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: a zealous 3rd grader

There is almost nothing I love more than to have students tell me they are creating art at home. (You can read a story about it here.) Our class time seems so little, and therefore so precious. I always wish I had more time to engage in the creative process with my students. So when they tell me that they have created something outside of school that they are proud of, I get really pumped. First because that means that they were paying attention in class, and secondly because that means that they were inspired by what they were learning! And I mean what teacher doesn't love that.

Last week I had a student not only tell me they were creating at home, but bring in their work to help decorate our art classroom!

3rd grade has been studying mobiles by Alexander Calder. Most kids are fascinated by the kinetic quality of the sculptures and it is a blast to watch them play with discovering the balancing act involved in creating one.
However, even before we started construction on our mobiles in class, this particular student showed up to class one day with his own design!

Student Work: Elementary Art Goes Into the Garden

Here's another very belated post about a study I did with the 2nd, 3rd, and 4th graders last year in the spring.



It occurred to me at some point last April that Doulos students love to spend time in our garden just like Claude Monet did. This simple revelation seemed to clearly lead me to the conclusion that these kiddos needed to learn about Monet's artwork and methods! They are already like mini Monets!

The students are always running around the garden during recess or lunch time. The pond is an infinite source of fascination for them. Between the fish, stones, mango tree, and all sorts of flora, our students are drawn to this lovely little garden. Not only is it used during play time, but often classes go out into the garden during reflection times. A place of peace and play-- what could be better! It is such an integral part of our campus, the center focus and defining feature.

And much like Monet's garden in Giverny, our bright red, Japanese-style bridge is a focal point.

 The elementary students loved learning about Monet and his special garden. We took time to draw outside working on our observation skills. Then we made the connection that we have a bridge just like the Giverny garden! That's when our final artworks emerged...

The end results are like Giverny with a touch of Doulos! I am already looking forward to studying Monet again this next year with the new 2nd graders!

*Bridge over Pond of Waterlilies by Claude Monet via metmuseum.org

Student Work: 1st Grade is up in the Air!

As I have been sorting through files on my computer, I realized I had some projects from last spring that I never got around to posting about. These are worth the wait though.

I ended last year with a straight forward drawing lesson and watercolor resist. There are so many special events happening at the end of the year that it is good for the students (and me!) to have something simple yet exciting! If you will also remember back in the spring I did a few drawings for auction for a senior class fundraiser-- one of which was my inspiration for these student works.

I painted a quick backdrop for the hot air balloons when I put the artwork on display in the library hallway.

First grade is always one of those classes that has been hit and miss with me. I love the kiddos outside of class, but sometimes I feel like my minimal experience working with little ones makes it difficult for me to teach ideas and techniques at a level that is simple enough but appropriately challenging. When I know that I have hit the mark is when the students give cheers when we are about to start working. I got those cheers for these hot air balloons. I love how basic the overall shape is but how unique the students make them to fit their own style.

Classroom Commotion: Finally in Mi Propia Aula!

All throughout last year, work teams and hired hands worked endless on finishing the second floor of our new elementary building on the Doulos campus. You can see the first phase of the building, finished during the summer 2012, here. This new building added 8 new classrooms to our campus. Because of this huge change, at the end of last year our whole campus of classes PreK-12 went shuffling around. One of the amazing results of this was that our visual arts department (aka ME!) was given its very own classroom!

WAAAAAAAAAAHOOOOOOOOO!

Yes, believe it or not, the past three years I taught out of the cave  basement closet behind our amphitheater. This little spaced acted as my storage room/office. To teach my classes I traveled around campus to various rooms totting all my art materials in boxes galore. For my elementary classes I met my students in their guide classrooms, for my middle school classes I coordinated a fixed classroom generously lent to me by another teacher, but my high school class often ended up floating around to where ever was most convenient for that week.

However, all that has changed now... I excitedly present to you... (drum-roll, please)...

THE DOULOS VISUAL ARTS CLASSROOM!

The view from the front. And yes that is a projector hanging from the ceiling!-- another amazing blessing from the art resources coming up on the school budget circulation last year.

The view from the back. I only have space for the 5 tables and chairs in the actual classroom space, and when there are 20+ bodies in there too...it's pretty darn full!

My little bookshelf at the front of the room with the only wall space for a decently sized bulletin board. That door to the side is not the entrance, it is not actually a functioning doorway anymore.

Inside a little hallway by the bookshelf I have this life-saving storage cabinets. Most of the supplies fit in there.

My new little office across from the storage cabinets. The rest of my supplies are crammed in here on the shelf, along with easels, and a sink. Yes, indeed, that is a toilet under my desk. This little room was once a bathroom. I think the toilet still works actually...

So as you can see my new classroom isn't grandiose or abundant, but it IS a dedicated visual arts space, which is a HUGE step for the arts at Doulos. I can't tell you how much having this classroom has radically changed my teaching and even my work habits in general. I know that God is gracious in letting me sample this new stage in the arts program; I feel blessed to inaugurate the space.
My class load per week increased this year (like teaching 8 curriculums at a time wasn't already enough!) and honestly if it wasn't for this classroom, I don't think I would be able to handle it. I am so grateful to have a place to belong on campus now, and to have my students understand that the arts deserve a place on campus also. Years of begging advocacy has finally sprouted some fruit.

And this is why it's all worth it.

Expedition Projects: Spring 2013

Another round of learning expeditions has come and gone. This spring semester I upgraded the art integration for many of the classes' expeditions based on my own trial and error learning process over the last few years. And I am happy to say that I think I finally landed on some keepers!

This is specifically true with the 3rd grade unit on Ancient Egypt. There is really too much a teacher can do with Ancient Egypt, and I felt like everything I had seen or attempted wasn't worth repeating because it was either too kitschy, didn't cover standards, and/or was going to end up in the trash a week later. I want the art integration I do to be authentic, not forced or meaningless. So this year with 3rd grade we spent some time creating these wonderful Egyptian profiles based on artworks we studied from ancient tombs (inspired by this artsonia gallery). I also wanted to do a little clay project with the oven-bake clay a generous work team brought me, so we did these quick and easy clay scarabs.

for some reason I can't get this photo to orient correctly...sorry for the neck ache.

The 4th grade studied the Incan Empire for their spring expedition. In their art class we study the Inca's geometric designs and weaving. In the past we have done flat yarn weavings on cardboard looms. However, this year I used this excellent tutorial for making our weavings into functional pouches! The students always huff and puff when we start this project, but by the second class they are tracking me down all over campus because they need more yarn to keep working! I love their enthusiasm for creating something! One student who particularly struggled and had a bad attitude at the beginning told me at the end, when we are tying up all her strings, "I am excited about my bag because I am proud that I can say 'I made this.'" Bah! That comment made my week!

In the spring semester I teach a drawing basics class to the 8th graders. Their spring expedition is on freshwater eco-systems. Their science units for their expedition happen to fall right when we are starting our drawing from nature unit in art (what a coincidence :) We study techniques for drawing implied texture and amp up what we've already covered on value by switching from pencils to ink. Each student had to choose a view from our local Rio Yaque to communicate in their drawing.

Some of these lovely pieces will be displayed in the 2nd annual Doulos Art Gallery on Friday. Stay tuned for all that goodness soon!

Student Work: Kindergarten Screams

Kindergarten is a tough bunch of kids for me. I was having dinner with our Kindergarten teacher last night and talking with her about the surprising moments that these young children can share with you. We were discussing how at the beginning of the year it is always difficult to imagine what the end result will be of months and months of hard work. Those first few weeks with an English language immersion class of Spanish speaking students is about as chaotic as trying to corral a group of scared chickens. They look at you like you are crazy and you look at them like they are crazy! But it is absolutely amazing to see how much growth happens in their young minds and hearts over the course of a school year. And what is even more sweet is when God really gives us glimpses into what he is doing in their hearts.

This spring semester the Kindergarten class studied inventions for their expedition units. Rather than come up with all new art integration. I gave myself a little grace and decided to go ahead with the self-portrait unit I did with them last year when their expedition was on 'me, myself, and I'. I framed the whole unit with the idea that God made us all the same, but all unique. As we learned how to draw ourselves we learned to see that we all have eyes, ears, mouths, legs, shoulders, etc. But we also noticed how we are all unique and special. While Mrs. Kerrie might have brown straight hair, another student could have black curly or blonde spiky hair. And so on and so forth.

The big climax to the whole deal was perhaps the most successful project I have done with Kindergarten this year-- their identity screams. I got the idea from this picture I found online. We looked briefly at artworks by Wassily Kandinsky and how he used a variety of lines and colors to paint what he heard in jazz music. The students drew a design with oil pastels and painted washes over it with tempura paint cakes. Then we added their photos and a few tid-bits of information about themselves.

They turned out pretty sweet, right?

Student work: 3rd Grade Pears and Giants

This whole semester so far the 3rd grade class has been studying space and perspective. We started out going straight to landscapes, specifically city-scapes. In class we viewed a bunch of examples from many artists and discuss the use of overlapping, placement, and size variation to create the illusion of depth. They then got to design their own cities. The twist was then to invent a giant to invade your city and defy those illusions of depth. I adapted all of this from this lesson plan. As part of their reflection they wrote brief stories about how their giants came to their cities and some of them were really great!

Below are how we took what we learned about perspective and applied it on a smaller scale with still life paintings. Again they focused on overlapping and placement on the page. This is one lesson that always seems to produce some quality work from all types of students. And of course they love getting to fill a whole page with watercolors.