Sunday, April 15, 2018
Real art!
I ponder the statement of creating art:
It is the product that matters; or is it the process that matters?? Any visual art can be a topic of conversation! Taking some of my mixed medias to show to my students at school (and now at art guild) always makes for an interesting endeavor. How can I explain what I did? Will or do they understand?
I used to strive for the product, and now sometimes I just focus on the joy of creating and the process; not concerned about the product. Why? Sometimes I find that the process I enjoyed actually turns out to be a catalyst for other processes which bring the actual product.
So what makes real art? When a little boy or girl bring you their picture they made just for you, and it's a ?????? in your mind--remember it is something very vivid and personal in THEIR mind. No, we can't jump into their mind and know what they are thinking. But THEY know as they see it as a big picture to them.
Creating art is a two-fold process: imagination, process and product. Self-expression, in other words, is putting the imagination on the paper, creating the art is the process using media, and the product is what's created: the picture; whether it be a painting, collage, or 3-D piece.
Making it yours, is what makes it real. Experiment, explore, learn, have fun, and never give up; because just when you think it's a failure, it turns out to be something really cool or if you try something else, you will be surprised! I rarely throw anything out that seems "bad", because I find it can most always be used in a collage. So, get out your art supplies and start creating some REAL art.
See please August 4, 2013 post on Rauschenberg's "Bed"--is it art?
Please also see August 4, 2013 Rauschenberg's "Bed" is it art? post.
Tuesday, March 21, 2017
Matisse Faces
I've always been very inspired by the Woman with the Green Stripe, by Henri Matisse. I did a project using his painting as a way to teach abstraction and color schemes--which was very successful with 5th graders at two of my schools. Now is the time to share it, because you're done with making Shamrocks, and you need something for those older students who won't be thrilled with making bunnies. So, below here is the plan.
Teacher prep work: Find at least two different large faces from a magazine. Try to find ones with faces that also show the neck. Cut out each face. For each face, copy the image using a copy machine. (Be careful and don't make the copy too dark.) Using a sharpie, outline the basic parts of the face, hair, eyes, nose, lips, etc. Then using a regular piece of bond or copy paper and pencil, use a light box or a window, and trace this outlined face onto the copy paper. Finally, make several copies of each traced face on the copy machine.
Follow the instructions, and complete your own Teacher Example. I used both tempera and fluorescent paints. This project would work with colored pencils or crayons. Not a good idea to try oil pastels for this project.
For each team, you'll need:
One each of the copies of the faces
Tempera in six different colors. (I used turquoise, red, orange, green, blue, red-violet.)
OR use Fluorescent paints (I used Pink or Magenta, Yellow, Green, Blue, Violet, Orange
(my students loved these)
Brushes in sizes to paint larger areas, and brushes for detail work
Water containers
Paper towels
Pencils
Show the painting by Matisse. Green Stripe (Madam Matisse).
Discuss the painting and how the face is divided into sections of color. Show your Teacher Example.
Divide students into teams of two. It works best if you have students who work well together for this project. So, if your seating chart works, then use it for this project. Students will be working closely, so they must be respectful of each other.
Hand out a copy of each face to each team and pencils. Have students turn the face paper over and each student will write their names on each of two face papers.
Teacher: Using a face copy of your own, demonstrate drawing a line straight down the middle of the face to create a split face.
Instruct students to draw a straight line down their faces on their papers. Have students choose a side they will paint on their face paper. Explain that when they have finished painting one side, their teammate will paint the other. Therefore, they will have two faces where each of the student has painted one side of the face. They will work as a team to paint the faces. Emphasize using ONLY 3-4 colors for their side of the face. Their teammate will use the opposite colors on their side. (For example, in the photo below, one side is painted in turquoise or blue-green, orange and red; the other side is green, blue and red-violet. Each student painted just one side of the face.
Pass out paint supplies and let them create. Emphasize painting the large areas first, and detail areas like eyes, last using a detail sized brush.
This project may take 3-4 sessions depending on how careful they paint. Students then cut out the faces and mounted them on black or cream colored paper. These were so captivating that I had four in the art exhibition.
Teacher prep work: Find at least two different large faces from a magazine. Try to find ones with faces that also show the neck. Cut out each face. For each face, copy the image using a copy machine. (Be careful and don't make the copy too dark.) Using a sharpie, outline the basic parts of the face, hair, eyes, nose, lips, etc. Then using a regular piece of bond or copy paper and pencil, use a light box or a window, and trace this outlined face onto the copy paper. Finally, make several copies of each traced face on the copy machine.
Follow the instructions, and complete your own Teacher Example. I used both tempera and fluorescent paints. This project would work with colored pencils or crayons. Not a good idea to try oil pastels for this project.
For each team, you'll need:
One each of the copies of the faces
Tempera in six different colors. (I used turquoise, red, orange, green, blue, red-violet.)
OR use Fluorescent paints (I used Pink or Magenta, Yellow, Green, Blue, Violet, Orange
(my students loved these)
Brushes in sizes to paint larger areas, and brushes for detail work
Water containers
Paper towels
Pencils
Show the painting by Matisse. Green Stripe (Madam Matisse).
Discuss the painting and how the face is divided into sections of color. Show your Teacher Example.
Divide students into teams of two. It works best if you have students who work well together for this project. So, if your seating chart works, then use it for this project. Students will be working closely, so they must be respectful of each other.
Hand out a copy of each face to each team and pencils. Have students turn the face paper over and each student will write their names on each of two face papers.
Teacher: Using a face copy of your own, demonstrate drawing a line straight down the middle of the face to create a split face.
Instruct students to draw a straight line down their faces on their papers. Have students choose a side they will paint on their face paper. Explain that when they have finished painting one side, their teammate will paint the other. Therefore, they will have two faces where each of the student has painted one side of the face. They will work as a team to paint the faces. Emphasize using ONLY 3-4 colors for their side of the face. Their teammate will use the opposite colors on their side. (For example, in the photo below, one side is painted in turquoise or blue-green, orange and red; the other side is green, blue and red-violet. Each student painted just one side of the face.
Pass out paint supplies and let them create. Emphasize painting the large areas first, and detail areas like eyes, last using a detail sized brush.
This project may take 3-4 sessions depending on how careful they paint. Students then cut out the faces and mounted them on black or cream colored paper. These were so captivating that I had four in the art exhibition.
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| Tempera Student Work used by permission |
Tuesday, December 20, 2016
File Folder Art
Grade Level: 3-5th graders
NOTE: Please try this out BEFORE you present to your class!
Materials Needed For each student:
- Regular-sized new or recycled Manila File Folder (or any folder will do as long as it is blank on the inside; the outside wouldn't matter) If you don't have any file folders, poster board or even heavy construction paper 12" x 18" can be folded in half.
- TWO of the same items (buttons, plastic or paper straws, plastic drink lid, toothpick, ribbon, etc.) Try not to hand out a large 3-D object--otherwise you won't be able to fold the folder.
- Bottle Glue (not glue stick)
- Pencil
- Plain paper (for sketching)
- Markers, other media such as Colored Pencils, Crayons, etc. Let the student choose several different media to experiment and have fun!
- Scissors (may be needed depending upon item; let students ASK FOR THEM.)
Visual Art Standards: Kansas #1, 2, 3 and #6 (Language Arts)
What to do:
1)Students write their name inside the folder. CopyrightLJGATES2016
2) Pass out the folders, bottle glue, pencils, and one item per student.
3)Students write at the top on the LEFT side of the folder, "BEFORE"
4)Ask students to write what their item is under BEFORE and describe it. For example: "This is a shiny, bumpy, round, red button with 2 holes in it."
5) Have them glue the item onto the LEFT side of the folder under the words, Before.
6)Ask students to think of how they can "change" this item into something new. For example: If you gave them a plastic straw (for the left side) it may be cut with scissors and formed into a star or snowflake, chair, etc. Explain Abstraction (see below).
7)Pass out the other item that is the same as the one they glued down on the left side. This item they will cut, color, or do whatever to it, to change it into something new. This is called Abstraction (taking something original and turning it into something new whether by color, form, line, etc.)copyrightLGates2016
8)Students may be given plain paper to draw a sketch or their new object if they wish to plan out their new object.
9) After students have a sketch, or have planned it on on the folder, have them show you BEFORE they glue it down. (Emphasize planning is always best before gluing. Once it is glued, it is final.)
10) Students will glue down whatever they create with bottle glue on the RIGHT side.
11) Folder must be laid FLAT in order to dry.
12) Once all the GLUE IS DRIED,
13) Students will use colored pencils, markers, etc., to add details to their creations on the RIGHT side of the folder only.
14) Students will write AFTER on the RIGHT side of their folder where their new object is glued down, and describe their new item. For example: "This is a green chair dancing on a red rug by my bed in my pink bedroom."
Students may take their art home after sharing with class. Everyone will want to share their new creations of Before and After abstracted art. Then, simply, close the folder to take home to share and enjoy with friends and family!
In the student example below: On theLEFT side, she simply glue a strip of reinforcements for the BEFORE side.(Not shown)
AFTER/RIGHT side, the student used reinforcement stickers, pencil, yellow highlighter, and sharpie markers. She drew a sketch prior to doing work; planned it out on paper, drew the bed and person on the folder, then began sticking reinforcements to the folder. She then added details to complete the picture. Her description is as follows: This is a stick person jumping up and down on a [mattress] on a bed. Under the red line she wrote, ceiling. The words, Boing, Boing indicate the springs making sounds as the person jumped on the bed. Fun! So creative! Definitely an A+
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| (Student work used with permission.) |
Thursday, March 31, 2016
Cool Color Spiraled Peacock
As the weather gets more spring-like, I encourage students to visit a zoo, really look at the flowers that are blooming, and take in nature. One lesson that would be good for lower elementary grades is Cool Color Spiraled Peacock. (1st-2nd grade)
What you will need:
Cool color crayons, colored pencils, or (if you are brave) oil pastels: Blue, Green, Violet
(Use primary and secondary colors. I used Crayola Crayons)
White 12 x 18 drawing paper
Completed Example (DO NOT show this until you are done drawing with the students)
Do the Review/Prep Work
Review or teach cool colors: as listed above. I usually have objects or photos of objects in these colors. First graders love doing a color hunt: finding things around the room that are these colors.
Review shapes: Circle, Ovals, Rectangles, Triangles.
The Lesson
Pass out supplies. Students write name on one side of paper.
You will teach the lines as you draw. I tell the students: Vertical is like climbing a ladder; Diagonal is like going up a hill (on a motorcycle: VROOOOM) and Horizontal is like the sun going down or coming up over the horizon. LJGates2016
The drawing will be done from bottom to top. Students beginning in the middle or at the top won't have room for "feathers". Also drawing from bottom to top, they may guess what they are drawing.
Have the students use any of the 3 cool colors they want.
Have them DRAW with you as you draw on the your own paper secured on a whiteboard, overhead, or Elmo.
With the paper in VERTICAL (up and down) position, begin your drawing.
Draw a HORIZONTAL line about 1/3 of the way from the bottom of the page.
Next, draw TWO SETS of THREE TRIANGLES, separated out (these will be the feet).LJGates2016
On top of the triangles, draw TWO VERTICAL lines (for the legs).
Then, draw a medium-large CIRCLE (for the body).
Inside the CIRCLE, draw a medium OVAL (for the neck)
On top of the OVAL, draw a small CIRCLE (for the head) (Be sure to add two small filled-in CIRCLES for eyes; and a small TRIANGLE for the beak.)
For the feathers, draw approximately 13 DIAGONAL lines appropriately spaced.
For the spiral part of the feathers, teach students how to make a spiral. IF students have problems with the spiral, just have them draw a circle, and fill it with smaller circles. Make about 3 spirals per diagonal line.
Add about 3 short VERTICAL lines on top of head (for the crown).
You will end up (hopefully) with a cool colored spiraled peacock standing on the ground.
If you have time: Students can use the cool colors to COLOR in the peacock; add something in the foreground or sky (if they want).
What you will need:
Cool color crayons, colored pencils, or (if you are brave) oil pastels: Blue, Green, Violet
(Use primary and secondary colors. I used Crayola Crayons)
White 12 x 18 drawing paper
Completed Example (DO NOT show this until you are done drawing with the students)
Do the Review/Prep Work
Review or teach cool colors: as listed above. I usually have objects or photos of objects in these colors. First graders love doing a color hunt: finding things around the room that are these colors.
Review shapes: Circle, Ovals, Rectangles, Triangles.
The Lesson
Pass out supplies. Students write name on one side of paper.
You will teach the lines as you draw. I tell the students: Vertical is like climbing a ladder; Diagonal is like going up a hill (on a motorcycle: VROOOOM) and Horizontal is like the sun going down or coming up over the horizon. LJGates2016
The drawing will be done from bottom to top. Students beginning in the middle or at the top won't have room for "feathers". Also drawing from bottom to top, they may guess what they are drawing.
Have the students use any of the 3 cool colors they want.
Have them DRAW with you as you draw on the your own paper secured on a whiteboard, overhead, or Elmo.
With the paper in VERTICAL (up and down) position, begin your drawing.
Draw a HORIZONTAL line about 1/3 of the way from the bottom of the page.
Next, draw TWO SETS of THREE TRIANGLES, separated out (these will be the feet).LJGates2016
On top of the triangles, draw TWO VERTICAL lines (for the legs).
Then, draw a medium-large CIRCLE (for the body).
Inside the CIRCLE, draw a medium OVAL (for the neck)
On top of the OVAL, draw a small CIRCLE (for the head) (Be sure to add two small filled-in CIRCLES for eyes; and a small TRIANGLE for the beak.)
For the feathers, draw approximately 13 DIAGONAL lines appropriately spaced.
For the spiral part of the feathers, teach students how to make a spiral. IF students have problems with the spiral, just have them draw a circle, and fill it with smaller circles. Make about 3 spirals per diagonal line.
Add about 3 short VERTICAL lines on top of head (for the crown).
You will end up (hopefully) with a cool colored spiraled peacock standing on the ground.
If you have time: Students can use the cool colors to COLOR in the peacock; add something in the foreground or sky (if they want).
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| Student Work (used with permission) |
Wednesday, February 17, 2016
Newspaper Art
Here are some ideas for using a newspaper to create art: shamrocks, bunnies, shapes and more. Remember that newspaper is also a wonderful background paper for a collage or as an art medium to use.
What you will need: Lots of newspapers (Classified and comics will work well.) Scissors, glue sticks, bottle glue, heart cookie cutters, circles to trace (coffee can and nut can lids work well for this), pencils and/or sharpies, crayons, oil pastels, tempera paints, brushes, etc., multiple sizes of buttons, yarn, aluminum foil, and other crafty adornments as you wish, construction paper or tag board (cut to size). Examples of finished work for show.
For the shamrocks: Find a non-color side of classified piece of newspaper. Use heart cookie cutters to trace 3 hearts onto newspaper. It's best if they are all the same size of hearts. Then draw a curved thin triangle for the shamrock stem. Cut out all parts and glue onto construction paper or tag board with heart "points" touching; then add stem. Use oil pastel or crayon to add color, or use crafty adornments to decorate. Note: You may also wish to make smaller hearts to glue inside the bigger ones to create a layer heart shamrock. Enjoy!
For the Bunnies, use a coffee can lid or at least a 5 inch circle to trace on a comic strip page or classified page from a newspaper. Then add two triangles that are long and tall for ears. Use crayons, sharpie (for use if you painted) or oil pastels to add eyes, nose (a small upside down triangle), whiskers and a mouth. Cut out all parts. Glue onto construction paper.
Shapes. Art teachers are always wanting a fun and different way to teach shapes, especially to younger students. Just use a pre-cut 12 x 12 sheet of newspaper or comic pages to have students cut out (with you demonstrating of course) how to take a rectangle and cut to divide it into squares; then cut again on the diagonal to make triangles; use a square to trim off the corner (points) and round out to make a circle. Keep trimming and make an oval. These can be cut out, glue onto paper, and decorated as above. Or just simply have students paint or color in the shapes the newspaper has. Classified pages are perfect for this!Enjoy these ideas! I am sure you can come up with even more ideas. Please comment if you enjoy this post. Thanks. Here are photos for you to see. Student work used by permission. Please do not paste or copy these into your email, blog or website. Remember, give credit where it is due. Thank you!
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| Student work |
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| Student work |
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| Student work |
Wednesday, November 11, 2015
Illustrating Dictionary Pages?!!
Hello, and welcome to my blog. I've been away for awhile, but I am still full of ideas. Please remember that what you see here is copyrighted by me so give credit where it is due. Thanks.
Illustrating a dictionary page? Well, yes, it is possible. The idea following is an adaptation of a lesson I saw from School Arts magazine (trial copy). Check out SchoolArtsMagazine.com online to order your own free trial copy. Student Teacher, Kimberly Taylor Underdown, from Flagstaff, Northern Arizona University, came up with this cool way to use old dictionaries. I have added my own spin on it of course!
Prep Work: Scour Goodwill or thrift shops in your town. You will need to find a few old dictionaries (the old hardback kind are best as the paper is better quality.) Make your own example for students to see!
The purpose of the lesson is how can students communicate language (words) in art on a dictionary page. Grade level: 2nd-3rd would do best on this. However, you could do older students, with adaptations.
You'll need pencils, crayons, markers, oil pastels, or watercolors, glue sticks, construction paper (several colors) old dictionaries, notebook paper cut into thirds so you have 1/4 sheets.
NOTE: It's best to have a few pages from each letter of the alphabet taken out ahead of time from the dictionary. Use an exacto knife to cut the pages close to the spine; tearing would tear the paper.
Randomly (This reduces the time it takes for them to find a page they want) pass out a page to each of your students along with a pencil and 1/4 page of a notebook paper.
Have the students read their dictionary page (front and back) for a word they think they might be able to illustrate on the page. For example, if they received a page with letter G and they found the word giraffe, they might want to draw a giraffe on the page. Students will write their name, their word on the notebook paper, and the definition. copyrightLGates2015
Students will then use pencil to draw on the dictionary page to illustrate their word.(If possible try to keep some of the word showing through so it can be read.) After drawing, they can use the media they want: crayons, markers, watercolors, oil pastels, etc. Be sure to demo use of these media first with them--especially watercolors and how to use little water so the paper will not warp or wrinkle!
Have students mat their dried dictionary word illustrations on construction paper with glue stick, and glue their word and definition notebook paper at the bottom of the construction paper, so it hangs like a tag. Display these wonderful creations!!!
Good luck, have fun, and learn some new words!!!!
Illustrating a dictionary page? Well, yes, it is possible. The idea following is an adaptation of a lesson I saw from School Arts magazine (trial copy). Check out SchoolArtsMagazine.com online to order your own free trial copy. Student Teacher, Kimberly Taylor Underdown, from Flagstaff, Northern Arizona University, came up with this cool way to use old dictionaries. I have added my own spin on it of course!
Prep Work: Scour Goodwill or thrift shops in your town. You will need to find a few old dictionaries (the old hardback kind are best as the paper is better quality.) Make your own example for students to see!
The purpose of the lesson is how can students communicate language (words) in art on a dictionary page. Grade level: 2nd-3rd would do best on this. However, you could do older students, with adaptations.
You'll need pencils, crayons, markers, oil pastels, or watercolors, glue sticks, construction paper (several colors) old dictionaries, notebook paper cut into thirds so you have 1/4 sheets.
NOTE: It's best to have a few pages from each letter of the alphabet taken out ahead of time from the dictionary. Use an exacto knife to cut the pages close to the spine; tearing would tear the paper.
Randomly (This reduces the time it takes for them to find a page they want) pass out a page to each of your students along with a pencil and 1/4 page of a notebook paper.
Have the students read their dictionary page (front and back) for a word they think they might be able to illustrate on the page. For example, if they received a page with letter G and they found the word giraffe, they might want to draw a giraffe on the page. Students will write their name, their word on the notebook paper, and the definition. copyrightLGates2015
Students will then use pencil to draw on the dictionary page to illustrate their word.(If possible try to keep some of the word showing through so it can be read.) After drawing, they can use the media they want: crayons, markers, watercolors, oil pastels, etc. Be sure to demo use of these media first with them--especially watercolors and how to use little water so the paper will not warp or wrinkle!
Have students mat their dried dictionary word illustrations on construction paper with glue stick, and glue their word and definition notebook paper at the bottom of the construction paper, so it hangs like a tag. Display these wonderful creations!!!
Good luck, have fun, and learn some new words!!!!
Friday, August 21, 2015
Getting Students to use Imagination
Well, it is that time of year again. Teachers looking for new ideas. So, I will share one with you.
Please remember to give credit where due.
Talking Letters and Numbers
I used this with 2nd graders. Because they can write funny sentences and they were more excited than other grades.
You will need per student:
9 x 12 paper, pencil, crayons or markers and a teacher example
Ask students if they think letters of the alphabet and numbers can talk. Draw on whiteboard a letter or number. Draw a talk bubble. Have a student give you ideas of what the letter/number might say and where the letter/number might be. For example: My teacher example is a number 5. The number 5 is a shoe salesman in a shoe store. I drew racks with shoes, and a sign $5. The number 5 has a hat, eyes, nose, mouth and says: Special today! All shoes $5.00!! in his talk bubble. I used lots of bright colored crayons.LGates2015
Pass out paper, pencils and have students write their names on back. On the front, draw their letter or number and a talk bubble. Ask them to think of how they might turn their letter or number into an animal, person, etc. and where the letter/number is. And what the letter/number might say.
Be prepared for surprises. I had a student choose the number 10 and they drew 10 different houses. The number 10 counted all the houses, 1,2,3,4,5,6,etc. Keep it limited to numbers 1-10 but students can use any of the 26 letters A-Z.
Please remember to give credit where due.
Talking Letters and Numbers
I used this with 2nd graders. Because they can write funny sentences and they were more excited than other grades.
You will need per student:
9 x 12 paper, pencil, crayons or markers and a teacher example
Ask students if they think letters of the alphabet and numbers can talk. Draw on whiteboard a letter or number. Draw a talk bubble. Have a student give you ideas of what the letter/number might say and where the letter/number might be. For example: My teacher example is a number 5. The number 5 is a shoe salesman in a shoe store. I drew racks with shoes, and a sign $5. The number 5 has a hat, eyes, nose, mouth and says: Special today! All shoes $5.00!! in his talk bubble. I used lots of bright colored crayons.LGates2015
Pass out paper, pencils and have students write their names on back. On the front, draw their letter or number and a talk bubble. Ask them to think of how they might turn their letter or number into an animal, person, etc. and where the letter/number is. And what the letter/number might say.
Be prepared for surprises. I had a student choose the number 10 and they drew 10 different houses. The number 10 counted all the houses, 1,2,3,4,5,6,etc. Keep it limited to numbers 1-10 but students can use any of the 26 letters A-Z.
Sunday, February 22, 2015
Birger Sandzen Art Museum
On January 16, my husband and I ventured to Lindsborg, Ks. Our first stop was the Birger Sandzen Art Museum/Gallery on the Bethany College campus. I was totally blown away by the BRIGHT colors--some of them almost neon colored. We had a docent, and this helped alot. Because I had called and told them I was an art teacher, they provided me with a free book about Birger Sandzen (mine to keep), and loaned me a big portfolio of information: palette, brushes, ink pad, reproductions, etc. for free (this includes a flash drive of the entire portfolio information), as well. I did, however, have the expense of mailing it back to them at the cost of $9.60. The museum has a wall of postcards, and books, and other information about Sandzen. It would be a great place to take a group of students. (Sadly, the cost and travel time would prohibit me from doing this with my students.) Did you know that Sandzen painted nearly 2,800 oils, 500 watercolors, and made over 33,000 prints? What a busy artist! He also taught over 60 years.
We also went to a shop called Hemsljod. (Pronounced Hems-loyd). They handpaint Dala horses there. Dala horses signify welcome. There were cool wooden sculptures outside this business. Handcrafted Horses, an article in the Salina Journal (in Kansas on Sunday, January 25, 2015) features Shirley Malm, an artist who paints the horses. For more information on this article, contact Deputy Editor, Sharon Montague at 1-800-827-6363 ex 129 or email at smontague@salina.com.
Lindsborg has many art-related places to visit. We even found a large mural that emcompasses a whole wall on a building. Food was another matter. Don't go at the normal eating time 5:30-6:30. Pick an off hour, because the whole town shows up when you do. We ate at a really good place. I still am wondering how they make money when they served both of us atleast 2 lbs or more of tator tots. I am serious!! We stayed at a hotel, which served a Swedish breakfast. I have grown fond of that round rye cracker! Delicious!!
If you want more information on getting the portfolio, or visiting the museum, check out www.sandzen.org. or call them at (785) 227-2220. Email: fineart@sandzen.org. The museum is open Tuesday -Saturday from 10 a.m. to 5 p.m. and Sunday from 1 -5 p.m.
We also went to a shop called Hemsljod. (Pronounced Hems-loyd). They handpaint Dala horses there. Dala horses signify welcome. There were cool wooden sculptures outside this business. Handcrafted Horses, an article in the Salina Journal (in Kansas on Sunday, January 25, 2015) features Shirley Malm, an artist who paints the horses. For more information on this article, contact Deputy Editor, Sharon Montague at 1-800-827-6363 ex 129 or email at smontague@salina.com.
Lindsborg has many art-related places to visit. We even found a large mural that emcompasses a whole wall on a building. Food was another matter. Don't go at the normal eating time 5:30-6:30. Pick an off hour, because the whole town shows up when you do. We ate at a really good place. I still am wondering how they make money when they served both of us atleast 2 lbs or more of tator tots. I am serious!! We stayed at a hotel, which served a Swedish breakfast. I have grown fond of that round rye cracker! Delicious!!
If you want more information on getting the portfolio, or visiting the museum, check out www.sandzen.org. or call them at (785) 227-2220. Email: fineart@sandzen.org. The museum is open Tuesday -Saturday from 10 a.m. to 5 p.m. and Sunday from 1 -5 p.m.
Wednesday, November 26, 2014
"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.
I used this project at one other school and the students went wild! The principal thought this was a great project! :-)
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.
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| 3rd graders. He is handing her an opened ring |
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| Chain checker making sure pattern is correct |
Wednesday, September 10, 2014
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
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
Sunday, August 17, 2014
Art Rules and Procedures: TEACH AND SHOW them!
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?
I stand among you to teach you.
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!
Saturday, July 12, 2014
Teacher Reflection and Planning
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| Yarn line projects: Creativity focus |
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!
Saturday, May 17, 2014
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
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
Sunday, March 16, 2014
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.
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 |
Tuesday, November 26, 2013
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.
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
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
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.
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| 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
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| 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
Thursday, November 7, 2013
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....
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....
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| MAT Cards I made. Inspiration for many! |
Sunday, October 20, 2013
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!
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!
Monday, September 30, 2013
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
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
Thursday, September 19, 2013
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.
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.
Monday, September 2, 2013
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!
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!
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