"Hey! But...Where's the BLUE?!"

Artwork Inspired by Sky Color by Peter H. Reynolds

 A fellow art teacher recommended the book Sky Color by Peter H. Reynolds and as soon as I read it, I thought of this project!  The story begins with a young artist in school whose class is painting a mural.  She decides to paint the sky portion but when she rummages through the paints there is no blue to be found!  

"How can we paint the sky with no blue paint!?"

* This is a question asked in the book itself, and at this point, I stop reading the book so students have the opportunity to solve this artistic challenge on their own!*

 

 This is the key question I posed to students in order to complete this project.  Now, of course we first reviewed our earlier unit on architecture and those famous examples found in our city.  Students first drew their cityscape in black crayon.  After finishing the architecture of their piece, students got watercolor palettes and were shocked to find that I had covered all the blue with tape so they could not use it!!  

Needless to say, they were able to use their creative minds and problem solve a solution.  Really, the end results featured here show you exactly how they solved this artistic challenge.  As students completed their work I finished the story so they could see how the main character Marisol solved this challenge.  Students were excited to see that they solved this challenge the same ways Marisol did and using the same colors!  They thought about the different times of day(just as she observed the sky at different times of the day) and were able to think of the night sky, sunrise, sunset, rainy days, sunny days, windy days, and much more!

I'd like to congratulate the awesome work by these first and second grade students!  They really impressed me with their artistic problem solving skills! 

                               

 

Diving into Printmaking!

While exploring printmaking in college, I can't even  begin to count the number of times  slipped and cut myself with a linoleum cutter.  And for this project, I was putting that exact same tool that I had encountered difficulty with at the age of 20, into my third graders nine year old hands.... I just kept thinking to myself.... 

"Are you CRAZY Ms. Foy?!?"

Needless to say, I had to really think this whole process out.... 

So we started with simple instructions clearly posted on the board.  I spent a shortened class we had due to an assembly actually going through this entire process step by step prior to beginning the project with them.  This really helped my students understand not only the process they were about to explore, but the safety measures with this project.  

  

As students began to prepare for cutting into their EZ-Cut (a softer version of linoleum), they again had to go back through safety instructions with me and sign a paper acknowledging that if at any time they are not demonstrating these precautions, they will stop their project.  Overall there were three basic guidelines...

1. I will stay seated at all times and never point the cutter towards another student.
2. I will always keep my hands behind the blade, and always cut away from myself.
3. If at any time I am not cutting or need to move from my seat, the blade will be safely resting on the table.

Once finished cutting, students took turns rotating through three inking and printing stations.  Two students showed an amazing natural eye for the inking and printing process and quickly became my assistants.  Those two students took on leadership and taught and supervised every other student in inking and printing their piece.  I think one of the things which simply amazed me, was one of these students hardly spoke English, and yet she so quickly grasped and became a leader with only watching, and my English instruction! 

 

My inking stations were made simply by taping down two overhead transparencies onto the table.  Students used a rolling pin or extra brayer to push down for even pressure when printing.  We also made a list of all students, so that everyone had a chance to print.  As students were called up to print, the remainder of the class completed a reflection page. 

 Students did an amazing job on this project and in regards to my safety concerns... we had ZERO injuries.  I have learned so much about my students within this project, even those who I truly told myself that I was out of my mind for putting a sharp object into their small hands amazed me with their maturity and mastery of this process. 

A few of our printmakers even had their prints displayed at the Azerbaijan National Flower Day festival!  Check out that post HERE!

* This process turned out to take roughly 3 class periods and required additional help and participation by two amazing classroom teachers. 

Azerbaijani American Alliance: FLOWER DAY!

    On a random afternoon I received an e-mail from a representative from the Azerbaijan American Alliance asking for artwork from my students to be displayed at their National Flower Day celebration.  So obviously I responded...

"Yes!! Of Course!! But, wait.... what is national flower day?!"

National Flower Day is traditionally celebrated in the country of Azerbaijan that celebrates the arrival of spring which is welcomed by the blossoming of flowers.  The blossoms are said to symbolize or represent new ideas, hopes and beliefs.  This day is celebrated in America as well to come together and acknowledge and celebrate the friendship between the two countries.  It is a day of music, face painting, free t-shirts, ice cream, and crafts for families right on the National Mall. This year, it also included a student art show from six schools within the DC Metro area!

Check out the wonderful photos of this event below!

Dancing on the National Mall!

Face Painting!

 

Check it out!  Ms. Foy accepted an award on behalf of our school from former Congreessman Dan Burton the Alliance Chair!

 

The image above shows the 26 pieces of art we contributed as a school.  

I want to thank the Azerbajani American Alliance for the opportunity they provided my students, their families, and myself as their art teacher.  All students received a free T-shirt whether they attended the or not, and were able to aslo have their artwork returned to them! 

Also, a huge SHOUT OUT to the P-A-R-E-N-T-S who were able to bring their young artists out to the event.  These strong attendances by artists and their families allows me to connect and communicate with families to learn more about their hopes and dreams for their children and how I might fulfill these through the art education program within my school. 

Check out some more photos of the events HERE!

"Scribbles" that tell a Story

 "Spring and Flowers", Marco, Pre-School, Play Color Sticks

 Have you ever taken the time to sit down and ask a young artist what they're creating? 

Think about it.  

Have you ever looked at "scribbles" as more than just "scribbles"?

Think about that.

Over the past two weeks, I've carefully questioned and observed pre-school and pre-kindergarten students while they create in class. I found, these things we adults call "scribbles" are really never ending and ever changing stories....

   Take a minute to look at the artwork pictured above.  Most adults would pass this off as just a scribble.  Nothing more, nothing less.  The verbal prompt for this piece was a the story "Planting a Rainbow" by Lois Ehlert.  Following the story, I asked the pre-schoolers to draw what they thought the spring flowers would look like this year.  This response by Marco is one I truly enjoy.  Maybe it's because he naturally chose blue and orange which are complimentary colors or maybe it's because he has a strong use of lines and the overlapping of them creates an element of space.  Or maybe, it's because he told me that all the white was the roots, the orange was the leaves, and the blue was the flowers.  Looking at the blue forms he made, I realized, no, this is not your stereotypical flower with a yellow center and perfect circular petals, but this was in fact what made sense in his head as a visual representation of spring flowers. At that moment I realized my objective was met for the day.  Marco was able to take an idea, or memory in his head, visually put it down on paper, and then verbalize that idea in relation to his picture.  

"Crocodile Bird", by Alex, Pre-School, Play Color Sticks

 This piece by Alex will tell you what animal he could have as a pet if he could choose any animal in the world... here's what he said... 

"Um...Over here, it's a bird"

  

"Over here there's a crocodile going to the pond."

"A Fish", by Lucy, Pre-School, Play Color Sticks

 The quote on this one says it all.... 

"I draw my fish in the water but...I don't buy it because my parents tell me I'm not ready to take care of it."

...I told Lucy I hoped she'd get her fish soon...

... She explained she couldn't wait to get it so she could play with it....

(And now the story of her picture makes a lot more sense to me!) 

 

Now let's jump up to Pre-Kindergarten Artwork!  

"My Dog", by Ava, Pre-K, Markers

Students are currently learning about pets of all kinds in their classroom.  I read the students a Bearenstein Bear Book about a pet show.  

I then asked students to either draw their own pet, or a pet they would like to have...

   I have found that in Pre-K alot of the students come out of their shell within the art room. You will notice that drawing skills become more advanced, and many students begin to identify with their artwork by illustrating themselves in their work. They become more adventurous, take risks, and advocate for themselves.  For example, we were supposed to use play color sticks for this project... however I got half smiling faces and half frowning faces about that art supply (some students want more of a fine point marker than the broad, glue stick like color stick).  So what happened?  I decided every artist has a supply they favor, so why not let them work with what they favor so they can be successful?  Students chose markers or color sticks.

"Pegasus", by Caroline, Pre-K, Markers

This piece by Caroline does not even begin to capture the entire story she told me... she spoke much faster than I could write!

"My brother is going for a ride on the pegasus because he really wants to.  He goes up, up, up, and away."

I thought she was finished but then..... 

"Also, that is the arrow to show he is going UP!"

Next time your young artist is "scribbling", take a moment and ask.... 

Can you tell me about this picture?

That one simple question will get you an amazing and creative story!

Pre-Schoolers, Pre-K's and PAINT?! OH MY!!

 Imagine This:  Adorable 3-4 year old students smiling, waving, giving you hugs (sometimes they even tell you they love you, or that you're really pretty!), excited to see you, sitting quietly always listening to the stories, giggling...

Now add paint, paintbrushes, and water jars......

                                         What do you get? 

...Complete and Total Chaos and Mess...

  Pre-School and Pre-K students are by far some of the more chaotic classes to teach.  They don't quite have their full balance or control of their body yet, any type of excitement turns into energy that needs to be released, and one minor mistake and you've got tears.... So how do I tackle a messy art  supply like paint?  

Well, the answer is easy, get yourself some Play Color Sticks by Jack Richeson & Co!

   These glue stick like paints are easy to use, dry instantly, and create bold colors.  Students are able to layer one color on top of another to explore color theory.  Students are able to also vary the pressure they use on the stick in order to create a more textured surface, or smooth solid layer of color.  Clean up is as easy as snapping the cap back onto the stick and they wipe off of tables and hands with a baby wipe!  Check out the amazing artwork by some of my pre-school and pre-k students!  We read a book about flowers in springtime, then drew our own flowers!  

 

left: "This is my garden with a fence."

-Daniel, 4 years

right: Pre-K student working with color sticks!  

*please note, this is a personal choice to promote this product.  No contact or agreement was made with the distributor... I simply love their product!

So you can draw a stll life.... but can you CREATE a still life?

     We had just finished our still life pieces and the fifth grade students were very familiar with the simple idea that a still life, is when an artist finds or takes a variety of objects, and either draws them as they are found, or arranges them on a surface.  I decided I was going to challenge students to sculpt their own objects, which would become their own still life (really, I wanted them to have this experience of taking 2-D thoughts and turning them into 3-D objects/realities).... 

            Oh, how that lesson changed...

"The clay won't get soft... This hurts my hands...Why does it smell funny?... Why won't this roll out like a pancake?... Mine keeps falling over!... This is not fun like I thought it would be... why won't my pieces stick together?...  How come they are so good at this?...Can I make my favorite food?... Could I give my project a theme?... Can I make mine about a vacation? ... What if mine told a story... " 

  

    Upon starting to work, students began to drift away from the concept of creating their own still life.  Now, my first year teaching, this would not have been okay because that was simply not the results I desired or had planned for in fact I probably would have told them to stop, squish, and begin again.  I have learned however, that sometimes students need to be allowed to go in their own artistic direction.  All students had the experience that I had set as an objective:  students will take a 2-dimensonal thought/idea and successfully create a 3-dmensional representation of that idea. Through teaching artistic behaviors this year, and providing choice throughout the art room, I have been able to foster creativity, and the motivation to think create, and explore for a students own self rather than to please others.  

The sculptures pictured above are examples of the diversity of projects completed at the end of the class, but all meeting or exceeding the expectation of the intended objective. 

  

*Confession: My first year teaching was rigid, structured, lessons were planned out to perfection weeks in advance, and if something didn't go as planned I'll admit it... I freaked out... now, I am beginning to introduce methods of teaching for artistic behavior (TAB)

P-A-R-E-N-T-S! Parents are the best... Best... BEST!

      Looking up at that post title, I realize it sounded great as a cheer in my head.... and the full enthusiasm may not come across via text... so parents, I challenge you, ask me to cheer it at school one morning... I'll do it! 

    Urban schools are notorious for diminishing the funding for art programs across the country.  I am lucky to have administration that gives me as much as they can out of their yearly budget, but for the projects I want my students to complete and experiences I want them to have, that budget just isn't enough.

So HOW do I get what is needed to ensure that my students succeed?!

(now, imagine a desperate art teacher saying this... we say this a lot)

There are some wonderful sites such as Donors Choose where you can log on, look at projects created by teachers from across the USA, and donate to help fund a specific project.  I've used these sites before and they are wonderful, but sometimes your project doesn't get funded, or it's too late, or the supplies don't come in time and you just find yourself stuck.  

I'm blessed at my school by all 475 students and their parents.  I attend the monthly Parent-Teachers Association (PTA) meetings and found that the parents are always asking, "what do our teachers need?"  and "how can we reach out to them to support them in their hard work?".  I realized at that moment, I was overlooking a primary support group; the PTA! One parent suggested I post in the front of the school a wishlist, another suggested I place one outside my classroom, so I did both! Above you can see an image of my wish list posted outside of my classroom.  Now, take a look at my wish list two weeks later...

This list does not even begin to cover what I have been able to purchase for my students.  We are now able to create sculptures with air dry clay, we are creating mosaics, we have amazing new Solucryl Acrylic Paint to use, and many more supplies all thanks to the parents at my school. 

I truly can't say it enough, but thank you... thank you... thank you...

As I said before, P-A-R-E-N-T-S! Parents are the best...Best...BEST!