrahmas.org

Meeting dates, times, and location still need to be confirmed with Mrs. Barina.

The National Art Honor Society (NAHS) recognizes students for achievement in the visual arts while encouraging creativity, leadership, character, and service. Members may participate in art projects, exhibitions, service activities, and other opportunities that promote the arts at Bellville High School and in the community. Contact Mrs. Barina for information about the Bellville chapter, membership, activities, meetings, and upcoming projects.

Membership requirements and new-member selection
Induction and recognition of new members
Student art exhibitions and displays
Individual student artwork and accomplishments
Art competitions, awards, and recognitions
School and community art projects
Murals, installations, and other collaborative artwork
Community-service projects involving art
Fundraisers and special events
Guest artists, workshops, and demonstrations
Field trips and other art-related experiences
NAHS officers and student leadership
Scholarships and opportunities for art students
Graduating members and their future plans
Partnerships with other clubs, classes, or community organizations
New projects or activities being planned by the chapter

Covering the National Art Honor Society Beat

Start Here

Introduce yourself to Mrs. Barina and explain that you are covering the National Art Honor Society for the BVP Newsroom.
Ask when and where NAHS regularly meets.
Ask how she prefers to be contacted and how far in advance interviews or coverage should be arranged.
Request the current NAHS calendar or list of planned activities, projects, exhibitions, competitions, and important dates.
Ask for the names, grade levels, positions, and contact information of NAHS student officers.
Ask about the chapter’s membership requirements and how students become members.
Ask what projects, exhibitions, service activities, or special events are currently being planned.
Ask about opportunities to photograph student artwork and whether permission is needed before photographing or publishing particular pieces.
Check with Mrs. Barina and student officers regularly for updates and possible stories.
When you discover a possible story, submit it as a pitch before beginning full coverage unless your teacher tells you otherwise.

Your Responsibilities

Check for NAHS updates at least once each news cycle.
Maintain contact with Mrs. Barina and NAHS student officers.
Keep track of exhibitions, competitions, service projects, special events, deadlines, and other chapter activities.
Watch for individual students whose artwork, accomplishments, awards, or experiences could become stories.
Look beyond finished artwork for stories about the creative process—how an idea developed, challenges the artist encountered, techniques used, and what the work means to the student.
Watch for collaborative projects such as murals, installations, displays, or community art.
Pitch promising stories to the newsroom.
Arrange interviews, photography, and video coverage in advance.
Confirm names, artwork titles, awards, competition results, dates, and other details before publication.
Follow up after exhibitions, competitions, and projects to obtain results, photographs, and student reactions.

Important

A piece of artwork can be the subject of a story, but the artwork itself usually isn’t the whole story. Find the person and process behind it. Ask where the idea came from, how the student created it, what challenges they encountered, what choices they made, and what the finished work means to them.

Remember that artwork may be unfinished, entered in a competition, awaiting judging, or not yet intended for public display. Ask Mrs. Barina or the student artist before photographing or publishing artwork when you are unsure. Do not report awards, competition results, selections, or other recognition until the information has been confirmed.

Reporting Your National Art Honor Society Stories

Possible Story Ideas

New members are selected or inducted into NAHS.
A student earns an art award, honor, scholarship, or other recognition.
NAHS members prepare work for an exhibition or competition.
Student artwork is selected for display or advances in a competition.
NAHS creates a mural, installation, or other collaborative art project.
Members complete an art-related service project for the school or community.
A student creates an especially unusual, ambitious, or meaningful piece.
An artist experiments with a new medium, technique, or style.
A student’s artwork tells an interesting personal story or addresses a meaningful subject.
NAHS hosts an art show, exhibition, workshop, or special event.
Members work with another school organization or community group.
A student develops significantly as an artist over the course of a project or school year.
NAHS officers begin a new project or initiative.
Students participate in an art-related field trip, workshop, or guest-artist experience.
A graduating member discusses their artwork, portfolio, college plans, or future in the arts.
A behind-the-scenes look at how a major artwork or exhibition comes together.

Signs There May Be A Story

Pay attention when:

You notice a new or unusual piece of artwork being created.
A large project begins appearing in the art room or somewhere on campus.
Students begin preparing artwork for an exhibition or competition.
Artwork returns with ribbons, awards, scores, or other recognition.
A student is spending significant time on an especially ambitious project.
Someone is experimenting with a technique or medium you haven’t seen before.
A student’s work has an interesting story behind it.
NAHS is doing something for the first time.
Students are creating artwork for another organization, school event, or community group.
A mural, installation, or collaborative project begins taking shape.
NAHS is preparing for an induction, exhibition, fundraiser, or special event.
A student receives an art scholarship, award, or other recognition.
An artist completely changes direction after encountering a problem.
Students or teachers begin talking excitedly about a particular piece or artist.
You hear someone say, “You should see what they’re working on.”

Questions to Ask: The 5 W's and 1 H

You will not necessarily ask every question below. Select the questions that fit your story and ask follow-up questions whenever an answer is unclear or incomplete.

Who was involved?

Who created the artwork or led the project?
Which NAHS members participated?
Were other students, teachers, organizations, or community members involved?
Who came up with the original idea?
Who should be recognized for helping make the project possible?

What happened?

What did the student or NAHS create?
What is the title of the artwork or project?
What medium or materials were used?
What inspired the idea?
What was the purpose of the project?
What makes this work unusual or significant?
What challenges occurred while creating it?
What recognition or results did the work receive?

When did it happen?

When did work on the piece or project begin?
How long did it take to complete?
When was it finished?
When will it be displayed, judged, exhibited, or presented?
Is there an upcoming deadline or event connected to it?

Where did it happen?

Where was the artwork created?
Where will it be displayed or exhibited?
Where did the competition or event take place?
Is the work intended for the school or somewhere in the community?
Where can students see the finished work?

Why does it matter?

Why did the artist choose this subject?
Why did they choose this particular medium or style?
What does the artwork mean to the artist?
Why was this project important to NAHS?
Why should other Bellville students care about it?
What makes this accomplishment significant?
What does the artist hope people take away from the work?

How did it happen?

How did the original idea develop?
How was the artwork created?
How did the artist choose the materials or technique?
How did the work change from the original idea to the finished piece?
How did the artist overcome problems along the way?
How was the project organized if several students were involved?
How was the artwork selected, judged, or recognized?
How did the experience affect the artist?

Questions for Student Artists

Where did the idea for this piece come from?
What were you trying to communicate?
Why did you choose this medium?
Walk me through how you created it.
What changed between your original idea and the finished piece?
What was the hardest part?
Was there a point when something wasn’t working?
What part are you most proud of?
What do you notice about the finished piece that other people might miss?
What did you learn while creating it?
How do you feel about other people seeing your work?
What are you working on next?

Questions for Mrs. Barina

What made this student or project stand out?
How have you seen the artist develop?
What skills did this project require?
What challenges did the student have to overcome?
How does this project fit into NAHS activities?
How was the artwork selected or judged?
What should someone unfamiliar with art understand about the work involved?
What opportunities does NAHS provide Bellville art students?
What comes next for the student or organization?

People You May Need to Interview

Depending on the story, consider interviewing:

The student artist
Students who collaborated on the project
NAHS officers
Other NAHS members
NAHS coordinator Amy Barina
Students whose artwork received recognition
Students preparing for an exhibition or competition
Teachers who helped with or observed the project
Students or organizations receiving artwork created as a service project
Judges, organizers, or representatives of an exhibition or competition, when appropriate
Community partners involved in a project
Students viewing or responding to the finished work

For stories about student artwork, the artist should usually be one of your primary interviews. Don’t rely only on an adult to explain what a student’s artwork means or why they created it.

What You Need to Collect

Before writing or producing the story, collect:

Correct spelling of the artist’s name
Student’s grade level
Official title of the artwork or project
Type of artwork or medium used
Materials and techniques used when relevant
Where the idea or inspiration came from
What the artist intended to communicate
When the project began and how long it took
Where the work was created
Where and when it will be displayed
Names of everyone who collaborated on the project
Verified competition or exhibition information
Official award, placement, or recognition, if applicable
An explanation of how the work was judged or selected when relevant
What challenges occurred during the creative process
How the artwork changed during its development
At least one useful quote from the student artist
A useful quote from Mrs. Barina or another knowledgeable person when appropriate
Clear photographs or video of the finished artwork
Photographs or video of the artist working, when possible
Permission to photograph or publish artwork when needed
The name of the person who confirmed awards, results, or other official information

For an art story, process photographs can be especially valuable. If possible, document the work while it is being created instead of waiting until it is finished.

Before You Leave

Ask yourself:

Do I have the artist’s name spelled correctly?
Do I know their grade level?
Do I have the exact title of the artwork?
Do I know what medium and materials were used?
Do I understand what the artist was trying to create or communicate?
Do I know where the idea came from?
Do I understand how the piece was created?
Do I know what challenges the artist encountered?
Did I ask how the work changed during the creative process?
Do I understand why this particular work is worth a story?
If an award or competition is involved, have I confirmed the official result?
Did I interview the student artist, not just the teacher?
Do I have a strong quote that tells me something I couldn’t learn simply by looking at the artwork?
Do I have usable photographs or video?
Did I get photographs of the creative process if they were available?
Do I have permission to publish the artwork if permission is needed?
Can I correctly identify everyone shown in my photographs?
Do I know what happens next for the artist or project?

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