The Creative Process in Action

Well folks, it has been a while since I last posted… I took a vacation!  Vacation as a mom of a little one is a bit of a lie; my job never ends. I guess I don’t even really take vacations- just trips. I still woke up every day by 7am without an alarm and played, fed, changed, and put down the little lady for naps. But in between those times was the fun part!

Since I wasn’t home, I didn’t have any chores to take care of during nap time and I got to visit and create with some of my favorite people. My dear friend is getting married this Summer and had the awesome idea of using paper flowers in her wedding!

This Etsy shop sells paper flower bouquets—genius!

Well, bouquet making went very, very slowly. We made great headway in the decision making department but did not make nearly as many flowers as we originally intended. It would almost seem as though we hadn’t made good use of our time but, we actually worked through a lot of the creative process and that is truly where the bulk of the work lies in art making.

Engineering Design Process from nasa.gov for all you STEAM teachers

I mentioned in a previous post about the similarities of the engineering design process and the art making process.

In art we first identify a need, problem, question, etc. Great artists ask big questions. In the creative process this involves a lot of questioning on the teacher’s part. A great place to sneak in some HOTS questioning.

Next, the artist identifies the criteria and constraints. For example, my friend had to identify what kinds of materials for her flowers she was willing to use and what colors worked in her bouquets. We talked through the idea of a theme: vintage/classic or hip/fun.

Now once we understood theme, materials, and colors we could begin to brainstorm solutions. In the art classroom, this looks different depending on how the students work through their thinking. Some kids sketch, some create by trial and error, others may need to talk with a classmate, or research in a resource center. Regardless of how students brainstorm, its important to have them create several (3-5) different ideas.

From there, the students can select their best idea and work it into the final product.

Part of the art making process that is often left out is the refining. In the NASA model above, this is set alone at the end however, in art, refining is done throughout the process. Students should constantly be looking at their work for ways to improve and to make sure that they are communicating their idea. Here are some great tips for helping kids look at and refine their work:

1. Take a tour. By taking a break, walking around and looking at the work of others the student can get a fresh perspective of their own work. Walking away and coming back helps refocus our minds. Some teachers have the entire class take a “gallery walk.”

2. Praise and Polish (adapt activity on link for art). Have students fold a paper in half and leave it in front of their work. On the top of one side write “Praise” and on the other side write “Polish.” Students then walk around and look at 3 other students work and leave them one positive thing about their work and one thing to improve. (Obviously, you should have taught about constructive criticism prior to this activity).

3. Think, Pair, Share. I love cooperative learning techniques and this is one of my favorites because of its simplicity and adaptability. Ask your class a question. For example: “In what way does your artwork reflect your selected theme?” Give them one minute to think about their answer. After one minute, have them pair with a neighbor and answer the question. (A well trained class will know how to ask one another good questions). Finally, have a few children share their answers with the class.

4. A good old-fashioned art critique.  We all have used these before and they are important because they provide the teacher the opportunity to model questioning and information sharing in art.

So, how far did we get in the bouquet making— I think we were at select an approach before I had to head off back to VA. I miss them already and will be here, making paper flowers at nap time.

Plastic Bag Monoprints

I never used Ziploc bags in my kitchen until I needed something to store frozen baby food. For some reason, I got the bright idea to buy that set of Ziplocs at Costco- they were on sale and I will never need plastic bags again! The thing I don’t like about plastic bags for storage is you really can’t use them again once you put food in them because they are a pain to clean out.

On top of the Ziploc issue, I have the “I have a billion reusable bags that I never remember to take to the store” problem. Therefore, I have a wide collection of plastic bags from various stores to add to my Ziploc pile. If you read my post about the Pacific Trash Island, you’ll understand why I find this plastic bag issue bothersome.

So today, I am sharing a great reuse art activity for plastic bags that can be implemented with any grade level! Monoprints are a fun activity and great for the end of the year when the kiddos want to paint but you don’t want to get everything out (or don’t have much left).

I tried used Ziploc bags and store bags and had great results with both! All you need is plastic bags, tempera (one color only for best results with littles, older kids may add a second or third color but I wouldn’t use too many), brushes or brayers, and paper (whatever you can find).

Here are 2 basic monoprint methods that can be used with tempera paint and plastic bags…

The first print technique is working negatively:

Paint your surface with an even layer of paint. Then, begin to take up paint with the tool of your choice: finger, brush, Q-tip, etc. (I used my finger but quickly switched to baby wipes for cleanliness).

Once you have finished your negative drawing you will print your picture by placing paper on top and smoothing it gently with your hands.

Peel it off carefully and you have your print!

 

The second technique is working positively, instead of painting a large square, you will paint your image directly on the bag:

The bag is also a great place to plop down the paint you’ll need without dirtying another palette.

 

You need to work quickly so your paint doesn’t dry up but also make sure you don’t leave  large puddles of paint- those will turn into blobs on your print.

Now, lay your paper on top, gently rub the print, and pull…Any paper works for printing; I used that same old National Geographic from this post.

And that’s it! Feel free to embellish your dry prints with other media like oil pastels, sharpies, etc. 

Have fun and happy printing!

Critical Thinking Skills and Art

This is the third installment of our series on the importance of art in education.

My husband is a businessman, personally the idea of a cubicle or office makes my skin crawl but I’ve always been amazed that our dinner conversations revealed similar concerns with our vastly different workplaces.  A lack of critical thinking skills in our students and workforce is a contributor to our slow crawl away from the top of the world’s educational systems. I’m also fairly certain that standardized testing will not create the workforce of which my husband hopes to one day be the CEO (or US President- he dreams big).

I don’t know about you, but I cannot remember very many of the dates, events, and formulas that were forced into my brain in school as a means to passing a test. I was in high school when NCLB first started to go into effect and I remember the stress on my teachers and classmates. But, I don’t remember a whole lot of the content. (I did pass the tests though, and earned all the incentives our school would throw at us because: incentives!)

In fact, my best educational experience was graduate school. Seriously, I waited 22 years and paid a whole bunch of money before I finally got a great education! It was the first time in my career that I was asked to really ask questions and think critically. (Which is really sad because I had plenty of Art classes in undergrad and that shows you how even our art classes are not asking us to think at a higher level. That’s a post for another day.)

According to Edward Glasser, critical thinking can be described in this way:

The ability to think critically, as conceived in this volume, involves three things: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods.

This is what was great about my graduate school experience, the same thing that is great about a well-taught art class: it asks you to look at your surroundings and THINK about them with reason and logic.

In DCPS, they were big on HOTS (higher order thinking skills). That was a part of my evaluation that I struggled with in the beginning but eventually learned to master with one change to my teaching: asking questions, lots of questions. As my students were in the developing stages of their artworks I would ask them questions related to it, probing for deeper meaning to the work they were creating. Once, I was able to take the focus off of my exemplars and ideas (through choice) I was able to put the students in control of their work, and it turn received much better response to my HOTS questioning.

A true art experience should function in this same manner; it should be student-centered. Asking students to find and solve problems and by asking questions. Students should be researching, talking to one another, and coming up with new, innovative approaches to art. When art is taught correctly, it teaches critical thinking that will one day invent a new product, meet a need of a poor community, or transform a business. We need these types of minds in our schools and businesses (and government so we don’t end up with another NCLB sitch). We need to nourish the minds that are naturally geared toward questioning and problem solving with the opportunity to create, solve, and improve their world. No more stomping out questions with the “just do as I say” and “just bubble it in” mentality; let’s take back our kids education and let’s start by making sure they have art.

Potential

One of my favorite things about art is its ability to take the simple, overlooked elements of life and make them beautiful. Art can make us look at objects and people in a new way; it forces us to not only see the objects, but also their potential.

Any person who has spent any amount of time as a teacher knows the things we do to provide for our students. Our creative nature comes alive as we see potential teaching opportunities in someone else’s trash. I’ve always told friends who collect stuff for me that if they think it can be used in any way just send it over to me and I’ll figure it out. That has led to some really fun projects!

Here are a few items that I have started to collect that have really fueled my imagination.

Produce Bags

These produce bags have so much potential! I’m thinking weaving, collages, perhaps these clown wigs would be great fun.

Meat Trays

Styrofoam trays are a great, low cost printmaking option. I used to keep a box of these cut up at my printmaking center for the kids. Tip: After you cut the plates to the size you prefer, keep the scraps for the kids to practice on. It will help them get a good idea of the amount of pressure they need to use before they destroy their work. 

Easter Eggs

I received an entire box of plastic Easter eggs for CRAFT! I can totally see something awesome like this happening:

 

Hope you are able to find some amazing potential art works this week!

CRAFT Update!

While its been a busy week and I’ve not been able to update the blog for a few days I have made good progress on CRAFT!

STORAGE: Donations continue to roll in and my basement is being overtaken with supplies. This is a good problem to have however, I’m going to need to find a decent storage situation soon or we will be on an upcoming episode of Hoarders! I do have one friend who has generously offered a portion of her storage unit so that will be helpful but with the lack of response to our Indiegogo campaign I’m going to have to get creative (or just beg) here soon.

SUPPLIES: Big THANK YOU to those who have already donated supplies! We have lots of great stuff to give to the teachers this summer. I’ve had a few questions about the donation list so I’ve created a list of FAQ’s for you all to check out! Also, I have put some items in bold to help the general public. And when in doubt, feel free to donate it and I will decide what to keep or toss!

LOCATION: So this update is a bummer. I heard back from Cultural DC and Bozzuto want $1000 to use their space for the day. Crazy, right? So, I’m back to square one and really need to figure out something asap. Heather at SCRAP has been super helpful and supportive and recommended finding a sponsor… I don’t even know where to begin with that. I might bug my Principal friends in DCPS since they technically are partnering with me as well.  I present to DCPS on May 2 for their PD day and really want to have all those details squared away by then.

DETAILS: Well, as I have mentioned, DCPS is on board. The stars aligned and timing turned out to be perfect for both of us! Their Art Department has a huge focus on Creative Reuse and Art and the Environment right now so its a perfect match! I was also able to connect SCRAP with DCPS so all is well in the world.

I’m planning on July 31 from 9:30-2:30 for the Professional Development and resource fair. I have begun to work on getting presenters and will continue to focus on that once I know my location.

Wish me luck, pray, share our Indiegogo, and by all means… give me your trash! Thanks for your support!

 

The Importance of the Arts: Building Empathy

I’m writing a short series on the the importance of arts education for our children. See the introduction here and stay tuned for more.

Well, I’m a little behind because I’ve had an offbeat start to my week. My Monday turned out nothing like I would have hoped and I have to tell ya, one thing I’ve learned being a mom is that it doesn’t always go well but you can always start over in the morning. Thanks goodness for a new day.

But the biggest sadness out of my Monday was the sudden passing of my former Principal, Cheryl Taylor. Ms. Taylor was an outspoken, bold, compassionate leader. She made waves, big choppy waves and you either learned to ride along or you fell off the boat. There was no room for lukewarm attitudes with her. She loved her students to a fault and I’m pretty sure that she will now be watching over one student in particular and he’s lucky for that.

Cheryl Taylor was a catalyst in my career. She saw something in me and she worked to mold that into an amazing educator. I so appreciate the time she took to invest in me and my art program. And I want to share something with you that I have only come to realize more recently about Cheryl, myself, and the arts.

As a child, Cheryl took ballet in her NYC neighborhood. Though I know few details of her experience with dance, I know that it had a tremendous impact on her life. She was lively but really came to life when she talked about dance. Her eyes would light up and it was as if she had traveled back to that happy moment for a few minutes. Cheryl came out of those memories, eyes filled with tears and longing for those wonderful times again. She even taught dance to her students when she began teaching and funded dance outfits out of her own pocket.

Dance brought out an empathy in Cheryl that was hardened by the rest of city life. There is something about the arts that creates a sense of empathy and compassion. Perhaps it is the personal nature of the arts that requires us to be vulnerable and appreciate the emotions of others. Once you have revealed your own emotions and thoughts through the artistic process it is much easier to recognize and appreciate those expressed by others.

Empathy is a skill that is difficult to teach and, judging by the severe bullying problem in american schools, is lacking in our students and employees. According to this Forbes article, empathy can create the more productive workplace that America is seeking to build. And I’m sure that every teacher in America will agree that there is a great need for empathy among students.

How can you teach empathy in the art classroom?

1. Share and talk about artworks with emotional subject matter. Kathe Kollwitz’s post-war prints are very emotional and many kids can relate to the desire of wanting to protect loved ones. 

2. Have your students create art that answers an open ended question. For example, have your students creates a genre painting that gives a detailed answer to the question “what was the best day you’ve ever experienced?”

3. Let students talk to one another about their artwork. I’m a big fan of noisy art rooms; quiet work is important but, I also feel that artists are collaborative workers and need feedback and communication about their work. Teach your kiddos how to talk about the processes and thoughts behind their work and to give constructive feedback.

 

Tantalize!

Hey guys… here’s a little motivation to get your week started. I know that many of you are on Spring Break but I think you’ll love this lesson! It holds all the greatness of creative reuse, choice based classrooms, and fun that you will need once you return to school and get out of the testing fog!

Self-Directed Art

Mrs. Dunn’s tape dispenser was one of the first objects to be Tantalized.

A sign on the door shows where to donate objects.

On Friday the Tantalizer made an appearance at Franklin School! The idea for the Tantalizer comes from Mary Olson, a Santa Fe, NM art teacher and friend who introduced “The Tantamount” to her students. The word “tantamount” means “equivalent to.” The Tantamount is a human art machine that duplicates the essence of an object into a complementary art object.

A sign announces the Tantalizer.

We altered the concept slightly and renamed our art making machine “The Tantalizer,” an art temptation. Adults in our school community were invited to bring a favorite object to the art room to be tantalized. Third grade Tantalizer

Mr. Pepicelli’s spray bottle – form over function!

Teams worked collaboratively to interpret donated objects through a wide variety of materials. Upon completion, they delivered…

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Why your child needs arts and athletics- Introduction

This is the beginning of a three part series on the importance of arts education in developing 21st century employees, the kind people actually want to hire.

My child is very young (as in, she has only graced the earth with her presence for 8 glorious months) but one thing my husband and I know we want for her is involvement in the arts and in athletics. These things are incredibly valuable to us, not just because we enjoyed them growing up but, because we see great value in these activities for child development.

Art is so vital to building certain skills that make a particular type of learner, and eventually: employee. Businesses are beginning to see the challenges of having multiple-choice, bubble in the answer we’ve drilled into your head students becoming their prospective employees. According to this Time article, students are lacking certain ‘soft skills’ such as critical thinking, collaboration, creativity, and problem solving.

STEM, the educational movement of the moment, is great but, it is overshadowing the arts as an effective educational tool. The savvy art teacher can function in a STEM school because they understand and can prove that art education functions exactly as STEM education.

In DCPS we had Master Educators (ME) in our subject area completing some of our teacher observations. One year, my ME was also tasked to observe teachers of Physics due to staffing issues. I’m not sure about you but I could never feel comfortable observing such a difficult subject area. When I asked her how she managed, she replied that while the content is very different the pedagogy for the arts and sciences are identical. The studio classroom and science lab function through the same hands on learning processes.

If art educators will embrace STEM as a complement to their classroom curriculum we will likely begin to see more STEAM schools in the future.

In the next post, I will be highlighting the ways art builds: problem generation and solving, collaboration, critical thinking, perseverance, and empathy, etc.

And athletics, well, they add a different set of skills that I want my daughter to possess; like being too tired to do anything bad, ever.

 

Bloggers you need to know (Follow Friday)

The internet is an amazing place! It has helped the often isolated art teachers of the world unite and create their own personal learning community. And what an awesome community it is!

For our first Follow Friday I would like to share 4 Art Education Bloggers that you should be following!

Art with Mr. E

http://www.artwithmre.com

Ted is an awesome art teacher hailing from Tennessee. He does great art projects, reviews products, and has an awesome blog roll.

Art of Apex High School

http://www.artofapex.com

Ian Sands is the primary contributor to this awesome high school art program blog but you will also find meaningful posts from the other teachers. I have pinned a ton from this site and really love their thoughts on choice based teaching.

Cassie Stephens

http://cassiestephens.blogspot.com/2014/01/diy-felted-light-up-starry-night-dress.html

Sassy Cassie was all over my Twitter feed during the NAEA Convention in San Diego! Art teachers love her unique outfits that she creates to match her lessons. Cassie takes teaching art to the next level and has great lesson ideas to boot!

Artful Artsy Amy

http://artfulartsyamy.blogspot.com

Amy has a great blog for Middle School art teachers (God bless you all. Seriously) and includes ways to infuse technology into your classroom.

I hope you enjoy these bloggers… there are so many amazing more teachers to share so be sure to check back often or check out my blog roll for some awesome folks to follow!