Student Work: 3rd Annual Student Art Gallery 2014

I recently held the 3rd annual student art gallery exhibition to present the outstanding work of our Doulos artists from this year. Like in years past (which you can read about here and here), this gallery event was in effort to display the work of my students both in a professional way and to bring their work into the community for more people to enjoy.

While this time around I kept things a little more simple, I did add an extra spin to the evening-- I invited our break dance teacher to perform with his class! It would have been really sweet to have them dance inside our actually gallery, however space didn't allow it. Though we were lucky to have a little patio area on the first floor of the plaza, so they danced down there. The group performed really well and the best part was to be able to include another art presentation to the evening.  I wish I had a picture or two to show, but I was upstairs in the gallery the whole time so I didn't get a chance to snap one.

After these past years I think the students finally caught the vision behind this annual exhibition. So this year when I would go to ask a student to hold on to their artwork until May for the gallery I could barely get the words out of my mouth before they were nodding their heads and passing their artwork right back to me. I think this meant they understood what a privilege it was to have their work chosen! And they weren't the only ones excited about it. Selecting these artworks to display was definitely a joy for me, too!

It seems strange to say, but I feel proud of how proud my students are of their art. I love to see them enjoy their creativity and want to share it with others. Likewise, it is truly a gift when I see them confident in using their made-to-create energy.

Classroom Commotion: a zealous 2nd grader

Today a second grade student came into my classroom after school. I was still at my desk working on an example for a high school project. She sweetly said, "I want to make an artwork." Well shoot! I made her a space right next to me. I asked what she wanted use. Crayons? Markers? Colored Pencils? She replied, "Hah, all of them."

Now what's an art teacher to do but let her just go for it! So we went to art-making side by side. Both of us were working on creating a butterfly and we had a lovely chat while we were doing it. We discussed the shapes and colors we were using, the size of each part, and she even gave me a little feedback on my wing details! As we were talking, I told her that I was leaving Doulos after this year and she let the comment kind of fall to the side. Then about 10 minutes later she said, "Do you want to do this when you go? You can always make art in your house when you leave."

Ah my heart!

I told her that what I really loved most was making art with students like her, but that I don't know what God has in store for me. But geeze do I pray that He might allow me to always have students like this to create alongside.

To hear stories about some other zealous students you can read here and here.

Student Work: 3rd Grade Pinch Pots

Here at Doulos, we don't get to do very many clay projects-- mostly because a lack of resources and space. But last year I purchases a packet of Sculpey over-bake clay. The opportunity finally arose to use it with a class. The third graders studied ancient Egypt for their spring expedition this semester. As they learned about different aspects of that culture and civilization they focused on the different castes and roles in the society. I got to come in and role-play as an ancient Egyptian artisan!

After doing that, it dawned on me that we should create something out of clay like the ancient artisans did...uh duh brilliant art teacher. Integrating into the core subjects (especially social studies) has been such an fun part of my work at Doulos. The students love it because they already are growing experts on a topic and it actually makes my job easier because I don't have to spend a ton of time on history, geography, or other background information because they already know it!

As soon as we started working with clay the students became so excited. They were practically giddy before each art class when I went to bring them to the art room. The shear fact of using a different material I think made them so engaged, but also because they were really learning a new craft (and this class in particular loves learning new things.)

After we finished our pinch pots, the students filled out a little reflection form like we do after most projects. Some of their responses were too great not to share!

When you look at your artwork how do you feel?

"... good, because I'm learning how to do new things."

"...delightful, because when I see it, it reminds me that I am an artisan."

"...good, because it is an artwork, a real cool artwork."

"...happy, because now I have something to put stuff in."

What will you put inside your pinch pot?

"...candy, or something that I can eat."

"...my collection of little rocks."

"...5 pesos to buy cornflakes" (every cereal here is referred to as "cornflakes")

"...money, a marble, or a necklace."

"...my secret things that no one is going to know."

"...salchichitas."  (translation: little hot dogs)

If you could make anything out of clay, what would you make next?

"...a bird or a worm."

"...a heart pinch pot or a star pinch pot."

"...a clay bird lid and a nest pinch pot as the bottom."

You'll notice that many students styled their pinch pot and lid like little beetles. This is because we also spent time discuss the symbol of the scarab beetle in ancient Egyptian culture.

Classroom Commotion: The Love/Hate Relationship between 4th Graders and Weaving

If there ever was a project that 4th grade students struggled incredibly with, it was weaving with yarn. If there ever was a project that 4th grade students couldn't get enough of, it was weaving with yarn. Here's a little break down of how it goes each year...

Class 1: We learn about weaving as an key component to South American indigenous cultures as a form of folk art and work with simple over-under weaving with construction paper looms and paper strips. Level of engagement- above normal. Level of enthusiasm- varying.

Beginning of Class 2: The idea of weaving on a cardboard loom with yarn is presented and demonstrated. Level of engagement- very high. Level of enthusiasm- very high. This is generally the point in which students believe they are already master weavers and therefore ignore all my instruction and rush me along to get their hands on their materials.

Approximately 5 minutes later into Class 2: Students working independently on their weavings. "Mrs. Kerrie!" is reverberating off the walls. Knots are growing larger by the second. Tears beginning to form in the corners of meek student's eyes. ADHD student is wiggling uncontrollably in and out of the chair. Overachieving student is almost finished with wrapping the yarn around the entire loom with out a single string woven. Level of engagement- very high. Level of enthusiasm- the lowest of lows. This is generally the point in which I, the art teacher, wonder why the heck I thought this was such a successful lesson last year. In my head I think, "Where the heck are my freaking scissors, I'm just going start cutting all these strings loose, screw this "brilliant" idea of making a bag let's just stick to freaking place-mats."

The rest of the duration of Class 2: Review is offered for how to make a pattern of over-under-over-under with the yarn. Knots mitigated. Undoing of mistakes done and redone. Multiple sighs heard from students and myself alike. I pray that a glimmer of hope would just shine it's yarn-y face upon us. Looms are packed up for homework. Level of engagement- below normal. Level of enthusiasm- regaining steam to below normal.

Approximately 15 minutes into the next period: One or two students pop into my classroom showing me their weaving success and asking for more lengths of yarn to continue working! (why are there here during another class period? Are they really that sneaky?)

At the end of the school day of Class 2: Over half the class has come and gotten more yarn (some students more than once) so they can continue their weaving. They are showing me their work anytime I see them on campus. Students tell me their plans to work on it over the weekend. Level of engagement- very high. Level of enthusiasm- miraculously high. Now I realize why I wanted to repeat this lesson.

One of the design principles of expeditionary learning is success and failure. This weaving project encompasses both so perfectly for these 4th graders. With in one class period we all hit a point of wanted to give up and thinking that this task is impossible. Then when the light blub flashes on, it does so like a 180 degree turn and BAM! The students love weaving! They can't believe that by the end they will have made their own little bag and they are literally waiting for me at my classroom door to get more yarn to work ahead. I couldn't ask for more ownership over their work!

Classroom Commotion: High School Students Are Choosing

I have once again reinvented the high school visual art elective class. Leave it to me, right before bowing out of my position at Doulos, to have yet another grand idea of how to improve the high school class. The new system I have devised is based off of the Teaching for Artistic Behavior model of arts education that I have been researching. In a nutshell the TAB methodology is a choice-based model where students rotate through modules based on their personal interests. I did not come across very many examples of this being played out in other high school classrooms, but I think this is mostly because in the "average" high school there are already choices of different visual arts classes a student can take. However, Doulos is not able to offer that. That is what originally lead me to my adoption and adaptation of this particular classroom structure.

One of the main things I hoped to address and tackle with this new model was having a conglomerate of students at various levels of experience in the visual arts. Because our school only offers one visual art elective block per semester, I could have the full spectrum of students in my class at any give semester. This model allows my students the freedom to choose mediums, subject matter, and a selection of learning targets from a given list. I won't bore you with all the details, but essentially now my little group of high school art students are evaluating both their artistic interests and goals and pursuing them!



We're still working out all the kinks, but so far we are off to a great start! It's my hope that in the years to come this model can be maintained for the art "department" at Doulos. I would love to see what the TAB model might look like at younger levels, because it melds so well to the expeditionary learning principles we uphold at our school. I am a self-taught artist myself, and I firmly believe every student has the potential to unearth their creative identity if given the time, space, and resources. I'll be sure to post some more photos of the sketchbook assignments these high schoolers have been working on!