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.

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.

art teacher on winter break...

Celebrate the holidays

and

enjoy life!

I love artworks of people dancing!  And when the students are away....an art teacher must play (or dance).

Enjoy the break and all the holidays have to offer:)

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!

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!

SMocKyou.

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.

Getting Back Into a Groove...,

I find the process of starting the school year exhausting and confusing.  It is as though my equilibrium of life, surprisingly, changes and throws my into a spin.  The spin eventually slows a bit, but geez Louise what a ride!  

With that said, I am mindfully (and with conscious effort) focusing on updating this blog more frequently.  I'm not sure if the spin is slowing but I feel ready to devote some time towards sharing what I do in my art room.

So what has been going on.....?

Lots.

But let me share my art adventure, in brief, with my 3rd grade students.  In our art adventure with our pen pals, Yianna and Helios, we landed in Mexico, exploring the art and culture of a vibrant country.  For this lesson we focused on the folk art of "amate"--bark paintings, and their purpose of documentation in history.  

Throughout time, their purpose changes and this beautiful tradition changed to a decorative form of art. 

Decorative is great but decorative doesn't always engage students.  

Instead I balanced the cultural aspect of bark paintings with the contemporary Mexican artist and author, Carmen Lomas Garza.  Garza beautifully captures her memories of family traditions through colorful, playful and approachable renderings of her childhood.  For our project, we reflected on a memory that is special and....well....we created it as an "amate".

These young students found meaning in their work but more so pride.  

A wonderful storytelling experience.

Check back for more snapshots and additional resources.

SMocKyou.