"Linking " Art and Math: 3 Minutes to Win It! Challenge

One cold and "wintry" November day at one of my schools, I was desparate for something to help my students work off their indoor recess energy, plus be creative.  I searched our school office supply room drawers. Aha!  Loose leaf rings.  (The kind used to link together hole-punched papers.)

What could I do?  Then it hit me:  Pattern chains, teamwork, challenge.  So, I gathered up 3 boxes of 1 inch; and 3 boxes of 1 1/2 inches rings.  (About 600 rings!) Then, the TV show, One Minute to Win popped into my head.  I'd do 3 Minutes to Win It! for this project. 

In the classroom, I drew a pattern on the whiteboard.  Students were instructed to begin their "pattern chain" with big, small, big, small, etc.  I demonstrated how to open the big ring, slide on the small one, close it up. Student only had to open the large rings.

Students each had a role in their teams.  Encourager, chain checker, opener(s) , linker(s), math person.  Students were told they had 3 minutes to complete the task. I'd let them know minute by minute and when 30 seconds remained. I dumped a mixture of big and small rings on the table.  Then I began timing. (Boy, those kids really worked hard to get it done.)

The encourager kept the team motivated, the chain checker made sure the team was creating the pattern correctly, the opener(s) opened the big rings, and the linkers linked individual chains together.   The math person was the one who would go to the whiteboard, add up (prove their answer) the sum of their chains inches in length. Any chain not in the correct sequence of big, small, etc. was automatically disqualified.  

We did 2 heats.  We wrote team math persons' names on the whiteboard and made a grid to keep track of each heat.  I used a yardstick to measure the chains. The math person kept track ie. 36 + 36+ 12. Then went to the board, added up their numbers, and wrote it in the grid for their team.

Teams then took apart their chains. Each of the rings had to be removed, closed and put back in the pile (this way there was no cheating.) The second heat was the sum we used for winners.  (However, if a team was disqualified in one heat, we used the qualifying heat sum.)  Winning team got a prize.

I took photos, and a newspaper article was created for our local newspaper.
The students learned teamwork, creativity, demonstrated adding quickly 2-3 numbers and proving their answer, had fun, and enjoyed the challenge.  I used this with 2nd graders, 3rd, 4th and 5th.  2nd graders chain length was 69 inches; 3rd was 99 inches; while 4th was 93; 5th was 139.
Here are photos.

3rd graders. He is handing her an opened ring

Chain checker making sure pattern is correct

I used this project at one other school and the students went wild!  The principal thought this was a great project! :-)

Creativity & Talking in the Art Room

Creativity in the art room doesn't just happen when students sit quietly and think, then draw or paint.  At least not in MY art room.  Students are free to talk but only when I am not talking  ie. giving instructions or demonstrating.  They know what my  rules are:  If I clap my hands, they are to stop, look, and listen.  Bunny ears is another favorite of the students, and they love this hands-on tool for showing me they are listening.  (See my post on more my rules, procedures and classroom management tools from my August post.) 

This year I am doing a lot of collaborative team projects.  This includes using  recycled materials, mixed media, drawing, painting, etc. to stimulate interpersonal, creative and high-order, problem-solving thinking skills.  Students need to learn to work together.  But, they need to talk first.  Honestly, I have never been in an art room that was totally quiet !!  Someone was always talking.  Many of my students want to talk to others about what they are doing.  Sharing is how they  learn from each other.  Some students want music, which I pick, and it helps them focus.  Sometimes I'll play music just to inspire them while they work. I love it that our superintendent acknowledged the fact that playing music is okay in art. :-) 

I welcome any parent, administrator or teacher to come to the art room at any of my four schools.  It may be an eye-opening experience for you. And I think it was for the three "guests" that came to one of my schools today.  They jumped right in and helped, and no, it was NOT quiet. It was students, guests, and the teacher working and sharing. My class is well-managed for behavior and the students talking does not mean they are not being observed and disciplined as necessary.  I am  simply saying to those that come to my art room:   Please don't expect it to be quiet.  There are times it will be, not most of the time not. Art is free, and if we stifle their spirits, they cannot grow. I want my students to learn and experience art in the best way possible and be successful!  

I think this quote sums up what I'm trying to say.   "If art is to nourish the roots of our culture, society must set the artist free to follow his vision wherever it takes him." John F. Kennedy

Art Rules and Procedures: TEACH AND SHOW them!

I stand among you to teach you.

To begin the year, I have made sure students are TAUGHT not TOLD the rules and procedures in my art class. I played a trick on them. I asked them to listen to the instructions, not do them. To my surprise  all but 2 (yes, two) students stayed in their seats. The rest of the class jumped up and began doing what I had said they needed to LISTEN to.  "Freeze," I said, "Stop."  I told them to sit down. "Two people listened, the rest of you did not." It was a good lesson for them in listening.   How well do your students really listen?

A new thing at some of my schools is implementing the old box on the whiteboard discipline tracker (A box drawn on the board that is empty:)   It's just waiting for those names of who create a disturbance, don't follow directions/talk and interrupt, etc.  I ask for a Name and give a tally mark, then another if they continue, then a final 3rd tally mark is their last chance. Then it's an office referral form. Out of 3 days of teaching only one student made the box with a name and a tally mark.  The listening has improved and directions are being followed.

Returning at some schools this year is the incentive for good behavior:  Secret Student.  I "randomly" pick from the pool of good students in one class, and t he secret students gets a special pencil.  You'd be surprised what students will do for that pencil.  But my main point is to maintain order, discipline and respect in the classroom so we can get some art done.  Students also develop their skills in  listening and doing as directed, plus some pretty cool art..

When talking to your students, remember: There is a BIG DIFFERENCE in SHOWING instead of TELLING students what to do.  Remember that when you give instructions.  That is why I show students WHERE to put pencils, art, etc. not just tell them. That visual is powerful!

Some wisdom to share to end this post. At our recent district inservice, we had a speaker, Kevin Honeycutt, who said, and I quote:  "If you had a year to live, what would you do to make a difference?  Help kids?"  Well, yeah, that is my hope for this year, not only teach them art, but help them find as Kevin says: "Your greatest weakness is your greatest strength waiting to be found."  And I think this applies not only to our students, but us as well.

 Happy Teaching!

Teacher Reflection and Planning

Yarn line projects: Creativity focus

Well, at last I am writing again!  Here's to summer almost over, and planning and reflecting on last year and what will be for the future.  At the end of the year I asked my 2nd-5th grade students to fill out a postcard  and on it, write about their favorite projects and what they learned. After reviewing 400 or so of them, I wrote down tally marks for each project completed, noting which were favorites, and any comment students made.  Then, I asked myself the following questions.  You see, as a result of my Masters class, I have learned it is always a good practice to reflect and improve my teaching methods/lessons.   Here are the questions and my answers. 

Year End Reflection

1)  What projects were most successful?  Why?
Mixed media; watercolor pencil, team projects, oil pastel, food projects, unusual techniques. 
Why?  Most had never used media before, Projects most successful had no parameters, but focused on creativity. Team projects!

2)  Why did some of the schools (I have 4) embrace the project while others didn't?
Attitude toward school in general, students' individual needs (Special Ed), Not sure. 

3) Why did I chose not to do some of the  projects I had on my Year Plan?
Lack of time, lack of resources (supplies),  was certain some schools it wouldn't work  due to students' special needs, not able to do because of space restrictions.

4) What could I do better to choose more engaging projects?
Pretest to find out what they know? Use more links to artists/art history, technology, think more creatively, find more resources (not just technology).

5)  Did I meet my goal I set  (real world applications)?  
Yes for some of the schools. 

6)  What goal should I address this next year?
The Learner   How they learn.

7) Will I use the goal to plan my lessons toward achieving it?
Yes

Then I made notes.  Find new books, put a creative spin on projects I've done before, but try it out on a few schools, keep incorporating new media, promote recycling, appeal to parents and teachers to help save recycled projects for art projects:  boxes, used bulletin board paper, pop bottles, used file folders, any used colored paper, etc.  Decorate rooms according to school theme. 


So, ask yourself some questions to this end. I hope this has helped you think and reflect and plan for the new year coming up.  I'm kind of excited about trying out some new projects on my students this year. Onward!

Art Games (For the end of the school year)

The last week of school I have the students play art games.  Here are some of the games my art students played or will play.  These games are also good to play anytime by anyone. They are thinking games, and challenging, yet fun.  Enjoy!  Of course, please give credit where it is due if you use these.  Most games were from a party book created by my sister, the late Dr. S. Bowman-Kragh.  She was a master game player and loved doing art with me, my Dad and my husband.  I thank her for the games that my art students enjoyed recently.  Now here are some of the games I used with my students.

Name Game
Materials: Notebook or plain paper, pencils 
                 and prizes 

Hand out notebook (It works best because it has lines) or plain paper and pencils.  Have students write their name VERTICALLY down the page. For example, Johnny would be written as:
J 
O
H
N
N
Y

What to do/play:  

Ask students to draw their face at the top of the page. Next,  ask student to think of other names (boy or girl) that they can create from their own name using the letters.  For example,  J= Jeremy, Joshua, Jilliann, Judy, Jeffrey......  O= Oscar, Oliver, Otto...etc., etc. 
Insist students not write their name for the first letter of their name.  (No Johnny for the J).  
Give students about 5 minutes to write as many names as they can think of.  Have them count up the total number of names and then give a prize for the student with the most names.  (My students had as many as 22.) 

Glue Stick Toss  

Materials: 
*3 Glue Sticks  per student
*Prizes (Candy, Pencils, Erasers, whatever)
*2 or 3 Containers with 3 compartments (a carryall with a handle used for cleaning supplies works great.)
  If you don't have containers with 3 compartments, then use three separate containers: one large and two medium sized bunched up together or tape together.
*Masking tape to label the inside of the compartment/containers and a toe line. 

What to do:

Use masking tape to make a toe line on the carpet or floor at least 5-6 feet away from the containers
Label two medium sized compartments/containers:  PRIZE and the largest container/compartment:  TRY AGAIN or SORRY. 

How to play: 

Have students line up on the toe lines (insist they stay BEHIND the masking tape line), hand  each student 3 glue sticks, and have them toss them toward the containers. You might have girls on one side; boys on the other. SAFETY FIRST!   Make sure no one is standing near the containers--some kids gets wild when they throw (not toss).  If students have a glue stick land in the containers with PRIZE they get a prize!.  If they get more than one glue stick  in each container or compartment, they get only one prize.  (This may sound brash, but you'll run out of pencils or candy fast if you don't control what you hand out. I know--I went through 3 bags of candy with 40 students in two classes.)

Art Class Artist 
Materials:
Manila paper (9 x 12)  Pencils  (no erasers on them)


What to do: 
Pass out papers and pencils.
Tell students there is such a thing as BLIND CONTOUR drawing.  Also that this has nothing to do with being blind. LOL.  The technique simply means that the student always is looking at what they are drawing WITHOUT looking at their paper.  (Be prepared for the deer in the headlight look and a few chuckles.) Tell students that they will all be drawing the SAME thing.  (Another questioning look.) Insist they can do this--just don't look at the paper. Tell them you will be watching so will see if they look at their paper.  Then tell them they will be drawing you.  

Have them find a starting point on their paper, then start drawing.  Let them draw for about a minute and a half.  Remind them:  I am watching--keep your eyes on me!  When they are done, just turn their paper over on the table.  After all are done, have them turn it back over.  (Be prepared for major laughs.)  Have the students sign their creations.  

I did these games with all my students at one of my schools yesterday.  I had about 200+ great drawings.  It was amazing to see how many really and truly kept their eyes on me the whole time and never looked at their paper.  What a group of great artists! We have lots of laughs, too!!!

Well, that's some fun things for you to try whether you are an art teacher or not.  Have fun and enjoy.
Happy End of School and the beginning of a relaxing (?) summer

Complementary Color Bingo

Ahh, Spring Break!  Time to write a blog post!  I came up with this idea and it has been SO successful!  I tried it with 3rd graders--who loved it the best.  This also proved as a good review of line qualities: horizontal, diagonal and vertical line qualities.

Complementary Color Bingo

Materials needed:  1 inch grid (pre-printed) paper  (manila or white)
                            ** 1 set of markers in red, green, blue, orange,
                                 yellow and violet (for each student)
                             Color wheels
                             Whiteboard
                              Expo Markers in same colors as markers
                             Completed Example

Procedures:

Review or teach horizontal, diagonal and vertical lines.  I have the students use the markers or their hands to demonstrate vertical (like climbing a ladder), horizontal (like the sun coming up) and diagonal (like going up a hill) with me as I show the directions the lines go.  We do this several times so they know which is which. I tell them they need to know vertical, diagonal and horizontal to do the project today.

Using the color wheel, I show them that any color across the wheel from each other is a complementary color.  "They are pairs of colors that go together really well; they are like good friends."  The most common complementary color pairs are red/green; blue/orange; and yellow/violet.  I have the students associate red and green with Christmas; blue and orange with Halloween; and yellow and violet with Spring or Easter. 

Next, I show them a grid pre-drawn on the white board, and the Expo Markers (set up on the rail of the whiteboard)  in the complementary color pairs.  Then I explain that we are going to play complementary color bingo.  Like real bingo, the way to win is horizontally, diagonally and/or vertically.  However, they must have 4, not 3 together to win.  

How to play:  (I demonstrate how to play first  on the whiteboard so they understand it.) Next, students are put into teams of two.  Each student is given one set of markers.  Team partners decide who will begin first.   Partner A chooses a color from their set of markers, to fill in one of the grid squares.  For example:  Red.  Then  Partner B may "block"  the red with a green;  Partner A may start a  Blue square and Partner B "blocks"  with orange;  and/or  then do yellow  which can be blocked" with violet.   Partners can keep "blocking" each other or partners can switch colors anytime .But if students  are not keeping track of what color they are, their partner may win without their knowing.  For instance, if Partner A is blue, and Partner B is busy blocking  a red/green or violet/yellow in another area, they may foget to keep blocking the blue and Partner A may win with 4 blue in a row.  The main object is to try to win, but also block you partner with those complementary colors!  (See photo example below.)          Lesson written by:  LGates 2014

As the students fill in the grids, they unconsciously are making a design.  It's amazing to see what they come up with: shapes, faces, chairs, etc.  I ask students to turn their completed papers up, down and sideways to see different shapes, etc. they made. Always there are oohs and ahhs!

This is not only  fun team competition, but helps students  build team skills, good sportsmanship, strategic thinking, and they learn their complementary colors in a fun way.  I had both 3rd and 5th grades in one of my 4 schools do this project, then laminated their "designs" and put it up as a border near my ceiling in the room. 

**You can use tempera or watercolor paint for this project as well, however, it might be more challenging as they'd have to rinse brushes out between colors; and it would take more time.  The photo of this project shows a teacher tempera example.  It looks good on a whiteboard.  (There was no winner in this example.)
Also you could have students create their own grid with a ruler and pencil. However, I prefer the pre-made version. 

Teacher Example