Turkey ideas and stuff...

Thanksgiving Ideas to use for K-5 art students. UPDATED VERSION
Copyright November 2014LJGATES

Kindergarten 

Leaf Turkeys:
Gather some maple leaves or any leaves. Cut off the stems.  About 50 flattened for a few days under a heavy book will work. (You can do this with fresh leaves, but flattened works best.)  Demonstrate drawing a turkey: large circle for the body, oval wings, medium circle for head,  small circle eyes, small triangle beak; two rectangle legs, and sideways triangle feet on 9 x 12 construction paper.   DO NOT draw tail feathers.  Use 2 flattened leaves and turn over to the dull side.  Run a stream of bottle glue down the center. Glue on for the tail feathers with the shiny side of the leaves up.   You may have to overlap, but 2 will work. Use crayons to color the turkey, etc. Add a horizon line. Enjoy! :-)
Lesson Copyright 2013 LJ Gates

Kindergarten
Monochromatic Striped Turkey:
You'll need ONE crayon and white 9 x 12 paper per student.
Draw a turkey as above, except add long oval shaped tail feathers. Create horizontal stripes for the tail feathers, legs, feet and vertical stripes for wings.  Use only ONE color (monochromatic) crayon to color a pattern of "stripes":  brown or black or red, (whatever color they choose) in every other "stripe" on the turkey.  Color in the eye and head, but leave the beak and body white.  ;-)
Lesson Copyright 2013 LJ Gates

1st grade:    Dress Up Turkey
Show Sonia Delaunay's fashion designs or any fashion designer. Show your example.
* Pass out scrap construction paper (see Scrap Art post).
* Pass out 12 x 18 white paper, scrap paper, scissors, glue sticks.
* Crayon (Can use brown crayon to color in rest of turkey body. )
* Button (for eye) optional
  Have students draw with you with a black crayon or pencils.  Draw oval for body, rectangle for neck, circle for head, small circle inside head (color in), add 2 rectangles for legs, and 2 elongated triangles for feet.  Add 4-5 loops for tail feathers.
Then, let the students create.  Free-hand cutting is also a technique Henri Mattisse used, so you can also show some of his work. There are great videos on youtube.

Pilgrim Turkey example

2-3 grades  (Even 4th and 5th like this, too)
Food Turkey:
You'll need lots of grocery ads (alcholic drinks ads, feminine products ads,  removed as well as anything not school appropriate as we don't want to promote anything like this at any grade level)
12 x 18 manila drawing paper
Scissors
Glue sticks
Pencils
Buttons (for eye) optional
This was extremely successful this year for 2nd graders . (And in years past with 3rd grades).
With 12 x 18 paper in the horizontal position, draw turkey as directed above in Striped Turkey, except make a medium-large oval for the body.  Use other shapes as directed above. Add tail feathers,  Add a horizon line behind the turkey so he is standing on the ground.  
Pass out grocery ads and let the students go wild!  They must glue on whatever they  cut out  immediately!! *It will get lost in the pile of ads, if they don't. Be prepared for some fun looking turkeys.  You'll hear, "I found chocolate; I found pizza, I found...." At one of my schools: The most interesting was a chocolate milk shake with a straw for the tail feathers; and a piece of cantaloupe for the face with a blueberry in it for the "eye" of the turkey. Others filled their turkey bodies with chocolate, pizza, paper towels (?) and other fun stuff.  Lesson Copyright 2013 LJGates  :-D

5th graders with their food collage turkeys

4th-5th grades
Thanksgiving Party in an Elevator
12 x 18 white drawing paper
Pencil
Colored Pencils/Markers
This has been used even with high schoolers and they loved it.  I used it with 5th graders. 
Have students discuss their best Thanksgiving memories, food, etc. Then have them imagine having a Thanksgiving party in an elevator.  Have them draw on paper that is in the vertical (up and down) position. What are they doing at the party? Who is with them? What are they eating? Be as creative as possible. 
Have them share their "party" drawing with the class.  Be prepared for laughs.
P.S.  When I did this at the high school level, one boy did a grill with flames, hot dogs, etc., When I asked him how could tell it was in an elevator, he said," What elevator?"  I said, "Didn't you read the assignment on the board?"  "Huh? Elevator, he said, oh..."  And he quickly drew in some doors, buttons, etc. LOL.  We all had a good laugh.  Lesson credit:  Incredible Art Dept online.  I adapted it.   :-K

Teacher Journal

When I began teaching this year, I decided to keep a journal.  Every day when I get home, I spill out my day on the pages: both the good and the bad.  The simple act of writing my thoughts to paper helps me vent, and be done with the day!  Of course, I also write joys of the day.  Yesterday:  One of my 4th grade students said, ".....best lesson ever."  My heart warmed.  On the days when I feel I can't go on another day, a smile from a student, a little side hug, or a comment like above really helps me realize I am teaching for the joy of doing so, and my job is to teach the students about art. At the end of the day I mostly feel I succeeded.
So, teachers, grab a pen, write down what's happening in your teaching life. By the way, I have only gone back through my journal one time: I was looking for something specific on one day. But other than that, I probably won't read it until the end of the year. And then, I hope to say, I was successful and I will be ready for another year next year. 
Better get writing....

MAT Cards I made. Inspiration for many!

Fortunately Flip Books

Fortunately, over a year ago I found a wonderful book entitled, Fortunately written and illustrated by Remy Charlip. The title and author's name intrigued me, so I bought it at a used book store for 25 cents.  Published by The Trumpet Club, copyright 1964. ISBN 0-440-84755-9. 

Fortunately, thanks to two great fifth grade teachers in my master's class, they showed me how to make a flip book. They have students make them for science, reading, etc.

Making art lesson plans for this year,  I thought it would be fun for my art students to make flip books.  Students would draw the illustrations for it,  and learn the definition fortunately, folding paper and making their books.

Fortunately,  this project turned out to be a good lesson in language arts, drawing, writing, creativity, folding paper, plus observing and following directions.  I am amazed at the stories the students wrote.  Of course, other new words were learned as they learned how to spell more words for their stories.  One student realized that he could begin with  fortunately and end his book with fortunately.  The students colored the fortunately pages, and left the  unfortunately pages (black and white) just like in the book.
Unfortunately, many didn't finish after 2  30 minute class periods, but they got to take them home. Fortunately they will finish them, and fortunately they will share with their parents, friends and family. 


How to make a flip book:  1) Line up two 8 1/2 x 11 sheets of paper vertically, making the botttom sheet a half inch or inch higher, but still keep them in a stack as below.

                              
2)  Take the bottom, flip the paper up to bend it and fold to make a crease about 1/2 inch or 1 inch from the bottom of the  two lines made from doing so.  Make a good crease and fold.

 3) Turn the papers so the folded pages are facing down. Make sure both pieces of paper are lined up and  folded together. Staple about a 1/4 inch from the fold to make the pages into a book.
 
                                         

                 


Students can write the title and draw their pictures in the horizontal position (as shown  below) or they may turn the "book" vertically and  write and draw their illustrations inside.  My students chose Fortunately as their titles. Students were also required to have an illustration that summed up the story of their book on the "cover" as seen below.

We discussed having a colored drawing to attract attention that would make people want to read their books.  Did you know that most cover art for books  are created AFTER the book is written? I hope you try this with your students, friends, or your own kids.  Fortunately it will be fun! 

The importance of Technology in Art

A 3-5 minute video at the beginning of class or to aid in my instruction is proving wonders.  Many of the art students are after all, visual and auditory learners.  I may then add in a short book, and/or demonstrate and then guided practice, then independent practice and monitoring/assisting as necessary. I sometimes wait to show "My" example so the students won't copy me.  They need to learn to use their creativity/own ideas. The 2-5th grades students are all learning various twists on line and shape.  They are doing amazingly well.  K-and 1st grades students are learning about creating various things from shapes.  We are having lots of fun! And, we are painting in almost every grade at all 4 of my schools.  I love teaching art!

 I want to share some videos I have used in my art classes that have worked.  They are seen over and over by me, but for the students it's their first time.  They love it!  I have also learned that using sounds from my Ipad are effective as well.  Now, here are some of videos.  Enjoy. 

Elements of Art: Line 

Shapes Song

Wassily Kandinsky paintings

Four Seasons Rap Song

Kanndinsky Oil Pastel Lesson Plan

Building a Relationship with Students

My teaching at four elementary schools means I go from one school to the next; sometimes going to two schools in one day.  I do not know all my art students names, but know a handful in each class.  I do know that I have tried to build a relationship with a few students or a group in each of my classes.  There is always one or two particular students that I have built a relationship with because we like the same things.  Sports:  KU Football and Basketball; cats, music, etc. 
Why is it important to have a relationship with my students?  It shows that I care about what they are doing in their lives, and that we can talk about almost anything. I usually ask if they had a good weekend, or if it's a Friday, what are their plans. I try to keep things real.  I want my students to feel comfortable and trust me.  Sure we do cool art projects, and I want them to learn and have fun.  But, without a trusting and personal relationship where they know about me, and I know something about them, I think my teaching would not be as effective. 
After my 4th grades finished their Creative Names project, they all filled out a form, "All About Me".  I even shared one I filled out about me.  Then, they shared their information  from their form with another student, and I read some of them, too.  I learned about them. 5th graders did a short quiz and I learned that many really wanted me to know what they had learned.
A professor in my masters' program said, "It's all about relationships."  She is right.  How much time do teachers really spend getting to know their students?  For me, over a 1,000 students is too many to get to know personally, but I can focus on a few in each class, and build relationships with them, and then gradually build more relationships with others.  It will make all the difference in their lives, and mine.

What does Random mean?

Random!  

As a quiz for  two of my 5th grades classes last Friday at one of my four elementary schools,  I asked three questions.
1) What does random mean? Define
2) What does the acronym ROYGVB mean? Define
3) List the colors from the acronym your class chose for your project:  ROBVP or RYGBP.

I thought I would share their answers.  Not only did a good portion of the students know what random meant, but they were able to list the colors for ROYGVB and ROBVP or RYGBP. We had learned these colors and terms over the course of the last couple weeks. However, some students spelling of the words and colors provided me with interesting reading!!  The following answers are verbatim. The only addition is adding { } for a word. 

Random: 
You are different; you do something out of the unordanary;  I like to dance: crazy out of the black choose in a un recunized order; something out of the oridenrnery. You just pick one; Non specific; just do something without thinking; random is a word out of the blue; to do something out of nowere; something unexped;  uneckspeted;  anything that comes to your mind; weird, different; something srasy happins something popes out of know where; random means its chosen from a set of letters or numbers; something just that comes rough; random on expectid. Random means multiple things.


ROYGBV= Red, Orange, Yellow, Green, Blue and Violet.  The primary and secondary colors on the color wheel.  However, the students spelling of the color is a little different.
Oregenge, oragnge orang and orgh;  Yello, yeloy; Villot, vilot, vilet, vilit; blow {blue}

The students had chosen their colors for their class projects the week before. 
The color acronyms for Class 1 were:  ROBVP. Red, Orange, Blue, Violet and P=Pink. I told them the color wheel had all the colors but one.  Because this color was a tint, and not on the color wheel.  There was a color wheel in the room for them to see.     The other acronym for Class 2 was RYGBP.  Red, Yellow, Green, Blue and P=Pink.  Most of the student got these acronyms as well.

It was a fun quiz, and while the students self-assessed,  it was good for me to know what they had learned  so that I could, if needed, do some formative assessment in my teaching.  The quiz set the tone for their project, Color sticks.  The students loved the randomness of it, and did a great job! 

Literature and Visual Arts

Well, the school year has started. After only 3 days, I am tired.  17 classes in 3 days!  8 on Friday alone!  But, it was worth it to see the kids laugh, learn and have fun drawing, and working together as a team!  
After learning the art ARTSY rules, each for almost every class, I read and we discussed the main ideas of  the book/story.

The Crayon Box that Talked, and drawing crayon friends=Kindergarten; Friends and Jack Rabbit Jack and drawing the characters=First; The Kissing Hand, and creating one for a team member=2nd grade; T-shirt team share and design=3rd grade; Rapunzel's Escape Route teamwork=Fourth; and Compliment Game and Random Drawing=5th grade.

I soon lost count how many times I told each story, for some crossed over into other grades, and we discussed how important respect is and if we don't show it, we hurt people, or we get hurt, too.

What a three days!  Now, on Monday and Tuesday I will tell the stories all over again, to a different set of students, at one school to 19 classes!  New students, new art drawings to be completed and shared.

Teachers that include a literary concept (book) and language arts like I do and integrate it with visual arts, will see a difference in student's attention span and behavior. The minute I began drawing or reading, they were with me doing as I asked and listened.  Five minutes=it was worth it. It set the base for the lesson.  Another fun thing was to have them guess the acronym of my rules: ARTSY.: Always; Respect, Think, Start, and You.  I won't give away my set of rules, but for K-5 you can probably figure them out. 

And the art terms we covered: Random, lines: vertical, diagonal, horizontal; shapes, colors,  rhythm. 

So, off I go again to teach my students. Their smiles, and genuineness to really learn and have fun in art is why I teach. Intrinsic rewards for me, and I hope for the students when they are successful.

Another School Year

copyright 2013 LGates/Artteacher1359

Another school year is upon us teachers. My school begins on Wednesday.  The students will come in quiet, shy and or happy to see old friends. Others, like me, will come in ready to meet all my new art students. 

Everyone will be kinda scared as they don't know what to expect from their teachers.  Let me assure you, students, we teachers are scared, too.  Some of us have new schools, many schools, and some are just starting their teaching careers.  No one knows what to expect, we just hope for the best.  There is always someone to help.  Everyone needs help.
  
I got this little book from Unity, called "Keep the Faith!" by Martha Smock.  I really like this quote:  
"You are learning, you are growing, and you have much more faith and understanding than you realize."
Enough said.  

Together, teachers, students and even parents will learn and grow this new school year.  Let's keep the faith!  Keep it positive! Good luck everyone! 

Rauschenberg's "Bed" Is it art?

The following art criticism post is adapted from page 210 and page 37 of the book,  Puzzles about Art by Battin, Fisher, Moore & Silvers.

Image from creativegames.org uk

Robert Rauschenberg's 1955 "Bed" (see at right)  is a portion of his bed in a "work of art".  One may question:  Is this really art?  Using linens, a quilt, a pillow and paint, Raushcenberg has attached parts of his bed on a stretcher, framed it, and entitled, the piece, "Bed".

The book, Puzzle about Art tells that in 1958, Rauschenberg was asked to participate in an exhibition in Italy. Wishing to participate, he submitted "Bed".  The curators of the show were taken aback at his submission, and were very disgruntled to say the least.  They would not display this "artwork" in the main gallery of the show.  The "Bed" was instead put in a storage area.  What was the reason the curators were so shocked about this work of art?  Given that this was 1958 and 55 years has passed since, do you think this type of art is now acceptable for a show?  Or, do you think that it is still a questionable submission for a show?  What would you do as a curator of the show?

Would you say it is a conceptual art?  Conceptual art meaning that the viewer or audience forms their own opinion about the artwork. The audience forms an idea or their own concept about what the artist's message is to the art world about the piece or about himself?

Most importantly, is it art?  What exactly is art?  George Dickie, the writer, argues that the term, art is undefineable.  He originally stated that art is based on whether it is seen as an artifact or based on a set of creteria by the artworld.  This definition did not suffice; and then he reasoned this--his "new" definition of art --catergorized into five criteria:
 1) artists create and understand making art
 2) artwork is an artifact that is created and seen by the public
 3) the public are people that are able to decipher with some intellect what art is being shown
 4) the artworld is the sum of all artworld systems
 5) the artworld system is a set of criteria for presenting art to the artworld by the artist

Confused?  Does this really define what art is?  I think we might all agree on #1?  The other four, I'll leave up to you to decide for yourself.  Consider this:  Are any of the statements facts or opinions?  Remember, one can have an opinion about art, which is stating their feelings or interpretation of the art; but to state a fact, means it can be proven or is in fact, true.  So, I would consider Dickie's criteria opinions.  For myself, though, I would say that artists definitely create art (fact) whether they understand their own art could be a (fact) or (opinion).  A fact about the artwork:  There is tactile texture, color, pattern, and other elements and principles of art per se.

So, is Rauschenberg's "Bed" what?  Art? Conceptual Art? Not sure? Expressionism? an aesthetic dilemma?
Acceptable?  Unacceptable?   You decide. 


Please do not copy or use this post for your own blog or website or send electronically to anyone without contacting me. Thank you. 

Art Teacher Sub Plans

Welcome new blog friends from Russia, Romania, Netherlands, France, Canada, Germany, Indonesia, Belgium, China and Zimbabwe.

Art Teachers sometimes fail to have sub plans. Especially emergency sub plans.  This then presents a problem.  Don't fall into this trap by being unprepared.   I have 5 sets of emergency plans just in case already prepared.  Here are some sites that you can check out that might help you prepare, and some tips from me.


Think about using a book as a starter to stimulate ideas for sub plans.  I have a set of elementary age books I use just for emergency sub plans that are different than those for regular art plans.  For example, for the book, Gift Bear for the King by Carl Memling; Illustrated by Lillian Hoban, copyright 1966, I would have the book read to them, then have students draw their favorite part of the book that shows the bear doing something they liked best:  washing dishes, singing on the road, in jail, arriving at the king, etc.  Then, have students line up in order of the drawings in the class: Which drawing shows the beginning, middle or end of the book.  Teaches sequencing and stimulate their thinking.  Good for 1st-2nd grade.

Check out this wonderful website:  http://www.incredibleart.org/lessons/SubPlans/subelem.htm
and this one, too
http://msmalonesartroom.blogspot.com/2010/08/substitute-lesson-plans-for-art-room.html

1)  Create an Emergency Art Plan folder which contains, copies of all your class lists; a copy of your rules, what to do in case of fire or tornado, etc.; and sub plans.  Explain where to find paper, etc., that will be needed for the plans.
2)  Make copies of the plans and put in a folder. Give to the school secretary.  Tell her to use only in an emergency situation (like your were in an accident and now in the hospital, death in the family, etc.), NOT for your regular substitutes. 
3) Make another copy and put in a folder and then in a box  (see #4)
4)  Create a box for the plans with all the paper, supplies the sub will need to carry out the plans.  Put the folder in the box on top.    Label the box, Emergency Art Plans Only!

My favorite sub lesson plan is this:  Draw an Expression of  a Word

Randomly write a bunch of  adjective words on a piece of paper:  beautiful, funny, frightening, wonderful, inspiring, adorable, alive, smoggy, sparkling etc., Tear or cut into strips. Have each student randomly pick one. 
Hand out paper, pencils.  Have students draw images only (NO WORDS) to express what they think the word means.  Pass out markers for them to color images.  I did this with 6, 7, 8 graders, and it was amazing what they came up with!
Would work with 3,4, and 5th graders, except try using verbs: wondering, thinking, teaching, helping, sharing, give, grow, answer, measure, etc.

Good luck.  Remember the idea is to keep it simple, but fun.  I have learned that the simplest projects are the ones kids remember the most.  I'll never forget how they kept talking for weeks about that squirrel named Merle. LOL. 

Art Teachers: Planning for the Year

Planning yearly projects and sometimes around special days or holidays can be like a roller coaster ride; or like looking over the mountains to an unseen future.  I've been there.  Made plans only to start and never finish some projects, never get to the projects because of school schedules, and simply can think of anything for a certain grade that I haven't done before.  

I came across this in my art yearly plan folder.  When I read the list, I remembered using these in my YCAT (Youth Creating Art Together) afterschool program.  And I plan on using these ideas in my art classes--possibly as a little corner in my room to highlight these special days and/or students will do an art project. 

Here's the partial list:  (I don't know where I got the information, but it certainly helped me plan for the year.)

September
National School Success month
National Chicken month
16th-H.A. Rey Birthday (author of Curious George books)

October
Vegetarian month
12th-Scream Day 
Halloween

November
International Creative Child month
National Diabetes month
No TV (television) month
20th-William Cole (nonsense poet)
Thanksgiving

December
Read a New Book month
21st-Winter Solstice
Christmas

January
Hobby Month
15th-Elementary School Teacher Day
Martin Luther King Jr Birthday

February
African American History month
Valentine's Day
15th-Student Volunteer Day

March
Youth Art month
17th-Saint Patrick's Day
Easter?

April
Recycling month
22nd-Earth Day
3rd full week-Ocean Week
Easter? 

So, how will I integrate these special days/months?

Primary color and pattern ice cream cones; create a medal (Curious George),  Scream portraits ala Munch, pos/neg Valentine cards for nursing homes;  Vegetable person/drawing comic; Graphic organizer, plus a drawing about Why Did the Chicken Cross the Road? poems using William Cole and other nonsense poems/artist; Martin Luther King Jr birthday cakes and other African American artists for African American History; Celebrate in March with Youth Art Month projects; and create with recycled materials and oil pastel drawings of Deep Sea Discoveries in April.  

Hope this helps you, too.  Not too soon to start planning!  

IF you are interested in learning more about these art projects, you can always email me: lydiagates90@yahoo.com. 

Recycled Scrap Paper Art

This is a great art project anytime you have an abundance of scrap construction paper!  

This was revised on  July 25, 2016 to make instructions more clear. Note:  I am not saying save every scrap of construction paper, but pieces that are large enough they could be used again.  So, at least a 4 inch square piece could be saved.  If you have a 9 x 12 or 8 x 10 piece of paper you've had students cut out half of it, save the part that isn't cut up. I usually start saving about the last few construction paper projects we do--especially if they are projects that require multiple colors. If you do construction paper projects with several grade levels, it wouldn't take long to fill up a box! You will be recycling!!

Another option is to have your classroom teachers save their construction paper scraps for you (if they have any.)  Nothing like working together toward a common goal.  It is a good lesson for classroom teachers! (They thrown most everything in the trash! and I'm usually there to get it back out. LOL!!!) Check the recycle box or trash can in the office/teacher workroom by the die cut outs--I have found snowmen, leaves, etc.  that are great for using for a "negative" shape or for kids to trace the inside of the "negative".

Art Standard:  1 Media, techniques and processes;  3 Choosing symbols ideas

Math Standard 5:  Geometry; Sort/Name/Describe/Construct basic plane shapes. 

Materials: 

•  Big  Box of  mixed colors scrap construction paper
• 12 x 18 inch BLACK or WHITE  construction paper (for background)
•  Glue sticks
•  Scissors (optional) Students (especially Kindergarten tear better)
• Pencil, Crayon-black or white for drawing 

Geometric Shapes Plan

Procedures:  

• Review geometric shapes:  Circle, Square, Rectangle, Oval, Diamond (Rhombus).  
• Using white board or document camera, draw the shapes on your own paper to demonstrate.  Have students name shapes.
• Next, cut a triangle, square or circle with scissors.  If you want, tear one with your hands. (see below)
• Demonstrate putting glue on the shape you cut out, then gluing to a black/white background paper.    Make a simple object or animal.  (PLAN THIS AHEAD OF TIME.)
• Pass out a white crayon if using black construction paper  or pencil if using white construction paper per student.  Ask students to write names on one side of the paper.  Turn paper over.
• Have students draw or trace templates of shapes if you are using them. 
•  Collect crayons.
• Dump paper onto the table and let students go wild!
• Tell students they can cut, OR tear the paper  (no scissors) for a real challenge! to make their geometric shapes or tear paper to fill in the shapes or whatever your assignment is.
• Let students create. 

I had my kindergarteners use 4 big rectangles and trace them onto 12 x 12 paper.  Two rectangles were vertical side by side at the top with about a half inch space in between them; then the other two rectangles were below the ones on top.  Spaced out, they looked like a window. 
Students were told to tear paper and glue it INSIDE the rectangles.  These turned out great.  Even special needs students enjoyed this. Two of these "windows" ended up in the art show!

"Stamp" Ideas

Welcome readers from other countries:  Germany, China, Africa, Sweden, France, and others!  
 
My favorite relaxing thing to do besides work crosswords, jumbles, play piano or read is to sit and cut out "stamps" from Philatelics.  What is that you ask? The Philatelic is a catalog of stamps you can order from the US Postal Service.  They feature new stamps, and other items you can buy that are images of stamps or about stamp collecting.  Not only because I am a recycler, but because I am an artist, I love the images and seeing what our US Postal service is doing to share art!!!  Yes, every stamp is a work of art. 

The images are small, medium, medium large and large. As I cut the "stamps" out, I categorize them into these sizes.  I put them in a sandwich bag, and label them.  I have thousands of these "stamps."  Best of all they were free and given to me by just asking at any post office.  Our post office receives 2 Philatelics and gives me one every month or so.  (They just throw them away--literally in the trash can! but I "recycle" them. LOL)  Another way to get other catalogs is to dig through the trash cans at the post office, but be wary of doing it without gloves. Ha.

What do I do with these "stamps"?  They aren't real, they are just images.  But useful images.  I have compiled a list of ideas in which these "stamps" can be used.


Following my post is a photo of one of the ideas I used for VBS this month.  

Did you know you can get a free stamp collecting Philatelic catalog, too?  Here's how:  
https://store.usps.com/store/browse/productDetailSingleSku.jsp?productId=P_012007&categoryId=subcatC_CS_CatalogsGuidesYearbooks 

Now, here are the ideas:  REMEMBER GIVE CREDIT WHERE IT IS DUE if you use!  (Me)

These projects/activities require RANDOMNESS!  Random=without planning, just grabbing it without looking, or just picking from the pile and taking what you get!

Math

•  Have students randomly pick from a pile of the small, medium and medium large stamps.  3 small, 1 medium, 1 medium large sizes.  Have them line up the stamps in a horizontal or vertical alignment on a piece of paper.  They can glue them down if you want.  Ask them to write the numeral of how much each stamp is worth underneath each stamp, and add a plus sign; then add the sum of all the stamps.  NOTE:  Forever stamps:  There is no numeral, so I just use the CURRENT amount which is 46 cents.

Science

• Sort through the "stamps" and find only one that feature scientists, landforms, flowers, earth images, etc. that are science-related.  Randomly choosing as mentioned above, have them choose one or whatever number you want them to have.  Ask students to write a description of the objects in the stamp or write a paragraph to answer questions you have prepared in advance. 

Art

• Trace left, right and/or both hands on paper.  Randomly choose 5 or 10 small stamps.  Use these for the "fingernails". 
• Ask students to randomly choose stamps from pile.  Use the stamps for fill in a pre-drawn black line object. 
• Find a template for a postage stamp. Enlarge.  Use the stamps to create an object inside the post stamp.  

Music

• Randomly pick stamps from each pile.  Ask students to line up the stamps on their desk/table.  Give them paper and pencil.  Ask them to write the words for a song about their stamps. 

Language Arts

• Randomly pick or hand students 5 stamps. Line up the stamps.  Ask students to write a poem about their stamps. 

• For younger students:  Randomly pick and give students 5 stamps.  Have them write the first letter and/or the name of the objects in the stamps. For example, F for flower; 

Student Work (PreK)

The Importance of The Big Picture

I've been teaching an adult Sunday School class now for the last month and a half. It is challenging. However, it would be more difficult for the students to understand our
 lessons if: 1) there were no outside resources used besides the Bible study lessons; 2) I provided no visual images'; 3) there were no stimulating or challenging questions to talk about other than those in the curriculum; and 4) I didn't summarize and give examples to try and explain the big picture about the lesson.   

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Portion of sculpture from Central Riverside Park, Wichita, KS.

We're studying Isaiah-which if you know your Bible, covers 66 chapters. The church has provided us with the quarterly Bible lessons. We have four lessons for  Isaiah this month.  We began with Chapter 6; then skipped to 12, 29 and will end with 65 this Sunday.  My challenge has been how do I cover the spaces between these chapters?  My students need to know the big picture.  How can the whole book and what happens somehow be tied together? I consulted my books:  Matthew Henry's Commentary, 3 versions of the Bible, an art book on the Old Testament, and  have found some info on the Web to use.

So, thinking about planning, organizing materials, and teaching:  Are your students lost without knowing the goals or objectives of a lesson? Think about it:   Even as adults, we need to know the ultimate reason for what we are going to learn, or study.  I find that even good teachers fail to tell and show students the big picture.  What is the big picture?

For me, it is providing exactly what is the purpose/reason; the goal/objective; the why-we-are-here-and- what-we-are-doing-it- for statement. The quarterly gives the purpose of our lesson and a key Bible verse, yet I use more.  I have been using graphic organizers--which is a great visual that compares similarities/differences (Venn Diagram, Flow charts, pie charts, etc.) I  then add an extra an section of how we can relate it to today. I use visuals that give short summaries and images that connect to the lesson or story. I use outlines, maps, anything that will help students see how it all connects.  No one wants to read a lengthy document in small print or just sit there.  Involving the students in inductive thinking, and doing something--writing, drawing, teamwork. There are many possibilities. I'm without technology, but may bring some in, just to aid in the lesson. 

Copyright 2013 Lydia Gates All rights reserved

So, what will my students see for the Isaiah lesson?  A map of the kingdoms, an outline of the book of Isaiah with important events summarized in the chapters, and a page about who Isaiah was, and art prints of Isaiah, etc.  This is in addition to the quarterly curriculum.  Is this a lot of work?  No, it's setting the ground work for the study.  It's helping provide the big picture.  The important big picture.  

Do you think providing the big picture is not worth it?  Try teaching your students and not tell them the big picture, they will fail, and you will be failing your students. Teaching means you have to not only tell them what you know, but you have to show them, too!  Aren't we supposed to help them achieve? Think about it.  And if it doesn't seem to work, then formative instruction begins (the adjusting to make it work by the teacher to ensure students get it--you have to change your methods.)

Wish we luck!  I'm hoping to have a good lesson for them on Sunday.  

Easy Tissue Paper "Sewn Quilts"

Whew!  I just finished a week of Vacation Bible School.  I spent about 3 weeks making plans, and creating art examples, plus buying and organizing supplies, then actually teaching the art.  About 90 1st-6th grade students were taught by me every day. Each class session only lasted 25 minutes, so I had to do a lot of prep work to make ready made copies for students to color, cut and/or glue.  I also had prepared lesson plans for pre-K and Kindergarten teachers to teach while I was teaching the 1st-6th graders.  I thought it would be fun to share the easy tissue paper quilt lesson plan.  Note:  This idea deserves credit where it is due, so read at the end of this post, and I'll tell you where it came from.

Supplies:

• 1 inch tissue paper squares in various colors, patterns (you can also use wrapping paper as suggested from the source book)
• Glue sticks
• Blue or Black Ink Pens (the book suggests black sharpie)
• Crayons or Colored Pencils (the book suggests chalk pastel)
• Background paper: White copy/bond paper or white construction paper  8 1/2 x 11 (the book suggests 12 x 18 drawing paper)
• Ruler
• Pencil
• Example

Directions:

1. Prepare an example.  With the ruler, measure 1 inch border all around the paper, and mark it.  If you are making a ready made copy to copy for students to color in and add the border, draw in your drawing.  Make a copy, then use the copy to make your example. (I pre-drew the drawing of a horse in the desert with a rescue blanket. See photo.) 
2. Color your example.
3. Add glue to small sections of the border, and add tissue paper squares all around the border.  Only add glue to areas of 3-4 inches at a time.  You'll need to stress this to your students, too.
4. Once tissue paper border is done, use a ink pen to add X's on the edges of the squares to resemble stitching/sewing marks.  

When sharing this with your students, stress writing their name INSIDE the picture, NOT in the border, cause it will get covered up.  Stress using glue in small areas at a time.   
Enjoy your Tissue Paper Sewn Quilts!

Note:  
The book suggests students write a sentence that explains what they have read about in a story and drawing a scene that matches the sentence.  I didn't have time for this.  It took about 1.5 sessions to finish  our pre-made copy horse pictures completely:  coloring, adding the squares, and the stitching marks.  Students also chose to write, God is Our Rescuer!

Student adding stitching/sewing marks

Student Work

Credit:  How to Teach Art to Children Grades 1-6 Evan-Moor EMC 760, page 132-33, Story Quilts. ISBN 1-55799-811-6
Available by calling:  1-800-777-4362 or visit their website at: http://www.evan-moor.com. The book is also available in an E book version.  

Advertisements: Good graphic art?

Have you ever been  some place where you had to wait? Yes, we all have. Did you grab a magazine to look at?  Magazines are notoriously full of ads. However  ads are everywhere: on TV, billboards, clothes, etc.  But have you ever thought about what you are really seeing?  Are advertisements  good graphic art?  Art should tell a message. So...

If art tells a message, then consider: What is your perception about a particular ad you like?   What is the true message? Do you get it?  Why do advertisements effect us the way they do?  Can you imagine a magazine without them?  Does that appeal to anyone? Without pictures, what would we look at? 

Yet, I can't help but think: the ads for alcohol, cigarettes,  personal hygiene items, we could do without!  Do you think there should be something done about the ads in magazines and newspapers? 

In magazines, I have noticed that company ads feature big pictures or they have pictures on about 4-5 pages.  Usually it's mostly an image, and their logo or name is in small print near the bottom.  In a newspaper, it's one whole page, and usually not much image, but blank space, and then their name or logo.  


Think about the advertisements you see, and consider these questions next time you pick up a magazine, newspaper, put on a T-shirt with a logo or see one on someone's clothes, or see one on a billboard.  Is it good graphic art? 

1) Where were you when you saw the ad and what time did you see the ad?
      (in the doctor office waiting and it was on the TV in the waiting room at 10:30 a.m.)

2)  What do you think is the purpose/true message of the advertisement?
      (I'll feel good if I eat this cheeseburger?)

3)  How does the advertisement affect your thoughts and feelings? 
      (Do I feel what they want me to?  Angry, sad, happy, inspired?)

       
Your comments are welcome.  Email me:  lydiagates90@yahoo.com

Motivation: For yourself, your students, and others

I just received one of the best compliments.  Just when I thought things were not going well.  Two sentences in an email truly lifted my spirits! I am motivated now to try even harder to succeed, and delighted I have so far!

This brings to mind why I started my master's program.  I attended (for continuing education purposes for relicensure) a Ruth Dey workshop in June 2011.  The description of the course said it would help us motivate our students.  It turned out most of the workshop was spent motivating ourselves.&& During the class, a Friends U rep came and visited our class to talk about furthering our education with a masters. I talked to everyone about it, and was sure that it was not for me. Later,  Ruth gave each of us a mini book entitled, 50 Ways to Motivate Yourself, Your Students and Those Around You.  We then spent half a day going over each one of these!  What an eye opener!  My favorites (no, I will not share all 50--LOL) but  just a few.

#10 Use the right chemicals: Fun makes your chemicals in your body respond! Once you make the job fun, you solved the problem of self-motivation. 

#21  Feel good first.  Most people think they'll feel good once they reach some goal. The problem is linking yourself to a goal that might not happen. Your happiness shouldn't depend on achieving something. Start by claiming it and using it to make your journey fun and all the way and not just at the end.

#23 Just be unexpected.  Being creative has nothing to do with originality, but being "unexpected." The secret is coming up with "unexpected" ways of answering life's problems.

#45 Welcome your problems.  Problems are simply tough games for the athletes of the mind. Every problem has a solution.  
**I will add here what someone told me years ago:  God has an answer before we even know we have a problem.

How many of these do you think are just aimed at you?  your students? others?  Truth is, they are for everyone.  I hope you are motivated to motivate yourself, students and others.  The compliment I received, is a blend of how I have handled the four things I mentioned above.  

&&By the way, the more I tried not to think about working on a masters, the more motivated I became. By the end of July I was signed up!  I began the program in Oct 2011, and just graduated summa cum laude (4.0 GPA) on May 11, 2013.  What a journey.  Thanks to those who supported, and motivated me! 

I had a link on here earlier to her website, but she changed it. I took it off.  She sells juice and health stuff as well as being a motivational speaker. So, if you saw the link before, I'm not nuts, just surprised like you. Ha. 

Painting Comparisons

A good art discussion, or good talking points can occur when viewing two paintings that are similar.  Unplanned, and yet, it fit the moment, I noticed that in my little book of Impressionism** that two paintings, one by Auguste Renoir, (pronounced Ren-wahr) and the other by Veronese (pronounced Vair-o-knees--silent k, but sounds like knees), have striking similarities. (The SS lesson today focused on serving and showing love to one another.  I shared these paintings.)

Contrasting the time periods,1881 Renoir's versus 1552 for Veroneses', the color schemes are the same. The perspectives and focal points, however are quite different.  Renoir's painting, Luncheon of the Boating Party, focuses on enjoying the pleasure of each others' company, as they have already been served.  A girl happily plays with her dog, while others are engaging in conversation  or listening to one. The perspective is on the people and the food. It is small in comparison to the one below as it is only 51 x 68 inches.
 

Veronese's painting focuses on the act of serving, and being served. In The Marriage or Wedding Feast of Cana (detail), however, the focus is on the servers.  The wealthy people are celebrating  The Marriage at Cana. But one notices, that joy is not on their faces. And yes, note the dog, lower left.  Each member of the party seems to be thinking or putting their direction on the servants. Art historians claim this painting of Veronese's is a wonderful work of art. Renoir thought so, for he visited the Louvre to see it again before his death. Why? It is a wonderful painting-descriptive, colorful, and painted with true craftmanship.  This is a massive painting. How big?  22 feet by 33 feet.
 
The following questions I thought of as I looked at these two paintings side by side in my book:

Did Veronese influence Renoir's own painting? 
Why joy in one painting, none in the other?  
Does it make any difference if they both used similar colors?  
Does the perspective of the tables influence the viewer? 
Or does the facial expressions?
How has culture changed between the two paintings? 
What was expected at these events?
What can we learn from these paintings about our own culture? about the artworks?

Another great book that does comparisons, is a small book, that  I found at a local elementary school library. It is great to see the comparisons of the paintings. They are unlikely paintings to link together, yet it works.   It would be a great teaching tool. Unlikely Pair, Fun with Famous Works of Art by Bob Raczka, 2006. Millbook Press, Minneapolis, MN.  ISBN 0-7613-2936-6.  lernerbooks.com.  Link to info about book

Check out these paintings and do your own comparisons.  Good luck! 


Credits: 

** Impressionism  a biographical and  critical study  by Jean Leymarie 2nd volume,  1955, World Publishing Company, Cleaveland, Ohio

Renoir painting from:  artseverydayliving.com


 Image from:  http://www.paolo-veronese.org/The-Marriage-at-Cana-%28detail%29-3.html

Expressing Yourself ?

Thanks to technology we can--with a few keystrokes--or a few pushes with thumbs--let our emotions be known instantly  to our friends on blogs, Facebook, Twitter, and email. Here are some of these emoticons (Emow-shi-kons): I know of 24 different expressions.  

The most widely used: 

:-)   happy
:-(    sad
:-p  tongue stuck out (bluh)
:-D   grin 
;-)   wink
B)   smirky sunglassed face
<3   heart

But what about these not so popular ones: 
 
O:      is a gasping face
>:(    grumpy face  
:/       unsure
3:)     face with horns (devil)
O:)    angel with halo smiling
:*      kissing face
^_^  kiki   (giggling/laughing)
-_-   squinting face
o.O   confused face
>:O  upset face
:v     Pacman face
:3     face with curling lips
(^^^)   a shark head
:|]         a robot
<(")       a penguin
and
(y)   the thumbs up (Like sign on FB)

Question:  Are the ones in the not-so-popular list above not used because they require a few more keystrokes or they require one to think a little more to make sure the right keys are hit?  There are fun ones like the shark, penguin, kiki, angel, robot.Are people in such a hurry to send, they don't take time to think?  or do they?

Surprise!  The use of symbols or icons, though is not new.  Hobos used them to leave a message to other hobos to let them know whether they were welcome, or to stay away; if they could get food, or not at a place, and if there was danger. They made simple marks or symbols on posts, fences, etc. 

In one of the earliest known cave dwellings (Lascaux Cave)paintings were used to tell stories or send messages circa 15,000-13,000 B.C.  In the Uruk period (circa 4500-3100 B.C.), in what is now known as present-day Iraq,  a clay tablet features pictographic text through icons/symbols. The icons/symbols may have been made using a a reed or writing implement (like a stylus {needle}) to carve into the clay.   Here  is a link to view the tablet. (Click on this link below)  http://www.britishmuseum.org/explore/highlights/highlight_objects/me/r/record_of_food_supplies.aspx

I wonder what messages or stories these represent?  What we take for granted by typing or punching a few keys to send an emoticons, took ancient people months or years to create! Think about what you send before you send it.  With the speed of technology today, once it is sent, it can't be taken back or deleted.  There is always an electronic record of it somewhere.   However, a gentle :-) or :D is always welcome!  My favorite, and not on any list is :-k  which translates into a cat with whiskers. lol  (laugh out loud).  



Credit:  British Museum Terms of Use
and A History of Western Art, 3rd edition by Laurie Schneider Adams
Emoticons: someone from Facebook shared with me.

Mixed Media Calendar Art

Recently I read a book that was very inspiring. In fact, the last post was about this book.  (See Inspiration and Ideas post).  The book has activities for you to do after each short chapter.  I haven't tried this, but think it might be a cool idea to try.  The author mentioned using old calendar pages to create art.  An artist, Josette Urso, uses old calendars to write notes, drawings, etc. in the day spaces or squares.  I immediately thought:  coloring in the day spaces or squares with markers, crayons, colored pencils, paint, collage, etc.  A real mixed media festival on paper!!  Art teachers could teach color mixing: tints and shades; primary, secondary and tertiary colors in the squares. Imagine the possibilities:  Vocabulary words, patterns, letters of the alphabet, etc.  The sky is the limit! 

I checked out Josette's work online. Here is the link.  What an inspiration she is.  Dare to be different!  
http://www.josetteurso.com/images.html

Try a mixed media--you'll be surprised!   I will definitely be trying this calendar idea.  Art is to not only experience creating it, but to have fun!  

Changing Your Point of View

Hey ya'll. This post is a shout out to a special group of Mrs. U's  high school English students! (You know who you are.)  Thanks for a good class today! 

And this is also for anyone wanting to change their **point of view. This is a fun activity to try.
It will get you to thinking with a different point of view. Yes, a point of view, your perspective, your take on a situation, story, poem, etc. 

You'll need: a magazine, scissors, glue stick, ruler, pen, and  a 9" x 12" piece of construction paper (your choice of color), notebook paper.

• Pick a magazine--any will do. (Keep it clean, though. LOL) 

• At random (without planning), quickly thumb through the magazine and find a page with only a photo--no writing. 

• Tear the page out.

• On the top half of your notebook page, write the name of the object or what the photo is, and a short description of the magazine page.  What is your point of view of this photo?

• Trim away any torn areas on the edges of the page with scissors. 

• With a ruler, measure across (horizontal) OR measure up and down (vertical)  and mark on the page with a pen to make 1 inch width increments. 

• With the scissors, cut on the lines to create strips. Put strips in a pile.

• Randomly (without looking), grab a strip from the pile.  Make sure it is face up (no writing).

• Add glue to the back of the strip and immediately (with the photo part face up) glue it onto the construction paper.

• Working quickly, do the same thing with the rest of the strips.DO NOT plan out where the strips go, just glue them on randomly.

• On bottom half of your notebook paper, write about your newly created artwork by answering the following questions:

What do you see? Does this remind of you someone? something?  What colors, or what image do you see?
How has your point of view changed about what the photo was before?   Why or why not? Does this change the way you feel about other things in life? Do we see things better or clearer  if things are presented differently?  Or does it confuse things? Why or why not?



**Point of view activity adapted from The Artist's Quest for Inspiration by Peggy Hadden. ISBN 1-58115-027-X

4/17/13 addedum to above:  An option to try would be to use two magazine images and combine the two.  If you have to, use a page that has text, but cut off the words; then make the strips.   I cannot emphasize enough, that random is the key to the success of this project.