Schoolwide Reflections Art Contest
This is a National competition that begins at the schoolwide level
***Submit all entries to Ms. Gonzalez in Room 145 properly labeled and
formatted as listed on the category pages by no later than Monday, November 9th, 2026***
Official Website: https://www.pta.org/home/programs/reflections/for-students-and-families
***FIND ENTRY FORMS AT THE BOTTOM OF THIS PAGE -and- ON ALL CATEGORY PAGES***
Understanding the Theme
There many different definitions for culture and even more ways to experience it, which means there will be many interpretations of the theme. (Click arrow 🔼🔽 to the right to learn more.)
Culture encompasses all that a group of people does that makes them similar to each other, but different from other people in the world. Culture does not stay the same but changes with new influences and generations.
Culture is expressed through physical elements like food, clothing, music, and art, as well as non-physical elements like languages, holidays, and customs. It is found in quiet, everyday moments: the tradition of generations gathering for a family reunion; the way one’s name is pronounced; stories passed down from loved ones about a hometown hero; or values taught in a school community or on the football field.
Creating Something Unique
Artwork inspired by the theme will look, sound and feel different based on the student artist. Interpretations can be joyful, reflective, celebratory, informative, complex or curious. (Click arrow 🔼🔽 to the right to learn more.)
“What My Culture Means to Me” asks students to think about culture not only as something they inherit, but also something they live, celebrate, question and share. It encourages them to consider the people, places, traditions and values that have shaped their lives, and share those reflections through the arts.
Getting Started: Theme Interpretation
Students can look inward or discuss the theme with friends and family to find inspiration for their Reflections entry. Remember interpretations in a Reflections entry must be original student creations. (Click arrow 🔼🔽 to the right to learn more.)
Consider these questions to help students move beyond simply naming a tradition to begin exploring why it is important to them:
What traditions, people, places or memories help me understand who I am?
What is something about my culture that makes me feel proud?
How does my culture shape the way I see myself, my family or my community?
What do I wish others understood about my culture?
What story do I want my artwork to tell?
Getting Started: Arts Categories
When you consider the different ways of creating art a student can use to express themselves, the possibilities for a creative Reflections entry explode further. (Click arrow 🔼🔽 to the right to learn more.)
Certain artistic styles and mediums have unique and very special cultural connections. Encourage students to explore different cultural creative methods and experiment with combining styles to better express a unique interpretation of the theme.
Consider these ideas to help students brainstorm about creating art in different arts categories:
Dance Choreography: Movement inspired by a family celebration, cultural tradition, personal journey or feeling of connection.
Film Production: A short film about a person, place, tradition, memory or community that helps explain what culture means to the student.
Literature: A poem, short story, essay or personal reflection about a name, family story, recipe, language, holiday, value or meaningful memory.
Music Composition: Original music inspired by sounds, rhythms, instruments, songs or emotions connected to home, identity or community.
Photography: An image of a meaningful object, gathering, meal, place, person or everyday moment that tells a larger cultural story.
Visual Arts: A drawing, painting, collage, sculpture or mixed-media work using symbols, colors, patterns, textures or images connected to cultural identity.
Consider these questions to help students move beyond simply naming a tradition to begin exploring why it is important to them:
What traditions, people, places or memories help me understand who I am?
What is something about my culture that makes me feel proud?
How does my culture shape the way I see myself, my family or my community?
What do I wish others understood about my culture?
What story do I want my artwork to tell?
Students might share:
Ancestry, heritage or on a tradition passed down through generations
What it feels like to learn, preserve or rediscover parts of their culture
Reflections on how cultures around theme influence their own
How culture influences their personality, school, neighborhood or chosen community
These are basic guidelines that all Reflections entries must meet to be eligible on the national level. Additional state and/or local program requirements may apply.
Keep these basic entry requirements in mind when creating your Reflections entry:
Entries must be inspired by the current annual theme.
Entries must be new artwork, created for the Reflections program.
Entries must be original artwork created by one student only. Only (1) student is awarded per entry.
Entries must include an original title and artist statement.
If you use technology or digital platforms to create an entry, you must include a brief description of how the tool(s) was used.
Each entry must be new artwork inspired by the current year’s theme are accepted. (Click arrow 🔼🔽 to the right to learn more.)
Theme-Inspired: Engage with the theme and create inspired artwork. This is critical to success in Reflections.
New Artwork: Do not “recycle” artwork by submitting a piece created for other purposes (e.g., homework not related to Reflections; art used in another competition).
Each entry must be the original work of one student only. (Click arrow 🔼🔽 to the right to learn more.)
Individual Originality: Reflections is designed to encourage and recognize individual creativity, artistic assistance from friends, family and/or teachers is not allowed.
No Group Submissions: Only one student will be awarded for each entry.
Artwork Details: Titles or artist statements must be the student’s own words and interpretations of the theme.
Creative Choices: Decisions in the creative process must be made and/or directed by the student. If support is required, it should be limited and appropriate to the student’s grade and needs.
Each entry must contain a title and an artist statement. This is one of the most important parts of being an artist. Do not forget to create this to go with your original work of art. (Click arrow 🔼🔽 to the right to learn more.)
Word Count: Artists statement must include at least 10 words and not exceed 100 words.
***WARNING: THIS IS IMPORTANT! If your artist statement exceeds 100 words it will not be submitted in its entirety or with its original purpose. MAKE SURE YOU KEEP IT AT NO MORE THAN 100 words.***
Be Creative and Unique: Each entry submitted in Reflections must have a unique title and artist statement specific to that submission. Learn more about crafting a title and artist statement in the section below.
Each entry using digital technology/software in creation process must consider the following: (Click arrow 🔼🔽 to the right to learn more.)
Enhance: Technology/software may be used to develop, enhance and/or present an entry.
Original Use: Technology/software may not be used to provide the primary design and/or concept.
Use Description: Entrants must use the “Additional Details” field on their entry form to briefly describe the tools and method used in the creation process, including any generative elements in 10 to 50 words (THIS INCLUDES ANY A.I.).
Graphic Design Platforms/Tools: To ensure original artwork, platforms (like Canva) with materials, templates or generated graphics (even if copyright free) created by someone else, must be used sparingly—if at all. When used, unoriginal elements (e.g., graphics, icons, images, etc.), should be reconstructed/manipulated to create something new.
Here are a few specific ways a graphic design platform may be used:
To edit original student photos or video footage (i.e., lighting, speed, filters, etc.)
To resize/crop an original illustration, photo or video
To overlay background music on original video footage
Here are a few ways a graphic design platform may not be used:
Films created using templates/slides (Note: Film Production prohibits PowerPoint, which includes slide-based tools)
To collage different unoriginal photos or graphics in Visual Arts
To add graphics, text or icons to a Photography entry (Note: Photography entries cannot include added graphics)
Important information for this year's competition: (Click arrow 🔼🔽 to the right to learn more.)
Use of Copyright Materials: Guidelines were clarified to explain that, while permitted in certain categories, copyrighted materials in an entry must be incidental and/or as a smaller element of a whole and used to create a completely new and different work of art.
Use of Technology: Guidelines were clarified to emphasize that digital technology may not provide the primary design and/or concept for an entry and to indicate that entrants must provide a brief description for how they used the technology/software, including any generative elements (e.g. algorithmic techniques, artificial intelligence).
The category-specific guidelines and student entry packet/form reflect these changes. In addition, the category-specific guidelines also reflect language adjustments, especially the following:
Visual Arts: Category-specific guidelines now specify "digital art and graphics (drawings/paintings/illustration)," rather than "computer-generated images."
Literature: Category-specific guidelines now specify dictation is permissible based on the student being able, rather than their age.
In Reflections, judges focus on how well you use your artistic vision and process to portray the theme and your unique interpretation, so the most successful entries have:
A creative title that highlights your artwork and theme.
An artist statement that explains your artwork, your take on the theme, your creative process, and key elements of your piece.
While creativity is important with titles and artist statements, there are certain requirements for Reflections entries to keep in mind when creating your title and artist statement:
Each entry must have a unique title and artist statement. Don't reuse either for multiple entries.
Statements should be between 10 and 100 words.
Titles can be inspired by the theme, but should not copy the theme.
Titles and statements must reflect the student's age and/or support needs. Any guidance provided by an adult (e.g., teacher, parent, guardian) should be minimal and non-artistic.
2026-2027 Reflections Theme: What My Culture Means to Me
Tips and Tricks to Express Your Creative Vision
Your title and artist statement help judges and viewers understand your artwork and its connection to the theme. They act as your voice, explaining your inspiration and creative expression.
Understanding Reflections Titles
Titles help viewers understand what you're trying to say with your artwork and help guide them to how you want them to see your artwork. A good title tells the story of your piece and starts to explain your interpretation of the theme.
Titles can take many different forms and share information in unique ways, including:
Specific: Include names, locations, seasons, etc.
Playful: Include a play on words, jokes, pun, rhythm, etc.
Literal: Include a brief, but exact, description of the piece like color, materials, etc.
Tips and Tricks to Create Your Own
If struggling to create an artwork title, look at your art and consider the following:
Think about this: How can you describe your subject matter or theme in a different way?
Reflect on your feelings: What emotions or thoughts did you have while creating or looking at your piece?
Consider the viewer's perspective: What might viewers think or feel when they see your artwork?
Recall conversations: What words or phrases came up when you discussed your piece with a friend, teacher, or family member?
Tap into memories: What memories describe your piece or are associated with the theme or your artwork?
Understanding Reflections Artist Statements
While a title is general and means to peak a viewer’s interest, an artist statement should provide more complete context and descriptions for your inspiration behind the piece, creative process in crafting the piece, and your interpretation of the Reflections theme.
Your artist statement should describe your artwork and prioritize details related to the Reflections theme or the student's interpretation. Consider the following:
Explain your artwork: Describe how specific parts or elements relate to the Reflections theme or your interpretation.
Share your decisions: Explain why you made certain choices to connect your piece to the theme.
Highlight key elements: Talk about metaphors, sequences or patterns that are important to the theme.
Describe personal connections: Share any personal experiences that inspired your interpretation of the theme.
Tips and Tricks to Create Your Own
If struggling to create your artist statement, consider these suggestions:
Think about this: What questions might a viewer have about your artwork? How would you answer them?
Consider your goals: What do you hope people feel or think when they see your art? What actions do you want them to take?
Reflect on influences: Are there any cultural or traditional elements in your piece? How would your artwork be different without them?
Describe your process: What steps did you take to create your artwork? Which parts were the most challenging or rewarding?
Imagine you're the viewer: Pretend you're not the artist. How would you describe the piece? What do you like, dislike, or find confusing?
Talk it out: Describe your artwork and interpretation of the theme to a friend, teacher, or family member. Record the conversation or take notes.
Detail your artwork: Write a detailed description of your piece, including materials, subjects, and your favorite parts.
In Reflections, the review process allows PTAs to score and award student entries for each level of the Reflections program. To structure and guide a fair review process, specific PTA Reflections review criteria are used to assess entries:
Interpretation of Theme (40 pts.): How closely the piece relates to the theme, based on the artwork itself and the artist statement.
Creativity (30 pts.): How creative and original the piece is in its conception of the theme and its presentation.
Technical Skill (30 pts.): The level of skill demonstrated in the basic principles/techniques of the arts area.
How to Use a Rubric to Make Your Art Shine
A rubric is like a treasure map—it shows you what reviewers are looking for and helps you make your artwork the best it can be! Here’s how to use it to guide your creative journey—and a few things to watch out for.
Smart Rubric Tips for Reflections Artists
Look at the Rubric Together: Go over the rubric with a family member, teacher, or friend to make sure you understand the criteria.
Check Your Work: Use the rubric to score your own art. Ask yourself: “Are there ways I can improve within each area?”
Focus on What Matters Most: Some parts of the rubric might be worth more points—like Interpretation of Theme. Spend extra time making those parts really strong!
Ask for Help: Show your art and the rubric to someone you trust. They might notice something you can improve.
Use the Rubric Words: If the rubric says “shows strong creativity,” think about how you can make your connection to the Reflections theme stand out even more.
Rubric Mistakes to Avoid for Smart Reflections Artists
Forgetting the Rubric: Don’t just guess what the reviewers want. When in doubt, use the rubric to guide you.
Messy Work: Even the best ideas can lose points if the artwork looks rushed or sloppy. Take your time! If something is especially unique about your piece, explain why you made that choice in your artist statement.
Not Understanding the Rules: If you’re not sure what something means, ask! It’s okay to get help and its better to understand now, than miss out later. Double-check requirements and deadlines with your PTSA.
Trying to Do Too Much: Don’t try to fit everything in. Keep your idea clear, focused and relevant to the Reflections theme.
Skipping the Planning Step: Start with a sketch or a plan to guide your piece. It helps your final creation look more polished.
DANCE CHOREOGRAPHY is the act of creating movement, usually coordinated with music, to represent an idea through dance (e.g., your interpretation of the Reflections theme).
Portray Your Original Choreography
Consider the following styles and ensembles: Ballet, Contemporary, Hip Hop, Jazz, Tap, Folk Dance, Religious Dance, Dance Ensembles (color guard/indoor guard), Ice Skating/Dancing, and Gymnastics-Floor Routine.
Show clear relation between choreography and the theme with choreographic style and techniques, background song(s), props, and the location to show a clear relation of the dance choreography to the theme.
FILM PRODUCTION is the process of making a film. The producer (student submitting the entry) is not required to appear in the film, but if the student chooses a tripod may be used. All screenwriting, directing, and editing must be done by the student producer. PowerPoint presentations are not allowed.
To Portray Your Original Film
Consider creating your film using the following styles:
Animation: Demonstrates motion by sequencing still objects or using computer-generated graphics.
Narrative: Tells a fictional story developed by the student.
Documentary: Presents facts and information.
Experimental: Explores movement, light, and montage.
Multimedia: Uses a combination of different contents (text, audio, still images, animation, etc.).
To show a clear relation to the theme, develop a work of fiction or nonfiction and make use of plot and characters, visuals (setting, costumes, animation), sound and background music, editing, etc.
LITERATURE is the art of writing. The author (e.g. student submitting the entry) is a person who expresses their own thoughts and ideas through the use of words. Collections of literary work, such as multiple poems or short stories are not accepted.
To Portray Your Original Writing
Consider the following literary styles: Prose, Poetry, Drama, Reflective Essay, Narrative, Short Story.
To show a clear relation to the theme, use fiction or non-fiction, plot and characterization, setting and imagery, style, symbolism, etc.
MUSIC COMPOSITION is the process of creating a new piece of music. The composer (e.g. student submitting entry) is a person who expresses their own thoughts and ideas through the use of sound. Entries in the middle and high school grade divisions must include music score/notation.
To Portray Your Original Composition
Consider the following musical styles and instruments: A Cappella, Blues, Choral, Country, Electronic, Hip hop, Jazz, Latin, Musical, Orchestral, Pop, R&B, Religious, Rock, Symphonic/Concert Band, and Traditional.
To show a clear relation to the theme, use structure, melody, rhythm, instruments, lyrics, emotion, etc. to show a clear relation to the theme.
Explore new methods and make use of instruments, sounds, styles, and combinations. All are accepted.
PHOTOGRAPHY is the process of creating an image. By focusing on objects using various lenses, filters, and light sources, photographers may demonstrate the use of photographic techniques conventionally or digitally. Collages and collections of photos are not accepted.
To Portray Your Original Artwork
Consider the following accepted forms of photography: a single photo, panoramic, photomontage (one print of multiple original photos), a multiple exposure, negative sandwich or photogram, and original black-and-white and color images.
Avoid the following unaccepted forms of photography: entries with added graphics and/or non-photographic elements (e.g., lettering, icons), collages and collections of photos, original film (negatives or transparencies), and multidimensional pieces.
To show a clear relation of the photo to the theme, use objects, lighting, and the location.
VISUAL ARTS includes many art forms that are visual in nature. Through combined elements like color, shape, and texture, visual artwork is not only pleasing to look at but also expresses an idea or thought. Collections are not accepted.
To Portray Your Original Artwork
Consider the following accepted forms of visual arts: Architecture (2D/3D), carpentry, ceramics, collages (combined non-photographic and/or photographic elements), digital art and graphics (drawings/paintings/illustration), crafts, design, dioramas, drawing, fiberwork, jewelry, kites, metal etching/punch work, mobiles, painting, printmaking, sculpture, and wind chimes.
Avoid the following unaccepted forms of visual: Reproductions or enlargements of other artwork are not accepted.
Show a clear relation to the theme using art form, use of color, texture, shape, proportion, etc. to show a clear relation to the theme.
ACCESSIBLE ARTS Division is an option for students who identify as having a disability and may receive services under IDEA or ADA: Section 504. The division welcomes students of all ages and offers division-specific accommodations to ensure that every student has the chance to participate fully in the program.
Student Entry Form - Full Information Version (English)
Reflections 2026-27 Student-Packet-Eng.pdfStudent Entry Form - Short Form Version (English)
2026-27 fillable-student-entry-form_reflections.pdfFormulario de Inscripcion de Estudiantes -
Version de Informacion Completa (Spanish)
Reflections 2026-27 Student-Packet-Spanish.pdfFormulario de Inscripcion de Estudiantes -
Version Corta (Spanish)
2026-27 fillable-student-entry-form_reflections-espanol.pdf