Playing with Hearts...Part One

Jim Dine, interview

Learning to Look, Play and Think
 with 

Jim Dine

Jim Dine is one of those "go-to" artists in an elementary school.  Specifically his infamous "hearts" have become a staple in February, across elementary art rooms.  From young, first grade students, to older sixth grade, we (art teachers) use this perfect little shape as a platform for making art.

I am guilty of using Jim Dine as inspiration and his perfectly, imperfect hearts, but this year I thought about the project a little differently.  The fourth grade curriculum that I designed focuses my students' attention on critically looking at artwork and studying why and how, artworks are made, through the lens of an investigator and an artist.


DAY ONE:
Prior to even entering the art room, I started my students with one simple direction..."follow the direction on the board and in your packet.  You have 10 minutes to do what it says". With hesitation, uncertainty and a little confusion, my students entered the room, read the direction, "draw a heart".  They had ten minutes and an assortment of materials to "draw a heart", is all they had to do....

But did they?

The results of their 10 minute drawing were predictable.  Most drew the simple shape of a heart and filled it in with red or pink.  As we took a "gallery walk" around the room, each student noticed that although the hearts were "different" they were also very much the same.  The important component to this activity was discussing "why".

"Well, because we just always make hearts like this".

"Why?", I asked.

A question, hard to answer.

This quick exercise started my students on their way to understanding an artist's process and understanding how materials work, through experimentation and "play".  It, also, gave me a quick snapshot of my students' risk taking meter.  My goal, throughout this unit was to encourage my students to take risks and step outside their comfort zone.  And to THINK!  (without me at the helm).

With Jim Dine, we started by skimming through a Scholastic Art Magazine article to find some basic information about the artist.  I did not provide my students with much visual information, because I did not want them to be influenced immediately by Jim Dine's work.  Instead, I had them "play".

abstract from packet

For the remainder of day one, students collaborated with their table mates, experimenting, playing and discovering new approaches to art-making.  The experience opened the door for discussion and debate, filling the art room with wonderful noises of movement, talking, scribbling and "playing".  This led to a homework assignment:

abstract from student packet

DAY TWO:
In this art unit, I wanted to incorporate a technology component to my students' art-making experience.  I wanted the focus of the digital component to be a tool for developing their creative process, not solely to use iPads in the art room.  In planning this component, I asked myself, "How would this experience benefit their overall understanding of the art-making process and enhance the students' creative thinking"....."What's the point?".  My response (to myself) guided the sequence of the unit and my students' exploration of materials and their properties.

On DAY TWO, I arranged to use iPads in the art room and the App: Drawing Pad.  The students' objective for the day was to "play" with 5 art materials offered through the App: paint, colored pencils, drawing pencils, crayons and markers. Parameters: Students needed to utilize all 5 art materials and there was no erasing or starting over.

My students LOVED it....of course, but little did they know I had other plans up my sleeves for them;-)
Upon completion, I printed their digital works for the following days.

DAY THREE:
My sleeves revealed their hidden surprises!
We started the session with an overview and survey of Jim Dine's infamous hearts, looking at them with a more critical eye.  Throughout the whole group discussion, it was refreshing to hear how their new knowledge and understanding of materials translated into their understanding of possible ways Dine created his art-works and visual language.  The students broke down what they saw in Dine's artwork into processes, techniques and materials...even theories of Dine's art-making sequence.  They no longer saw a heart, but rather they saw a thought process.  

Now it was time to challenge their 4th grade brains again!
I distributed their digital hearts.  The students were simply thrilled to see what they came up with actually printed and in their hands.  Yet, the enthusiasm slowly turned into anxiety when I broke the news to them.



"Great!  I am so glad you are happy with your digital art-works.  Now, you have 25 minutes to re-create them with "real" art materials, using the same materials you used on the iPads.  And no erasing, no starting over", said Mrs. Angelopoulos.

"WHAAAAAT?" said all the students.

"Go", said Mrs. Angelopoulos and the scurry of students started! 

Paints were splashing, students were moving swiftly throughout the art room, discussions were taking place and I was watching as time ticked away and my students worked really hard :)






















After the dust settled, the room was cleaned and the students finally sat down again, there was question, "Which method was more successful towards creating visual language"?
The polls were split.
When I asked, "which one was more challenging", all hands pointed to the 'real materials'.
When asked, "Why", the resounding voice was "because we had to move around and figure things out".

"Oh really", said Mrs. Angelopoulos, "wait until next week" ;-)

The project continues....follow my students and classroom on Instagram :)

xoxo, Smock Room

Hello Summer...

I would love to share my sadness for today, but the last day of school felt really GREAT today!

It was a wonderful year, full of fun and laughter.  But, it was a long year, full of everything else. 

As it rolls to an end, I say "adieu" to the past and "bonjour" to summer.

Follow "An Art Teacher in Paris" and say "hello" to summer.

Anartteacherinparis.blogspot.com

xoxo, Smock Room

My Art Adventure...

Throughout the year, first grade students venture in the amazing story of Anna and her quest to find the toilet in Anna's Art Adventure.  It's a remarkable story of adventure, mystery and urgency.The story introduces my students to artists and their styles, with quirky references and a red dress.  

A few of weeks ago, I filled a couple of buses with 6th graders and headed to the Art Institute of Chicago for their annual art field trip.  Along with jumping (or trying to jump-the AIC is a big place) from group to group, I snapped photos of some very important art works... at least to my 1st graders...

Such as the hunt to find the toilet, my quest was to find the artworks and artists Anna encounters on her search.

Luckily, my hunt lasted about 20 minutes as apposed to the 9 months my first graders had to endure.

Here is My Art Adventure in the 

Art Institute of Chicago:

  

Ellsworth Kelly 

Rembrandt van Rijn

Edvard Munch

Piet Mondrian

 Vincent van Gogh

Pablo Picasso

 Insert Andy Warhol HERE.  

 Rene Magritte

Marc Chagall

Paul Cezanne

Henri Matisse

Jackson Pollock

Marcel Duchamp

Salvador Dali

Mrs. Angelopoulos

Because when you've gotta go...

Check out the full 1st grade curriculum, with a complete power point presentation.

xoxo, Smock Room.

Art Teachers Playing Around...

About a month ago, three art teachers packed up a Subaru and headed to 

Southern Illinois University-Edwardsville for the annual Art Education Conference.

And it was fabulous.  

We talked, just about everything on the ride down, and sang to our hearts out, on the way home but before that we were leaders.  We held workshops and presentations.  We shared our accomplishments, techniques, lessons, ideas, email addresses and we felt a community start to grow.

It was invigorating discussing art education trends, theories, philosophies...

It was fabulous.

But on the first hot day of the season and as the trees were in full bloom, 
the most fabulous time was when we paused.

I sat with one of the most energetic, driven and passionate art teachers (yes, you Jil) and sat....

I sat

and enjoyed a cup of coffee, outside, in the sunlight.

We took off our shoes, and it felt good.  We took a walk and just talked about...well...everything.
As we walked through the campus we came across an amazing sculpture, constructed out of big bold colorful Lego blocks, titled:
The Importance of Play
















  
  

This sculpture steered our conversation towards our own art-making and the issue of "playing around".

As art teachers, we thought, "how often do we gather to just make art?" 
Not for samples in our classrooms, not to engage in a discussion about practice, not to collect our professional development credits....
but to just make art.
...to just be in a space with individuals who inspire creativity, think big and laugh a lot.



Not very often.  In fact prior to this conference I held a workshop for art teachers at my school, in which I had planned the activities as to show that this is a 'valid professional development experience' (said in a very serious voice).
Yet, I threw my plan out the window because I realized we (the collective participants) didn't need another lesson at 5 o'clock on a Thursday evening.  They needed to pause, to have a slice of pizza and to play.


It felt really good.



















 So, take 20 minutes to play:
doodle
paint
draw
color
sculpt

Anywhere and everywhere.

I did and I ended up like this:

...and made something like this...

xoxo, Smock you.

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