WATERLOO - A high school art room is unlike any other classroom.

Sure, there are lab tables similar to those found in a chemistry room.

There is a blow torch and soldering equipment that also may be used in industrial technology classes.

And of course, there is a teacher to oversee the students.

But that is where most similarities end.

After hearing their instructions for the day, the students usually are turned loose to work on one of the many projects they are assigned.

"The last thing you want to hear a kid say is I've done that before," said Bette Michel, an East High art teacher.

In 29 years of teaching, Michel has seen a lot of changes in high school art programs. Art teachers, as well as other elective instructors, nationwide have fought tooth and nail to keep their courses in place as schools turn their focus toward the core curriculum.

There have been budget cuts that have crippled some art programs across the country .

Students are increasingly turning to the computer as an outlet for their creativity.

Photography students have moved from film cameras to the digital version, which allow for a different kind of creativity in the post-processing efforts.

Oh, and did she mention budget cuts? At East, Michel said there is enough student interest for three full-time art teachers, but only room for two classrooms.

"We have to have everything for the kids," Michel said. "We can't tell them they have to bring something in, because not all our students would be able to do that."

Instead, Michel writes grants to ask for money for new equipment or supplies. She is constantly searching for bargain supplies or trinkets that can be turned into art. The students help too, hocking T-shirts and candy to raise money for a specific project or piece of equipment. And principal Mary Meier has always helped when she could, Michel said.

The students appreciate what their instructors do for them. For some, this is the one hour a day they feel they belong. That they can be a class leader.

Jess Anderson, a senior at Cedar Falls High School, said her art experiences have given her confidence in other areas.

"These classes have really helped me grow and find myself," she said.

Anderson is one of a few students who have progressed so far with their high school art careers they are now using the time as independent study. And that has given Anderson the opportunity to express her creativity in a slightly unusual way.

When most people think of high school art, they see drawing and painting, jewelry design and construction and ceramics or photography. But Anderson had tried most of that and was looking for a new outlet. She found a book called "Stupid Sock Creatures: Making Quirky, Lovable Figures from Cast-off Socks" and knew she had to give it a try.

"They're not perfect, but that's not bad," Anderson said, adding that each creature has been given its own name and taken on its own personality.

And that is one of the most important lessons behind any art class, Michel said. Not every piece has to be perfect. Sometimes you just have to move on.

Though the pieces may not be perfect, they are definitely unique. For East junior Alexis Ellis this is the part of art that piques her interest.

"You create everything you do. It's not one particular thing. Everything is just a little bit different. It is what you want," said Ellis.

Lisa Klenske, a Cedar Falls High School art instructor, said that creative line of thinking can help students in other aspects of their lives.

"Life is not cut and dried. In art, there is no right answer. Just a lot of different approaches to a design problem," she said. "If we can help them see that it is fine to explore different avenues or look at something from a different perspective. From that problem-solving aspect, art is very important. We need dreamers. They are the ones that come up with the great new ideas."

But art isn't just about creating a water color or taking the perfect picture. In recent years, art teachers have been introduced to a new standards and benchmark system that Michel said only helps them justify the lessons they teach in their colorful classrooms.

The new system, which requires pre- and post-testing on art concepts, has helped teachers better tailor their curriculum and also helped "validate the creative end of art," Michel said.

"People are finally starting to realize that kids who participate in the fine arts do better academically, too," she said. "This isn't just an extra class, but a real supportive energy for what the school and students are doing."

Contact Emily Christensen at (319) 291-1520 or emily.christensen@wcfcourier.com.