Faculty in Focus: Cristiane Almeida, Lower School Art Teacher

The first time Ms. Cristiane (Cris) Almeida stepped into a Montessori classroom, she knew her life was about to change. On an ordinary day in Boston, she accompanied the young child she was babysitting to school. Cris was captivated by the scene before her: a teacher sitting cross-legged on the floor, her long skirt fanned out gracefully as she read to a circle of toddlers listening in quiet wonder. At that moment, she knew she wanted to do the same.

Cris began her bachelor's degree in art licensure in Brasília, later completing her degree at Fundação Armando Alvares Penteado (FAAP) in São Paulo. Since then, she has continued to grow as an educator, earning a master's degree in international teaching and pursuing professional learning opportunities. 

In this issue of The Graded Gazette, Cris reflects on her path to teaching, describes how she weaves different educational approaches into her art classroom, and shares insights gained over her three decades at Graded.
 

When did you know that you were interested in art?

When it was time to choose a university course, I tried different options until I discovered ceramics. That's when I knew. I couldn't see myself doing anything else.
 

When did you decide to become a teacher?

I spent some time in Massachusetts when I was 20. There, I observed a Montessori preschool for the first time. This child-centered approach was so different from anything I had seen before. The teacher showed such deep respect for the children, and that inspired me to pursue teaching.
 

You have been here for more than 30 years. Tell us your Graded story!

After I returned to Brazil, I heard about Graded's Montessori Program and connected with former Lower School Principal Vera Giusti. I started as a volunteer, then moved into substitute teaching, and eventually became a classroom assistant. Seven years later, the art position opened up, and I've been teaching lower school art ever since.
 

You have participated in several exciting professional learning programs while working at Graded. Which experiences stand out to you the most?

Graded has supported my professional development in so many ways. After completing my art education degree in São Paulo, Graded sent me to Chicago for my early childhood certification. I also completed a master’s degree in international teaching through an overseas program offered by Framingham State University. Their professors came to Graded for two weeks during every school break, and between those visits, we completed online classes and assignments.

I've also attended workshops at Savannah College of Art and Design, where I focused on watercolor and botanical drawing, and at Massachusetts College of Art, where I studied Teaching for Artistic Behavior. That approach encourages students to think and work like real artists; the classroom becomes their studio, and the teacher guides rather than directs their work.

Graded also offers many opportunities to grow professionally on campus, from the Teachers Teaching Teachers mini-conferences to professional development on the neuroscience of learning and courses on how to best leverage AI for teaching and planning.

 

How do your Montessori roots show up in your classroom?

I still apply key parts of the Montessori philosophy. I give students autonomy, and our classes follow a work-cycle structure. The training taught me how to manage a classroom with many children and how to plan and guide their activities. At the end of class, we clean up not just to be tidy, but to bring closure to the work.
 

What's it like being a part of a child's first formal exposure to art education?

It's wonderful! Young students are so confident and eager to try new things. I really enjoy seeing the creative decisions they make in their drawings and collages. In art, students have the freedom to explore, make choices, and take pride in what they create. I always tell them that even if they don't become professional artists, they can still keep a sketchbook or creative journal.

Do you have any favorite memories from teaching art?

There are so many special moments! Every time a student mixes two primary colors and discovers what happens—'Look, I made orange!'—it's a true moment of discovery. I also love watching their excitement with clay. I tell them how our ancestors made clay pots and how much we've learned about those cultures from the pieces they’ve left behind. Art isn't only what we see in museums; it's part of daily human life. Humans turned mud into something useful. When I teach students to work with pinch pots, they experience that connection for themselves.

A tradition I look forward to each year is the interdisciplinary project with the lower school music classes. Students work together to create all the decorations for the holiday concert, and then they get to enjoy their own artwork while they sing on stage. Another highlight for me is the PK-Grade 11 Annual Art Exhibition every May. It’s special because students from almost every grade participate, and it serves as a capstone project for our young artists as they choose a piece that best represents their growth to share with the community.
 

You were thrown into the world of teaching art online during the pandemic. How was that?

It was a huge learning experience. After the initial challenge, I explored other art teachers' practices and found so many good ideas. Some digital tools worked really well, and I still use them today—especially digital portfolios. They help students understand their work better and learn the names of techniques such as printmaking and collage.


Who are some artists you admire?

I admire many artists! Gustav Klimt is one of my favorites—his patterns, his use of gold, and his portrayal of human connection. His work gives me strong examples for discussing both technique and deeper meaning with students. I also admire the Brazilian contemporary artist Adriana Varejão. Her work is eclectic, deeply connected to art history, and carries strong symbolism.

What have your daughters’ experiences at Graded been like?

My daughters are proud to be Graded lifers. They've benefited from the school's diverse programs and community. My oldest earned a scholarship to a college in the United States, and my other daughters continue to grow through the opportunities Graded offers. They’re ready to embrace the world, having grown up with classmates and teachers from around the globe in a multicultural environment.


Your colleagues say that you take Halloween very seriously and have been the mastermind behind some great costumes. What were some of your favorites?

I love planning Halloween costumes with my colleagues! We've created some fun group themes over the years—Greek gods, Pac-Man, and The Powerpuff Girls. Our favorite theme was Finding Nemo. We made huge character heads and paraded around school, blowing bubbles!