Texas Art Teacher

Tempera Painting Unit

2012-02-11T10:32:00.000-08:00

analogous landscapes (3rd grade)

We are right in the middle of a unit on Tempera painting...here are some of the technique and color mixing exercises we've done before we started on our final paintings.....

brush stroke techniques (all grade levels)

using the 3 primary colors to mix as many analogous colors as we can....(2nd-8th grade)

Kindergarten....art lines one day, mixing secondaries the next day

2012-02-07T18:13:00.001-08:00

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Middle School: The Element of Space-Warm Foreground/Cool Background

2012-01-22T14:20:00.000-08:00

I did this assignment with my 6-8th grade elective class after they practiced basic watercolor techniques. We talked about ways to add Space and Depth to their artwork and this project let them practice the law of "warm colors advance, cool colors recede."

First, students had to choose a subject. I had handouts for chameleons/iguanas and fish because these subjects work well with this idea but I think insects, butterflys, flowers or abstract shapes would work well too. Students sketched in pencil, inked in sharpie and added color with their choice of watercolor techniques. When students finished early, I had them paint the same subject but with cool colors in the foreground and warm colors in the background--this helped them really see the effect of color on space.
For the iguanas and chameleons, I let my students use a yellow-green and explained that this is a "warm green."
Thank you Deep Space Sparkle for the handouts--my students LOVE these!

Rodeo Art 2012

2012-01-16T09:57:00.000-08:00

Our entries into HLS&R Private School Art Competition (K-8)

I'd like to thank Deep Space Sparkle for help with the Cowboy lesson, and the dancing cow lesson!

Recycling Crayons

2011-12-24T14:44:00.000-08:00

from http://www.makeandtakes.com/recycled-chunky-crayons

My students always love the recycled crayons that I have in class so this year we made our own and they loved it..plus they got to take one home! What a great way to mix art with science.....and recycle all those old, yucky crayons (Tip: at the end of the year, tell your classroom teachers that you'll take all their old crayons).

Supplies:

old crayons

bucket or bin of warm water

at least two silicone candy/brownie molds

toaster oven

pot holders

First, soak all the crayones in warm, soapy water. Some of the wrappers will fall right off and the rest are very easy to peel off....plus the kids get to get their hands wet as they peel the crayons :-)

I require my students to choose a color scheme for their crayons (this is a great informal assessment of their knowledge). They break the crayons in small pieces and put them in the silicone mold.

Finally, I set my toaster oven to 275 degrees and it usually takes 10-15 minutes for the crayons to melt. I learned the hard way that I need 2 silicone molds because it takes about an hour for the crayons to cool so if you have back to back classes, you'll need an extra mold.

My friend Julie had a great idea for the wrappers---recycle them as collage materials!

3rd grade Cowboys

2011-12-04T19:55:00.001-08:00

My 3rd grade boys created cowboy portraits for their rodeo art this year. We looked at paintings by Frederick Remington and discussed how he captured "action." I tied the lesson into an emphasis on the element of space: foreground, middle ground and background. We used sharpie and watercolors and I love the results!

Rodeo Art....Fauvist Farm Animals Kinder and 1st grade

2011-11-24T17:51:00.001-08:00

Anyone within 50 miles of Houston, TX participates in Rodeo Art....here is my take on it this year.

My Kinder and 1st graders studied Franz Marc and learned about realistic vs. expressionistic colors. They got to choose which kind of colors to use on their animals. Kindergarten did pigs and 1st grade did chickens and roosters.

For the first class, we looked at paintings by Franz Marc, read The Artist Who Painted a Blue Horse by Eric Carle and students practiced sketching their animals in their sketchbooks. I had tons of pictures of the animals for the students to look at and I drew a few samples on the board. Some students are happy to draw on their own but some students need a "draw-a-long" to boos their confidence. For the second class, students sketched their animal LARGE on watercolor paper and added color with oil pastel (this was when they had to pick realistic OR expressionistic colors). For the last class, we practiced wet-on-wet and wet-on-dry watercolor techniques then students painted their animals. Kindergarten(pigs) used pan watercolors and 1st grade (chickens/roosters) used liquid watercolors---what a difference!

Thank you Deep Space Sparkle for the chicken drawing aids!

TAEA Conference 2011

2011-11-19T09:06:00.001-08:00

Highlights and lesson ideas from TAEA Conference.....I focused on finding middle school lessons this year.

felting

inspired by Stefan Sagmeister

Dan Reeder

tessellations with a new embossing twist

Illuminated letters with Zentagles

Model Magic color mixing mice with Mouse Paint book

paper mache masks

paper mache busts

duct tape shoes

duct tape art

Sandy Skoglund

Master Art Educator

2011-11-13T09:42:00.001-08:00

I got this from our TAEA Conference this weekend....

The Master Art Educator…

1. Seesdeveloping relationship with students as key to student success,

2. Builds an effective classroom environment,

3.Successfully integrates across the curriculum,

4. Teaches process and technique through thecreation of art,

5. Establishes a collaborative and/orcollegial environment between teachers and students, and students and students,

6. Applauds creative thinking rather thanmimicry – differentiating instruction for unique results,

7. Establishes high standards with formative,summative and authentic assessment – enabling students to set and reach highgoals,

8. Relatesthe creative process and problem-solving skills to everyday life,

9. Actively engages students at all times,

10. Believesin students in a positive way – all students have potential,

11. Seeks continuing development in their field– is a perpetual learner,

12. Is an active artist

13. Prepares and maintains professionaldocumentation of his/her work as an art educator.

Guest Artist Mark Kistler and Original Works Fundraiser

2011-11-06T07:36:00.000-08:00

Mark taught students how to "Draw in 3D"

We have had a super busy several weeks as we work on our art room fundraiser (I want a kiln!) and had a visit from emmy award winning TV personality, artist and illustrator Mark Kistler! I learned how to draw watching his TV series in the 80's and I'm SO excited that I got share him with my students. He can come to your school too--just visit http://www.markkistler.com/asmbly.html.

We are doing our fundraiser through Original Works. This company takes student artwork and can turn it into just about anything. Since the holidays are coming up, students illustrated the Joyous Mysteries of the Rosary and learned about the meaning of Christian symbols in art history. Because I teach at a Catholic school, this supported my curriculum standards and benchmarks.

3rd Grade Gothic Cathedrals

2011-10-23T10:05:00.000-07:00

My students always love learning about Cathedrals and how long it took to build them. They love the patterns, lines and stained glass windows. Now that I'm teaching at a Catholic school, my students were even more inspired because they understand the spiritual reasoning behind the Cathedrals. My boy classes especially loved learning about gargoyles and I hope to create some in clay with them at a later date.

First, we stained our "good paper" with tissue paper. Next, students created their own cathedrals inspired by various Gothic cathedral designs. Students added color with oil pastel, colored pencil or marker (their choice). Students learned to always use at least 2 colors in every shape to create gradation or blend colors. Finally, students gave their cathedral a name. In their religion class, students have been working on a research paper for All Saints Day so many students named their cathedral after the Saint they were learning about. This was a great "accidental" interdisciplinary connection!

Mixed Media Dancers Inspired by Degas

2011-10-20T19:34:00.000-07:00

This lesson was perfect for my 2nd grade girls (my boys did robots). First, we stained paper with tissue paper (has to be the kind that bleeds). Next we looked at Degas' drawings and paintings of ballerinas. Finally, students drew their own ballerinas using markers, colored pencils, crayons and/or oil pastels (student choice). Our focus was color blending and using at least 2 overlapped colors for every shape.

Middle School Ribbon shading with Zentangles

2011-10-16T11:24:00.000-07:00

My middle school students really liked this exercise! We reviewed color theory including commong color schemes (Warm, Cool, Neutral, Analogous, Complementary). I taught them basic colored pencil shading techniques (gradation, blending). On 8.5x11 card stock, students drew two wavy lines to create a "ribbon" on their paper. Students shadded ribbons using various color schemes. Finally, they filled the negative space with Zentangles. For my early finishers, they glued the paper onto black construction paper and continued the design with a white colored pencil.

Cave Art

2011-10-03T20:52:00.000-07:00

What a great site on cave art...a 3D tour!

http://www.culture.gouv.fr/culture/arcnat/lascaux/en/

Line and Pattern Assignments, 1-5

2011-09-25T15:20:00.000-07:00

3rd grade (my son's!)

This past month, grades 1-5 focused on line and pattern. Here are our results.....(most lessons I used were from other teachers...I really need to come up with some on my own!)

3rd grade

1st grade

5th grade

3rd grade

4th grade

1st

2nd

4th grade

Kindergarten Self Portraits at their Art Show

2011-09-17T18:47:00.000-07:00

I got this lesson from one of my best art teacher friends and I use it every year with Kindergarten. We begin with a "Monart Lesson" and turn it into a picture "hanging in a gallery." We talk about galleries and museums, ettiqute (which is one of my standards now), where the local ones are, etc. Students create collage portraits of themselves and glue onto the paper so it looks like they're standing in the gallery. Students and parents love this project!

Monochromatic Mural

2011-09-11T15:02:00.000-07:00

Our first group project this year (yes--this is the entire K-5 part of the school). I "stole" and combined two ideas from other blogs.

Thank you St. Martha's Catholic School Artists for the words and Elementary Art Fun for the monochromatic portrait ideas!

1st Grade: All the elements and a few principles

2011-09-09T21:13:00.000-07:00

For my first project with 1st grade, I focused on line but covered all the elements and the principles of pattern, repetition, emphasis. The artist we looked at for inspiration was Kandinsky and 1st graders love the idea that he painted to music.

We had already spent one day on the element of line... practicing, doodling, drawing, etc. Now we were ready to create our first "official piece for our portfolio!"

First we traced our hands several times on a piece of paper to create "repetition."

Some students added repeated shapes and lines to divide the composition. Then we used art lines to create patterns.

adding texture with texture boards and choosing a 4-5 color colorscheme (We had learned the week before that monochromatic means "1 color" colorscheme when we did our monochromatic portraits.)

Students then chose at least one hand to "emphasize" with marker. They observed how the markers created a darker value than the crayons (or would that be intensity? Either way, we discussed how value was the lightness or darkness of a color). Looking back, I didn't cover form. Maybe next year we'll use repeated curved lines on the hand to give the illusion of form.

Art Webquests and Online Resources

2011-08-08T09:33:00.000-07:00

What is a WebQuest?

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. Here are a few good ones for the Art room:

Georgia O'Keefe Webquest

http://projects.edtech.sandi.net/brooklyn/georgia/

Your Artist "Autobiography" Webquest

http://projects.edtech.sandi.net/brooklyn/artistbioquest/

Van Gogh's Sunflowers Webquest

http://projects.edtech.sandi.net/brooklyn/vangogh/

Museum of Fine Arts Houston

Information about educational and family programs at the MFAH.

http://www.mfah.org/education.asp?par1=1&par2=1&par3=1&par4=1&par5=1&par6=1&par7=&lgc=5&eid=¤tPage=

NGA Kids

Explore the National Gallery of Art in Washington, D.C. Interactive site where you can make your own art online.

http://www.nga.gov/kids/kids.htm

The Artist's Toolkit

Explore the Elements and Principles of art and design on this interactive website.

http://www.artsconnected.org/toolkit

The Inclusive Artroom

2011-07-30T12:24:00.000-07:00

Most of us are already teaching in an inclusive classroom. An Inclusive classroom is where students of all levels of abilities and needs are educated in general education settings. Being a successful teacher in this environment requires many modification and accomodations and a paradigm shift in thinking. Luckily, this is relatively easy for the art teacher (not as easy for core subjects). The following is an assignment I completed for my Master's program. Some of it is not practical at this point but some of it may be useful to you. Enjoy!

Student Intervention Plan: Modification of Curriculum and Instruction – Instructional Support
Instructional Domain
	Current Data: Reading score	Observed learning characteristics of this student	Instructional Modifications/ Accommodations Subject:_____Art___________ Grade:_______2__________ Text book reading level: _____1.2__________	Observable and Measurable Goal
Student 1 High performing/GT student	Guided Reading Level: Q DRA Level:40 Grade Level: 4	Reads two grade levels above expected reading level at this time Qualifies for G/T program in Language Arts and Math	Provide accelerated reading materials at student’s current reading level Provide choices (menus) for assessment of learning objectives Provide opportunities for independent study and apply performance based evaluation of related projects	This student will achieve a reading score of R or above as measured by the Guided Reading Level assessment by the end of the 9 weeks. This student will create an original artwork and achieve a grade of 90% or above as measured by a rubric by the end of the 9 weeks.
Student 2 Reading learning challenge	Guided Reading Level: C DRA Level:4 Grade Level: K/1	Reads below expected grade level by 1-2 grades Below grade level academic performance	Provide high interest art books at student’s current reading level Use partner reading for textbook Use visual prompts, models and graphic organizers	This student will achieve a reading score of D or above as measured by the Guided Reading Level assessment by the end of the 9 weeks. This student will create an original artwork and achieve a grade of 90% or above as measured by a rubric by the end of the 9 weeks.
Student 3 Behavior concern student	Guided Reading Level: L DRA Level:24 Grade Level: 2	Reads at grade level Average grade level performance	Provide access to privacy when student has trouble concentrating Teach self management skills such as checklists and positive self talk Use positive behavior reinforcement Provide art books at current reading level	This student will achieve a reading score of M or above as measured by the Guided Reading Level assessment by the end of the 9 weeks. This student will create an original artwork and achieve a grade of 90% or above as measured by a rubric by the end of the 9 weeks.
Student 4 Lifeskills/ Low performing student	Guided Reading Level: A DRA Level: A Grade Level: K	Reads well below expected grade level by 2 grades Below average intelligence measures but consistently achieves IEP goals	Assistant or peer will read from the text to Itxel and assist with art projects if needed Use pictures to express needs, make choices, answer questions Supply adaptive art tools such as pencil grips Adapt classroom to meet mobility needs Use tactile and three dimensional models when possible Use specialized curriculum and provide and assess using portfolio	This student will achieve a reading score of B or above as measured by the Guided Reading Level assessment by the end of the 9 weeks. This student will create an original artwork and achieve a grade of 50% or above as measured by a rubric by the end of the 9 weeks.
Student 5 English Language Learner	Guided Reading Level: G DRA Level:13 Grade Level: 1	Reads slightly below grade level Qualifies for G/T program in math	Provide art books at student’s current reading level Use visual prompts and models Provide art books at current reading level with a focus on art vocabulary as identified in learning objectives Provide and English-Spanish glossary of art vocabulary Encourage student to visit the “Art and Math” classroom center	This student will achieve a reading score of H or above as measured by the Guided Reading Level assessment by the end of the 9 weeks. This student will create an original artwork and achieve a grade of 90% or above as measured by a rubric by the end of the 9 weeks.

All students will create hands-on, performance based artwork for their portfolios. Each artwork will be evaluated by a rubric.
I will provide a literature rich environment with art-related books at all reading levels. I will provide a “word wall” with art vocabulary and matching pictures to meet the needs of my diverse ability levels.
I will provide demonstrations, guided practice, independent practice, examples of successful/unsuccessful art projects, graphic organizers, check-lists and individual hand-outs to facilitate all learning modalities.
I will provide Student 1 with a menu of assessment choices to facilitate self-directed learning. Student 1 will also create independent learning projects related to art history, art criticism, or aesthetics and present results to the class.
I will adapt the classroom to meet the mobility needs of Student 4 by creating clear pathways for her wheelchair.
I will adapt the classroom to meet the needs of Student 3 by creating a semi-private quiet, relaxing area. Any students will have access to this area if needed.
I will provide classroom centers that students can visit when they have completed their work or need a 5 minute break. These centers will contain various reading levels of art literature, art related manipulatives, and various art media so that all students can participate in self-directed learning.

George Rodrigue and Blue Dog

2011-07-25T11:12:00.000-07:00

can you tell I'd been in a car for 5 hours??

On the drive home from a family vacation, I was lucky enough to cath the opening of the George Rodrigue show "Blue Dogs and Cajuns on the River" at the LSU Museum of Art in Baton Rouge, Louisiana. What a great show--even my husband loved it! This is a great artist for all ages and his foundation has an excellent website (www.georgerodriguefoundation.org) with lesson plans and classroom resources.

Paisley Prints

2011-07-03T21:35:00.000-07:00

I used the "Paisley" theme again this year, but with my 2nd graders. We learned about the history of the Paisley design (see my other Paisley lesson) and then created styrofoam prints. When I did paisleys with my 5th graders, they loved the design and the simplicity allowed them to be creative with a "safe" design. My 2nd graders didn't like the paisley design so I wouldn't repeat this at this grade level. Maybe the concept is too abstract? My 2nd graders seemed to like more relateable subjects. All ages love printmaking so when we got to the printing part, the kids were very excited again.

Brainstorming designs...next, we carved the design into 4"x6" styro sheets using a "stylus" (or toothpick)

rolling the ink on the styrofoam printing plate

we experimented mixing ink colors

students learn that it takes ALOT of prints to get a good one

this one was printed on paper with a marker design

Paper Sculpture Relief Flowers

2011-06-26T08:27:00.000-07:00

I did this with my 4th graders as a quick lesson right before Mother's Day because my students wanted something to make for their moms (and I needed to cover paper construction). This only took us 45 minutes and was a great way to use up paper scraps at the end of the year. We used cardstock as a base because it is studier than drawing paper. Students drew large 2D flower shapes, cut them out and layered them on their card stock. Next I demonstrated several paper sculpture techniques showing them how to make their flowers "3D." I also have photocopied packets of advanced techniques that I put on the tables for my students who need a challenge.

A great book that my students can follow easily is Cut Paper Play by Sandi Henry. Other books I like are The Art and Craft of Paper Sculpture by Paul Jackson and The Magic of Paper Sculpture by David Swinton.

My students also love to look at "pop up books" for paper sculpture inspiration. Series by David A. Carter (One Red Dot, etc.) and Robert Sabuda are their favorites

Bottle Cap Mosaics

2011-06-20T07:39:00.000-07:00

This was my first year to try "bottle cap art" with my students. I have seen this on many blogger's sites and wanted to try it with my students. This is great for teachers with limited storage space who still want to do "recycled art." I collected bottle caps all year from my students and then let my 5th graders work in groups to create radial designs. I used elmers glue but tacky glue or hot glue would work better. We used foam core as the base. I will definitly do this again next year and I'd like t try a mural.......

3rd Grade Molas

2011-06-09T17:31:00.000-07:00

As part of their folk art unit, my 3rd graders created paper Molas. Traditional fabric molas are made by the Kuna women of Panama in Central America. We had to finish this in one hour so we didn't get to add as many layers as I would have liked but I still like how they came out.

First we looked at many examples of traditional molas and discovered that they mostly portrayed plants and animals of Panama. We started by sketching different rainforest animals (great Science connection) that are found in Panama. Students chose their best sketch and drew it on white paper with pencil then traced with black sharpie. To add patterns, students traced around the shape of the animal using various colors of markers. Finally, we cut these out, mounted them on black paper, and added layers of cut paper shapes around the animals to create patterns.

Here's a good link on native Panima folk art: http://www.panart.com/index.html

actual mola made by a Kuna woman

Classroom Centers

2011-06-06T12:26:00.000-07:00

I think centers are a great way for students explore their own specific interests and learning styles (differentiated learning). These are a few of the small centers I started this year and I plan to have more elaborate centers next year. Students are allowed to visit a center when they are finished with the piece they are working on. The possibilities for center ideas are endless!

lots of books are art-related careers

this could also be the "sculpture" or "3D" center

lots of "how to draw books," drawing materials, blank paper, and "art color sheets"

this is where I rotate books about different artists, media, and subject matter

this is my "pencil sharpening center"....this way, no sharpening goes on until the very end of class during clean-up time

Wayne Thiebaud Cake Collage and Collagraph prints

2011-04-18T12:16:00.000-07:00

This is a great project for younger students because they LOVE making art about food! I did this lesson with 1st grade and we looked at the American artist Wayne Thiebaud. We play "I spy" with art lines and shapes in his works depicting cakes and the kids love it.

For this lesson, we created a cake collage on one day and a collograph/frottage on the next day. I like this because the kids can create several different prints and decorate them each differently.

we start with a basic cylinder shape and embellish from there

getting creative with decorating....most of the kids have seen the show "cake boss" so this is a good inspiration

creating the collograph print/frottage

adding more decorations to the print

Advocacy

2011-03-28T20:45:00.001-07:00

We all want the same for our children: access to a quality education that will provide them with the 21st century skills needed to prepare for college, career and life. Research has proven that learning in and through the arts engages students, supports different learning styles and hones positive work habits. The arts play a crucial role in promoting habits that cultivate curiosity, imagination, creativity and innovation. Arts learning supports the mastery of critical thinking and problem solving -- skills that are crucial to developing well-rounded adults who are able to compete in an ever-changing, global economy.

This year, the need to support arts learning is crucial, at both the national and local levels, as federal law makers look to reauthorize ESEA (formerly, No Child Left Behind) and local school districts cope with tightening budgets. Every parent, educator and community member needs to become an active advocate of arts learning to ensure all our youth are equipped with the tools they need to become productive adults and future leaders.

How can I help keep art in schools?

Learn more about legislation's impact on arts education

Understand why the arts are important to 21st Century Skills development

Make your case for arts in schools with policy makers

Participate in the arts with your favorite student

Please visit the following Advocacy links:

www.keepartsinschools.org/

www.goarts.org
www.texansforthearts.com
www.americansforthearts.org
www.arteducators.org/advocacy
www.p21.org

Articles and Books

The Creativity Crisis in Newsweek Magazine

Transforming Children's Learning To Address America's Creativity Crisis

A Whole New Mind: Why Right-Brainers will Rule the Future by Daniel Pink,

author of several bestselling books about the changing world of work.

Articles and books by Sir Ken Robinson, internationally recognized leader in the development of creativity, innovation and human resources.

Studio Thinking: The Real Benefits of Visual Arts Education by Helen Winnder,

Harvard Professor, Senior Research Associate of Harvard Project Zero and Director of the Arts and Mind Lab.

Mythological Dragons

2011-03-24T13:34:00.000-07:00

My 5th graders are learning about mythology around the world. A few years ago, childrens book illustrator Ralph Masiello visited my son's school and I bought a copy of his Dragon Drawing Book. After reading this book, I learned that dragons can be found in mythology from around the world and throughout ancient history.

For this lesson, my students created their own unique mythological dragon. We used watercolor paper, sharpies, watercolor pencils, waterbased markers, liquid watercolor (in spray bottles) and metallic markers. We learned about the dragon in traditional Chinese culture and looked at tons of examples. We looked at dragons from around the world and talked about examples of mythological creatures. We drew one dragon together and then students drew one dragon on their own. I had lots of examples for students to look at to draw from. I emphasize that they can't "copy" someone else's dragon exactly....but they can change it and make it unique. I always tell my students that my examples and hand outs are for "inspiration"--not copying (because that's plaigarism! :-)

African Masks-3rd grade

2011-03-13T19:40:00.000-07:00

I like to use African masks to teach "how to mix neutrals." My students learn to create neutral colors by mixing two complementary colors (orange/blue, yellow/violet, red/green). Students are always amazed at all the colors they can create by mixing complements...some are "pretty" and some are "not so pretty" but I explain to them that theres a time and place for every color they mix.

Like in the Amate paintings, we used markers under the tempera because my tempera is so thin this year and it worked really well. For the finishing touches, students could add gold or silver accents and beans. The mixed dried beans are a great example of neutral colors!

Amate inpsired paintings

2011-02-14T17:34:00.000-08:00

Our annual amate paintings in 2nd grade....thanks Deep Space Sparkle for the drawing references. The references really helped the kids get creative!

my actual example that the kids could feel and see up close

We drew one bird together and students got to do one design on their own. They chose the best design to paint.

texture boards give the appearance of bark paper

marker "underpainting"

Finally on to tempera paint

After these dry, we'll go over the black lines again to add emphasis

First Grade Folk Art Unit: Indiginous Australian artwork

2011-02-05T18:39:00.000-08:00

For one of my first grade folk art lessons, we explored Indiginous Australian artwork. We looked at work by David Malangi that I learned about on Australia's National Gallery of Art website. We located Australia on the globe and learned some interesting facts (opposite seasons,native wildlife, etc.). I was very surprised that most students knew little about Australia so this was a great opportunity to "broaden their horizons."

Before looking at indiginous art, I had to define what "indiginous" means:

Indigenous peoples are people,

communities, and nations who claim a historical

continuity and cultural affinity with societies

predating contact with Western culture.

(from Wikipedia)

The easiest way to explain this to 6/7 year olds is to relate it to the Native Americans and Pilgrims that they remembered from their Thanksgiving unit. Then we looked at David Melange's examples and talked about how he pained on bark using paints made from natural things. The kids LOVED this and I challenged them to try making paint at home (with parental permission of course). Four our process, I used a guided drawing of a native Australian animal and they added lines and patterns. We used texture boards to make the paper look like bark. I started out just giving them a brown art stick to create texture, but as you can see, I ended up letting them choose their colors. Finally, we used Q-tips and black and white paint to add "dot" patterns like we saw in the examples.

Kindergarten Mondrian/Primary color paintings

2011-01-30T12:08:00.000-08:00

This is the second year I've done this painting with Kindergarten and I like it because of its simplicity. The final product is ok--not the most exciting thing we do--but its a great way for Kinders to learn the primary colors and learn "how" to paint/control the brush. I'm finding that kids are doing less and less arts and crafts at home (and none in the general ed. classroom) so they are truly first time beginners when they come to me in Kindergarten. For their first watercolor and tempera lessons, we really focus on how to hold the brush, painting slowly, and making good brush strokes (no scribbling). I explain to them that when they get older, they'll be able to paint any way they want---but as a beginner, they need to learn how to control the brush. Kindergarteners are so varied developmentally that some will "get it" and some will insist on painting wildly. I make sure to always use positive words because I know they will eventually get the "scribbles" out of their system and be ready to paint slowly.

Warm Cool Weaving

2011-01-22T19:25:00.000-08:00

This was a weaving project I did with my 4th graders. Most of them had experience with paper weaving so it was great to see them take it to the next level. We looked at the history of weaving and how weaving is a folk art (our focus has been on folk art this year). First, students created a "warm color" paper and "cool color" paper using oil pastels and watercolors. During the next class, students created a paper "loom" with one paper and paper strips with the other paper. Students then wove their strips into the loom to create a "checkerboard" effect. Finally, students had to figure out a way to "make it unique". The only requirement was that they mount it. I love this project because it allowed me to differentiate for all ability levels. This project has so many possibilities!

This student added beads and cut out shapes from her scraps

This student mounted her fish drawing on her weaving

First students created warm and cool color patterns

Next we added watercolor washes

Finished piece

Homemade crayons

2011-01-17T09:10:00.001-08:00

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Making crayons

2011-01-17T08:41:00.001-08:00

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thinking with a line

2011-01-11T12:46:00.001-08:00

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This is a beautiful piece that resulted from my annual "Thinking with a Line" project with 1st graders (great for Kindergarten too). Basically we print using cardboard squares. We practice printing different types of lines (horizontal, vertical, diagonal) then move on to shapes, letters, and designs. For this piece, students looked at Paul Klee's Castle in the Sun for inspiration. They used the cardboard square printing to create some type of building. After drying, we added colored pencil and spray watercolor.

TAEA Conference 2010

2010-12-02T19:23:00.000-08:00

Here are some great ideas I found at the annual Texas Art Education Association Conference in Austin this year....

book binding

group sculpture with straws and masking tape

felting

doodling on styrofoam

paper bag sketchbooks

shoebox museums

quilling

Mexican Folk Art Suns

2010-11-26T18:05:00.000-08:00

Permanent marker and oil pastel on coffee filter (diffusing) paper with watercolor

love my powerpoints

First Grade Dreamscapes inspired by Marc Chagall

2010-11-10T20:28:00.000-08:00

Kindergarten Watercolor Chamelions

2010-11-05T18:40:00.000-07:00

love texture boards!

Leo Lionni is one of my favorite children's book illustrators and this year he's inspiring my Kindergarteners in their watercolors. For their first lesson in painting, we really focus on the parts of the brush, "how" to use a brush (stroke-and-lift, no "scrbbling"), and "how" to use pan watercolors without making them muddy. One trick I've learned from other art teachers is to pop out the brown and blacks.

This is about as much as a Kindergarten attention span can take...but they LOVE it!

Cyanotypes with Scratch Art and Nature Print Paper

2010-10-31T08:14:00.000-07:00

I just found this lesson on Dick Blick and really want to try it! Here's the video: http://www.dickblick.com/lesson-plans/solar-powered-prints/#videos

Pattern Fish and Insects

2010-10-26T19:26:00.000-07:00

For these drawings, we used Foila transparent rainbow paper and Liquid Metals markers:

I saw a similar lesson in an art supply catalog but I added metallic markers to the sharpies and I love the results! The fish are 4th grade and the insects are 3rd grade....

Kindergarten Intro to Still Life drawing

2010-10-24T08:17:00.001-07:00

I think that very young children can begin to grasp the concept of "drawing from life" so I start in Kindergarten (or younger if possible). I start with simple objects like flowers and leaves. First, we practice "seeing like artists" by squinting one eye "like a pirate", looking at the object and tracing the shape of the object in the air with our pencils. We discuss the art lines and shapes that we "felt" when tracing. Then we draw on our paper with Sharpies so that we can't erase (and learn to work with our "happy accidents").

Depending on the developmental stage of the child, they will either "get it" or draw using the symbol system that they're more comfortable with...and either way is ok (until they're older ;-)).

After drawing, we layered warm colors for the flowers and cool color texture board backgrounds.

Linear Landscapes

2010-10-18T19:35:00.000-07:00

My 2nd graders are exploring line, texture, space, pattern and color by creating linear landscapes. This is one of my "tried and true" lessons where all students can be successful yet every artwork looks different. We begin by using "art lines" to create a foreground, middle ground and background. Next, students add a unique sun or moon in the sky (this is a great opportunity to teach students about creativity and how they are now old enough to create "original" suns instead of "kindergarten" suns. Finally, student add unique buildings, trees, and vehicles. For color, we reviewed how to use texture boards and blend crayon colors. Sometimes I let students add spot color with markers to add emphasis.

Displays

2010-10-17T09:58:00.000-07:00

Here are some of my recent displays that I'm working on for Parent Conferences coming up (we don't have a fall open house so this is my opportunity to show parents what we've been doing). I try to get up every students work for each lesson but this is not always possible with 720 students. As you can see, I put them up quickly " factory style." I'm working on trying to get parent volunteers to help me...

Fall Theme: Crayon Blending and Texture Boards

2010-10-07T19:20:00.000-07:00

After teaching the "art lines," my favorite thing to teach is texture rubbings and crayon blending! For many of my students, especially Kinders, they have never learned to layer crayon colors or use texture boards so this lesson is so exciting for them.

For my second lesson with K-2 every year, we do some sort of drawing to reinforce line, learn about pattern, and create texture. I also love this lesson because I teach my students how to blend crayons as if they were painting.

This year, my Kinders are drawing bats, my 1st graders are drawing fall leaves, and my 2nd graders are drawing fall landscapes. First, we sketch with pencils and ink the sketch with Sharpies. Next, we add PATTERNS. Then, we learn how to layer crayons to blend colors. Finally, students use texture boards. If f the class has time, I let them add markers to some areas to add emphasis.

Art for Special Needs students

2010-10-05T18:57:00.000-07:00

This year, I have a Lifeskills class on my campus. Lifeskills is a class for students with moderate to severe disabilities. Once a month during my conference time, I'm visiting them and giving a short art lesson. Because I've always had an interest in Art Therapy, I'm looking forward to learning how to work with these students. Coincidentally, I'm also taking a course on "Diverse Learners" for my master's program so I'm glad to be able to practice what I'm learning.

Today was our first lesson and, like we did in the general ed classes, we focused on the element of line. I met with the lifeskills teacher ahead of time to find out more about the needs of these students. Because they are working on fine motor skills (occupational therapy), I wanted to have them practice the element of line in several modalities. Like I do with Kinder and 1st, we said the name of the lines (verbal/auditory), drew them in the air (kinesthetic), and practiced them on a "line worksheet" (fine motor). Next, we looked at some examples of Bridget Riley's "Op art" designs. On a blank sheet of paper, I had the students practice their lines again using large chunky "rainbow" crayons. Finally, we created art lines using fuzzy sticks and collaged them on the paper. The final products were very cool and I can't wait to hang them up!

Studio Thinking

2010-10-03T19:18:00.000-07:00

My elementary art facilitator suggested the book Studio Thinking for my research class. This is a great book about the benefits of studio arts education. Many times, art teachers defend art education by saying that it raises test scores, keeps kids in school, or improves student performance in "core" academic areas. This may all be true, but the visual arts (and all fine arts) teach important "habits of mind" that can't be learned in traditionally "core" academic areas. Yes--the "basics" are important. However, the world my children will live and work in is a very different world than today and I want to prepare them for it. They will need these "habits of mind" to be successful in the next generation of careers.

Line Crawl

2010-09-28T06:58:00.000-07:00

I love this exercise for teaching fine motor skills! I used it with Art I when I taught High School art but it has worked great for grades 3-5 too. It is a great way to teach wrap-around contour line, Op Art but also leaves room for creativity and choice (especially if students can add color). After the initial lesson, this works as a great "warm-up" if done on a 2"x2" paper.

Start with a "wavy line" going from one side of the paper to the other side. Next, draw a "bumpy line" on top of the wavy line going from one side of the paper to the other side. Finally, keep adding bumpy lines on top of each other. I haven't yet, but I'd like to experiment with different types of lines. This would be a great experiment for your GT students...

Crazy Hair Day

2010-09-23T18:03:00.001-07:00

This year, my first lesson with my 5th graders was "Crazy Hair Day," used by so many art teachers over the years.

First, I focus on creating a "safe environment" where mistakes are ok, experimentation is encouraged, and everyone is (relatively) successful. We discuss how learning to draw is just like learning to read, play a sport, or a musical instrument. In other words, drawing is a skill that can be learned and improved through practice. I ask my students to imagine if they had never had a first grade teacher that taught them to read....and then I came in and expected them to know how to read....how would they feel? I explain that some students have been drawing since they were 2 and some have NEVER drawn before....and that we will all be helping and encouraging each other to improve as "drawers" and artists.

On a developmental level, 5th grade students are entering the ups and downs of adolescence and I've observed that many become self-conscious about their drawing abilities, about what other students will think of their artwork, and become emotional about their artwork. I've also noticed that truly talented students begin to emerge and they need a challenge. My goal as their teacher is to find a lesson that meets the needs of every level of art student--which is not easy.

"Crazy Hair Day" is a quick lesson that integrates cartooning (which adolescents LOVE) with the element of line and pattern. Because "silliness" is ok in this drawing, students begin to feel at ease and start to have fun.

Art Lines

2010-09-19T19:16:00.001-07:00

In K-5, we review "art lines" every year. I explain that its the "alphabet of art" and just like writers use letters to make words to write stories, artists use lines to make drawings, paintings, sculptures, etc.

Kinder and First get a "Line" paper that I ask them to hang up at home to remind them all year. We practice the lines in the air before practicing them on the paper. In 2-5, we draw the lines in the air as a quick "art brain warm-up" to get their brains "ready for art."

The lines we review are:

Straight

Broken

Curved

Wavy

Zig-zag

Bumpy

Looping

Castle

Artful Thinking

2010-09-15T20:14:00.000-07:00

I'm all about creative thinking these days and I found a great site called "Artful Thinking." (http://www.pz.harvard.edu/tc/index.cfm)

In particular, I've been using their thinking routines in my art class. Artful Thinking is a program that was created by Harvard University Graduate School of Education's Project Zero (which I'm facinated by!). If you've heard of Howard Gardner and the "multiple intelligences," you may be familiar with Project Zero.

According to the Artful Thinking webiste, "The Artful Thinking program is designed to be used by the regular classroom teacher. The program focuses on experiencing and appreciating art, rather than making art. It has two broad goals: (1) To help teachers create rich connections between works of art and curricular topics; and (2) to help teachers use art as a force for developing students’ thinking dispositions." I simply use it as a great way to get my students excited to talk about art....and of course develop their higher-level thinking skills.

My favorite thinking routine is "See..Think...Wonder..." Everytime we look at a piece of art this year, I ask my students to ask themselves these three questions:

What do I see?

What do I think?

What do I wonder?

So far, these have led to some great discussions. My students love to WONDER!

Monochromatic Self-portraits--Back to School Class Poster

2010-09-05T14:00:00.000-07:00

I found this amazing idea on Elementary Art Fun's blog. They did it as a mural with incredible results! I chose to do this lesson as a "class poster" so that it could be hung outside each teacher's classroom in time for open house. Since most classrooms are working on building a sense of "community" during the first weeks of school, this is a perfect time to work on a group art project.

I used this lesson as a review of line (and pattern for 3-5). Students also learned the concept of "monochromatic" or "one color." As I greeted students at the door, I asked them their favorite color and that's the color table they sat at that day (I had a red, orange, yellow, green, blue, and violet tables set up).

As usual on the first day of class, we reviewed my signal for getting their attention ("give me 5") and my art room rules (1. Take care of things 2. Take care of people and 3. Behave like an artist) which I got from Engaging Learners Through Artmaking by Douglas and Jaquith.

After we reviewed our 10 "art lines" and drew them in the air to warm-up, we read the quick book Here's Looking at Me by Bob Raczka which shows examples of famous artists' self-portraits (His books are excellent for quick classroom reads). I handed out blank index cards and we went over some cartooning techniques for self-portraits. We go over each feature so as not to forget anything. When we added color to our portraits, students had a bin of markers, crayons, and colored pencils that matched their table color.

If we had time left, I had short, small "line/pattern" design project for students to complete and take home that day. Students LOVE taking their work home the same day and this was a great way for them to produce both something for me to hang and something for them to take home.

Why do our children need art? Part II

2010-09-04T22:39:00.000-07:00

my daughter (here at 1 year) can't wait for piano lessons

my son at drama camp (age 7)...incidently his favorite subjects in school are math and reading

And why do I insist my own children learn all the arts and participate in athletics from the time they pop out? Because its good for their brains! While researching for a class, I found a new study* out of John Hopkins that supports the need for our children to learn the fine arts. Here are some of the findings:

1. An interest in a performing art leads to a high state of motivation that produces the sustained attention necessary to improve performance and the training of attention that leads to improvement in other domains of cognition. The arts improve attention span.
2. Specific links exist between high levels of music training and the ability to manipulate information in both working and longterm memory; these links extend beyond the domain of music training. Music training improves memory.

3. In children, there appear to be specific links between the practice of music and skills in geometrical representation, though not in other forms of numerical representation. Music training improves geometry.

4. Correlations exist between music training and both reading acquisition and sequence learning. One of the central predictors of early literacy, phonological awareness, is correlated with both music training and the
development of a specific brain pathway. Music training improves reading.

5. Training in acting appears to lead to memory improvement through the learning of general skills for manipulating semantic information. Training in drama improves memory.

6. Learning to dance by effective observation is closely related to learning by physical practice, both in the level of achievement and also the neural substrates that support the organization of complex actions. Effective
observational learning may transfer to other cognitive skills. Training in dance improves cognition.

*Neuroeducation: Learning, Arts, and the Brain
Findings and Challenges for Educators and Researchers
from the 2009 Johns Hopkins University Summit

By Mariale Hardiman, Ed.D., Susan Magsamen,
Guy McKhann, M.D., and Janet Eilber

Why do our children need art?

2010-08-26T12:20:00.000-07:00

On July 26, 2010, the U.S. House of Representatives passed H.Con.Res. 275, legislation designating the second week of September as “Arts in Education Week.” The Resolution identifies the following reasons our children need the arts:

-Arts education enables students to develop critical thinking and problem solving skills, imagination and creativity, discipline, alternative ways to communicate and express feelings and ideas, and cross-cultural understanding, which supports academic success across the curriculum as well as personal growth outside the classroom

-To succeed in today’s economy, students must masterfully use words, images, sounds, and movement to communicate

-As the Nation works to strengthen its foothold in the 21st century global economy, the arts equip students with a creative, competitive edge

-The arts provide the skills and knowledge students need to develop the creativity and determination necessary for success in the global information age

-Arts education has the power to make students want to learn not just within the arts, but other areas of study

My Influences and Teaching Theory

2010-08-02T12:08:00.000-07:00

My earliest artistic experiences were from my family, mainly my grandmother, father, and aunt. Although no one in my family was a "fine artist", they were all creative. My grandmother and aunt would knit and sew and I remember them always working on something: embroidery, quilts, clothing, sweaters, etc. They took time to teach me and I remember them being very patient.

My approach to art education has changed dramatically since I started teaching in 1997. Having attended college in the early-1990's (Go Texas Tech!), I learned Discipline Based Art Education (DBAE). DBAE focuses on teaching and integrating four strands: Art Production, Art History, Aesthetics (the definition of art and beauty), and Art Criticism (Describing, Analyzing, Interpreting, and Judging art).

However, after having children of my own and observing how their minds really worked, I now lean more toward Montessori, Waldorf, and Choice-Based Art Education (CBAE). I believe traditional art classrooms are more teacher-centered whereas Montessori, Waldorf, and CBAE are more student-centered. There is a time and place for teacher led lessons, especially when students are learning new techniques and skills, but if I really want my students to move on to higher-level, creative thinking, they have to experience the entire artistic process and create a completely original piece. This is especially challenging at the elementary level, especially if I want my students to produce quality work.

I teach the following techniques of the creative process:

1.Establishing purpose and intention

2.Building basic skills (artistic skills and techniques)

3.Encouraging acquisitions of domain-specific knowledge

4.Stimulating and rewarding curiosity and exploration

5.Building motivation, especially internal motivation

6.Encouraging confidence and a willingness to take risks

7.Focusing on mastery and self-competition

8.Promoting supportable beliefs about creativity

9.Providing opportunities for choice and discovery

10.Developing self-management (metacognitive skills)

11.Teaching techniques and strategies for facilitating creative performance

da Vinci invention sculptures

2010-07-10T06:49:00.000-07:00

My 5th grade students were doing a unit on Italy in their classroom so I introduced Leonardo da Vinci in the art room. There is SO much to learn about da Vinci and I found it difficult to keep my powerpoint to 5 minutes! We looked at his various types of artwork and focused on the sketches for his inventions.

Here is what we did for our own work:
1. In groups, students brainstormed (listed on sketch paper) at least 3 "needs" they had (3 per student)
2. Next, students created 3 sketches for inventions to meet these needs
3. Students picked their best sketch and re-drew from 3 different points of view. At this point, we had a quick lesson on drawing 3D.

4. Students created paper sculpture models of their inventions after a quick paper sculpture review.

Monet 3D Gardens

2010-06-27T17:50:00.000-07:00

My 3rd grade students were doing a unit on France in their classroom. We had already covered Seurat and French Gothic Architecture so I decided to do a lesson on Monet. They would be doing a water lily painting in their regular classrooms so I decided to introduce them to Monet's garden. We looked at his garden and learned about his passion as a botanist. Next, we planned out our gardens and creatd them using paper sculpture techniques. We used a little model magic for finishing touches (I had some left over dry model magic and this was a perfect use for it!)

African Masks

2010-05-28T19:14:00.000-07:00

My Kindergarteners were learning about Africa so we created African Masks. I focused on symmetry, line and pattern...

General Tips for teaching art and what I do with my own children

2010-04-30T10:42:00.000-07:00

I really like what http://www.artforsmallhands.com/ says on her blog. I've added some of my own tips too:

1) Teach with questions. Use the "Socratic Method" when teaching.

For example, "I wonder why......?." "What would happen if...?" Teach wonder! This is the root of creative thinking.

2) Avoid starting with a pre-cut shapes or tracers. Never trace. Start from scratch. A child's circle will be more interesting than your own.

3)Draw from life. Sometimes this is not possible, but the earlier a student learns to draw from life, the easier it will be when they're older. The Mona Brook's Drawing with Children and Betty Edward's Drawing on the Right Side of Brain are excellent resources.

4.) Dealing with the 3rd grade slump. At about 3rd or 4th grade, students become very self-conscious of their drawing ability. Teach them how to draw 3D shapes and basic perspective to help them with their confidence. Mark Kistler books and his website http://www.drawsquad.com/ are great for this. Try using design based lessons at this age.

5) Look. Look at the greats; no child is too young for art history. Look at the world; learning to make art is learning to see and find pleasure in details.

6) Begin at birth. Art education should begin young. Inhibition is the adversary, and it often creeps in by around third grade. Children as young as 2 can scribble and create paper collages. Bath tub crayons and paints are excellent if you don't like messes.

7)Provide opportunity. Always have an art table set up in your house. Always have a sketchbook and colored pencils in your purse for "down time" (doctor's office, car trips, etc.)

paper sculpture

2010-04-20T20:02:00.000-07:00

Paper sculpture is one of my favorite lessons of the year because the kids truly experience creative thinking. These photos show my son at home but I'll add my students' work when I have time.

The key to paper sculpture for young children is:

Getting them to put a "foot" (or tab) on everything. If something has a foot, it can be glued onto a base
Getting them to cout to 30 as they press down on their "feet" or tabs after they glue. This gives the glue enough time to dry

With Kindergarten, 1st and 2nd, I use long , 1" wide paper strips. I introduce basic concepts such as creating "art lines" and basic shapes with the strip of paper (curved, zig-zag, wavy, circle, triangle, square, etc.). We talk about how to use a pencil as a "paper curling iron" and how to cut fringe. David Carter's pop-up series is a great inspiration for paper sculpture and each book only takes about 3 minutes to read!

Jazz Collage

2010-04-09T19:21:00.000-07:00

For a collage lesson, my 2nd graders listened to Jazz music and then created collages to "visually communicate" the sounds they were hearing. This class did saxophones, but any jazz instrument would work. They really enjoyed using the texture boards--always a favorite. This was a great lesson to incorporate paper sculpture or paper pop-ups into. Romare Bearden is a good inspiration too.

Paisley Inspired Designs

2010-03-21T13:07:00.000-07:00

The "Paisley" has an interesting history from its origins in India (Persia) to its travels to Paisley, Scotland. Learn about the history of the design at http://en.wikipedia.org/wiki/Paisley_(design). This is a great lesson to use in 5th grade when they are learning about the "Age of Explorers" and British Trade.

I used this lesson to teach colored pencil blending, but the idea of a paisley motif could be used for almost any media. First, students sketched their design in pencil. We did one together and they created the other designs on their own. In some classes, we broke up the background with art lines. When the composition was finished, students traced their drawings with permanent markers. Next, we practiced layering colors and creating gradations by using colored pencil. Students were required to use at least 3 colors in each shape. Last, students painted the background with pan watercolors or spray watercolors.

Chinese Cloisonne Inspired Pastels

2010-03-16T21:16:00.000-07:00

My 4th graders are studying China so we created a pastel piece inspired by the designs on Chinese cloisonee pieces. For a quick background on Cloisonee, see Cloisonne on Wikipedia.

After analyzing Chinese art, students sketched a design on colored paper. I usually do a "guided drawing" on one side of the paper and have them create their own drawing on the other side of the paper. Students choose which drawing they like better and we traced this design with metallic fabric paint. Colored glue would also work. After the paint has dried over night, students can add color with chalk pastels. I require students to use at least 3 different colors in each shape and I demonstrate/emphasize color layering.

Pointillism Seascapes

2010-03-14T22:54:00.000-07:00

My 3rd graders are studying France so we are looking at French art this semester. These paintings are inspired by Seurat and "Pointillism." After looking at many of his works and talked about layering texture and color to create optical mixing. First, students drew their seascape. Next, we used texture boards to create layers of colored texture rubbings. Some classes used collaged papers to create foreground, middle ground, and background. Last, students added more layers of texture and color by painting in the Pointillist style.

Line and Pattern drawings

2010-02-15T21:29:00.000-08:00

At the beginning of every year, K-2 reviews the element of line and 3-5 reviews line and line patterns. Fish, insects, still life and flowers are good subjects that allow for creativity but are fairly simple. Sometimes I use a guided drawing and sometimes I let the students look at photos or still life for inspiration.

I like to use texture board rubbings or spray watercolors for the backgrounds if we have time.

Georgia O'Keefe Tempera Flowers

2010-02-06T19:57:00.000-08:00

Because of the simplicity of their shape, flowers are an excellent subject for elementary students who are learning to paint or learning to mix colors. These examples are from 1st, 2nd, and 3rd grade students. In 1st grade, we focus on proper brush strokes and add one "highlight" color. In 2nd grade, we focus on mixing white into the color to create a tint and black to create a shade. In 3rd grade, we mix analogous colors.
Because there is not a sink in my room, we mix directly on the paper. In some of these examples, students have outlined the flowers with black glue to help emphasize certain areas.

Tempera Cityscapes/Choice Based Color Mixing

2010-01-31T07:19:00.000-08:00

Because the shapes are pretty simple, cityscapes are perfect for mixing color when you don't have a sink. Cityscapes are also a great way to teach Space/Depth.

Here are the drawing steps:
1. Brainstorm all types of shapes on the board (great math connection). I also like to have building blocks to show how to "build with shapes." This helps my students who need to see things in 3D.
2. Choose an "art line" to draw a ground line.
3. Use shapes to draw large buildings in the foreground.
4. Choose an "art line" to draw a horizon line.
5. Add smaller buildings in the background. Emphasize that things appear smaller in the distance.
6. Show students how to draw a mountain or city building line at the top of the page if they want to add even more depth.

Painting steps:
Because I don't have a sink, we paint without water. I put the primary and secondary colors out in one muffin tin. I put neutrals in another muffin tin (white, black, metallics).

1. Practice using "paint strokes" in the air. This is where we review how to paint in ONE DIRECTION ONLY--no scribbling. We try horizontak, vertical, and curved strokes. I have found that because students are getting less art in their classrooms (and at home?), they don't always come to me knowing how to paint anymore. Once they learn "how" to make a paint stroke, younger students take amazing care in their brush strokes.
2. We then learn how to mix colors ON the "canvas" like the Impressionists and Expressionists did. We paint one shape together. First we choose a color to paint the shape. Then we wipe the paint off onto a piece of scrap paper. Last, we paint another color on top of the first color and let the brush strokes "show through." This is an excellent time to talk about tints, shades, tones, and intermediate colors.

Chalk Painting Landscapes

2010-01-30T18:06:00.000-08:00

My 5th graders loved this project and it was a "new" way for them to paint. We focused on landscapes. First, draw a ground line. Second, use shapes to draw buildings. Third, draw a background line. Students then added color by dipping chalk pastels into paint. Dipping the pastels into paint first helps cut down on the powdery mess that pastels tend to produce. The paint also adds a second color. As you can see, students experimented with different ways of applying color and every piece looks different.

Watercolor Insects with Bling

2010-01-29T17:14:00.000-08:00

I have found that 5th grade students love to draw but are very perfectionistic at this age. To help build their confidence in their drawing skills, I chose subjects that are made from relatively simple shapes. I also stay away from "realism" until I've taught them how to shade. Insects are a perfect subject!
For this project, students selected an insect to draw and enlarged that insect onto watercolor paper. I have packets of "how to draw" various insects that they can look at. I stress that they don't need to copy---originality and creativity are always best. The "how to draw" packets give my 5th grades scaffolding and a good starting point. Next, students outlined their insects with white oil pastels for a watercolor resist effect. Students then painted their insects with liquid watercolor. Lastly, students could add emphasis to certain areas by outlining with glitter or metallic fabric paint.

Kindergarten Introduction to Color and Painting

2010-01-08T07:20:00.000-08:00

Many of my Kindergarten students have never learned how to paint. When we started tempera painting, I knew I needed something simple so that they would learn how to make simple brush strokes.

Our inspiration was Mondrian. Students divided their paper using horizontal and vertical lines. I introduced the color wheel, primary, and secondary colors. Students painted in some of their squares using the primary colors, just like Mondrian.

In my bi-lingual Kindergarten classes, we have less students and can move much faster. We were able to complete another painting using curved lines and secondary colors.

Educational Theories and Methodologies: What's the best way to teach children?

2009-12-28T21:51:00.000-08:00

I attended college in the mid 1990's so I learned Discipline Based Art Education. After teaching at various levels and having children of my own, I am now more influenced by the following child-centered theories and methods:

Montessori

Waldorf

Reggio Emilia

Froebel

Because of these influences, I am interested in learning more about:

Choice Based Art Education

Teaching for Artistic Behavior

"Teaching for Artistic Behavior is a nationally recognized, choice-based centers approach to teaching art. Developed in Massachusetts classrooms over twenty five years, and through courses and research at the Massachusetts College of Art, this concept allows students to experience the work of the artist through teaching which is responsive to their needs and interests."

More Gingerbread landscapes...

2009-12-07T20:25:00.000-08:00

Gingerbread Landscapes

2009-12-07T20:20:00.000-08:00

This was a lesson inspired by Jan Brett's Gingerbread Baby and a gingerbread house that my son made. We used sharpies to draw and watercolor pencils and Mr. Sketch markers to add color. White oil pastel was used for the "icing" to create a watercolor resist effect. After the students finished adding color, we used a paintbrush and clear water to create a "watercolor" effect. My students loved using geometric shapes to draw the houses and decorate.

Watercolor Poinsettas

2009-12-07T20:03:00.000-08:00

My principle gave all of us Poinsettas for Christmas this year so naturally I had to use mine as an inspiration for art. We used sharpies to draw the poinsettas. For color, we used Mr. Sketch markers and watercolor pencils to add "color lines"--no sold shading allowed. We used warm colors for the leaves and cool colors for the background. At the end, students used paintbrushes with clean water to paint over their artwork. Tomie de Paola's Legend of the Poinsetta was perfect for this.

Watercolor Insects

2009-12-07T19:58:00.000-08:00

A simple watercolor lesson for my 3rd graders. We used black and metallic sharpies to draw insects. They then used watercolor to paint. At the end, we added salt while the paintings were drying.

Mexican Folk Art Mirrors

2009-12-07T19:52:00.000-08:00

Another lesson that I got from Painted Paper's Blog--what a beautiful lesson! I did this with 5th graders. We used diffusing paper and watercolor. Our focus was Radial Design.

Matryoshka Dolls

2009-12-07T19:47:00.000-08:00

This was a great lesson that I got from one of the other awsome blogs I follow(Deep Space Sparkle or Painted Paper?) . We learned the history of Russian Matryoshka dolls and created our own. If the boys wanted to create a boy doll, they drew it to look like it was wearing a "hoodie" which I thought was quite a creative idea! Patricia Polacco's Rechenka's Eggs or Babushka's Mother Goose and Corrine Bliss' The Littlest Matryoshka are great literature inspirations for this Russian folk art lesson.

Biome Sunsets

2009-12-04T18:55:00.000-08:00

We looked at sunsets in different biomes for our inspirations. We used cool colors + black to create the sillouettes. We used warm colors (liquid watercolors) to create the background.

My new room

2009-12-04T18:52:00.000-08:00

History of Chinese Paper-cutting

2009-11-25T11:51:00.000-08:00

Great history of the folk art of Chinese paper-cutting:

Frobel Star (paper sculpture)

2009-11-25T11:40:00.000-08:00

If I can figure out how to do this, I want to try it with my 4th or 5th graders. I am not a strong "3D" artist so this will be a challenge for me!

Montessori Three-Period Lesson

2009-11-24T11:24:00.000-08:00

The three period lesson is the most basic framework of the Montessori method. It is so simple yet so effective.

Friedrich Froebel

2009-11-17T20:52:00.000-08:00

At the TAEA conference this past weekend, I took a class on "The art of Paper-cutting." Our presenter reminded us that paper-cutting was one of Froebel's "occupations." Friedrich Froebel is the 19th century German educator who invented Kindergarten.

Frank Loyd-Wright, Paul Klee and many of the Bauhaus artists were inspired by Frobel's educational materials. Since I am a Montessorian at heart, I am intrigued by Froebel's "gifts" and "occupations."

Froebel's "occupations" include perforating, sewing, cutting paper, weaving paper, painting, intertwining paper, oragami, box construction, and modeling clay.

Abraham Maslow's Hierarchy of Needs

2009-11-09T19:58:00.000-08:00

Another theorist that we studied in my Cognition and Instruction class. Notice that art making is on the top. Do you agree or disagree?

1st Grade Insects and Spiders

2009-10-31T22:40:00.000-07:00

For my 1st grade watercolor lesson, we created insects and spiders. First, we looked at E.A.Seguy's illustrations of insects for inspiration. We discussed the definitions of an insect and insect anatomy. We drew several insects together on sketch paper first then drew our favorite on watercolor paper using permanent marker. Students colored their insects with neon crayons and used wet-in-wet watercolor technique for the background.

5th Grade Totem Poles

2009-10-31T22:28:00.000-07:00

My 5th grade students are taking a tour of folk art around the world this year! Our first stop was Alaska/Britsh Columbia/Washington to learn about Native American totem poles. I didn't know much which is why I love my job--I'm always learning. We talked about the characteristics of folk art and why totem poles were considered folk art. We learned about tribes, clans, and totem symbolism. We also discussed symmetry and common totem pole color schemes (black, white, red, green, and blue). One of my goals is to help every classroom form a "community." I hope that creating class totems contributed to class cohesiveness.

Kindergarten Bats

2009-10-31T22:15:00.000-07:00

My Kindergarten classes were learning all about bats so we created a crayon-resist bat in art. First we reviewed our "art lines" and drew a bat together on sketch paper. We talked about bat anatomy and the students shared all that they had learned in their class about bats. They were so proud! Then, students created a drawing of a bat on watercolor paper. We added a horizon line, branching trees, and a moon to create a habitat. Finally, we learned "wet-in-wet" watercolor techniques to paint our backgrounds.

Water Bottle flowers

2009-10-20T19:35:00.001-07:00

Scrap Eden_2455,
originally uploaded by extramatic.

Artist: Mark Hinkley - Reappropriated/recycled plastic flowers - Black Rock Arts Foundation Scrap Eden at Burning Man Decompression 2007

Water bottle flowers

2009-10-20T18:19:00.001-07:00

This "flower" was made out of a water bottle. I'm going to have to try this with my students and link it to Dale Chihuly.

Here's how to make the flower:

http://picasaweb.google.com/smcsart/CreatingAFlower

3rd Grade Linear Landscapes

2009-10-19T11:47:00.000-07:00

I focus on the element of line for the first lesson with every grade level. Line is the basis of everything else we do throughout the year. With my third graders, we review line and turn lines into patterns. Because I have eight third grade classes, I get bored so I change up the media somewhat.

My Classroom

2009-10-19T11:40:00.000-07:00

Here is a picture of my classroom. I share it with the Literacy Library.
Unfortunately, this means that I don't have much storage, I don't have a sink, and I have carpet. Fortunately, I'm not on a cart :-)

I have taught in almost every situation so my room doesn't bother me. I have posted my "Art Rules" that the students and I brainstorm at the beginning of the year and my "Fancy Nancy Art Word" wall.