Contemporary Inspirations for 6th grade Art Projects...

"It was hard to find that perfect word." ~Bobby

Every year I make an effort to create new projects for my 6th grade students, that are new and fresh and contemporary.  Primarily,  I want grasp their attention and then hold on to them, for as long as possible.  A challenge, to say the least.  So....Here goes something....

As all other years, the central theme to the 6th grade art curriculum is "Identity", answering the bigger question "Who am I?"  It's interesting, with all that 6th graders have to say, this question brings a hush over the room (along with some confused looks).  Throw in taking their pictures and they are just about to scream out of anguish and agony.  

I found this amazing photography project that sparked my interest and motivated me to find a way to use the idea of photography and text for the students first project.  The Identity Project: What defines you was the perfect connection (with some slight modifications). 

 The Identity Project: 

"This photography project seeks to explore the labels we choose to identify with when defining our gender and sexuality."  Intriguing but, not entirely appropriate for 6th graders, or my school in general.   BUT, most definitely adaptable for encouraging my students to reflect on their unique characteristics that make each of them special.

 I can't begin to try and explain ARTY FEMME to a group of 6th graders, but we can take a look at their photographs (without the label) and study their characteristics.  With descriptive words, we can 'label' their identity, explore their personality and breakdown some stereotypes.   

Our goal, for this component of the lesson was to take a picture and with one, unique word, capture their identity.

Taking the pictures was not all that challenging, but figuring out the most unique word, was.  My challenge was trying to encourage my students to think outside the box, get out of their comfort zone and think...just a little bit about their internal selves.  

WOW....like....what was I thinking?

Along the way, I was skimming through Facebook and took notice of a post from a long distance friend and her recent artwork: Define Me.  The theme related completely to my students' theme but I found a way to connect their word choice to their art.  Stacy Gibboni used words to emphasize word choice and the lack of words.  So, simple but amazingly powerful.  

Well.

That is what we did.

But how....how was I suppose to encourage my students to put aside common words, "nice", "funny", "smart" and rethink word choice.  

We used dictionaries.

A blast from the past but WOW, it demonstrates how technology, spell check and auto correct have hindered our students' ability to spell.  Not surprising, this activity took a little longer than expected, but the results were incredible.

The goal for component number 2 was to choose 6 different words that "define you" and be able to express why.  In doing so, create 6 different little drawings expressing the word choice, using two elements of art: color and shape.  Sounded simple enough, but I quickly observed the students mindful attention to the connection between drawing and word choice.

Simple tools and materials made the art project more engaging and the students felt a little more independent.  My students used 4x6 inch pieces of paper, traced a 31/2x 31/2 square template and used oil pastels for their drawing and word.

The concluding component to this lesson was a written and typed reflection statement, targeting specific questions about the students' processes and thinking.
The results were thoughtful, reflective and honest.
...And impressive.

This was only a small caption to an 8 week project. 

 It made my students think. 

 It made my students reflect.  

"It makes me feel happy to know about myself more."~Crystal

Check out the power point to this lesson!

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Contemporary Inspiration for Identity Art Projects

Here's a snapshot of 6th grade identity exploration.  Check back for more information, resources, inspiration and lesson plan!

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and a hush fell over the art room...6th grade

I remember being an undergrad at The University of Iowa and sitting in my drawing classes, as classical music was playing in the background and all that was heard was the sound of your charcoal moving across the paper and the smell of coffee, fragrancing the room.  There was something magical about that moment... and today, that moment happened again (minus the coffee).
My sixth grade students have been working very hard on contour line drawing a candy that reflects their own character traits.  A challenge for artists young and old, seasoned and elementary.  First, I was amazed at their growing skills.  (I mean, they practiced A LOT! and it really came out today)  Second, I was thrilled.  My students were experiencing that magical moment, where your brain takes over, you are oblivious to what is happening around you and you jump when you teacher leans in to whisper something in your ear....magical.

Final project pictures will be posted at the end of October.  We have only completed phase one.
 ;-)

xoxo, SMocK you.

There is a Wimp in All of Us...

 6th grade is an awkward stage for my students and any students, really.  Bodies are changing, brains seem to stop working and insecurities set in.  We have all been through this phase in life but surprisingly enough, it's probably the phase with the most impact on growth and development. A few years ago, I was in my car driving somewhere and listening to NPR to the program This American Life.  I was captured by a story about middle school life, through the perspective of a middle school student.  Along with a middle school perspective, I gained a better understanding of how they tick....or not tick ;-)  

What is the most interesting aspect of the story is the discussion of how the brain functions during this awkward stage and influences how we develop as adults.  My husband tells that I haven't changed a bit...and he knew me when I was 12.  The most memorable people, events and experiences that are ingrained in my brain are the ones from middle school....and for that, I am very thankful.

I am, also, very thankful that all middle school dances are over.

http://www.thisamericanlife.org/radio-archives/episode/449/middle-school

 Author of Diary of a Wimpy Kid, Jeff Kinney, takes this phase in life, and makes it approachable and funny.

As their art teacher, I feel my strategy for connecting to my 6th grade students needs to be approachable, fun and interesting enough in which somewhere in their gray matter part of their brain they will remember....something ;-)

http://www.npr.org/templates/story/story.php?storyId=113749133

http://www.wimpykid.com/

http://www.youtube.com/watch?v=nzyMHe6t7dY

So, embrace your inner Wimp and help your middle schoolers find theirs.

xoxo, SMocK you.

Layers of Me: Exploring Identity through "Wallpaper"

Understanding Identity.....

Deconstructing the 6th grade student

 

It is always great to have your students engaged in what they are learning....It is even better to have them experience a little bit of fear, nervousness and anxiety when making some art ;-)  Sixth graders, particulary, are in a whirlwind of crisis on a daily basis.  Just this morning, a young lady had streams of tears coming down from her face because a friend sent her an unkind text message.  And all she was trying to do was get on the bus. 

Of course, we all faced these challenges and somehow made it through those very hard formative years of our adolescents. Throughout the year, in 6th grade art, we try to try to understand what in the world is happening to us.  From understanding personalities, discovering hidden characteristics and embracing our uniqueness, we explore the concept of identity and pull back the layers of wallpaper the define who we are.

It has been a scary, interesting and eye opening journey.

The discussion began with the quote from "Printed Patterns" and the photography of June Farley.  A significant focus for this lesson was the 'implication' of a person, whether figurative or literal.  While interpreting meaning and exploring clues within images and text, we used "bunny ears" a lot, suggesting ambiguous analyzations.  A series of visual literacy questions, prompted discussion and stimulated the students' critical thinking skills, while looking at Farley's images and reflecting on their own experiences. 

Visual Literacy Questions to

Prompt Reflection and Discussion:

What do you see?

What more can you find?

What's the story?

What makes you say that?

How does that make you feel?

What more do you want to know?

(Much like 'text-dependent' inquisitions, these questions encourage each student to really look at an image and respond with 'evidence' within the context of image and description.  Each response was supported with what the image shows or hides.  This concept and these specific images affored the students flexibility to interpret within their own ideas, lending to a very vibrant and active discussions.)

The repeated emphasis for this lesson was the notion of how, we as individuals, use "layers" to hide or reveal aspects about our lives, who we are and our personalities.  Keeing in the same theme as the quote from "Printed Patterns", we discussed how clothes, actions and attitudes are used as "layers" for protection and to conceal truth.  The students' revelations and "ah-ha" moments demonstrated the "click". 

The six week project guides the students through a week by week investigation of themselves,delving into the hidden layers of their secrets, dreams and wishes. 

Each week the students created another layer, literally and hypothetically.  Some embraced the idea of writing down their inner most thoughts.  Some were very scared.

Most  became nervous.

All were deconstructed.

WEEK ONE:

who am I? I am

Students complete an "I am" poem, reflecting on phrases, such as, "I dream....", "I cry....", "I want...." and "I am...."  Upon completing their poem, they were instructed to write at least 6 of the most secretive phrases on a piece of large drawing paper with a Sharpie.  

This simple suggestion prompted some anxiety.  "What do you mean with a Sharpie?!"  "Wait, you want us write what we are hiding?"  "I'm nervous!" "Wait, what are you going to do with them!?"---to which I answered "Put them up on display around the school."  "WHAT!"---to which they responded.

The idea of exposing their inner thoughts and emotions started a slight grumble and lots of mumble. 

  

WEEK TWO:

wall paper

Writing their inner most thoughts and secrets created the first 'layer' for the students, causing a bit of stress, fear and anxiety.  As a second 'layer' the students used pieves of decorative paper to 'cover up' their phrases, emulating the notion of how they, as individuals use various ways to conceal who we are. 

  

WEEK THREE:

image transfer

Our third 'layer' students needed to add themselves to the canvas.  With just a simple materials, students explored and experimented with the process of image transfer.   Looking at the art of Robert Rauschenberg as inspiration, students discovered how this new art technique becomes an interesting way to convey identity. 

Image transfer is the delicate process of using a printed image and 'transferring' it onto another surface.  There are various methods for this technique.  Our method was to use Mod Podge as the transferring agent, in which the ink from the xerox copy portraits, adheres to the Mod Podge and the paper is slowly and delicately rubbed away.

(This 'layer' created a great dynamic in the students' artwork and reflected the original notion of 'tearing down' our wallpaper, and exposing ourselves.)

 

WEEK FOUR:
wallpaper design

In emphasis of the idea of 'layers' and in conjunction with June Farley's photographs interpreting wallpaper and image, students explored how pattern can 'imply' the presense of a person.  We looked at numerous examples of wallpaper samples and suggested the type of person or the character of the person 'implied' in each particular pattern design.  This discussion prompted the students' reflection on the pattern design that would best 'imply' their character.  Students continued by sketching several ideas for their "wallpaper".

(This portion of the lesson was in sequence to their art making and unit packet.  The sketches were in preparation for an additional 'layer' to their project) 

WEEK FIVE: positively me

Since Week ONE of this art unit, we have been thinking and reflecting a great deal on aspects of our personalities that we tend to hide.  Along the way we discussed aspects of our personalities and our strengths that reflect a positive image for our character.  The students reflected on their "I am" statements, focusing on positive attributes that they reveal to people, who they are as 6th grade students.  Combining their new 'wallpaper' design  and four positive words, the students completed their identity collage.

(This part of the art project afforded the students an opportunity to independently use their sketches in unique ways.  The used colored Sharpies for their 'wallpaper' pattern and works.  The bright colors compliment the black and white image)

  

WEEK SIX:  reflection

The last and most important activity for this lesson was for the students to compose a reflection statement, describing, reflecting and interpreting the various 'layers' they used throughout their exploration of identity.  Student responses were prompted by guiding questions that helped them reflect on their process, interpretation of content and self-discovery.

This is one of my favorite art lessons I teach, within the 6th grade curriculum.  The entire process of this art lesson emphasizes critical thinking skills necessary for fostering independent reflection and a creative personal project.  Along the lines of visual literacy, the students' abilitiy to interpret an artwork by inverstigating the details within June Farleys's photographs demonstrated their ability to "read" a picture, connect their interpretation of meaning to a personal narrative and use independent creative art-making for self-expression.  TOTALLY AWESOME!

Now, did they know they were doing all these things, with these big words????....probably not.  But did I know what they were doing it?.....absolutely.

Have a great spring break!

See you back in the

SMocKroom!

xoxo, SMocK you

PS:  I presented this art lesson at the IAEA conference in 2012.  The link to the presentation is available, although some of the text seem to have moved and flipped. 

  https://docs.google.com/file/d/0B6KYXOW66O3TN3RqR0F6NFczSk0/edit?pli=1

Throwing clay around...

SENSATIONAL 6TH GRADE POTTERY

 

Just a few snapshots of my 6th grade  potters!  They are doing a fantastic job making one of a kind bowls.

see you soon in the

SMocKroom!

If you like what you see....follow me.

xoxo, SMocK you.

The day it rained hearts at the Palatine Public Library....

What a wonderful evening!

Second grade students from Sanborn Elementary School showed off their art skills during their art exhibition at the Palatine Public Library.  The evening started with a book reading of "The Day it Rained Hearts" and ended off with young visitors taking pictures amongst the "raining hearts".  It was great to see lots of my students drop by, give hugs to one another, show off their art work to their parents and be a part of this wonderful event!

Wall display

Thoughtful response to "Love is..."

  

Check out Palatine Public Library's webpage for upcoming projects and events!



It's raining hearts...so I have to wear shades...





The amazing staff at the Library set up a "photo booth" in a corner of the exhibit space.  The sunglasses are just a clipart to conceal the student's identity.  She's super cute either way!
 

 Along with mingling with friends, checking out the awesome art work and treating themselves to some cookies and juice, visitors were able to hang out and create their own hearts to take home. 

Lucky me....I was given one ;-)

Check out more photos HERE

See you back in the

SMocKroom

xoxo, SMocK you.