SPACE: Positive and Negative

This inspiration for the Positive and Negative Space lesson came from Dick Blick.
I'd seen the results before, but I wasn't sure how to do it, until I found this link. The effect makes it look  more complicated than it really is.

I did this lesson with 1st grade through 8th grade because I wanted to emphasize the point about utilizing negative space. I wasn't sure that the younger grades could do it, but I was wrong-- they were awesome! (I recommend straighter lines, simplistic shapes. Loops and swirls are complicated and frustrating.) But even some of the older grades found it challenging. I encouraged middle school to make at least 7 cuts, but some just perfected 3-4 for the whole class.

I talked about complementary colors, but I let students choose their color combinations.

Here are some examples:

We did this the week of Halloween, so we went though a lot of black and orange paper. (1st Grade)

3rd grader wanted to add her third color. 

1st grader moved his half sheet to the center and cut both edges, drawn with a stencil. 

1st grader, copied from a middle schooler's work.

2nd grader: "I drew a sword, but I didn't want it to be violent, so now it's a bottle opener." <3

3rd grader drew in shapes on her +/- areas

This 3rd grader went on to make a total of FIVE of these in a 55 minute class. 

1st grader made a book. 

1st grader (added googly eyes on his heart)

6th grade

6th grade

My white board with a goal of 8 cuts for Middle School. 

Researching an Artist Mentor: 4-3-2-1 Go!

Here is one example of a quick, yet meaningful way to research an artist. I call it a "4-3-2-1 Go".

Students choose one artist, and discover the following:

   4 pictures of their artwork and/or the artist that catch my eye

   

   3 observations I make about the artist’s work

   2 questions about the artist or their work (which may or may not be answerable)

   1 idea I will take with me when I make my own work

I'm planning to have students answer these questions on a 8 1/2" x 11" sheet, so then we can collect a binder full of artist mentors to reference. Here's my first attempt at an example for students: 

I'm planning on re-creating it like I would if I were doing the assignment, without the highlights. I'll repost it when I do. 

The real connection that a student has with another artist's work that interests them is important to me. I want them to have the opportunity to observe, question, and build new knowledge to benefit their own work. They could also do this lesson for genres or periods of art, too. 

Why did I create this? I have a lot of students who have written proposals for self directed lessons that want to splatter paint, but don't know Jackson Pollack's name or biography. I'm hoping that this assignment is a quick way to get to know a little about Jackson Pollack that adds meaning and inquiry without being overwhelming. If they can do this study about him, then I may grant them permission to do a self directed art lesson. 

I'll try it and see how it goes! 

Reflecting on "What Matters"

A colleague just asked "what other art teachers do to cheer themselves up if things aren't going as planned/scheduled?"

I thought I would share how I reflect and document a quick snapshot of my day. I try to do this everyday on paper for my records. And if not on paper, I at least try acknowledge the components mentally and emotionally, and jot them in a note on my phone.  

I ask myself "What matters?" I brake it up to the states of matter that I learned in science: solid, liquid, gas, and plasma. (You can even look at it with bathroom humor. That helps, too.) 

I usually record in this order:

SOLID - I jot down the crappy thing that happened. The immovable block that is bothering me. The things I can't seem to get over. Events that were frustrating. Things that just went wrong. Students who had a rough time. "I wasn't at the door when the students came in. Student ran in and caused commotion, and I spent lesson time recovering for behavior." "Found out about student rumor." "Parent emailed me about concerns." These are the things I know I'm going to hold onto, bring home, and allow to keep bothering me it I don't write it down.  

I. Get. It. Out. 
And then, I move on. 

LIQUID - The things that flowed well. What I can compliment myself for. "I reduced need for extra materials and set out exactly what they needed; I noticed that most students could start with ease." "The template enabled Student to work independently." "The book I chose really inspired the conversation and artwork." I see that it worked, and I'll try it again. 

GAS - (My favorite.) The things said that made me laugh, artwork that made me feel joy or pride in a student, a GEM (Great Educational Moment) that reminded me why I really and truly love this job. Student was so proud she created a pop up! When I showed kindergarten Student a princess picture, he told me his "dad wears dresses like that" with a straight face. By the end of the year, I'll have over 180 things written that remind me the joys of teaching, and funny quotes to share with the teachers and kids when they get older. 

And, lastly...

PLASMA -  What the heck is plasma? I really am not sure, and I'll have to look it up... again. This is where I list my lingering questions and the things I'm wondering. How do other teachers store clay? Is there a better routine for clean up? Who is an artist I can show tomorrow that uses space well? How did I respond to that parent last year? What the heck are the National Standards!?

            

I hand write them on a bank sheet or use a template and store them in my binder. After I write my PLASMA questions, I write in my calendar my to-do list for tomorrow. Like an action plan, look up those answer! Collect trash bags! Send that email! 

Usually I don't go back to read these reflection sheets, but when I need to reference something I was wondering or a behavior problem, I have it, and it's helpful. 

What I really like about it is a balance of what I'm documenting about my process as a teacher. I noticed when I used to come home and verbally vent (ie, process) to my fiance, that wasn't the most helpful or healthy. I needed to be documenting the issues and learning from them. Plus, I really wanted document the successes and the fun GEMs I was encountering, too. Writing this "What Matters" reflection helps me leave work feeling like I do have control, because I am focusing on what matters to me. And it only takes two minutes.   

If this helps, you, please let me know! Also, if you have another science-related twist to add on, please share. 


Thanks!  
K-Lee

Form - Designing a Place-scape

Dots make lines.

When lines intersect they make shapes.

When shapes are in the third dimension they make form!

All grades designed place-scapes using large paper, paper strips, tape, staples, and scissors. I also put out markers in case they wanted to draw into their places. We had some road lines and people drawn in. 

When I walked kindergarten upstairs I told them to look for curvy lines around them to help build schema.

Then, we read Dr. Seuss's Oh the Places You'll Go! for inspiration for unique places with repetition of curved and straight lines. (I skipped a few pages in the middle after the Waiting Place, then jumped back in when it was upbeat again.)

I showed students how to make flat paper pop into third dimension by twisting, folding, rolling, curling. 

I taught two methods of adhesion: tape and staples. 

They designed roller coasters, water parks, skate parks, towns, and some unknown mysterious places. 

The concentration was so focused and engaged. I loved how creative they were. Some of my toughest customers in 3rd grade said this was "the best art lesson ever." Many of the E1 students even moved onto the floor and make large cooperative places with friends. I totally recommend this lesson. We're going to be continuing with something like it next week!  

   

                                    

                                

Geometric and Organic Shape Collages

Dots make lines. 

When lines intersect, they make shapes!

This week we read The Shape of my Heart  by Mark Sperring, which is about seeing the shapes in the neighborhood around us. Abstract shapes like square and circle, as well as recognizable organic shapes like eye shape and hand shape. 

Because we live in New England and the trees are changing color, I chose to make my example drawing the shape of a tree. 

I showed how to cut geometric shapes with scissors --even drawing them first by hand or with stencil-- as well as tearing the paper for soft organic shapes. 

Then I introduced the glue sponge! And showed how to press into the sponge like a stamp, then stick it on the paper. 

We had many other trees designed, and even had a few squirrels hiding in the folded leaves. 

Overall, success!!

   3rd grader who cut out a leopard and made fringe with paint sample cards. 

Line Drawing to Music

I've done this lesson before, and it's always a hit.
I started with my repeating my favorite quote, "A line is a dot that went for a walk," by Paul Klee, and demonstrated a few of the many different ways a dot could walk. 

Next we read the book Along a Long Road by Frank Viva, noticing that the cyclist was like the dot that made a line through the city. The kindergarteners loved chanting back each "line" of text on the page. 

I put out markers, crayons, and colored pencils for choice. I also used small, long sheets of paper. 

For inspiration, I played music. The songs I chose this time were:
I love you, Too by Ziggy Marley
Let's Go by Calvin Harris ft. Ne-Yo
any song on the Amelie soundtrack, and
peaceful MetaMusic called Enchanted Forest. 

Most kinders did not stick to one page per song, but moved on as they liked. Some wanted to make a book by stapling their pages together. A few older students wanted to make a book as well, and for some of the older ones who felt bored, I was able to convince them to look back into their abstract drawings and find some meaning and keep drawing into it to make it look more like something. They thought that was cool when I looked at it and told them what I saw. Then they took over and told me what they saw and kept drawing. 

I noticed that students always want to dance and talk during the faster songs, but are quiet and more mellow during the slower songs. I like to sandwich my fast songs with mellow ones. I don't recommend songs with words, but it didn't seem to distract the lesson in any way.

Overall, easy set up and clean up, yet still fun and engaging!