a trip to Peru with Yianna and Helios

Peru

The adventure of 'traveling' with these two friends continues!  In our last adventure, Yianna and Helios sent us an email from the 'Forgotten City'.  Thankfully, it is no longer forgotten.  

One of my most favorite grades (don't tell the others) is 3rd grade.  Third grade students still have that wonder and amazement that makes teaching them exciting.  They also start to 'know stuff'--just enough stuff to have really great discussions about art, history and just a little mystery.  

Well, back in November, as the sunshine seemed to disappear over Chicago, 'our friends', Yianna and Helios shared their exploration of a very sunny place...Peru.  This was a very exciting country for me, as a life long dream is to visit the ancient ruins of the Incas and imagine to be Indiana Jones exploring Machu Picchu.
Our focus for this adventure was to investigate the meaning and symbolism of the sun, as represented, not only in Inca artifacts, but celebrated once a year in this ancient city. 

video introduction to Peru

I first developed this art unit while on sabbatical in Argentina on a Fulbright.  I connected with an Argentinean classroom teacher and focused on integrating art into a social studies unit.  Luckily, they were studying their ancient histories and landed me, well on my way to developing a lesson that has crossed curricula and grade levels.
Something I call fabulous.

This time, I did things a little different.  With the talk, trend and evolution of teaching kids, assessing kids and developing creative peoples, I thought to give my students an opportunity to take the reins.  After reading them the email from Yianna and Helios, exploring Peru, taking notes in our passports and spinning the globes (literally-they love it), I gave them one direction:  You have 10 minutes to make the sun.
And I left the room.
There was a sense of panic.
Students scrambling around the room, and asking each other questions.
I listened from outside.
How the students monitored each other, helped with problems and stayed focused made me proud.
This was their formative assessment.  WoW- the big "F" word.:)

preliminary drawing: 10 minute sun

This art adventure slowly evolved to 'just making' something to learning about different beliefs, diversities in cultures, artistic variations and the joy of yoga:)

student group analysis of two different images

We had a few connecting goals, relating to "the sun".  

First, each student was commissioned by the king of Machu Picchu to design a great pendant, made from the finest clay in the art room:)

Second, the CBS program "Sunday Morning" sent notice that they are in need of some new and creative representations of 'the sun'.

students doing some "sun salutations"

We sketched, we designed, we constructed, we fixed, we painted...we evaluated...
we did a lot.

My students enthusiasm for discovering new places and faces has increased.  They simply can't wait for their next message from 
Yianna and Helios.

I learned that 3rd grade students are not as flexible as I thought.
We are still doing sun salutations until we can touch our toes.

students taking a gallery tour of preliminary drawing

Check out the snapshots!

And click here for
 power point and lesson plan.

Here are some additional resources:
https://www.youtube.com/watch?v=dufODjUHzxM (cartoon of boy in the Andes) http://www.unesco.org/archives/multimedia/?s=films_details&pg=33&id=2886 (cartoon, cultural video of Peru)
My students analyzing: https://www.youtube.com/watch?v=RMPiEH56jRw

xoxo, SMocK you.

Process Art....

Value in the Making...


A lot of big ideas have been spinning around in my brain these past couple of months.  As I am trying to sort them out, I find myself reflecting on what I do everyday in my classroom.  One of these daily activities is creating art units and lessons that are engaging, interesting and fun.
(we can't skip fun...after all, we are working with children)

Lesson ideas are easy to come up with, yet I pause with slight hesitation with every component of the lesson, to ask myself, "Is this ok?"  I ask myself this question because I am not the art teacher who cranks out pretty projects or mattes all student work to look good.  And although that should not concern me, there is always the little voice in my head asking, "Is this ok?"

This week, I have been busy developing new 4th, 5th, and 6th grade units.  In doing so, I have covered my composition book (where I "write" all my lesson...ideas), my computer screen and my desk with sticky  notes.  A bit like a game of Tetris, I keep moving them around to make sure they fit into idea.  
A week, or so, ago, my one of my 5th grade classes asked me "What are we doing next?".  I always seem to respond with, "I don't know, what do you want to do?"  Little do they know, I know exactly-ish, what is next.  But in this instant, one young lady asked if the class could offer ideas.  After taking  a vote, from numerous suggestions, we landed on "Perceptions of Space"... my idea.:)

In my process of connecting the sticky notes, I began researching contemporary artist Richard Serra.  His monolithic, steel sculptures are amazing.  I had the pleasure of walking through one, a few years ago.  It made me feel really small.  As I was clicking away, looking at his drawings, I thought back to my college years, as a BFA student.  One assignment that I remember is choosing various artists and re-creating one of their artworks, simply by knowing measurements and materials.  I remember being down in my parents basement, with a few oil sticks, trying to figure out Richard Serra's process for one of his drawings.
And then I read...."involved in the Process Art Movement".

Hmmmm....This sparked my curiosity because even as a Art History major, 15 years ago, this movement was not entirely mentioned in my books.  But, there it was...on Wikipedia.

Process art is an artistic movement as well as a creative sentiment where the end product of art and craft, the objet d’art, is not the principal focus. The 'process' in process art refers to the process of the formation of art: the gathering, sorting, collating, associating, patterning, and moreover the initiation of actions and proceedings. Process Art is concerned with the actual doing and how actions can be defined as an actual work of art; seeing the art as pure human expression. Process art often entails an inherent motivation, rationale, and intentionality. Therefore, art is viewed as a creative journey or process, rather than as a deliverable or end product.

And, aside from developing a process oriented lesson, I thought back to what my students do everyday and how we get to the end.  



We:
investigate
study
explore
mess up
try again
fix
step away
create
think
re-think
question
...

and we go through a process.

Sometimes we come up with something great....sometimes we do our best ;-), but it is within the process that my students grow.  It is within the process that my students build all those 'real world' skills that are necessary....
But who sees that from an art work on a wall?

Now, as I Tetris the sticky notes together and the little voice asks, "Is this ok?", I can respond...
"I think so." 

Now, all I need is a balloon animal artist.

xoxo, SMocK you.

In love with 2nd grade....

Love them!

In the sequence with their "Me in the Middle Theme" , my 2nd graders are delving into their investigation of 'family' and creating their very unique, individualized "Family Trees".

All are different.  

All are working hard.  

All are super excited.

Here are a few snapshots of their work in progress:

Check back soon for more snapshots and a lesson overview.

I mean, SMocK them!

A great day at the IAEA Conference....

I always look forward to the fall because conferences begin and inspiration takes hold.  This weekend, I attended, as a presenter and an attendee, the annual Illinois Art Education conference, and it was a great.

And here is why:

1.  Intellectual conversation. Don't get me wrong, being an elementary art teacher conversation is not lacking, neither is the intellectual part.  Oddly enough, first graders can make you really reflect with their casual observations, making your head dizzy at times.  Nevertheless, sitting and chatting with an art Ed professor about the doctoral program from Northern Illinois University also has its benefits.   

2. We may see each other infrequently but the bonds created with other art teachers throughout the past five years have evolved to be strong, supportive and, incredibly fun.  

3.  Either being in the audience or presenting to a full house, I learn so much!  There are some great ideas out there and art teachers are going above and beyond the call of duty to share and connect with their art education community.  Awesome.

4.  The air seems cleaner more crisp after an invigorating, inspirational and motivating shot in the arm.  I love what I do.

It doesn't hurt much.

In the photo, I am with my friend, colleague and amazing art teacher Jeanette Thompson.  We received a couple of grants.  

Be an inspiration, stay committed, and ignite your passions.

SMocKyou.

alignment....what in the world does that mean?

the new buzz word?

With Common Core State Standards sparking conversations, heightening anxieties and causing educational communities, near and far, to participate in what feels like a pin ball game of 'do this', 'no do that', 'here's another web site', 'this book', 'let's have another meeting', 
makes you confused.
And, seriously, no one wants to have another meeting.
So, instead of looking at what we are teaching (content), let's look at how we are teaching.  As an art teacher I am encouraged to talk with my fellow colleagues and see how I can align my curriculum to theirs.  First, I never really saw how that was fair.  Second, this notion concludes in drawing stick people with some charcoal because the subject is early man.  Third, I don't think that's what alignment actually means.  
I mean, I get it....but what are we aligning?

Caleb Chamberland: Electricity through ART

This question really didn't make much sense to me and I often questioned the meaning, until...these past couple of years when the flurry of new national initiatives came along.

There are skills that are transferable, that students do in every class.  What we as teachers and art teachers need to do is align those skills.  About 7 or 8 years ago, I took a graduate coarse focusing on Art and Literacy, in which the content of the class emphasized the importance of students using thinking strategies to achieve a better understanding an artwork but also to evoke high thinking skills.  
Basic questions to spark complex thoughts, whole group discussions and a bit of wonderment.

What do you see?

What's the story?

What makes you say that?

What more do you want to know?

How does it make you feel?

Most of these questions are components to Visual Thinking Strategies that both art teachers and classroom teachers can use in conjunction with their established curriculum.

What's so special about these questions? 

Nothing too special, other than the skills students need to use to respond them:

observation, 

interpretation, 

evaluation,

reflection, 

inference, 

analysis, 

study, 

description....the list can go on and on.  The vocabulary seemed very familiar and it wasn't until I read through 

Teaching the Critical Vocabulary of the Common Core: 55 Words That Make or Break Student Understanding that I had my Ah HA! moment.  

"Well this is what I do", I thought to myself....hmmm.

So, after 7 or 8 years, I started aligning.  Not what the students were 'doing' but what skills the students were using.  I sent out a message to my entire staff, asking them to fill out a survey answering some brief questions about what main units they were covering throughout the year. 

The list was great and helped me design a template using these basic questions in Google presentations, throughout the year about specific theme, unit or topic.  From science to social studies, to quick literature units to thematic studies about culture and tradition, I found a way to infiltrate the belly of the beast.  

And alignment made sense.

The best part, the teachers are using art: paintings, drawings, sculptures and photography in their own lesson plans about electricity, Native Americans, insects, weather, to name a few.

Carmen Lomas Garza: Family Traditions through ART

:)

And, if the art teachers is using this vocabulary, these strategies and these thinking prompts....and the classroom teacher is doing the same.....

alignment makes more sense.

Check out some of my Google Presentations.

Apartheid through ART

Electricity through ART

Family Traditions through ART

Native American Culture through ART

xoxo, SMocK you.....buzzzzz.

Crime Scene Investigators on the job....4th grade

Magnifying observations.....

"This was fun!"~Edward

Encouraging students to sit and look at art can be daunting, at times.  What do we ask?  How do we encourage?  How do we build a lively discussion about a painting?  Questions like these probably reflect a lot of art teachers and classroom teachers sentiments.  You are not alone!

What needs to be remembered is the acts of observation, investigation, reflection and evaluation are skills that students need time to learn, practice and develop....and the younger the better!

Prior to the year starting, I developed a set of cards (that I have yet to name properly), each focusing on the set skills for the development of visual literacy across all grade levels.  These cards can be used numerous different ways.  My brainstorming led to a modification of an idea I found on Pintrest that suggested ways students can investigate informational text.  I have to be honest, I didn't go any further than looking at the picture, but it did sparked an idea of another way to encourage my students to look  and respond to an artwork.

from converstations in literacy blog

There is a big buzz right now about getting kids to think more.  Common Core State Standards says so. (jk-but only a little) This is a great idea but how do we get them to think more (and just think, in the art room), without losing their interest and attention?  In answering this question, I experimented a little bit with my colorful cards and the art wheel to see just how much it would take for 4th grade students to independently investigate various paintings.  It really didn't take much.  I gave each 'investigator' his own magnifying glass for "reminding you to look closer at the little details" and the spinner on the Art Wheel was encouragement enough!

example: The Surrender at Breda--Velasquez

Here's what I did:

 I selected paintings that had action.  As I was searching through dozens of images, I focused on paintings that expressed "something happening".  Six different paintings were distributed to my six groups.  Along with the art reproductions, I distributed the necessary materials (see below).

The students' first job was to scan the art work from top to bottom, side to side and corner to corner for one minute. Then, each student took a turn spinning the red arrow on the Art Wheel and stopping on one of the four colors.  Each color notes a different category in quadrant of the circle, prompting each student in the group to answer a different question.  The varying questions opened lively and often loud conversations among all groups.  It was really great to see the students make strong statements and defend their thoughts with passion and conviction.  As each student was answering the question, they wrote their answers with a marker of the same color from their category.  Eventually the laminated poster board filled with thoughts and reflections, but also with criticisms and suggestions from other responses.

AWESOME! Everyone had something to say.  The biggest challenge....stopping them.

Watch a quick Video: http://www.youtube.com/watch?v=3wT1XGKuEHI&feature=youtu.be

Materials:

art reproductions

laminated white poster board

water soluble markets (Fiddle Stixs: pink, purple, green, light blue)

Visual Literacy Cards (I named them:))

 Visual Literacy Cards-- get yours here!

Art Wheel

Magnifying glasses (optional--but totally worth it)

Toward the end of the hour, we stopped to re-group as a class and discuss what we discovered about our responses and the responses of our peers.  The students found it insightful and said it was 'neat' being able to add to other peoples answers.  In the end...."This was fun".  I guess, I didn't lose their attention.

A quick favor, if you reading this post and have enjoyed other posts please follow me....it's just one little click.  Thanks!

xoxo, SMocK you.