Showing STEAM with Frank Stella...

Celebrating a lifetime of work
with a little bit of STEAM

Frank Stella, 1964, photo by Ugo Mulas

It is an exciting time to visit the Whitney Museum in New York City.  To begin with, the Whitney opened its doors in a new location and an amazing new building this year, bringing along the lifelong, trans-formative work of Frank Stella.

In my art class, I found this the perfect opportunity to inspire my students with Stella's early work, emphasizing a steady hand and protractors.

Along with my student teacher, we developed a lesson that challenged the students to transform a familiar analytical tool in their artwork, referencing the ideas and work of Stella.

The Venn Diagram

Frank Stella, Firuzabad, 1970 https://www.sfmoma.org/artwork/2002.9

I use Venn diagrams a lot in art class as tools for my students to organize their thoughts when analyzing artworks throughout our learning process.  These simple interconnected circles became the center of attention but in a different way.  

Along with the Retrospective of Frank Stella, November 19th, 2015 marked an incredible day for Arts Education:

In the midst of the biggest shakeup of federal education law in over a decade, Congresswoman Suzanne Bonamici 

(D-OR) successfully added an amendment today to the rewrite of the nation’s Elementary and Secondary Education Act (ESEA) legislation that will integrate the arts into STEM education (science, technology, engineering and math).

http://www.artsactionfund.org/news/entry/huge-arts-education-win-in-congress-today

What does this mean:

Art is CORE:)

"Frank Stella's 'Harran II', 1967". Licensed under Fair use via Wikipedia 

Art is a CORE subject in developing our young peoples into creative and innovative problem solvers, bringing new perspectives, ideas and solutions to, what used to be, the fundamentals of education.

It is about time.

This art unit, not only studied the work of Frank Stella, but demonstrated to my students that fine artists, like architects, designers and....doctors, all use tools to achieve the best outcome and precision, steady hands and accuracy are important attributes.

The instructional sequence was developed within a three week time frame for 4th grade (seeing the students once a week for one hour).

DAY ONE:  Investigate Frank Stella's "Protractor Series", focusing on the elements, techniques and attributes that made Stella's work special. (Shape, color, line, overlapping, precision, big)  Allow the students a little bit of "play time".  Although the students may be familiar with using a protractor, anticipate their challenges:  moving the protractor, making lines to dark, moving the protractor too little...  This time, also, helps the students evaluate their own skills and what to do to achieve their best outcome.

DAY TWO:  Designate the second day for a quick review of the day before.  My students were given a homework assignment, in which they were to compare and contrast Firuzabad with a work by Kandinsky using a Venn Diagram.  After a group discussion, I demonstrated a process of transforming the Venn Diagram into something extraordinary.  I emphasized the process of overlapping to be simple and visually to appear consistent.  Erasing the overlapping shapes demonstrated to be a consistent challenge, but students found their way to working through the problem.

DAY THREE:  The last day focused on choosing a color scheme and piecing together our drawings with color.  I took the time to demonstrate using our color choices to complete our designs, emphasizing overlapping by deciding whether colors will "go over, or under" each other.  There was sense of hesitation at this stage in the project because the students expressed their confusion amongst all the intersecting lines.  BUT...it, really, all came together for them when they were filling in their colors.

The results were fantastic!  Most importantly, the students felt proud about what they accomplished.

These are just a couple of examples.  More of my students work (and works in progress) can be seen at

https://instagram.com/p/-R0d57O2HR/?taken-by=sanborn_smockroom

The resources and complete lesson is available HERE :)

xoxo, Smock you.

Cheers....

to the Good Days....

As teachers, we are on constant roller coasters that wind, whip, creep, climb, drop and loop throughout the years. 

 Some years never seem to end, while some years in a blink, they are done.

Some years are one challenge after the other, while other years are full of sense of achievement.

Some days you wonder if you did anything that mattered to any student, while other days you receive a glimpse of something that mattered.  

Today was one of those days.

While shuttling off students, after school, to their various modes of transportation, one student came up to me and asked me why I did not teach his class this year, "I miss you", he said. 

Due to our school's growing population, their is another art teacher that instructs 2 classes. 

 I explained to him the reason and then asked him "why"?

"She doesn't teach like you do", he said with a subtle whine.

:)

There hasn't been a smile on my face the entire time of my teaching career but I can say that today,

"I'm still smiling".

xoxo, Smock You.

modern twists....

Looking at the Art of Suzan Shutan....

in second grade

A component to the second grade curriculum engages my students in the theme of community.  Much needed, this theme builds on several important and vital skills in today's world:  cooperation and collaboration.

All that is great but we are dealing with 8 year olds.  Engagement and interest are key elements for creating an environment for 2nd graders to build and grow these skills.  They also need to feel like it is fun.

As their art teacher, I search out new  and exciting artists that will capture the attention of these wonderful students, while "teaching them a lesson".  I came across Suzan Shutan in my search (I can't remember if it was on Pinterest or just a Google search-but I found her).  She is an installation artist!  How often do you use one of those in your classroom?

I was inspired to by her Tar Roofing Paper installations in which thousands of paper are looped to created wonderful undulating designs across walls, floors and ceilings.

I thought to myself, "Well, isn't this just perfect".
"What if all 2nd grade students worked collaboratively towards creating large hanging paper installations in the style/work of Suzan Shutan?"

And that is what we did.



Along the way we had to learn something and along the way we had to use some critical thinking skills.  I created a "sub-lesson" (meaning a lesson within a lesson) for my students to look beyond just rolling paper and explore these installations with an imaginative, exploratory eye (or eyes).

In connection with Suzan Shutan's modern work, I introduced my students to the folk art of quilling.  We looked at the process of quilling in comparison to the process of Suzan Shutan.  With many different examples, we focus on a more contemporary approach to the folk art and reflected on different ways to combine the two.



The results were magical.

Groups of students worked very diligently for an hour, rolling a gluing strips of pre-cut, colorful construction paper.  Everybody had a role, and everybody lent a hand.

These wonderful installations were hung in our school's hallways, receiving amazing reviews by staff, parents and students.

Find the lesson here:)

xoxo, Smock Room

Following the Smock Room...

I am super excited to see so many people reading my posts!
The best way to keep up with what is happening in the Smock Room is by checking out sanborn_smockroom.

It's a daily feed on the daily activities in my classroom!

Thanks a bunch!

xoxo, Smock Room.

Ordinary to Extraordinary....

The Evolution of a Styrofoam Cup

About a month ago, I came across a Pinterest post (I think) of the DC Sketchers, with the related image of a group of people, gathered around a small table, 

sketching a still life of styrofoam cups.  

I thought, "Oh how fun"!

I then proceeded to think about my students perceptions of common objects and their inherent nature to "know things", just by having some sort of experience with them.  Take the simple styrofoam cup for example.  This simple vessel is used everyday, from the coffee cups at school functions to quenching the thirst of miniature soccer players, to 'pots' that will soon grow beans in our classrooms.  

They are everywhere and by being everywhere, these familiar objects become common and common leads to inattentiveness.

And then I thought, again, "Oh this WILL be fun"!

In preparation for this art unit, I reflected on the numerous art installations I found on Pinterest and Scholastic Art Magazine, created by this very simple object.  With a little 'Googling', I came across Styrogami.  Yes, it's an actual thing and it is AMAZING (Check it out Here)

But my focus was not just to make a really cool sculpture, my focus was to encourage my students to pay attention to details and 'see' how a simple curve can transform something flat into something with volume.  I wanted my students to analyze materials and evaluate their effectiveness when using them.  I wanted my students to see how even simple shapes can be transformed into something bigger and magical.  

I wanted my students to see how something ordinary can become extraordinary, and how something seemingly simple is, in reality, complex.

Throughout this school year, I have been focusing on creating art units that 'test' my students' skills but also demonstrate their growth to them, fostering an understanding for process over product.  After all, how much can we possibly do with a styrofoam cup?  
My overall focus was for students to understand the 'process' of making art, is as important, if not more important than the product.  To illustrate this idea, I referred to the artist Richard Serra.

My speculations were pretty accurate.  To begin the unit, I simply passed out some manilla paper, asked the students to fold it in half, write their name and "Perceptions of Space" on the cover and then draw a styrofoam cup.

With cups already on the table, my confident students took the challenge with full force and began to vigorously draw a styrofoam cup.  I heard, "This is easy" and "I'm done" very often, all the while taking note that the majority of these, very confident, students were not even looking at the cups.  

After stopping them, we took a little gallery walk around the room and evaluated our peers' efforts.  There were a lot of groans.....

My first question was "Does it look like a styrofoam cup?"

The majority offered their responses with a "eeehh...."

Then I asked, "Did you look at the cup?"

The majority offered a "eeeehhhh..."

Then I asked, "Why not?"

"Because it's just a styrofoam cup".

I offered, "Aaaah".

Let's try this again.

The entire instructional sequence spanned 8 weeks (probably more) but you never would have thought it, with all the interest and sheer will to master drawing a cup.  We started with simple line drawings and progressed to larger abstract paintings...to styrofoam cup sculptures...to photography...and back to a simple cup.
All the while building our observational drawings skills, visualization skills, problem solving skills and reflective skills.  
Pretty amazing stuff.




Check out the rest of the snapshots
and the entire Art Unit with "I Can" statements, rubric and discussion sequence!

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sanborn_smockroom

xoxo, Smock Room

van Gogh: more than sunflowers...

Rethinking Vincent van Gogh

I was thinking about spring and the amazing flowers that bloom in the warming weather, coloring the landscapes of backyards and parks.  *sigh*

I live in Chicago and the palette, right now, is less than colorful.

So, I decided to do some "Googling" and find some inspiration of paintings of flowers to brighten this dreary afternoon.  

I found lots!  No surprise. 

 The still life, of vases with flowers, has a strong history within the art timeline and provide amazing examples of the lineage of art movements.  

Bowl with Peonies and Roses, 1886

In the scanning and skimming process, many images were of the infamous "Sunflowers" by Vincent van Gogh.  This, also, is quite common with such a search, but I gravitated towards a painting of peonies and roses.  One of my most favorite flowers is the poofy, full, luscious peony.  The small Google image was not very clear, and as I clicked on the image, I saw it....."Vincent".

I thought to myself, "Wow" and "Wait a minute".

and "Why?"

Oleanders and Books, 1888

Why do most, meaning all, books I have about Vincent for my classroom only talk about his "Sunflowers"?  Why do so many other paintings go unnoticed or are not given the attention they deserve.

Vase with Red Poppies, 1886

I, too, am guilty of the "sunflower" painting.  Just recently, I was trying to come up something different for the "van Gogh" unit. 

All signs pointed in one direction, "A Vase with Sunflowers" (of various numbers).  

Vase with Zinnias and Other Flowers, 1886

Now, I have a fresh perspective and appreciation for our dear Vincent.  Perhaps he was also looking for some color on some dreary days.  

And now, I feel compelled to write a children's book about the many beautiful vases of flowers from Vincent van Gogh.

Vase with Asters and Phlox, 1886

Still Life - Vase with Fifteen Sunflowers, 1888

Want to paint a vase of flowers?  Click here:)

xoxo, SMocK you.

4th grade...Jasper Johns

Re-thinking Symbols

Purpose and Process

Jasper Johns's, Flag

Scholastic Art Magazine

Close to the end of last school year (spring, sometime), I worked with my 4th grade students on a lesson to be published in Scholastic Art Magazine.  The focus for this issue was Jasper Johns and 'Working with Symbols", on new stands today!  

I wanted to take this opportunity to challenge my students' perceptions and ideas on the various interpretations of classic, often popular, imagery, by creating a dialogue,  re-think symbols and alter a familiar symbol's connotation.

The Stop sign.

Our discussion began with an introduction and overview to the art and life of Jasper Johns.  In researching, anything and everything about Jasper Johns, what really caught my attention was how great the impact of "Flag" was in society.  We see this encaustic, big representation of the United States flag and think nothing of it.  As art teachers, we may think, "Great, let's make Jasper Johns flags for Memorial Day."  But this was not the sentiments in 1955 when the work was created (and perhaps this is something we miss about teaching art).  

Alfred Barr, critic and curator, of the Museum of Modern Art wanted to purchase "Flag" but worried that it might be seen as unpatriotic by his board, so he arranged for someone else to buy it and later donate it to the museum.

I questioned why someone would go to such lengths to avoid scrutiny.  This notion led the class discussion on altering the viewer's perceptions of symbols.

One, amazing, moment was when a debate ensued among my students, defending the work to be art....and insulting.

As we moved forward, our focus steered towards another common, universal image...the STOP sign.
I chose the stop sign to stimulate my students' individualized ideas and use Johns' work as inspiration, not mimic what he did. 

 Our goal was to use the hexagon and S T O P, as the platform for creating an art work that makes you look twice, exploring with layers and stenciling.  At first glance, "Flag" looks like a flag.  On closer examination, "Flag" has embedded images, making the viewer to a closer look and re-think its representation and what the artwork is communicating.

Take a closer look....
http://www.moma.org/collection/object.php?object_id=78805
http://en.wikipedia.org/wiki/Jasper_Johns
Google Slide Presenation/Lesson Plan
Scholastic ART Magazine: Jasper Johns Issue

Thanks to Scholastic ART Magazine for publishing this lesson and for the great resources and teacher materials they have created to support arts education!

xoxo, SMocK you.