The Spring Play

This is the time of year when my students start bringing me fun sized Snickers bars.  It's a  bit of an inside joke, actually.

I am the sponsor for my school's Drama Club (which we change the name of just about every year).  And it's almost time for our Spring performance.  We already have one show under our belt as a group:  the Vaudeville Variety Show we put on in November.  It was super cute.  We had a ventriloquist, and a dancing gorilla, and George Burns, and Abbot & Costello.  It was a way to sing and dance a little, get some stage experience and teach a bit of history at the same time.  Did I mention I teach at an ELEMENTARY SCHOOL?  Yep.  I'm pretty sure I'm the only Elementary Art teacher in the known world who is brave (read: crazy) enough to take on directing a group of 42 aspiring actors in 3rd thru 5th grade on top of teaching full time.  But it's something I've always done since I started teaching.  (Guys...I'm so sleep deprived right now that the first time I typed that, I wrote "teachering.")  In fact, I think it's what helped me get hired in the first place.  In my interview I asked if the school had a program like this, and mentioned that I would love to create one and help the music teacher with her shows, etc.  So after growing up as a theatre kid, here I am instructing young minds on how to project their voices whist wearing itchy, homemade costumes and sweating under our stage lights.  

Anyway, back to the Snickers.  I explained to my theatre kids that when we get close to performance time, Miss Teacher morphs into a fire breathing dragon who thinks you're about to steal her gold.  She is tired and cranky, and even though she still loves you, she isn't herself.  She might yell at you for making a minor mistake, or maybe for a huge mistake, but she probably is just HANGRY.  She just needs a Snickers.  Thus, these adorable and hilarious kids have started investing in some  Snickers Insurance.  On Valentine's Day, one student brought me the biggest Snickers bar I have ever seen.  She said, "Just in case you need it this afternoon when we're blocking that crazy scene."

 

Show is in 10 days.  Eep!

Faux Batiks with First Grade, Cleanline Resist and Lumi Inkodye

I've had some interesting results with my faux batik project.  We began by studying the batiks of Africa, which is our theme continent for this grade level.  I then gave the kids a piece of muslin fabric.  By the way, if you ever have to cut 150 or so pieces of fabric for some reason, remember it is WAY easier to tear it than to cut it.

The kids traced the outline of their fabric in their sketchbook.  Then, using that as a guide for sizing, they made a very simple drawing of an African animal, and perhaps a little decorative border.  In hindsight, I could have skipped this step, because they definitely made their drawings more detailed than they could ever recreate with the glue.  But it helped them to visualize their idea I suppose.

The fabric was see-through, so they were able to place it on top of their pencil drawing and "trace" it with the glue.  Drawing with glue is tricky, and that's why the images have to be super simple.  You may get better detail if you try using gel glue instead of white glue.  But I have that lovely crayola white glue, and I tend to reach for that most often.

After letting the glue drawings on the fabric dry, we painted over them with tempera. We used one color to help alleviate my logistical issues, but you could use as many colors as you want!

Then, the next week, when the paint was dry, I washed them in the sink with warm water.  I did this for each kid individually, so they could watch the paint come off the glue and stay on the fabric.  I didn't try to remove the glue from the fabric completely, because it would have just taken far too long.  I did that for my example, and I had to wash so much that the color faded too much for my taste.  But depending on how your operation is set up, it may be best just to throw all the batiks in your washing machine without detergent.  The tempera will stain the fabric, and the glue should be completely removed.  I haven't tried that.  I wasn't going to put 150 of them in my washing machine at home for obvious reasons.  :)

I removed the glue from the fabric completely.  But my piece of fabric was about twice the size of the ones I gave the kids.  I tried to do a little gradient with the black and the blue, but it didn't turn out very evenly.  It has sort of a tie-dye look, though.

And here's a kid example.  The color is much brighter, because they dried for a week before we washed them; plenty of time for a nice stain to set into the fabric.  And you'l notice that the white lines are a bit shiny, because the glue is still there.  The kids were happy either way, and this kept the color nice, so we went with this method.

Overall, I'm really happy with these results.  I've been wanting to do a faux batik lesson with kids for years, but I never quite found my groove with it.  I've tried this similar technique on paper before with mixed results, and I've tried the chalk and glue method too.  Here's a link to the Frank Lloyd Wright project I did a few years back.  

It is also noteworthy that if you are doing this with older kids or for yourself, you might want to try Cleanline Resist instead of glue.  It's designed more for batik.

I used a brush to apply the resist to fabric, testing how much detail I would get, and what difference the thickness of the applied resist would make.  You could then use the tempera method described above, or dye of some kind.  You might want to try the Inkodye.  It's a light sensitive dye which can be used for anything from batik to t-shirts, to faux cyanotypes.  I added the dye over my resist, laid it out in the sun and then washed in the sink.  Here's the result:

Because I'm a photography nerd as well, I am gonna have to try this with film negatives!  The instructions make it look super easy.  Now I just have to wait for the SUN TO COME OUT!  :)

Let me know about your experiments with batik!

Here Comes the Art Mobile!

Hey there.  Sorry I haven't made a post in like - forever!  Been kinda busy.  This January our school's overcrowding got out of control and I have been (temporarily - probably) placed on a cart.  My classroom is now full of kindergarteners.

I have learned a lot so far about what works and what doesn't.

(Pictured:  Unit 00.  This is the cart which I take to every room, sometimes I park it outside the class, or inside, depending on how much space there is in the room.  I didn't clean it up or organize it for the picture.  I wanted to be real with you guys.  It's got my water bottle, project examples, my time timer, drawing books for sketchbook time, glue sticks, markers, scissors, and a lot of nasty pencil shavings which I can't seem to control no matter what I do.)

The first thing I asked for was to have a separate cart for each grade level, and another main cart with basic supplies everybody can share, as well as my planning stuff.  That works pretty well, except when I fail to think about the fact that I need that box of pastels for second grade in the afternoon and fifth grade has it in the morning and I have zero minutes in between classes to go and get it.

(Pictured:  Art Mobiles on their hallway, my paper storage drawers, and the blue class portfolio bins)

Thus, I employ children.  That's right.  Child labor!  No.  Just kidding.  But I do give a lot of "helper" jobs to each class.  I have four helpers whose job it is to push into and out of the rooms, and on to their next destination.  Sometimes they get to push the button on the elevator.  This is a big deal.  Then in addition to that, I have two or three helpers to get the class portfolio box, which I keep on the hallway as well.

So all that's going ok.  I was disappointed that I couldn't do clay with the kiddos this year, but fourth grade has made some cool paper sculptures of Classical columns, all working in their groups at their own desks in their fourth grade classroom.

So other than all that, it's going.  If you are teaching from a cart, please share with me what you've learned so far!  Hopefully by the time I get used to it, I will be in a classroom again, but still!  :)

Marker Monster

I collect dried-out markers in my classroom and have turned them into lovely liquid watercolors.  But to prevent the kids getting frustrated by repeatedly trying more and more markers from the box and finding dried out ones, I have the students put the old, dried out markers in the "Marker Monster."  He holds the old markers in his belly until I am ready to make a new batch of watercolors. I just covered a copy paper box with black paper, cut a slit in the front, added the eyes and fur.

 I even let the Monster eat Sharpies, because they too can be revitalized using NAIL POLISH REMOVER.  Yes!  It works!  Just soak the tip in a little bit of the nail polish remover and recap the sharpie.  Overnight, the liquid refreshes the ink!

So far they are in love with the Marker Monster.  I love his crazy teeth, which are now splattered with various marker smudges.  It's a little macabre I suppose, but oh well.

Just thinking...

I love it when a kid randomly asks me to spell something and then I later find that word in a little love note on my desk. Today a 1st grader asked me how to spell "girl" and then 10 minutes later she handed me a folded piece of paper that said, "I love you you are the best nice girl." Also today I was waiting for my Kindergarteners to settle down at the beginning of class. I usually close the door, turn off the lights and stand by the door "pressing pause." (It's my school's universal quiet sign: Hand raised with one finger extended, as if pushing an invisible pause button.) It was almost quiet in the room except for a little fidgeting. I opened my mouth and inhaled ready to say, "Good afternoon, Kindergarten." But I was interrupted by a cute little voice saying, "You're pretty, Ms. ___." You can interrupt me with that stuff all day, kid. This amuses me too, because I normally feel like I am pretty stern with the kids. I really have very little tolerance for what some consider to be normal kid behavior, such as asking irrelevant questions, frequent requests for bathroom breaks, tattling, and short attention spans. But they still give me love notes and random hugs in the hallway, so I guess I'm not as mean as I think.

Artist's Trading Cards

I've noticed that students really love these mini-art projects and I think they're a great way to reinforce vocabulary words that we learn along with each project, especially Elements and Principles. I had previously kept a folder in my classroom with info for students to make these on their own, but they weren't working on those with the level of quality I wanted to see. So I think as a follow-up to all my big lessons, I'll have the students (at least 3rd grade and up) create a trading card for the Element or Principle we focused on for the project. I also found this worked well for my classes who have missed out on the big projects because of snow days or other scheduling hiccups. Instead of having them create the whole project on Radial Balance, I just had them work for one class period on an ATC. They were really into it once we got started and they loved digging through my "junk box" to find treasures for use in their cards. I required that the whole background of the card be covered first to avoid looking unfinished, and I also required that they encorporate the vocabulary word in their design, using cut collaged letters (ransom-note style.)

Here is my example for radial balance:

It would also be fun to try this with representations for different artists, and have students make a card in the style of Kandinsky or Van Gogh. This would work best with older students. I've only tried that with 5th graders so far. But I think as a summative assesment tool these could be very effective, not to mention fun! My kiddos love the idea of making them for other people, and I've always wanted to start a trading group with another school. Dream Big. :D

September

So here we are in September. The kids are beginning to hit their stride for the year, and I'm finally breathing after the rush to get things rolling. Our district has a new initiative to "teach with urgency" and pretty much...it's stressing me out. I was already teaching with urgency but now I've stepped up my game and it barely leaves time for potty breaks. I've re-done my entire curriculum and here are some examples (made by me) of projects the kids are working on now.

Above:5th Grade's Op-Art Inspired Intensity and Value study using complimentary colors. Colored pencil, sharpie. Stippling added as a challenge for the students who want to do something extra.

Last year's 5th grade probably would not have enjoyed this style of drawing, because they were the type who hated to use rulers. This year's group typically are more detail-oriented, and get a kick out of drawing precisely.

Above: 2nd Grade's Keith Haring Inspired drawing, using lines to create pattern. I'd never introduced Haring as an inspiration artist with elementary students, but I don't know why it hadn't occurred to me before. They LOVE him! They are interested in his whole life, and I try to be honest with them without giving too much detail. The 2nd graders are just adoring this cartoon style.

Above: 4th Grade's Contour Line Monotype, Inspired by Egon Schiele. Detail added with sharpie and colored pencils. These kids are using regular watercolor markers to draw on large mirror tiles I bought at Lowe's. (The portrait mirrors from the catalog were WAY too pricey) Then, after wetting a piece of drawing paper slightly, they press the paper onto the mirror and pull off a print of the image. Some of them come out as good likenesses, and some are still what I call "schema" or cartoony simplified versions of faces that look nothing like the kid. We are trying to focus on proportion, since in 2nd grade this group did a self portrait drawing with correct spacing of facial features, and they are familiar with correct proportions. Egon Scheile as an inspiration was sort of added on, as I had to tie this in with Europe. But the kids seemed to enjoy seeing his works (the few that weren't nudes) and it got them thinking about how expressive a line can be. We're also using his style of only painting in a few places on the figure to create emphasis.

My budget was cut this year, but not as significantly as I expected, so I think I will be ok on most supplies. Some fundraisers may be needed later in the year though. I wonder if any other teachers out there have a preferece for colored pencils in elementary. I've ordered the Crayola Twistables, because sharpening is such a stinkin' pain, and I've only got one good electric sharpener. The hand held sharpeners do OK, but the kids prefer the electric I suppose. I haven't gotten that Twisable set yet, but I hope it's worth the price tag. I also am using Mr. Sketch scented markers exclusively now. The thin-tipped scented "Stix" are great as well. And you know what? I thought the scents would be a huge distraction, but it actually makes the kids WANT to draw more. And I am definitely ok with that. :)

I'll post more examples of projects and maybe some student work as they come along!