New Year Art Ideas

NOTE:   This was originally published earlier, but I'm updating it 12/29/15.

Soon it will be time to head back to the classroom. I'll miss it! I'm not teaching due to health reasons, but  I always felt like, okay, Christmas is over, what now?  Here are a few lesson ideas I tried over the years you might want to try for January.  Remember, give credit where it is due. (These are my ideas. Thanks.)  Happy New Year! 

K-1st grade:  Read "What will Little Bear Wear?" short story (Page 11) from the book, Little Bear by Else Holmelund Minarik; pictures by Maurice Sendak copyright 1957.  Discuss story and proper attire to wear when it's cold outside. (You probably have kids that come with thin jackets, or some without.)  Using the document camera or white board, guide the students in drawing a bear.  First draw a rounded tipped triangle for the head. Next draw half-moon ears.  Draw black circles for eyes; a upside down round tip triangle for a nose, and then extend from there with one forward J and a backward J together for a mouth.  Draw two lines extending from the head to create the shoulders, down on each side for arms, and end in rounded paws.  Go back up to create inside of arms, then down for body and legs.  End in rounded feet.  Give students pencils to draw clothes on their bear, and crayons to color.  See my Completed Example below.

 

2nd-3rd grade:  Goodnight Snowman:  Show the DVD or VHS tape of The Snowman by Raymond Briggs. (I recently found this online as a beautiful movie FREE with music). Then discuss how the snowman might be dressed during the day versus for the night time.  Pass out 12 x 18 white drawing paper, and one 9 x 12 black construction paper, crayons, glue  for each student.  Have students glue the black paper on the RIGHT side of the white drawing paper. (This will represent night.)  You can use the whiteboard, but using masking tape, tape up the papers so students can see. Or, if Using the document camera, use a BLACK crayon, demonstrate on the LEFT side of the white paper, begin drawing a snowman, and behind him/her, hills or a horizon line.  Add details like a tree, sun, clouds, etc.  Add details to the snowman.   On the RIGHT black paper side, use a white crayon to draw the snowman.  Add warmer looking clothes.  Make the snowman look like he/she is sleeping; Add zzzzs in a comment cloud.  The environment and snowman should be drawn in white.  Make a moon, if you want.  See my Completed Example.  Put your example away.  Let students experiment on their own. 

 4th-5th grade:  This is a fun one-time activity. (I did this with this grade level, but even older students like it.)  The students really let this become a competition between them.  Show a slide or poster of VanGogh's Bedroom.   Share and discuss a little bit about VanGogh's life and his paintings.

*Give each table a colored copy/repo of the bedroom. (Be sure and put these in protective sleeves.)
*Hand out a prepared sheet of a description of the bedroom from Van Gogh's letter, dated October 17, 1888 (Letter #554) written to his brother, Theo. READ IT TO THE CLASS FIRST.  Here is the text:

"This time it is just simply my bedroom, only here color is to do everything and giving by it simplification (simple) a grander style to things, is to be suggestive here of rest or of sleep in general.  In a word, looking at the picture ought to rest the brain, or rather the imagination. The walls are pale violet.  The floor is red tiles.  The wood of the bed and chairs is the yellow of fresh butter, the sheets and pillows are very light-greenish citron.  The coverlet scarlet. The windows green. The toilet tablet orange, the basin blue. The doors lilac.  And that is all--there is nothing in this room with its closed shutters. The broad (wide) lines of the furniture again express inviolable (unbreakable) rest. Portraits on the wall, and a mirror and towels and some clothes. The frame--as there is no white in this picture--will be white."

*Then hand out also a prepared fill in sheet with the following:

Your Name___________________________  Grade___________

 Directions:
1)  Read the letter that describes the painting. Pay attention to the "clues".
2) Hunt for an object in the painting that starts with a letter of the alphabet.  Write the object by the letters below.  For example, beside the A, you could write, art.
3)  Write a sentence that describes how you feel about the painting at the bottom of the page.

A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z

Have each letter of the alphabet written on the whiteboard.  Ask each student or team to give you one object for each letter. Write their answers.  Keep track of their answers on your own sheet.  And yes, there has been something for each letter; some were a stretch, but it is always amazing to see how many students actually used the words from VanGogh's letter on their sheets.  Have fun. 

Abstract Colors

The following is an adaptation from the book, Using Colors in Your Art, by Sandi Henry, copyright 2005, pg 50-51.

Just for fun:  why not paint the sky a different color than it really is?  Pink, Green, Red? The grass red, purple, yellow, or orange? Abstraction is simply taking something from nature, or from the original object and changing it.  Play around and see what you can do. Art is after all based on what you are feeling, when you create it.

Go ahead and draw your landscape in simple form. Try to do it outside.  Using a photograph is fine, but to really capture the colors and get a feel of the landscape, try outdoors.  Now, if you live where it is cold, try to find your view from looking out the window, so you can stay warm.   Contour drawing will help you capture the perspectives, if you pay close attention to the elements. If you want to do a still life, this exercise will really made you think opposite of what you see!

The author suggests thinking about the realistic colors of the objects/landscape, then using unrealistic or surprising colors instead to paint with, or even create a collage.  This is not new, as Abstract Expressionist have done it for years:  Picasso, Braque, Marc, Chagall, etc.  but it can be new to you. 

Making a Difference

Sometimes we don't feel like we make a difference; sometimes we do. Having a pity party for myself lately.  My health conditions causing me pain, got to watch what I eat, how I eat, etc., etc., etc., Then, I realize: Despite what I am going through, I can make a difference. Not everyday is a bad day. There are good days. Am I, or could I or have I  made  a difference to someone? Yes!  

Making a quick  mental list, I thought:  The neighbor girls who happily shriek my name as I walk by their house; the neighbor's dog, who though, barks roughly, contently wags her tail, lets me pet her, and then happily walks away when I'm done.  The students I have taught art to, and  inspired through the years; Lending a listening ear to a friend who is going through a painful and hurtful divorce.  Helping my husband in one of his wacky and not-so-good thinking days to find something, or to make a simple sandwich for his lunch.  Sharing a bowl of soup, bread and butter with a hungry child. Sending a card, or calling a friend just to say hi and how you doing, and them saying thanks for caring.  Sharing on my blog.  The list is infinite. 

My little thought calendar says for December 13, "Being what you want to do now...We have only this moment, sparking like a star in our hand--and melting like a snowflake."  Marie Beynon Ray. Being kind and doing things for others has no season. Need is everywhere. Being blessed, I want to share. I want to make a difference. Do you?

The lesson part of this is:  Take an empty jar, can, or even a large envelope, and decorate it. How you do it, is up to you. Paint, collage, etc. Make a label for it, that says:  HOW I MADE A DIFFERENCE.   Take colored slips of paper, or plain paper will work. Draw a picture or write what you did in a few sentences to make a difference. Put the strips in the container. DO NOT READ THEM AGAIN until the end of the month. You will be surprised to find that you have made a difference in someone's life.  Anyone can do this.  You don't have to wait until a new month to start. Start now. Like the quote above says,  we only have this moment....get started now.

The Best Christmas Gift of All

Last Sunday in church, there was a Children's Christmas program. A young boy read a selection about The Best Christmas Gift....Jesus.  All good gifts come from above. This got me thinking of previous Christmas and holiday lessons I have taught over the years. I think this one was an all time favorite of the kids because they could be creative! It's fun!

Attention: I would strongly suggest trying this out yourself BEFORE you use with  students/children.  Also, if you use or share this, please give me credit. Remember, give credit where it is due. This is digital responsibility and proper etiquette. Thank you!

For each student/child:

• 8" x 10"  white or manila card stock
• 2" x 6" red construction paper or card stock
• Bottle Glue
• Scissors
• Pencils
• Assortment of holiday, winter or other stick-on embellishments
• Glitter, Buttons, or other items that can be glued on
• Newspapers/Magazines 

Begin the lesson by asking students to name the best Christmas gift they ever received.  Then ask what they would like for this Christmas.  Do they think they could draw or spell it?  

Show your completed example and explain.

Instruct students/children to turn their paper horizontally (sideways) and with a  pencil make a dot  about 1 inch or so from the top of their card stock. They can do this easily by placing their thumb at the top of the paper.  Where their thumb ends (the bottom part attached to their hand) is where to make the dot.  OR you can "guesstimate"by eyeing a inch.

Next have students/children fold the red paper in half. Demonstrate all steps.  First draw a diagonal line toward the center (fold part) of the paper, leaving some space for a "hill" about 1/2 inch wide. Draw the hill toward the fold, and stopping at the fold. From the top of the paper, still folded, with scissors, cut from the" hill" around and then down and follow the diagonal line. Unfold. You will have a bow.  With a five dots of glue , make a line of glue the length of the bow, and paste down the bow on the dot and the paper.

Then, ask students/children to draw a large rectangle under the bow to create a box (gift) on their papers. Be sure to draw the rectangle so it is on the page with a slight border.  

Students/children may wish to draw their favorite gift ever received inside the rectangle  or if you are doing this as a Christian Christmas lesson, have students cut out the letters, to spell Jesus from magazines and or newspapers.  The more varied the font (lower and upper case) are used, the more festive it looks. Plus, they get to choose the letters.  

Option:  If you choose, have the students spell out the name of their gift as above, instead of drawing it.

To complete the gift, add embellishments listed above as you wish. 

This project was completed last December with about 12 students. Above are some photos of their work. 

Word Art Expression

"Never mistake knowledge for wisdom. One helps make a living; the other helps you make a life." Sandra Carey**

What is knowledge? What is wisdom? When I think of knowledge, I think of a book filled to the brim with all kinds of symbols and words. When I think of wisdom, I think of a very wise old owl with glasses, and he is reading a book. Are the two the same? Is knowledge wisdom? Is having wisdom knowledge? Does that make sense? 

Sandra Carey's quote got me thinking. How can individuals or even teachers explain the comprehensive meanings of word meanings. My master's action research project focused on using vocabulary words and art to express word meanings and synonyms. The project was very successful.  One of their assignments was to draw the letters for the word, joyful.  Then draw objects they personally felt reflected or expressed what they thought the word meant to them. Then we compared their drawings, and discussed actual definitions/synonyms of the words from a dictionary, used a graphic organizer, plus other strategies to help form retention of the images and word meanings/synonyms.

The following a is lesson that teachers AND non-teachers (individuals) can use to express words with art. 

1) Begin the  fun by using colored pencils/pens/markers/pencils, etc.,  to write several (at least 15-20) words like:  knowledge, wisdom, courage, wild, curious, truth, expression, patience, powerful, reason,  answers, etc. on slips of paper. 
2) Put the word slips in a bag or jar, shake, and randomly (without looking) choose one word. 
3) Use 11 x 17 or 12 x 18 paper (any kind will work).
4) Draw the word in any manner (print, cursive, large letters, small letters, etc.) using any medium, 
5) Then draw objects that represent what the word means to you personally. 
6) Next use paint (watercolor, tempera, acrylic), colored pencils, crayons, markers, to add colors to the word and objects. 
7) Use multiple media if you want. (My students used pencil  to write the word and draw the objects; tempera paint in primary (red, blue, yellow) and secondary colors (green, violet and orange) and limited black and white--they had to ask for these colors. (Too much black can overtake the composition quickly.) 
8) The sky is the limit for expressing the word--it's an individual's creativity that makes it so special.  Let loose and express yourself!!
9) Write on a piece of paper about your experience.  Be sure to answer these questions honestly:

1)  What objects did I use to represent the word?  Why?
2)  Is a/are certain object(s) bigger and provide a center of interest?  Why?
3)  What colors did I use?  Is one color more dominant?  Why?
4)  What feeling/emotion does the artwork and word express? Why?
5)  What did I learn about myself during this experience?  


NOTE: Here is a sample of one of my students' work.  This image is copyrighted by the student artist and has been used by permission only.  Please do not copy and paste from this page. Thank you!

Student work Copyright 2012

 **Quote credit: The Quotable Woman by Running Press: Philadelphia, Pennsylvania; Copyright 1990; Chapter 14, page 134.   (This book was a gift from my wonderful step-daughter at Christmas 2011)

Teaching-renewing the spirit

Copyright 2012 Lydia Gates

When we can't see the forest for the trees, trying looking for the roots. If we are rooted in spirit, we are strong. -Lydia Gates

A few months ago I read a book, Teaching & Joy published by ASCD (Association for Supervision and Curriculum Development) Alexandria, Virginia http://www.ascd.org/publications/books/196076.aspx.  The book is full of inspiring stories.  "Igniting the Joy Within" by Valla Dana Fotiades, offers ideas to help ignite teachers and students; "Discovering Purpose" by Rick Scott, tells of his first few years of teaching and how he learned to teach using information he found from Learning Magazine, that kids being quiet isn't always a good thing.  And another very enlightening story is "Miss Daisy" by Donald Davis (previously published in his book, Listening for the Crack of Dawn, August House, 1990.
 
       Why write about this now, you ask?  Because I need a renewal of spirit. I am not teaching currently, and I miss teaching the kids. I miss the interaction with them. I miss the aha moments.  I miss the joy of teaching.
I re-read some of my favorite stories, and I am again inspired.  Now, to just get that elementary art teaching job once I graduate in March....

        If you need a renewing spirit for teaching, please check out this book, it will change you. I recently "liked" ASCD on Facebook.  They have many helpful and informative  website and Facebook page.

Note: the ASCD link lets you see a preview of the stories only.  I would suggest buying the book.
 http://shop.ascd.org/Default.aspx?TabID=55&ProductId=1187&Teaching_and_Joy

Shapes!! ESOL/Adapatable Art Lesson

Author:              Lydia J. Gates,  BA in Art Education;  MA in Teaching (2013)

Title:                    Shapes, Shapes, Shapes!!

Grade Level:   2^nd-3rd grade ESOL/Adaptable for other grades

Objectives:       At the end of this lesson, students will have:

·         Listened, viewed, read and spoken in response to a videos/songs about shapes

·         Individually completed a Shapes Search by reading, writing and drawing

·         Created  objects using shapes with crayons and construction paper shapes

Concepts:     Shapes: Circle, triangle, square, and rectangle

                                 What and where shapes are through drawing and identifying them

                                 Creating an object(s) using shapes

Materials Needed:  Per student: **Copy of Shape Search (see note at end of lesson plan), pencil, Precut manila construction paper circles, squares, rectangles and triangles; white 12” x 18” drawing paper,  glue sticks, scissors, Computer, Projector, Teacher Example.

Kansas Visual Art Standards/National Art Standards:

Standard 1  Understanding and Applying Media, Techniques, and Processes

Benchmark 3: The student applies the characteristics of a variety of media, techniques, and processes to develop manipulative skills in two- and three-dimensional works.

1.    practice to understand qualities and characteristics of various media, techniques, and processes.

Standard 2:  Using Knowledge of the Elements of Art and the Principles of Design Basic

Benchmark 3: The student visually communicates by incorporating the elements and key principles* in works of art.

1. produce art works that focus on communicating through the use of elements of art.

2. produce art works that communicate through manipulation of elements and key principles.

Standard  3 : Creating Art Works Through Choice of Subjects, Symbols, and Ideas

Benchmark 2: The student selects and uses images, subjects, and ideas to express meaning through art.

1. develop and communicates intended ideas through use of personal sign/symbol schema.

2. create art work that reflects images, symbols, and ideas from other sources.

Procedures:   

Teacher will access the website, http://www.youtube.com/watch?v=dsR0h50BiFQ&feature=related . Pancake Manor (Shapes song for Kids). Students will view and listen, as the shapes are named on the video. Teacher will say the shape name and ask student to repeat after her.  Then, draw the shapes in the air with the video.
The next video covers all the shapes. (2D Shapes I Know /We Are the Shapes). http://www.youtube.com/watch?v=o4zDyxxf8Gs&feature=autoplay&list=PLC22D4081B3177870&playnext=2 . Students will view, read, listen and speak the shapes names. 

Next, students will then be given a **Shapes Search sheet and a pencil. Teacher will read the instructions on the sheet and demonstrate on the whiteboard or with document camera, an example:  Under circle, I will draw a button in the box. What is it?  Button. Where is it? On my shirt.  Students can hunt around the room, drawing and writing items that are circle, square, rectangle and triangle. Students will be asked to share one shape that they drew, what it is, and where they found it. 

The teacher will then explain that we can make fun things with the shapes.  Then will show a completed example.  Teacher will pass out one construction paper shape per student, drawing paper, glue sticks and crayons.  Teacher will demonstrate on construction paper circle and create a simple drawing with the crayons.  Ie. Ice cream cone, cat, etc., then glue it on the background paper. Teacher will add additional details.  Students will be asked to make something out of each of their shapes, too. 

Students will share their completed works with the class, naming the shapes and what they created.  

Adaptations for older grades:
Click on the following link to learn more about  Sonia Delaunay's Artwork.
Share with students. Provide rulers and circle, square, triangle and rectangle templates for students to trace on paper. Demonstrate overlapping shapes, and drawing only half the shape (like Sonia).  


Pass out primary colors in tempera paint for students to mix colors directly on the shapes; brushes, water cups, paper towels, and 12” x 18” drawing paper.  You might even want to do a compare and contrast  of Robert Delauny  (her husband) with the students. 

Credits:  Youtube  (videos); ** Shape Search is from page 23 and What is it? Creating with shapes page 24 in  How to Teach Art to Children (Grades 1-6) EMC 760 © 2001 by Evan-Moor Corp.  Here is the link about the book:  Art book           

Created 2012 by Lydia Gates

Respect: A self-portrait

Respect.  What is respect?  Everyone wants it, and when we don't get it, we feel upset. Just think how students feel when they think they aren't getting it from their peers.  This post has a simple message. To be respectful, treat others the way you want to be treated.  No student is too old to hear or read the story, The Golden Rule by  Ilene Cooper. Click on the link to learn more about this wonderful book.Talk about the book with the students. What is respect to them? A really fun and thought-provoking lesson on creating a Respect Self-Portrait follows.

To instruct students on creating their portrait, you need to teach them first how to use their hands to feel their face as they draw it on paper.  Make sure they have clean hands. Have them feel the shape of their facial parts  by moving their hands on their face. Students should try to draw and feel at the same time.  Use the following guide above to draw faint lines to mark where the nose and mouth will go. You may wish to draw a third line for the eyes.  Have students put their thumb on the bottom of their ear and touch their nose.  The topof the nose will be drawn on the first line; and the bottom of the nose half way betwen the two lines. The bottom of the ear will be draw on the outside of the face across from bottom of  the nose.  Have them extend their pinkie while still touching the bottom of their ear and nose, and feel their mouth. The mouth will be drawn ON the second line. Using their thumb and index finger, place thumb at top of the ear and extend their index finger. They should feel the eyebrows. Draw the eyebrows. Have them feel the shape of their eyes and how far apart they are from the side of the head. Draw the eyes on either side of the nose and just under the eyebrows. Have students feel their hair.  Have them draw on their hair. Every face is different so experiment on yourself before you try with students. Students should draw as they feel as much as possible to develop sensory perception.
Pass out glue sticks, scissors and magazines and/or newspapers.  Ask students to find words (or create words using letters) that define what they think RESPECT means and glue them on the face.  Words should appear for eyes, nose, mouth, ears, outline of face and hair.  When portraits are complete, ask student to write a paragraph about being respectful and attach it to the bottom of the portrait. Gently erase faint lines.

Note: This  post does not have an photo example because we are all look different and think differently. Respect may mean something different to you than me, or maybe not; however,  I hope you will respect me anyway since I am not posting one. Discover on your own this wonderful experience!
Lesson copyright  Lydia Gates 2012. 

Diversity in Art and People: A lesson for everyone!

“Diversity-It’s Right for People; It’s Right for Business”. This slogan  was on the covered coffee mug I bought at a junk store because I forgot my regular one for class one Monday night. (I normally fill a mug with coffee, and sip it during class.)   This mug seemed  to  jump off the shelf at me with its words and green, inviting color. Who would carry this—man or woman? Does it matter? Not particularly. I chose it because of what the message meant and what I wanted to promote not only in my class, but at our art  group: New ideas, new people, new name, changes, positive happenings, places, and a lot of diversity.  

Tonight was the best art meeting ever that I presided over as president!  Our  art group is made up  of  artists.  Our diversity lies in the fact that some paint in watercolor or acrylic, others use pastels, some draw, some create collages, and others do whatever. But we all have various viewpoints.  Everyone is different. We are all people, but may like/do similar or different things, but what makes us work is our diversity.  We welcomed two new members tonight--yeah!  More members means more ideas, more art to share, and more learning.  

While we are on the topic of diversity, I wanted to share a lesson plan on teaching diversity.  It is geared for young art students, yet, as adults, anyone can learn from the message.  You might even want to try it yourself!!  What fun name would you call your skin color?

                                                     

                              Celebrating our Similarities and Differences 

Ask students to read and think about the question (have it written  on the white board): “Does skin color matter to you when it comes to friendship?” Teacher will ask students to popcorn out answers, then state that the correct answer should be: “No matter our skin color, we are all the same:  because we are people.We may like/do similar or different things and that’s OK! We can still be friends.” 

         Read the book, The Color of Us by Karen Katz. As the story is  read  talk about how people were mistreated because of their skin color in history, and various other important facts.

       Ask students  to compare their skin color with a student next to them in the group. Ask them to think of a color that would describe their skin color.  Read from a list of colors  (you have already written on the whiteboard). Color names might be: gingerbread, glazed doughnut, butter cake, lemon ice, vanilla taffy, coffee with milk, cafe-o- lait, coyote fur, chestnut, black-as-night, soft peach, sand, cinnamon, peanut butter, etc.

Lydia's Peachy Punch Skin Color Hand (Teacher Example)

        Explain that like the girl in the story, skin color is different on everyone because we are unique.   Ask a volunteer to help you in the demonstration of tracing your hand and mixing a skin color. Review with students the primary and secondary colors.  

Ask students  to work together to trace each other’s hands on 12" x 18" drawing paper in pencil. Then pass out primary colors in paint for students  to mix a color which is closest to their own skin color on their hand. They might even try the color by painting their own hand. Students will fill in their traced hand  on the paper with the skin colored paint. 

       After the paint dries,  explain students will create the “collage” part of the project. A collage is simply gluing pieces of paper in a creative way onto another piece of paper.  Give  out scissors, glue and 9” x 12” black construction paper.  Have students  cut out the painted hand and glue it to the black paper, leaving room for the next step.   

      Using newspapers and magazines, find letters to spell their name, and the color name they think is representative of their skin color. These will be glued on 1 ½”  x 9” (size may be cut down if needed) skin color papers in brown, manila or pink, and glued on to the background paper with the painted hand.  

 Lesson copyright Lydia Gates 2012

Note: this project was done with a 3-4^th split grade class. It was very successful!!!!