Top Five Storm

This post is mostly for my curious mom who called every few hours from Florida to check on us during the storm here (outside of Boston). My brother works on Long Island taking down trees for the electric company, so I am sure his storm stories are more interesting than mine. Nonetheless, we survived, if only a little worse for wear. And I appreciate the calls, even if mom was on a beach!

 

Thursday afternoon, before parent/teacher conferences, school was cancelled for Friday. Honestly, we may have been able to get a half day in, but not all teachers have the two mile commute that I do, so it was probably safer to call the entire day. 

I spent my day taking pictures every couple of hours, doing graduate school homework and cooking in anticipation of loosing power. The above collage is the view from my living room window throughout the day Friday when the snow started around noon and didn't stop until Saturday afternoon.

Saturday morning

Second floor bathroom window facing south, Sunday morning

We lost power sometime after 10pm Friday night. As the hearty New Englander that my boyfriend is, he had shoveled at least twice Friday, but we promptly we out Saturday morning to dig out even more. Two hours later, we managed to clear a path to our downstairs neighbor's front door and wiggle our cars out of the driveway (not that we are going anywhere!). Our issue, much like our last apartment, is that there is no where to put the snow!

After shoveling, the house felt warm, but the temperature quickly fell. We spent the remainder of the day huddled under the blankets. I somehow slept for most of the day. No sooner had I started to read, did the power go back on around 4pm. My aunt, who lives in the next town over, had called about an hour earlier, offering us a warm bed and food for the evening, once the driving ban was lifted. I was happy to call her back to let her know the heat was blasting and the power was on!

The picture above was taken Sunday morning before we ventured out for groceries, which is part of our normal Sunday routine. However, the mile drive to Stop and Shop was pretty awful. There was still snow packed on the roads and since school is cancelled again for today, I am assuming that the city has had trouble figuring out where to put all the snow too! 

Our street, driving home from the grocery store. Thankfully, it is a one way!

Creative Minds: New group, New ideas

 

We took a brief hiatus, but my Creative Minds group is back in session!
Its taken us a couple of weeks to get back into the swing of things though, perhaps due to the fact that I actually PLANNED activities. One Saturday morning, before my graduate classes started, I sat down with the schedule and planned out almost ten weeks' worth of activities. I then promptly made a shopping list and tried to procure everything we may need that I don't already have. Now that classes have started, I am really glad that I had enough foresight to plan. (Thank GOD for this snow day too, because I used most of it to read for grad school and prepare/cook in case we loose power) However the first couple "meetings of the minds" didn't go as smoothly as I planned, not that the kids cared!

Week One fell the week of MLK Jr.'s birthday. February also holds President's day, so I purchased the Mini Great Americans Murals from Art Projects for Kids. This activity was hit or miss. I had one or two who were really up to the challenge of a coloring page with oil pastels while others couldn't stand to get greasy. However, adults and students alike are amazed with the results. Our principal even wants to frame the finished products! But poor ol' Washington remains unfinished since enough students were thoroughly uninterested after the first page.
   Week Two was just a flop. Typically, I will take out a handful of materials, present a few ideas and let the students take off. If they want to complete the ideas I presented great, if they have other ideas for the materials, even better. We are "creative minds" after all!
Week Two was crayon based. I provided sand paper, crayons and irons to do prints and three hair dryer stations to melt crayons/ crayon "en-caustic." Everyone wanted to melt crayons, but I let the students who volunteered to peel crayons (not knowing what we were doing yet) go first. I had also hoped that the George Washington mural would get done, but after the previous week, I knew there was no interest. After a demo and strict safety speech, I had all three hair dryers going with teams of students helping each other for about five whole minutes. Then we blew a fuse.
While waiting for the custodian, I explained one of Week Three's projects in hopes to keep the preteens' attention. Thankfully most found themselves busy and under the kind custodian's suggestion, we kept it to two hair dryers plugged into different walls of the room. We were successful and while the kids had fun, I just laughed and hoped for better luck next week. 

Week Three was much better. Or at least I think so based on how engaged students were. Who knows, maybe they were bored out of there minds, but cool things happened from my point of view.

There were multiple painted paper options available, as the plan next week is to use the painted paper for various Valentine's Day themed crafts. We used the box tops that come with reams of paper and loaded them with construction paper and paint covered marbles. Old school "marbled" paper! I also cut up some paper towel tubes and showed students how to fold them into a heart shape for stamping. Finally, we brought back the hair dryers and kept it to two going at once. Below is a student's "en-caustic" after adding water color and dabbing with paper towel for texture. Can you tell his favorite color is blue?

"En-caustic" in progress. This student has a great eye for color. Ignore the smock... my boyfriend donated all his old plaid shirts to the art room.

Now that we seem to have our routine back, I am looking forward to what these folks create. I have grand plans for paper mache and perhaps some Chihuly inspired sculpture in between holiday crafts and silliness.

Wolf Kahn Inspired Landscapes

There's a little, independent bookstore we like to poke around in whenever we visit Woodstock, VT. I tend to gravitate to the kid's section since I can't resist a good picture book. Right next to the kid's section are spinning racks of beautiful stationary. The bright colors of the Wolf Kahn prints have caught my eye on numerous occasions so I knew I needed to create a lesson and pass on my inspiration to my students. After a visit to the MFA, I purchased (with my student discount!) a calendar of prints and began formulating my ideas.

I think this lesson is suitable for all age levels, but I geared it towards my eighth grade students. One of our "units" of study in this grade is Invented Worlds. The formal elements I attempted to teach here were meant to carry over to the next lesson which is one point perspective. (We've been working on one point perspective cities and rooms now for over a month! I also added a surreal twist and hope to post some soon)

I began this lesson with a Power Point. I think slide presentations can be ineffective, so I try to make them interactive by asking students questions about what they see and calling on students to read the brief informational texts. I've also started developing "viewing guides" to go along with my presentations. Not only does this encourage students to be more accountable for the information being presented, but it also promotes literacy. This is a big buzz word lately in education. I'm currently enrolled in a graduate class (one of my last!) focused solely on "new literacies." While initially nervous about taking a course so focused on reading and writing, I am excited about the possibilities and the new ideas I can bring to my classroom.

I know I am digressing from the lesson, but after two short years in my school system, I really want to validate art as an integral component in the well rounded education of my students. Right now, the arts are supported, but sometimes I feel like its only because the work "looks good." Like, "thank you for beautifying the school" and "how awesome are those art works!" In reality, it needs to be more about the process, thinking creatively, learning skills that can apply in other situations outside the art room and an appreciation.  A LOT needs to happen, like getting a department head, before the system can get there. But I feel like the more I learn, the more I can try, the more my students will get out of art class. Back to Wolf Kahn...

After viewing the power point, students were asked to use the vocabulary to fill in the blanks. I gave students a hand out that looked like this:

Name:

Grade/Section:

Wolf Kahn

LANDSCAPES

 

Extraordinary	Foreground	Unusual
Middle ground	Horizon line	Background

1.     Where water or land meet sky is the  _______________ and at the viewer’s eye level in a work of art.

2.     Parts of a work of art that seem closest to you are called the _______________.

3.     Parts of a work of art that seem to be between objects in the foreground and the background are said to be in the _______ _________.

4.     Wolf Kahn’s artwork became famous because of the ______________ or _______________ colors that he uses.

5.     Using ________________ can also create the illusion of space in a work of art.

Use the above vocabulary to create 2 landscape sketches. You may use color pencil to experiment with unusual or extraordinary color combinations. Attempt to BLEND colors.

The presentation, vocabulary and sketches took about one and a half classes. During the second class, students were told that they had a choice of materials for the final image. They had a choice of oil pastels (I had florescent available), chalk pastels or watercolor with oil pastel to create a resist. There was scrap paper so that they could experiment with the different materials first. The only real requirement for their image was to include foreground, middle ground and background. During each class, I put laminated calendar pages at their tables so they could have a visual as well.

I feel like the landscapes most reminiscent of Kahn's were the ones completed with chalk. The florescent oil pastels I had were terrible if blended with any thing else and not very opaque. The mixed media images came out with more softness and a nice balance but the colors were not as bright. Overall, I think it was a successful lesson. I am confident that when my students go on to high school, that they will know what a horizon line is (I have students at that level now who do not). I was happy to see that the majority of my students did NOT put the horizon line right, smack in the middle and only a handful had the happy little sun in the corner. By choosing their own materials too, they had some more ownership. For some the openness was overwhelming, but I'm pleased with the results and proud of my students.

Egyptian Pharaoh Portraits

Probably four or five years ago, I purchased one of Patty's first PDF packages at Deep Space Sparkle. At the time I was working for a summer camp as the art specialist and this lesson fit in perfectly with our "World" theme that year. Since then, I have completed this lesson at two different middle schools. I love it because from the teacher's point of view, you can really use whatever materials you have and you know your students are going to be successful. From the student's point of view, it may be a challenge to draw a face, but its well worth the "risk" and there is plenty of room for creativity.

This year, students used oil pastels and metallic color pencils on black paper. Students were encouraged to blend oil pastels to make new tints and shades, especially for the skin tone.
Another reason I like this lesson is because both boys and girls tend to like it. Middle school students can get a little touchy if topics aren't approachable for them. Selecting lessons that are welcoming for all students is something to really think about when selecting any lesson really.

It wasn't a requirement, but students were encouraged to integrate their background knowledge in their designs. I have been trying this year to have my seventh grade lessons follow the chronological order of the Ancient Civilizations students are learning about in Social Studies. I have also been using Visual Thinking Strategies whenever possible this year. For this lesson, I projected an image of a mummy mask, straight from the Museum of Fine Arts' (Boston) online collection, and we discussed what we saw using VTS. Allowing students to make connections on their own, with just a little guidance from me, made this lesson a richer experience.

Keep Calm and Create

I realized this week, with mid year upon us, that I haven't posted much of anything about the high school classes I am teaching this year...

I think the main reason for that is because I feel like I am struggling. This is my fifth year teaching, but for three hours everyday I feel like its year one all over again. This time there is no supervising teacher to give me feedback or a department head to give me guidance. Its tough to reach out in the short time I am at the high school each day, and I've tried. After a whole half a year of "making it work" I'd like to know that its working.

I've been discouraged by the lack of enthusiasm from what feels like the majority of my 76 students. Its really hard to motivate 30 high school kids (in a room with 24 desks... that I can't re-arrange everyday into groups because its not my room) at the same time. Students are stooping to the lowest common denominator because they see what others can't/won't/aren't doing.

I also struggle with the cell phone issue and back talk. Music helps me focus, so I allow students to listen to music while working. However I am constantly policing, looking at screens when I should be meeting with students. That parts on me and with a new term there will be a firmer hand!

Its not all bad though.
My saving graces have been two groups of people: my co-workers and my Art Two students.

My co-workers at the high school who share the other art room (which is my co-homeroom, we still don't get how that worked out) have my back. At the beginning of the year, I asked millions of questions and they always helped. Not ordering ANY of the supplies for this year myself, they are always willing to show me where things are and share what they have. Most importantly, they listen and we talk. I suppose they know that I'm "making it work" and in some ways, I know they are struggling with the same things I am, they just have a couple more years of practice on me.

My Art Two students remind me everyday why I wanted to teach high school.
There are only sixteen students and they are totally a Breakfast Club kinda group. Each student is individual and its been shining through their work. And we're not even working on expressive stuff in class yet! The group as a whole is hard working and willing to grow with me. I am able to conference with each student and talk to them about their work on a real level.
I can't wait for us to finish up a unit of study we've been working on since November. Unfortunately I don't have picture yet, but its been a process! We took recycled materials and made objective or non objective sculptures. After spraying them white, we did color studies under lights and now students are working on canvas board color harmony acrylic paintings. The final step is to take the sculpture and paint that however they want.... I am hoping for some cool patterns, textures and graphic stuff, but we'll see.

For now,

found here

Atmospheric Perspective Watercolor and Acrylic "Studies"

I am really proud of my sixth grade students who followed through with this challenging assignment. Our schedule was very broken up right before the holiday break, so even though I started this with all students, only a few finished. This was a challenge not only for the students, but for me. After each class I needed to reflect and take note of what worked and what didn't work. As I suppose I should with any lesson, but this one in particular needed extra thought.

There have been multiple pins floating around lately of assignments using the basic concept of value to define space. One of the units in the sixth grade curriculum focuses on nature, so to continue our study of trees, I thought this would be a nice follow up and addition. I was inspired by this pin:

from Pinterest

I made sure to test the materials before I started this assignment. I like to try my assignments first so I know what might be frustrating for students and have some tips ready. The trickiest part of this painting was the timing. For the background we used watercolor which needed to dry before applying the acrylic layers of gray and black.

1. We started out viewing a completed work and talked about what we saw. Kids picked up right away that it looked "3D." I would ask why and list things like overlapping and shade on the board. I wrapped it up by talking about atmospheric perspective. I knew that in science students had recently learned about atmosphere so I explained that a way to remember atmospheric perspective in art, is that there is more atmosphere between us and the farthest horizon. Therefore it looks hazier, the atmosphere starts to blur the details. 
2. Students then decided what colors they wanted to use to describe the time of day in their painting and used watercolor to fill a 9x12 page. I challenged students to blend at least two colors. I also showed them how to use paper towel to create texture (and in some cases pick up excess/too much paint).
3. If there was any time left in the first class period, students planned the placement of their trees and horizon lines on newsprint.
4. The next class began by talking about value and a review of atmospheric perspective. Each student was given a small palette and brush. Tables shared water cups and had a small container each of black and white acrylic, which could be scooped onto their palettes with pop sticks.
5. Thankfully, I have a document camera, which after a disastrous first class, I realized I should use for the following steps. First of all, I was able to show them what their work station should look like, including about how much paint should be on the palette. Next, we drew the farthest horizon line and small trees, like their sketch, right over the watercolor painted page from last class. 
6. Using the document camera again, I explained how to make a very light value that would be used for the trees and land farthest away. 
7. After a few minutes of working, I would ask for ideas about what we would do next. Remembering atmospheric perspective, most student understood that the next layer would be a little darker. I again modeled with the document camera. At this point, the students understood the patterned and worked independently.

I find it really interesting the wide range of brush "techniques" student used. I think in order for this to be more successful, I need to go back to basics. I made the assumption that sixth graders would know how to hold a brush. I also made the assumption that after drawing trees for an earlier assignment, students would know how to paint the silhouette of trees. Overall, the complete images are really beautiful (and already caught the attention of their homeroom teachers) and I would try this lesson again.

Ringling Art Museum

 As a kid, we always went on little educational adventures. Nana and Papa brought us to numerous museums and parks, including visits to of homes of past presidents. Now as an adult, I think museums and house tours are getting up there with brewery tours as one of my favorite things to do. Of course, the art teacher in me is also appreciative of a nice little art museum! This winter break, I was able to enjoy a great house with beautiful grounds AND an art museum, all with my Mom and Nana in the warmth of the Florida sun.


To me, the Ringling Art Museum is like a hidden gem. Its really more than just an art museum too! I had no idea what to expect, in fact it was either Mom or Nana who asked me if it was going to be all art about the circus. (First of all, this was Nana's idea and second of all, do I really want to spend a day looking at circus art!?) I wasn't even sure if it was the same Ringling let alone where Sarasota was in relation to where I was staying. I knew nothing! And was pleasantly surprised.

Come to find out, it is the same Ringling as in the Ringling Brother's Circus. In one of the buildings on the grounds, which was the old art museum, there was an informative half hour video about the life of John and Mable Ringling. Both came from nothing. Before the stock market crash and the Great Depression, John had made some good investments, including real estate in Florida, and was the youngest brother of the successful Ringling Brother's Circus. He and his wife Mable taught themselves about art and began collecting. Also, like Isabella Stewart Gardner up here in Boston, the Ringlings designed a Venetian pallazo which was their winter residence. After Mable died young and the economy took a down turn, John refused to sell their art collection, even though he was pressured. When John Ringling died, their art collection, home and grounds were given to the city of Sarasota for all to enjoy.

The first building we went to, above, was the circus museum. An amazing artist (whose name I can't remember) built an entire miniature circus. The detail was incredible! It was encased in glass and the lights even dimmed to simulate night, and visitors could walk around to see every aspect of unloading, preforming and reloading the circus. I read Water for Elephants about a year ago and it was cool to compare my visual images to what I was seeing in the miniature. I was surprised to see the book in the gift shop on the way out too!

The next building was even cooler. There was a refurbished train car that was once John and Mable Ringling's car. Seeing the train car in person really brought to life many of the scenes I read in Water for Elephants. Plus, I have been reading a few other books that have taken place between the 1900s and 1930s where a lot of train traveling takes place. I'm fascinated!

But then there was more in there! In another room there were life size wagons with the signs advertising the side shows.

That kind of circus art was cool!
Then Mom and Nana got nostalgic because there the wagons that were used when the circus would bring the parade through town. I don't ever remember seeing these, but the craftsmanship was gorgeous!

Then there was the pallazo.
Mable really took over this project and as the video told us, she spared no detail. I don't know if I could ever live in it, but it was nice to day dream and think myself a part of the Great Gatsby.

AND THEN, there was the art museum.
At this point we had already been on the grounds for hours, with a little picnic lunch at the car (only later did we realize there were tables). I enjoyed walking through the sculpture garden. I also appreciated that in each gallery there were laminated cards with information about the images and sculptures. Nana wanted to catch a tour from a docent. I usually don't mind a docent, but this one went on and on and on. Nana did a great job keeping up and looking interested, but I was getting tired. Much of the collection is also religious in nature or Baroque. It felt like freshman year art history all over again. But, how amazing that these pieces were collected by one man! Try to check out the link at the beginning of the post. You'll be impressed.

 This was probably my favorite piece. The curators even painted the gallery to match and hung a chandelier like the one in the image, just above the piece.

There are four or five Rubens in the collection! Massive paintings filled with symbolism.

Creative use of the bougainvillea!

Such an awesome day.
And I got to use my student discount to boot. Four awesome places for five bucks!

And thanks to my mom for many of the photos in this post!