http://www.jibjab.com/view/QT5HUa7OvXUVfi4PmiZV
This will be my last post! Just wanted to show you my awesome dance moves and wish you all a very Merry Christmas!! I'm not one to be comfortable dancing but this video can be a jumping off point for a fun class choreographed dance routine!! why not have students use the computer to see themselves dancing and then recreate it for real!! How fun!!!
Hope you get a laugh!! All the best during your holiday break!! See you in 2014 :)
Monday, December 2, 2013
Tuesday, November 26, 2013
Art Gallery
I think that the art gallery is an incredible place for people of Prince George! I am jealous that we don't have something even close to this in Quesnel. The gallery is a perfect place to take students and immerse them in the world of art. Even though I didn't like the paintings in the exhibit, when the curator said that children can explore and discuss the uncomfortable topics, I was sold! I realized that the complimentary pieces are a great way for students to think about how a specific event happened and how it looked from two perspectives--our own, emotion driven perspective, and the outside, accurate perspective. I think that an exercise like this would tie nicely to a language arts writing assignment but then again I would love for students to do a quick write to come up with a life event/scenario and then do a drawing set to represent both perspectives. When the curator showed us the two perspectives, I went from disliking the installment to excited about the learning opportunities that pair with the large, uncomfortable paintings!! I really enjoyed our visit to the art gallery! And Quesnel's not that far...I see a field trip in my future!
Monday, November 25, 2013
UNBC Children's Art Show
The UNBC Children's Art show was such a lovely event. At first, I didn't think I would enjoy it much because I knew that my students weren't coming. However, I was so very wrong! I got to be part of something that had such beauty and such positive energy! At one point I looked around in awe as parents, grandparents, students, and younger siblings excitedly moved about the space. The decorations were wonderful!! The decorating committee did such a great job! And I really loved the sound of the violin playing in the background...that girl has talent AND stamina!
Even though my students weren't there I still felt an amazing pride for their work. I couldn't believe all the people gathered around the dot paintings! It was really cool to be able to talk about the art and tell a little about each student, even if it was to strangers (and classmates...thank you for showing so much interest :) )
This was a really great experience and it showed me how easy it is to pull off something amazing with teamwork!! Thanks to all my classmates for putting on such a great event, I am honored to be part of it with you.
And thanks to Willow for pushing us out of our comfort zones and believing that the night would go so well even when we were worried!!
Even though my students weren't there I still felt an amazing pride for their work. I couldn't believe all the people gathered around the dot paintings! It was really cool to be able to talk about the art and tell a little about each student, even if it was to strangers (and classmates...thank you for showing so much interest :) )
This was a really great experience and it showed me how easy it is to pull off something amazing with teamwork!! Thanks to all my classmates for putting on such a great event, I am honored to be part of it with you.
And thanks to Willow for pushing us out of our comfort zones and believing that the night would go so well even when we were worried!!
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| Here's me...putting up my student's artwork! |
Sunday, November 24, 2013
Meeting Criteria
The UNBC children's art show was such a great event. Even though my students could not attend because of location, they were all really excited that their artwork would be showcased up here at UNBC. It was also a great motivator for students to get their work done before the deadline!
I had such a difficult time choosing only five paintings. I struggled with the idea of recognizing only a few due to my philosophy that I don't ever want to demotivate my students. What if a student has a love and passion for art but isn't as naturally talented as the next student who really does not have much interest at all? What if taking art from both students inspires them both to continue and practice and pursue art in their futures? I don't want to ever take that possibility away from someone. I am glad that I brought such a large sample. I know that part of what made my art display appealing was how the large grouping made a powerful impact. That said, I also discovered something...I didn't actually want to hang all of the art when I got here. In fact, it took me almost an hour to finally hang the last three pieces--Andrea actually noticed and asked me why. It wasn't because the pieces weren't as visually appealing as the others (in fact, one was a good painting on it's own) but it was because these students either didn't follow the criteria because of lack of effort or they didn't follow the criteria because they chose not to. For example, one student didn't create her painting with dots in a pattern and her painting didn't match the others at all...even though I had discussed this with her while she was painting. So here's the dilemma...do you take five or leave five? I'm glad I brought them all but I think the former would be better over the latter. Although I kind of feel like the latter five should also realize that they are accountable...in this case, it wasn't talent that made their artwork not art show worthy, it was lack of effort or simply not caring about criteria.
I had such a difficult time choosing only five paintings. I struggled with the idea of recognizing only a few due to my philosophy that I don't ever want to demotivate my students. What if a student has a love and passion for art but isn't as naturally talented as the next student who really does not have much interest at all? What if taking art from both students inspires them both to continue and practice and pursue art in their futures? I don't want to ever take that possibility away from someone. I am glad that I brought such a large sample. I know that part of what made my art display appealing was how the large grouping made a powerful impact. That said, I also discovered something...I didn't actually want to hang all of the art when I got here. In fact, it took me almost an hour to finally hang the last three pieces--Andrea actually noticed and asked me why. It wasn't because the pieces weren't as visually appealing as the others (in fact, one was a good painting on it's own) but it was because these students either didn't follow the criteria because of lack of effort or they didn't follow the criteria because they chose not to. For example, one student didn't create her painting with dots in a pattern and her painting didn't match the others at all...even though I had discussed this with her while she was painting. So here's the dilemma...do you take five or leave five? I'm glad I brought them all but I think the former would be better over the latter. Although I kind of feel like the latter five should also realize that they are accountable...in this case, it wasn't talent that made their artwork not art show worthy, it was lack of effort or simply not caring about criteria.
Wednesday, November 20, 2013
Op Art and Trying to Stay Focussed
This is my youngest son's Op-art project. I've seen this style of artwork done before and it looks really cool when it's finished. I'm not sure if he quite understood what he was doing because the "highlight" didn't run in a uniform line down each section...which is fairly important for the illusion to work. He said he was sick the day the class got the instructions but they did do a smaller, rough draft first so I would like to think that any misconceptions were addressed then. Never-the-less, as I watched I thought "great project"--it teaches line form and depth-- but then as the hours passed and there was nothing left of the poor little pencil crayons or the child's tired out hand...I thought, hmmm maybe a bit too much repetitive coloring to keep the interest of the more "active" kids in the class (mine being one of them--"Anders, sit back down. Anders, keep shading. No, Anders, it's not time to play with the dog. Anders, the pencil crayon is sharp enough."--for approx. 4 hours!!). By the end, he had lost interest and just wanted to get it done and it showed in the change in quality from start to finish.
Here is his process:
This is my youngest son's Op-art project. I've seen this style of artwork done before and it looks really cool when it's finished. I'm not sure if he quite understood what he was doing because the "highlight" didn't run in a uniform line down each section...which is fairly important for the illusion to work. He said he was sick the day the class got the instructions but they did do a smaller, rough draft first so I would like to think that any misconceptions were addressed then. Never-the-less, as I watched I thought "great project"--it teaches line form and depth-- but then as the hours passed and there was nothing left of the poor little pencil crayons or the child's tired out hand...I thought, hmmm maybe a bit too much repetitive coloring to keep the interest of the more "active" kids in the class (mine being one of them--"Anders, sit back down. Anders, keep shading. No, Anders, it's not time to play with the dog. Anders, the pencil crayon is sharp enough."--for approx. 4 hours!!). By the end, he had lost interest and just wanted to get it done and it showed in the change in quality from start to finish.
Here is his process:
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I managed to find 3 pencil crayons of the same color and kept them sharpened for him so that he could just continue to color without getting distracted to sharpen. It also saved him from having to use an uber-short pencil crayon (like he did with the blue), which becomes really tiring on the hand. |
Art Lessons During Practicum
During my practicum, my students
created Aboriginal Dot Art. This was an exciting and in-depth project for me to
take on with them as it was the first time I've taught art. However, I love
love love visual arts and couldn't wait to get this project started with them!
Grade 6/7 C1
identify the historical and cultural contexts of a variety of images
The first lesson gave an
historical context of Aboriginal Paintings and the evolution of the Aboriginal
Dot Paintings. Students identified that the paintings are from Australia, that
they date back 40,000 years, that they are the longest living art movement in
history, recognized Aboriginal people as the first peoples of Australia and
compared this vast history and connection to the continent to First Nations
people in Canada, determined what materials traditional paintings were made
from/with compared to contemporary Aboriginal paintings, and understood the
purpose for Aboriginal paintings (storytelling/dissemination of knowledge).
Yes, this was a history lesson!
- A1 compile a collection of ideas for images using feelings, observation, memory, and imagination, such as storyboards
The purpose of the second lesson was to have
students identify the characteristics of Aboriginal dot paintings and generate
criteria for their own dot paintings. Students selected an animal to represent
them and had to complete a graphic organizer that listed and justified how the animal
traits represented their personality. Students created a storyboard that included
animal traits graphic organizer, color scheme, a draft sketch with dot patterns
in marker, and a paragraph outlining the “story” within their painting. The
storyboard was used for pre-planning and as a form of self-reflection to guide
their final painting.
- A4 create images using a variety of materials, technologies, and processes
- A5 create 2‐D and 3‐D images that convey personal or social beliefs and values, for specific purposes, that incorporate the styles of selected artists from a variety of social, historical, and cultural contexts
The so-called last lesson was to have the students create their dot painting
using their draft and the criteria as a guide. This lesson focused on using the
painting techniques used by Aborigine artists. Students applied colors,
designs, and patterns based on their learned knowledge of Aboriginal dot
painting. This really wasn’t the last lesson and it really wasn’t the third
lesson. It actually took two+ lessons to get through the pre-planning—students had
a hard time making their pre-planning sketch a “rough” sketch. Most spent too
much time perfecting during this process. If I were to do it again (which I
will!) I will stress to the students that this is a ROUGH sketch!! Furthermore,
I would show them the tools and supplies for the final project before this step—oops!
I think knowing the selection of dowel sizes before sketching would have been
useful—note to self: never assume that the 15 examples and a student-generated list of criteria
based on exemplars (stating multiple sized dots) would inform the students that the dots should not
be pin sized like the end of a fine-tipped marker!
Most of the changes I would make to this mini-unit
(it was 6+ lessons in reality!) have to do with management (getting paint
supplies, etc). Otherwise, it was a wonderful experience that fully engaged
each and every student. It addition, the style and technique set students up
for success—everyone could feel proud of their final painting. One of my favorite
parts was when I had students volunteer to come to the front of the class to
talk about and share their paintings with positive feedback from their peers. They enjoyed this too and I had lots of
volunteers!
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Art Strengths and Careers
Forensic Artist Video Clip
This is a powerful and moving video about a forensic artist who draws women's faces based on how they describe themselves and then by how they are described by someone else.
While it is a touching short clip, it also got me thinking about Fine Arts in terms of careers. How often is art (or dance, or music) added on to the weekly curriculum and treated a bit like fluff? Are we developing skills in these subject areas that students can take in to the real world the way we do with Math, Reading, Writing, and so on? Do we value Fine Arts enough to consider the content something that can prepare students for the future? What skills are transferable? Can we help students link future careers to their strengths in the areas of Fine Arts? Since not all children are exposed to or can participate in artistic activities outside of school so that they can hone their artistic skills (no access to music lessons for example) then school may be the place that unveils an artistic talent in a child. School is probably where most famous actors were introduced to drama!
When we have students who struggle in other areas of the curriculum but are strong in one area of the arts, I think it's important to help them identify ways that they can use their strengths to their fullest potential. So besides a job as a forensic artist (or famous actor/famous musician!), what realistic and achievable careers can you think of that are built on the foundation of either a talent in an area of Fine Arts, skills developed by practicing in areas of the arts, or by an interest in aspects of the arts?
This is a powerful and moving video about a forensic artist who draws women's faces based on how they describe themselves and then by how they are described by someone else.
While it is a touching short clip, it also got me thinking about Fine Arts in terms of careers. How often is art (or dance, or music) added on to the weekly curriculum and treated a bit like fluff? Are we developing skills in these subject areas that students can take in to the real world the way we do with Math, Reading, Writing, and so on? Do we value Fine Arts enough to consider the content something that can prepare students for the future? What skills are transferable? Can we help students link future careers to their strengths in the areas of Fine Arts? Since not all children are exposed to or can participate in artistic activities outside of school so that they can hone their artistic skills (no access to music lessons for example) then school may be the place that unveils an artistic talent in a child. School is probably where most famous actors were introduced to drama!
When we have students who struggle in other areas of the curriculum but are strong in one area of the arts, I think it's important to help them identify ways that they can use their strengths to their fullest potential. So besides a job as a forensic artist (or famous actor/famous musician!), what realistic and achievable careers can you think of that are built on the foundation of either a talent in an area of Fine Arts, skills developed by practicing in areas of the arts, or by an interest in aspects of the arts?
Monday, October 14, 2013
Responding Through Art
I have a painting to share. I created it two years ago in response to course material I had read from a First Nations Women's Studies course. The readings were heavy and emotional and hugely inspiring. We had the option of responding to the readings any way we wished. I was inspired to create a painting as a way to release some of the pent up emotions from the course but also as a way to celebrate the strength and resilience of the women who I was reading about. This is truly one of my favourite pieces because it came from my personal response to what I was reading at the time.
This picture has made me think about how important it is for us to allow our students to respond to complex, emotional, or challenging topics through art. It is a great way to make cross-curricular connections as well!!
I addition, I am adding the King Tut artifact painting that my son created (I talked about this painting in my first blog post but finally took a picture to upload). Just to recap, Mattias painted this picture in response to the Ancient Egypt unit he was studying in his Grade 6/7 class last year. I have never seen him so immersed in a school project before. Likewise, I have never before seen him so proud of something he has done in school. I attribute this connection to the fact that he was given a choice and therefore, took ownership and pride in his learning. He was able to respond in a way that felt meaningful to him. Isn't that wonderful?!
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This picture has made me think about how important it is for us to allow our students to respond to complex, emotional, or challenging topics through art. It is a great way to make cross-curricular connections as well!!
I addition, I am adding the King Tut artifact painting that my son created (I talked about this painting in my first blog post but finally took a picture to upload). Just to recap, Mattias painted this picture in response to the Ancient Egypt unit he was studying in his Grade 6/7 class last year. I have never seen him so immersed in a school project before. Likewise, I have never before seen him so proud of something he has done in school. I attribute this connection to the fact that he was given a choice and therefore, took ownership and pride in his learning. He was able to respond in a way that felt meaningful to him. Isn't that wonderful?!
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| Earth Mother |
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| Mattias' Painting of an Artifact from King Tut's Tomb |
Saturday, October 12, 2013
Hope through Music
I came across this video (link below) on Facebook and it was truly inspiring (and humbling). I am soooo not musical and so I find myself intimidated by this component of the Fine Arts curriculum. Yet, I have had many opportunities (and still do) to learn an instrument. If I decided I wanted to learn, I could have a shiny new instrument at my finger tips by this afternoon. I have taken this luxury for granted. Sadly, there are children in the world who desperately want to make music...and cannot because of the socioeconomic conditions that they live in. The children in this video clip not only love to make music, they don't let the barriers in their life prevent them from doing so. And the music they create brings love, joy, hope, and courage in to their lives. What I| can learn from this is how the arts can be a means for fostering beauty in a world that is often ugly for children. The children in our own classrooms may come from adversity--we need to give them opportunities to create beauty.
Please connect to the link below for a truly inspiring video!
Hope through Music
Wednesday, October 9, 2013
Creative Much?
When I was in high school, all I really did was observational drawing. When we drew still life or modelled portraits, I was praised by my art teacher for this skill (I was awarded top art student in the junior high). However, in grade 11, when I created a series of observational pen or pencil drawings from photographs, my art teacher at the high school compared me to nothing better than a "human photocopier"--and he meant this in a highly insulting way--and gave me a C+....apparently I lacked creativity. Insulted I was. Uncreative I felt. (Did that sound like Yoda to anyone else?) It's hard to get over being told you are uncreative. It felt as though any skill I had honed was irrelevant. I tried to draw without something to observe but suddenly all I could draw was cartoony, sloppy doodles that easily could have passed as pictionary drawings (I'm the worst pictionary partner by the way!)! Eventually, if I were to ever enjoy art again, I had to come to the conclusion that I probably won't be much more than an observational artist...(can I refer to myself as an artist if it's observational? my grade 11 art teacher would likely say no).
Here are some of my observational drawings...(the funniest thing to me is that my maiden name is on all of these...the saddest thing is seeing that the date says 1991-1993! haha
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| Jim Morrison, Cover of the Rolling Stones Magazine, pencil |
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| Pencil crayon sketch, from a water color instructional text? |
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| Pencil Sketch |
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| Pencil sketch from a magazine ad |
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| Pencil sketch from magazine ad |
Computers in the Art Classroom
So I have been thinking lately about how to incorporate technology into our lessons. Some subjects seem to lend themselves well to technology while I tend to think that visual arts and technology really don't go together at all. Of course I'm wrong (that darned fixed mindset!). I know that technology doesn't have to mean "plugged in"...after all, tools and materials are a form of technology too, but the technology I'm thinking of moves beyond the hands-on to the pixels on a computer screen...how can we use computers to support visual arts education?
In my art/Internet adventures, I came upon a pretty cool website by SD 71 here in BC. Here, they offer lesson plans for using computers and Internet to teach visual arts--all linked to BC IRPs and for multiple grade levels! They provide the PLOs, websites for students to access, and software for students to use to create their art projects. Not only do students study the lives and works of great artists like Monet, Picasso, and Van Gogh (and more!), but they hone their research and computer skills as well as have the opportunity to create interesting famous-artist-inspired artwork of their own.
Now...my only question left is this: what do you do with the computer generated art piece? It seems like it might cost a small fortune in printer ink if we were to create hard copies for each student! Hmmm...what about taking the computer-art connection a step further and creating a class blog where they could post computer-generated art? Now where oh where did I get the idea for an art blog from??
Check out this excellent BC resource!
http://www.sd71.bc.ca/sd71/edulinks/art/art.pdf
In my art/Internet adventures, I came upon a pretty cool website by SD 71 here in BC. Here, they offer lesson plans for using computers and Internet to teach visual arts--all linked to BC IRPs and for multiple grade levels! They provide the PLOs, websites for students to access, and software for students to use to create their art projects. Not only do students study the lives and works of great artists like Monet, Picasso, and Van Gogh (and more!), but they hone their research and computer skills as well as have the opportunity to create interesting famous-artist-inspired artwork of their own.
Now...my only question left is this: what do you do with the computer generated art piece? It seems like it might cost a small fortune in printer ink if we were to create hard copies for each student! Hmmm...what about taking the computer-art connection a step further and creating a class blog where they could post computer-generated art? Now where oh where did I get the idea for an art blog from??
Check out this excellent BC resource!
http://www.sd71.bc.ca/sd71/edulinks/art/art.pdf
Wednesday, October 2, 2013
Finding Balance
As I've been pouring myself in to my art lesson plans this week I haven't had time to give much thought to my blog...I'm supposed to be finishing the lesson plans right now but all the whining going on in my head gave me an idea for my blog post so I had to stop and do this first!
My art lessons focus on artwork from another culture...which I really didn't know enough about! So, like everything I do (it seems), I spent endless hours researching background and looking in depth at the subject instead of getting to it and writing lesson plans. I'm not sure, but this might be a case of an easy-to-justify form of procrastination..."I'm not procrastinating, I'm researching!". Oh the hours I will never get back! I can't help it though...I feel like if I'm going to teach something then I have to know it really, really well! (Do I though? didn't I just learn from Jana-Rae, Cheyenne, and Milana in their presentation that we can all just learn together through inquiry?) Unfortunately, it's what I did...it's what I do. This time-engulfing process means my lesson plans aren't done yet!
Looking back, I wish I had picked a simpler art project...one that has less background and less history, not because I am not happy with the project itself (I'm super excited about it!) but because I don't feel like I have the time right now to invest in all this research...
This has got me thinking about how easy it would be for teachers to burn themselves out when they spend too much time on just one art project when there are so many other subjects to plan for each day/week/month/year!
I can see why once teachers have a repertoire of art projects they use them over again year after year (or else beg, borrow, and steal ideas from colleagues...hmmm...maybe next time that wouldn't be a bad idea!)
The bottom line is this...as teachers of art, or any subject, we must find a balance between creating the "amazing" lessons and having time for ourselves. OK...I guess that just qualified as "me time"...back to the lesson planning!!
My art lessons focus on artwork from another culture...which I really didn't know enough about! So, like everything I do (it seems), I spent endless hours researching background and looking in depth at the subject instead of getting to it and writing lesson plans. I'm not sure, but this might be a case of an easy-to-justify form of procrastination..."I'm not procrastinating, I'm researching!". Oh the hours I will never get back! I can't help it though...I feel like if I'm going to teach something then I have to know it really, really well! (Do I though? didn't I just learn from Jana-Rae, Cheyenne, and Milana in their presentation that we can all just learn together through inquiry?) Unfortunately, it's what I did...it's what I do. This time-engulfing process means my lesson plans aren't done yet!
Looking back, I wish I had picked a simpler art project...one that has less background and less history, not because I am not happy with the project itself (I'm super excited about it!) but because I don't feel like I have the time right now to invest in all this research...
This has got me thinking about how easy it would be for teachers to burn themselves out when they spend too much time on just one art project when there are so many other subjects to plan for each day/week/month/year!
I can see why once teachers have a repertoire of art projects they use them over again year after year (or else beg, borrow, and steal ideas from colleagues...hmmm...maybe next time that wouldn't be a bad idea!)
The bottom line is this...as teachers of art, or any subject, we must find a balance between creating the "amazing" lessons and having time for ourselves. OK...I guess that just qualified as "me time"...back to the lesson planning!!
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| astrolibrary.org |
Tuesday, September 24, 2013
Color Outside the Lines!
Art is personal. Art is individual. What one person may find beautiful the next might not and that's okay. I think students should feel free to express themselves any way they wish. Who says that coloring in the lines is artistic? Coloring outside the lines in art should be the same as thinking outside the box! Art shouldn’t have all these rules. Art should be freedom to express. ( I use the disclaimer that coloring inside the lines serves the purpose of developing fine motor skills... but we can’t squash creativity and self-confidence in children when they can’t!! Fine motor skills will come with experience and maturity...but an insecurity towards creating artwork is hard to overcome!)
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| (www.oopsiedaisy.com) |
On the drive home
after school one day, my six year old son told me that he was a bad “color-er”. I said that that wasn’t true to which he responded
that yes it was, his teacher had told him he was a “bad color-er”. I said, “I
don’t think you are bad at coloring, in fact, when we get home you can color
something for me so I can see...because I know that you are not bad at coloring”. He hung his head down and said, “No mom, it’s true. Mrs. “B”
told me and I already know.” And so began his hatred towards art for the next
5 years (not sure he’s over it even still)!
If beauty is in
the eyes of the beholder then, as teachers, who are we to say something isn’t
art. It may not have met our criteria, but I really struggle with saying it’s
not “good art”. We can follow our rubrics but at the end of the day, the
assignment of grades on artwork (or poetry) is subjective. Case in point: The
following piece could easily have received a failing grade (though the artist
is an adult!)
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| (http://artsalesindex.artinfo.com/asi/lots/4132118) |
Joan Miró i
Ferrà April 20, 1893 –
December 25, 1983)
Earning
international acclaim, his work has been interpreted as Surrealism, a sandbox
for the subconscious mind, a re-creation of the childlike, and a manifestation
of Catalan pride. In numerous interviews dating from the 1930s onwards, Miró
expressed contempt for conventional painting methods as a way of supporting bourgeois
society, and famously declared an "assassination of painting" in
favour of upsetting the visual elements of established painting.
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| www.patheos.com |
Monday, September 23, 2013
Art or Cookie Cutting?
I have been thinking about what happens to students' artwork after it is taken home. What do parents keep and what gets thrown away? I hope I can help develop my students sense of pride in what they create and I really hope I can help them create things that showcase their individuality. That said, I also hope that when they bring their creations home that their parents value the time and effort that has gone in to the piece. Art has the ability to bare the soul. A negative response to someone's creation can injure self-confidence and make a person utter the words "I am not artistic"..
I am also thinking of the stacks of stuff that my own children have brought home...I haven't exactly valued all of it and I feel (a little...just a little) guilty for that...but let me explain why I say it's only a little guilt and not a lot (please don't judge)...
It is hard to value "artwork" that includes "coloring in a picture", "cutting out on the line", and "gluing specific things on to specific spots". Especially when 3-4 of these come home each week (I'd need to buy a bigger house to save it all!) As far as I could see, these were not so much artistic creations as means to develop fine motor skills and the ability to follow directions--in which case if I save these things am I expected to save math worksheets and spelling lists too? So, after a month on the fridge, most of these items found their way to the recycling bin. Yes, I feel a little guilty. Every time I lowered one to the garbage I felt a pang of guilt...but how much is too much? I always saw value in pieces that I could see they put a lot of time and effort in to and I certainly cherish the items where I see that the ideas came from them. Furthermore, I always keep the pieces that mean a lot to them on an emotional level such as mothers day gifts and so on....even when they were required to follow a template.
But even in grade six my son was bemoaning art class. He said he hated art. Art was boring. Art is hard. He'd say he's not good at art. Then I saw what they were doing! Templates. Rigid instructions. 29 pictures on the wall with minimal variations...well, with the exception of my son's which was either incomplete, lost, not started, or haphazardly put together. We had a big talk about effort. About accountability. About the fact that we may not like all the subjects in school but we are still required to do it and since we have to be there and we have to do it we should at least put in our best effort...(gasp for breath...). NOPE. No desire to even be bothered. Can I really blame him? I could barely be bothered to look at this wall of cookie cutter art myself.
Then the most amazing thing happened. After studying a unit on Ancient Greece each student could pick two projects from a list of about 10 choices. The options ranged from a research paper to a sculpture. My son found a picture of an artifact from King Tut's tomb and thought he'd like to try making a painting of it. I brought him out one of my canvases and let him pick out acrylic paints. I supplied him with brushes and gave him a brief lesson on how to hold a paint brush and how to pick up paint, and I showed him couple different paint strokes. Then I left him to create. Hours went by (and I mean about 6-7 hours!) before he stepped away. What he created was amazing! (For a boy who hated art!). What a surprise to everyone...even himself! He got an A on his Social Studies project and his teacher commented that he had some talent and should continue painting. He barely got a C in Art. Well, there you go.
(I will attach a photograph of his painting when I go home on the weekend...proud mama!)
So what can I learn from this? Well, I hope to come up with art lessons that will allow creativity to find a place in each student. I will give them criteria but not so specific and so much that it stifles their individuality or their creativity. I will give options. I will let my students know that I value effort and that creativity sometimes means taking a risk and watching that risk turn in to artwork.
I am also thinking of the stacks of stuff that my own children have brought home...I haven't exactly valued all of it and I feel (a little...just a little) guilty for that...but let me explain why I say it's only a little guilt and not a lot (please don't judge)...
It is hard to value "artwork" that includes "coloring in a picture", "cutting out on the line", and "gluing specific things on to specific spots". Especially when 3-4 of these come home each week (I'd need to buy a bigger house to save it all!) As far as I could see, these were not so much artistic creations as means to develop fine motor skills and the ability to follow directions--in which case if I save these things am I expected to save math worksheets and spelling lists too? So, after a month on the fridge, most of these items found their way to the recycling bin. Yes, I feel a little guilty. Every time I lowered one to the garbage I felt a pang of guilt...but how much is too much? I always saw value in pieces that I could see they put a lot of time and effort in to and I certainly cherish the items where I see that the ideas came from them. Furthermore, I always keep the pieces that mean a lot to them on an emotional level such as mothers day gifts and so on....even when they were required to follow a template.
But even in grade six my son was bemoaning art class. He said he hated art. Art was boring. Art is hard. He'd say he's not good at art. Then I saw what they were doing! Templates. Rigid instructions. 29 pictures on the wall with minimal variations...well, with the exception of my son's which was either incomplete, lost, not started, or haphazardly put together. We had a big talk about effort. About accountability. About the fact that we may not like all the subjects in school but we are still required to do it and since we have to be there and we have to do it we should at least put in our best effort...(gasp for breath...). NOPE. No desire to even be bothered. Can I really blame him? I could barely be bothered to look at this wall of cookie cutter art myself.
Then the most amazing thing happened. After studying a unit on Ancient Greece each student could pick two projects from a list of about 10 choices. The options ranged from a research paper to a sculpture. My son found a picture of an artifact from King Tut's tomb and thought he'd like to try making a painting of it. I brought him out one of my canvases and let him pick out acrylic paints. I supplied him with brushes and gave him a brief lesson on how to hold a paint brush and how to pick up paint, and I showed him couple different paint strokes. Then I left him to create. Hours went by (and I mean about 6-7 hours!) before he stepped away. What he created was amazing! (For a boy who hated art!). What a surprise to everyone...even himself! He got an A on his Social Studies project and his teacher commented that he had some talent and should continue painting. He barely got a C in Art. Well, there you go.
(I will attach a photograph of his painting when I go home on the weekend...proud mama!)
So what can I learn from this? Well, I hope to come up with art lessons that will allow creativity to find a place in each student. I will give them criteria but not so specific and so much that it stifles their individuality or their creativity. I will give options. I will let my students know that I value effort and that creativity sometimes means taking a risk and watching that risk turn in to artwork.
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