tag:blogger.com,1999:blog-61221212011-07-07T08:36:28.417-04:00Choice teaching enables students to do the real work of the artist.khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comBlogger1541100tag:blogger.com,1999:blog-6122121.post-1157330754294076342006-09-03T20:40:00.000-04:002006-09-03T20:45:54.300-04:00

TAB East Summer Gathering 2006 Originally uploaded by twoducks.Research validates the importance of peer mentoring and brainstorming (seeknowledgeloom.org Professional Development) The Internet connects Teachingfor Artistic Behavior (TAB) teachers in a virtual educational community. Thevirtual becomes real at TAB gatherings, now being organized in various partsof the country. Teachers

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1157329851904541372006-09-03T20:25:00.000-04:002006-09-03T20:30:51.916-04:00

Choice Student Work Originally uploaded by twoducks.At the local festival of the arts students are invited to choose work fordisplay. Artist statements accompany all the work.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1157329607549902902006-09-03T20:21:00.000-04:002006-09-03T20:26:47.556-04:00

Festival of the Arts Originally uploaded by twoducks.Students enjoy showing their parents and siblings work they have chosen todisplay.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1157329518029073872006-09-03T20:19:00.000-04:002006-09-03T20:25:19.026-04:00

Art Festival Originally uploaded by twoducks.Grade three art work at the East Bridgewater, Massachusetts Festival of theArts, June 2006. Students select work that they would like to share with thecommunity.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1143590504326805922006-03-28T19:01:00.000-05:002006-03-28T19:01:44.330-05:00

Introducing the Paper Trimmer to Grade One Originally uploaded by twoducks.Tools are very exciting to students: especially ones that really do the job. The paper trimmers allow for straight or diagonal cuts with little risk tosmall fingers. A little practice allows students to change the shape of theirpapers with ease and accuracy. This is a first grade class.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1143590240635647662006-03-28T18:57:00.000-05:002006-03-28T20:20:07.336-05:00

The Paper Trimmer: First Day Originally uploaded by twoducks.Everyone wants to try out the paper trimmer. Scraps are retrieved from therecycle box and used for practice. The paper trimmer is an expensive pieceof equipment and children are using it carefully.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1143589979980292632006-03-28T18:52:00.000-05:002006-03-28T18:52:59.986-05:00

Art Room Tools Originally uploaded by twoducks.The paper trimmer and the stapler are introduced on the same day; they seemto be especially compatible. After practicing with the trimmer many studentsfind shapes to collage and enjoy using the stapler. Grade one

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1143589365280214612006-03-28T18:42:00.000-05:002006-03-28T18:42:45.330-05:00

Using a paper trimmer in the art room Originally uploaded by twoducks."I cut the strips on the cutter. I measure them. Then I fold them to showwhere I should cut. I cut them on the fold and staple them to the paper."Boy, grade one

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129255155990386402005-10-13T21:58:00.000-04:002005-10-13T22:00:23.713-04:00

THE FIVE MINUTE MUSEUMLast week my third graders came in to the art room and found four largeShorefield reproductions hanging off the clothesline. I have a sort ofmotheatencollection of these that I inherited from another teacher. I choose themrandomly, four each week for three or four weeks--one still life, one portrait,onelandscape and one non objective. I tell the class that were I rich I

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129254975993273742005-10-13T21:56:00.000-04:002005-10-13T21:56:15.996-04:00

The Five Minute Museum Originally uploaded by twoducks.This is the Five Minute Museum, week two: Works by Van Gogh, Chasin, Gaughinand a third grade abstract expressionist.  We used his work to discuss thedifference between an original and a reproduction.  He was pleased to see hiswork in the Museum.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129254631322772722005-10-13T21:50:00.000-04:002005-10-13T21:53:51.573-04:00

The Five Minute Museum Originally uploaded by twoducks.This painter is using a horse model as a reference. She likes to work very slowly.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129254361034424682005-10-13T21:46:00.000-04:002005-10-13T21:46:01.040-04:00

Beginning a Painting Originally uploaded by twoducks.This seascape has a light house. The artist has plans to make the sky verydark.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129254251741409532005-10-13T21:44:00.000-04:002005-10-13T21:44:11.746-04:00

Painting Big in the Third Grade Originally uploaded by twoducks.Colors flow around the paper as this abstract artist works.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129254141648961482005-10-13T21:42:00.000-04:002005-10-13T21:42:21.646-04:00

Still Life Painting Originally uploaded by twoducks.As she painted the artist said: "I have so many kinds of wall paper in myhead I don't know which one to use."

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129254011469799972005-10-13T21:40:00.000-04:002005-10-13T21:40:11.476-04:00

Painting Big Originally uploaded by twoducks.A dog and stars. Work in progress.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1129252913094928812005-10-13T21:21:00.000-04:002005-10-13T21:21:53.136-04:00

Painting big in grade three Originally uploaded by twoducks.This student uses a mirror for her self portrait.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1118530242016543062005-06-11T18:50:00.000-04:002005-06-11T18:50:42.020-04:00

Tempera Painting by Nicole C. and Montana S. Originally uploaded by twoducks.The rainbow: this is the first time in the school that somebody used thebrayer and ink on a big painting. Since we are best friends and our parents knoweach other. We just met last year. We are getting basically to know eachother well.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113523162285141202005-04-14T19:59:00.000-04:002005-04-14T19:59:22.286-04:00

In the art room we make our own toys. (grade 2)

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113522961873616792005-04-14T19:56:00.000-04:002005-04-14T19:56:01.873-04:00

I sewed a doll to take with me on my vacation. (Grade 2)

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113522655147974492005-04-14T19:50:00.000-04:002005-04-14T19:50:55.146-04:00

My puppy has a dog tag with her initials. She has a dog house I built.(Grade 2)

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113521948750810212005-04-14T19:39:00.000-04:002005-04-14T19:39:08.750-04:00

These students move from one color to another in order to ink their foamblocks.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113521567122259892005-04-14T19:32:00.000-04:002005-04-14T19:32:47.123-04:00

Our third grade students just love the physical work of inking their foamblocks. They listen for the "crispy" sound that tells them that they have justenough ink on their brayers. Printmaking is the art of second chances andthese students make multiple prints to find out how much ink is right for thelook they are trying for.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113521258068051342005-04-14T19:27:00.000-04:002005-04-14T19:27:38.066-04:00

We use some flourescent colors for inking the foam blocks.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113521016033054182005-04-14T19:23:00.000-04:002005-04-14T19:23:36.033-04:00

This student is carefully inking her foam block printing plate with watersoluable ink.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113520691315462522005-04-14T19:18:00.000-04:002005-04-14T19:18:11.316-04:00

This is a close up of a large multiple print.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113520488663128552005-04-14T19:14:00.000-04:002005-04-14T19:14:48.663-04:00

Multiple prints. These were recently cut up and added to the artist'saltered book.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113520237019028602005-04-14T19:10:00.000-04:002005-04-14T19:10:37.020-04:00

This student layered multiple prints using different colors.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113519967843049232005-04-14T19:06:00.000-04:002005-04-14T19:06:07.843-04:00

Multi colors on a block print.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113519769299009322005-04-14T19:02:00.000-04:002005-04-14T19:02:49.300-04:00

This was printed four times; the following week it was overprinted multipletimes. Grade three student.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113519238454648912005-04-14T18:53:00.000-04:002005-04-14T18:55:20.426-04:00

Enjoying art, food and good conversation at the Boox&Dex&Box salon receptionat the Sheraton Boston Hotel during the March National Art EducationAssociation Conference.left to right: George Szekely, Kathy Douglas, Pauline Joseph, Clyde Gaw, JohnCrowe, Diane Jaquith, Clark Fralick. We are wearing our wonderful George Szekely portraitpins.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113518528914072502005-04-14T18:42:00.000-04:002005-04-14T18:42:08.913-04:00

This exhibit, sponsored by the Teaching for Artistic Behavior Partnership,contained work by George Szekely, John Crowe, Kathy Douglas, Pauline Joseph andstudent work. A few of the works are shown above.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113513192267150712005-04-14T17:13:00.000-04:002005-04-14T17:13:12.266-04:00

The Boox&Dex&Box reception drew a huge and friendly crowd at the SheratonHotel in Boston.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1113512566877463192005-04-14T17:02:00.000-04:002005-04-14T17:02:46.876-04:00

Artist/teacher George Szekely unpacks his art works at the Boox&Dex&Box showat NAEA Boston. The suitcase is filled with wonderful personal faces.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1106966429467106252005-01-28T21:26:00.000-05:002005-01-28T21:40:29.466-05:00

DEVELOPMENTAL STAGES OF DRAWING Today Dorothy Pulsifer of Bridgewater (MA) State College presented an inservice lecture to our pre school-grade 2 staff on the developmental stages of drawing. She pulled out her Lowenfeld (CREATIVE AND MENTAL GROWTH) and shared her wonderful collection of slides with our teachers. Some time back I became aware that many education/early childhood teacher

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1105404248029613712005-01-10T19:44:00.000-05:002005-01-10T19:44:08.030-05:00

When students say something vivid about art (usually in passing) I ask theirpermission to put their quote up on the wall. This first grader has decidedto post her own quote each week. On Friday she posted "Make art. See art.Buy art."

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1104971164438782952005-01-05T19:26:00.000-05:002005-01-05T19:29:34.556-05:00

A seven year old boy loves making intricate drawings of animals.  He isespecially interested in scales and fur details.  He uses animal books forreference and has recently begun mentoring a friend who would like to learn to drawlike he does.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1104970940359416102005-01-05T19:22:00.000-05:002005-01-05T19:22:20.360-05:00

This patient third grade girl worked six weeks on a landscape where sheexplored creating depth. She finished in time to take it home for Christmas.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1104970560969134922005-01-05T19:16:00.000-05:002005-01-05T19:16:00.970-05:00

A student fascinated by videos (currently, SPIDERMAN 2) connects with apuppet maker: the result a theater ("therder") with moving curtain and two end ofclass performances. Now two girls have auditioned to be female leads and arewriting a script, some songs and other more organized contributions. I amre-arranging the schedule for this grade three class to allow time forperformances at class

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1103396548649481832004-12-18T14:02:00.000-05:002004-12-18T14:02:28.650-05:00

Santa's reindeer take off in a vigorous diagonal...the second grader's bodylanguage gives energy to her drawing. This young lady makes drawn, collagedand paper sculpture animals every week in my classroom.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1103396069017213432004-12-18T13:54:00.000-05:002004-12-18T13:54:29.016-05:00

The Dream House is a group project...three 8 year old girls worked forseveral weeks on this. I was interested to see how much it looked like theirdrawing.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1103395900602821552004-12-18T13:51:00.000-05:002004-12-18T13:51:40.603-05:00

Here is the finished calico cat painting. You can see it in process inprevious posts. This painting has had many favorable comments from teachers whohave seen it drying in the hallway.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102681985879839882004-12-10T07:33:00.000-05:002004-12-10T07:33:05.880-05:00

While most seven year old students work fairly rapidly, there are exceptionsto this! This colored pencil drawing has been completed since this photo wastaken. The 9x12 drawing engaged this student for five art classes. Inchoice classrooms students are encouraged to find their own pace for art making.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102681734044486102004-12-10T07:28:00.000-05:002004-12-10T07:28:54.043-05:00

Current events and popular media make their appearance in art work in achoice classroom. This 8 year old student had been the see the movie "TheIncredibles" the night before. He quickly drew his impressions in Sharpie marker on2ft by 3 ft paper.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102681446469119382004-12-10T07:24:00.000-05:002004-12-10T07:24:06.470-05:00

In the choice classroom the chalkboard serves as a public drawing space.Subject matter is often a declaration of friendship. These students are drawingeach other's portraits.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102681301963761272004-12-10T07:21:00.000-05:002004-12-10T07:21:41.963-05:00

This student made a drawing of her version of her "calico" cat. She thenused the drawing to help her begin a large, long-term painting. Many studentspaint directly without preliminary drawings, but some prefer to plan inadvance. Sometimes the drawing merely inspires a painting idea.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102681131346325142004-12-10T07:18:00.000-05:002004-12-10T07:18:51.346-05:00

Often one student painting influences another in  the choice classroom.  Astudent was attracted to the calico cats and has joined the painter to make herown smaller version.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102680853492456612004-12-10T07:14:00.000-05:002004-12-10T07:14:13.493-05:00

This student saw the large paintings from the third grade. I offered herlarge drawing paper since she wanted to work on a drawing for a number of weeks. The subject matter and composition are purely her own. This second graderworked for three weeks.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102680651448367502004-12-10T07:10:00.000-05:002004-12-10T07:10:51.450-05:00

In choice classrooms some students make similiar work over time. Thisstudent works on complex, layered abstsract colored pencil drawings. He hascollected his numerous drawings and will display them together at the town artexhibit.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1102680481263292882004-12-10T07:08:00.000-05:002004-12-10T07:08:01.263-05:00

Students in choice classrooms are encouraged to use their passions as thecontent of their art work. Here is a student using part of his card collectionto inform his illustration for book he has made.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1101261926112232442004-11-23T21:05:00.000-05:002004-11-23T21:05:26.113-05:00

Today Kayla stood at the chalkboard. She was dancing around and makingswooping lines all over the board. She would then erase the lines and startagain. Finally she announced that she had finished her drawing. This is whatshe made.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1101261760144927802004-11-23T21:02:00.000-05:002004-11-23T21:02:40.143-05:00

After she left the chalkboard Kayla used the shapes she had drawn to create afolded painting. She later told me that she was initially unaware of theconnection of her painting and the drawing.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1101261587708570942004-11-23T20:59:00.000-05:002004-11-23T20:59:47.706-05:00

Here Kayla developed the shape even more

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100212861284451062004-11-11T17:41:00.000-05:002004-11-11T17:41:01.283-05:00

This is the color selection that my students use.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100192179828248192004-11-11T11:56:00.000-05:002004-11-11T11:56:19.826-05:00

Here is a view of the puppet center. Puppet bodies are on the shelves belowthe counter.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100191903026877722004-11-11T11:51:00.000-05:002004-11-11T11:51:43.026-05:00

A newly minted first grade tube puppet smiles for the camera.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100191712835540102004-11-11T11:48:00.000-05:002004-11-11T11:48:32.836-05:00

When the third grade got to use the Beautiful Stuff collections the studentswere quick to incorporate the tiny objects into their puppet making.  Here aretwo lady puppets with their bead "vegetables".

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100189539050720132004-11-11T11:08:00.000-05:002004-11-11T11:12:19.050-05:00

BEAUTIFUL STUFF UPDATE Cathy Topal's Beautiful Stuff curriculum continues to be a marvelous addition to our art program (BEAUTIFUL STUFF, Davis Publications, 1999) Third graders are using the collections now and are helping to sort leftover objects. Some children really love to sort! They are using the objects on collage, puppets, sculptures and even in their altered books. In our choice

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100189178100295142004-11-11T11:06:00.000-05:002004-11-11T11:06:18.100-05:00

Some students like to draw from another drawing or diagram.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100129848121500872004-11-10T18:37:00.000-05:002004-11-10T18:37:28.123-05:00

Here are students using fingerpaint on the first day of silkscreenprintmaking.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1100129174587064532004-11-10T17:46:00.000-05:002004-11-10T18:26:14.586-05:00

SILKSCREEN PRINTING Silkscreen printing needs a lot of plain old management, and traffic direction, to have it as one of our choices. Here is how I have done this for a long while with third grade students: I use the silkscreens in a way which lets lots of students have a chance to use them; however I usually have fewer than 16 try it the first week due to other center choices. I have one

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099849134431696222004-11-07T12:38:00.000-05:002004-11-07T12:38:54.430-05:00

Collaborative art work happens organically in the choice-based art room.Many students plan their collaborative work before they come to art class. Thesestudents are celebrating local sports teams at the chalkboard.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099848966057123182004-11-07T12:36:00.000-05:002004-11-07T12:36:06.056-05:00

These are very tiny vehicles that some students are making using blackbuttons. One child teaches another.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099848811212563982004-11-07T12:33:00.000-05:002004-11-07T12:33:31.213-05:00

Here is a drawing and the reference that the 8 year old artist brought to artclass to make it.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099848601527080192004-11-07T12:30:00.000-05:002004-11-07T12:30:01.526-05:00

This is a photo of my stand-up "desk", from my former principal's discardedkitchen cabinets. A student is using the low temperature glue gun to solve achallenging sculpture problem.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099098602704920182004-10-29T21:10:00.000-04:002004-10-29T21:10:02.703-04:00

Two boys started this landscape painting and a third has joined them. Todaythey worked with very small brushes. These boys really want to worktogether on everything in my classroom.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099098481247474782004-10-29T21:08:00.000-04:002004-10-29T21:08:01.246-04:00

A portrait and a still life. The still life artist told me that she wasinfluenced by a still life painting in last year's art show. She has beenthinking about painting this since last spring.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099098368671240082004-10-29T21:06:00.000-04:002004-10-29T21:06:08.670-04:00

This student has been waiting eagerly for a spot in the painting "club".She had made some much smaller paintings over the previous two weeks to preparefor this large one. She will work on this for at least two more art classes.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099098059706418862004-10-29T21:00:00.000-04:002004-10-29T21:02:10.593-04:00

Seven year old boys made these guys out of zippers.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1099097902157460082004-10-29T20:49:00.000-04:002004-10-29T20:58:22.156-04:00

More thoughts on Beautiful Stuff The first graders are used to having those boxes of beautiful stuff available for their art making. The second graders have happily begun to use them, after sorting leftover small objects from the first grade. Third grade students are very anxious to use the colorful boxes but must wait for now. It has been interesting to see how many students were able to

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1098636154133078362004-10-24T13:42:00.000-04:002004-10-24T13:09:29.860-04:00

I am finding that children who are painting in their altered books are alsolearning a lot about color and composition.  This seems to be working betterfor some children than painting on a plain piece of paper.  Also, because thepainting is permanent in the book students are reflecting on the previous week'swork.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1098636276036082982004-10-24T12:44:00.000-04:002004-10-24T12:44:36.036-04:00

The rather random cutting and gluing of images into the altered books isbeginning to evolve into a more thoughtful choice of pictures and an effort tointegrate the images on to the page. I am fascinated by the outcomes of alteredbook work in my third grade class. This is all new to me!

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1098635963283693452004-10-24T12:39:00.000-04:002004-10-24T12:39:23.283-04:00

The altered book artists are flocking to the paint center this week.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1098150309446765092004-10-18T21:45:00.000-04:002004-10-18T21:45:09.446-04:00

He said: "mine is like Chinese calligraphy" and he set up a splash guard sothat he could add some action painting to his abstract.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1098150257686977452004-10-18T21:44:00.000-04:002004-10-18T21:44:17.686-04:00

First day of 2 foot by 3 foot paintings; here a landscape begins.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1098149961417934202004-10-18T21:24:00.000-04:002004-10-18T21:39:21.416-04:00

PAINTING BIG Grade three students look briefly at four large poster-reproductions: one a still life, one a portrait, a landscape and an abstract work. I invite six students who really love to paint to work for three art classes minimum on 2 foot by 3 foot paper. I usually get five or six takers and while the rest of the class starts working in centers, this group meets with me at one table. I

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097440489227794222004-10-10T16:24:00.000-04:002004-10-10T16:34:49.226-04:00

BEAUTIFUL STUFF Beautiful Stuff: Learning with Found Materials by Cathy Weisman Topal, Lella Gandini Davis Publications In our school we are using some great ideas from Cathy Topal's book. In a preschool children learn counting, sorting, properties of materials, body and face information and sculpture by collecting and manipulating small found objects, or "stuff". Because of the large number

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097439732372036392004-10-10T16:22:00.000-04:002004-10-10T16:22:12.373-04:00

Here is a part of the collection made by our eight grade one classes. It isbeautiful stuff!

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097439623248274432004-10-10T16:20:00.000-04:002004-10-10T16:20:23.246-04:00

This first grade student chose orange "stuff" to make a collage.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097110448952606382004-10-06T20:54:00.000-04:002004-10-06T20:54:08.953-04:00

This is a close up of a group project which has been ongoing since thefirst week of school. Four girls have an imaginary pop band. ("The PopPrincesses") They have created a stage, lights and costumes for these stick puppets.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097110284599214192004-10-06T20:51:00.000-04:002004-10-06T20:51:24.600-04:00

This seven year old decided to weave a pattern with thick and thin yarn.Many of my beginning weavers are not especially concerned with patterns.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097110108157152622004-10-06T20:48:00.000-04:002004-10-06T20:48:28.156-04:00

Second grade students have learned the tabby weave and are using box lids aslooms. They seem to enjoy carrying them around with their extra yarn in thebox. Sometimes they take them out to recess.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097024958326657402004-10-05T21:09:00.000-04:002004-10-05T21:09:18.326-04:00

Today the second grade explored various sorts of looms. This is a cardboardloom with a flat weave.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097024829341232072004-10-05T21:07:00.000-04:002004-10-05T21:07:09.340-04:00

Another sort of loom explored by grade two. This was created from beadcounting frames that were discarded by Kindergarten classes many years ago.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097023147545239702004-10-05T20:39:00.000-04:002004-10-05T20:39:07.546-04:00

Stamping and collage used to alter this third grade student's book.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1097018123698002222004-10-05T19:15:00.000-04:002004-10-05T19:15:23.696-04:00

This 8 year old is altering her book with oil pastel etching and collage.

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1094684022680799262004-09-08T18:49:00.000-04:002004-09-08T18:53:42.680-04:00

This article appears on page fifty of the September 2004 ARTS AND ACTIVITIES magazine. Welcome to the choice studio! Where students take on the role of the artist... Come in to my art room where the children are busy making their personal art work.  For twenty years the ideas and energy of these elementary students have fueled my teaching in the setting of our choice-based art classroom. 

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1087263516578235112004-06-14T21:36:00.000-04:002004-06-14T21:38:36.576-04:00

Here are some responses to a survey I was sent by a colleague... 1. What techniques or activities have you found to be most successful in sparking creativity? Offering a safe creative space, telling students EXPLICITLY that their ideas will be the content of their art work and that I am there to offer techniques and materials that can help them say visually what they need to say. You have no

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081992487824832182004-04-14T21:23:00.000-04:002004-04-14T21:33:17.216-04:00

ON IMPROVISATION: "The most common form of improvisation is ordinary speech. As we talk and listen, we are drawing on a set of building blocks (vocabulary) and rules for combining them (grammar). These have been given to us by our culture, but the sentences we make with them may never have been said before and may never be said again. Every conversation is a form of jazz. The activity of

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081903356156779152004-04-13T20:14:00.000-04:002004-04-13T20:46:31.593-04:00

PETER LONDON ON CREATIVITY: "In the many courses and workshops I have taught over a career of forty years, the greatest concern, shared by neophyte and advanced artist alike, is the fear of being seen as uncreative. Most people can bear the embarrassments of being unskillful or uninformed. These qualities are to be expected in an educational setting, and their very lack is the reason for the

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081627131316165082004-04-10T15:58:00.000-04:002004-04-10T16:02:41.983-04:00

OUTCOMES There are many wonderful outcomes for both students and teachers using the choice concept of teaching: 1. The choice teacher is freed from trying to think of a “clever” idea that will engage every student. Instead students are told that artists make art about things that fascinate them. When doing the work of the artist students will be expressing their own ideas. 2. When students

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081532772919087472004-04-09T13:45:00.000-04:002004-04-09T13:50:02.280-04:00

ART EXHIBITS “One of the most important services teachers and school administrators can perform is public education…the education of the public outside of schools, parents and members of the community…If the public misconceives the educational functions of the arts, if it believes they are a diversion from what is really important, arts educators will have a hard time securing the resources they

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081473946476877252004-04-08T21:25:00.000-04:002004-04-08T21:29:35.280-04:00

CHOICE “… the importance of choice is often weighed against the fact that children need some structure or limits for their behavior, if not for their learning. Once again, this point may be accurate but does not justify much of what educators actually do. ‘The critical question,’ as Thomas Gordon has put it, ‘is not whether limits and rules are needed… but rather who sets them: the adults alone

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081372726428168742004-04-07T17:17:00.000-04:002004-04-07T17:22:33.686-04:00

LEADERSHIP: “Rather than remain passive recipients – even victims – of what their institutions deal to them, teachers who lead help to shape their own schools and thereby, their own destinies as educators. The teacher who leads gets to sit at the table with grownups as a first class citizen in the schoolhouse rather than remain the subordinate in a world full of subordinates. The teacher who

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081201929692551192004-04-05T17:50:00.000-04:002004-04-05T17:55:54.483-04:00

FROM ELLIOT EISNER: “… the arts teach children that their personal signature is important and that answers to questions and solutions to problems need not be identical. There is, in the arts, more than one interpretation of a musical score, more than one way to describe a painting or a sculpture, more than one appropriate form for a dance performance, more than one meaning for a poetic rendering

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081079426122599332004-04-04T07:49:00.000-04:002004-04-04T07:54:08.700-04:00

A DREAM FROM A PROMINENT WOMAN ARTIST: “Now I am going to describe my dream for an art classroom. Please envision this room with me. There would be clay on a large table with rolling pins and other tools. In that corner I see wood scraps with hammer and nails, glue guns and junk materials that companies throw away. Against that wall, there would be tempera paint with house paint brushes and

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1081008391950411952004-04-03T11:05:00.000-05:002004-04-03T11:10:13.483-05:00

“MY own feeling is that we should start with the student and his or her personal, creative, and expressive art work and bring in all of these art-related aspects – multiculturalism, art history, art criticism, intellectual aspects and the like – as they may be needed to extend the student’s frame of reference, our principal objective being the whole student’s growth and development in all seven

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1080786565650064752004-03-31T21:29:00.000-05:002004-03-31T21:33:03.436-05:00

LINES I have a little rant agains lines in general; in our very large primary school long lines are probably necessary for safety and order, but sometimes so much stress is placed on "you are the line leader" that some young students will push and shove to get to the front of any line: ugh! I have also noticed that some of my students spend more time waiting in the lunch lines each week than

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1080605800957248762004-03-29T19:16:00.000-05:002004-03-29T19:20:15.936-05:00

"Art is a response to a call...whose nature is such that the only place to turn for its exploration is inward." ( Peter London: DRAWING FROM WITHIN, Shambalah,1989)

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1078086476860816752004-02-29T15:26:00.000-05:002004-02-29T15:31:47.796-05:00

Getty Posts I have been having some fun getting the Getty ArtsEdNet list mail. It has been interesting to read teachers complaining about the lack of investment that their students bring to their work when offered “free” time. This was, I believe, related to high school students. My theory is that working deep requires practice and coaching, which is what choice teachers offer students. There

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.comtag:blogger.com,1999:blog-6122121.post-1077751261802681622004-02-25T18:04:00.000-05:002004-02-25T18:24:46.530-05:00

SHOW BIZ This has been a very unusual year for me; in one way or another my students are involved in five large exhibits, which is probably about three too many. (see posts of December 18 and January 16) Traditionally we have had a large exhibit during the spring parent conferences. Only the oldest children participate and they choose which work they wish to display. Some display a dozen

khttp://www.blogger.com/profile/03228364802485327407noreply@blogger.com