Interviewing Student Artist - Coding the Conversation with SH

Learning to Observe

Kindergarten and 1st Grade students are learning to observe through creating contour drawings. I worked in a small group with students observing details on plastic toy animals. Students noted size differences, color placement, and shape. Some students asked to envision where that animal might be outside.

1st Grade connected their animal drawings to Lascaux Cave paintings, which they are learning about in social studies. They understood how the first artists created records of the things they saw and were important to them and their society.

Interviewing Ilene - a student artist from Garvey

Listen to an audio interview with Ilene Selgado, a 6th grade student from Garvey Elementary School (Chrissy Gray Rodriquez's school).

We wanted to interview Ilene about a specific self-portrait. I watched Ms. Gray lead a critique session with her students. In the critique Ms. Gray referenced Ilene's piece and shared with another class how Ilene had really stretched and gone beyond by adding specific details to the portrait. I suggested to Ms. Gray that we interview her to learn more about her decision-making. This is an excerpt.

Some of the members of our Studio Thinking team are going to interview 1-3 students in their classes to learn more about their creative process. I will share a transcription of this interview with Ilene and provide some suggestions for interviewing students in the next blog entry. Stay tuned.

American Art and Studio Thinking Unit Planning

   

Listen as two teachers from World Language High School, Little Village Lawndale Campus collaboratively plan an American art integrated unit. It's an excellent example of the support and expertise an art teacher can bring to the development of lessons in other content areas.

Teachers are using the Studio Thinking Framework as a guide and common language in the development of cross-curricular lessons/units. Check back to see documentation, process, synthesis and analysis from these units as they unfold during the next couple of months. 

Lois Hetland Considers the Current Climate for Arts Education

What are some of the common trends that you see developing as you visit diverse learning environments across the country?

Upside: Dedicated, courageous, curious teachers, administrators, and kids; kids benefiting from arts learning by becoming autonomous, self-reflective, complex, flexible, self-motivated thinkers; low-achieving students engaging deeply and developing appreciation of and skill in thinking and language through art experiences; increasing connections of arts curricula to contemporary art practice and less to “surface” or “trivial” art activities; more out-of-school art programs in communities and museums; people willing to stay dedicated in the face of overwhelming obstacles; local funders and wealthy individuals recognizing the value of the arts and supporting them financially; continued federal funds for arts research; more critical friends and action research in schools; teachers eager to improve and find ways to be more effective

Downside: teacher, parent, child, and administrator frustration with and exhaustion from lack of support, lack of professional community, and lack of connections to their field as artists and art educators; fear and anger at the threat of programs being extinguished; fear and anger at the threat of having to choose between artist-teachers and teaching artists as a cost-saving issue; fear and anger at inadequate art supplies, technological access and training, teaching schedules, class sizes; teachers feeling despair, devalued, misunderstood; lower-income kids getting less arts and turning away (being turned away) from school success; misapplication and misunderstanding of research paradigms, data collection, research design (mono-method paper and pencil high-stakes testing, teaching to the test, ignoring education of the person)

Getting the inside track to Understanding the Art World and Reflection

This year I am attempting to set up a framework where art history is touched on in every grade level and when the librarian at my school showed me this book, I was very excited to use it. The second graders loved reading it with me! This book opened the door to them seeing how two artists created their work so differently.

After reading the book the first day, the students looked at a book about Picasso and saw some of his portraiture. They worked on drawings using both a forward look and the profile of a face and drew and colored (if they had time). I helped them by pointing how how strange Picasso chose to draw and had them practice saying, "Weird is GOOD!" so that they wouldn't get hung up on 'right and wrong' or perfection. One of the things I had experienced with these second graders is the dreaded "Eraser Addiction" that wastes all 40 minutes of my classtime. The drawings were pretty great (as you'll see below).

The next class we spent some time looking at a Matisse book and talked about how he liked to use big shapes and how his shapes were similar but not all exactly the same. I focused again on having things not be 'perfect.' Also, I had them use a new medium, oil pastels. They were able to color over other colors with ease, which made it easier for those who had trouble staying in the lines. The students were able to create art without feeling nervous of making mistakes.

In the final class of the unit, the students were asked to "Wrap It Up." A few of them took that literally and as they made their comic strips about what we did as a class, they used 'wrap it up' day represented by presents. I kind of love these kids. The acrostic poems were a bit trickier because of their lack of spelling knowledge and their desire to input random words that happen to start with the letter. So it ended up being a poetry lesson as well.

A Visit to Hamilton Elementary

We recently had the opportunity to visit Ms. Schick's classroom at Hamilton Elementary. We sat down for a while after school to talk about her studio space and how her students interact with it. Here are some excerpts from that conversation.


"I wanted a class that was sort of homey. Kids probably spend more time here than they do at home. I think it’s important. Also, for art, if you’re in a sterile environment or space, it’s not creative. It’s not inspiring." 

Let’s start with the paint table. How does it function?

"Well, like today, we were drawing with oil pastels and I didn’t want to just put the paint on the table because kids will just start painting. Painting is too much fun. I had everything set up over there. And then when they raised their hand, I would look at their work and then they could go get the paint. So, yeah, kids should be able to get their own things and put them away and not be waited on."

"That’s the supply table. That’s where the markers, glue, scissors, drawing books are. They really like how-to drawing books. When they are done with an activity, they can go get a how-to draw book. Kids really like those and I think it can really build your confidence in drawing."

I’m impressed with how many supplies you have.

"I’m a pretty good borrower and stealer. And, one of the moms in this arts group, said 'we all have wish lists, right?' So, she said let’s put a bin in the hallway, so people can donate. People always want to give, but they don’t want to email me or they don’t know where to bring it. Now they just walk in and throw it in this bin. And it’s been overflowing with stuff, which is really nice. The bin has a list and now I have pretty much everything on the list."

"We have an art gallery here too. It’s an art gallery/café. I rotate with the other art teacher here. Every other month we each do a show. I would consider that one of the top 5 spaces. There’s this really cool installation hanging in there now." (Students created bird sculptures and placed them in the school garden. The garden installation was documented and exhibited in the café gallery. The students also exhibited the bird sculptures in a flying sequence above the café tables.)

Completed Mixed Media Portrait Series

The mixed media students are still getting acclimated to the language. For the final portrait series reflection the students were to reflect on the original two habits that they addressed during the in-progress ink reflection, although they were to discuss them based on the completed pieces. Students were to then choose two additional, different habits to reflect on. I found that many of the students were still addressing the frustrations with the ink in the Develop Craft and Engage & Persist areas. I have yet to analyze all reflections more closely to determine any similarities/differences/overlap with reflecting on habits a second time and/or any trends with the additional two (or more) habits students chose for reflection. Some of the finished portrait series and the habits (in the order each student reflected on them):

Envision, Reflect:Evaluate, Develop Craft, Engage & Persist, Observe, Stretch & Explore, Understand Art World (Lauren references her father, who is a watercolor painter, in this habit)

Develop Craft, Engage & Persist, Envision, Express, Stretch & Explore

Envision, Stretch & Explore, Express, Develop Craft

Develop Craft, Engage & Persist, Stretch & Explore, Reflect: Question & Explain and Evaluate

Stretch & Explore, Develop Craft, Express, Engage & Persist

Teaching Science Through Art: Longitudinal Nature Observations/ 1st grade

We have initiated long term nature observations at our school this year. The first grade students are observing trees. They are learning how to identify trees throughout the year using their Artistic and Scientific skills to sharpen their senses through observation .

Some students took photographs in the schoolyard and these images were used for nature studies' illustrations. We used pencils and oil pastels to draw Trees in Winter. I wanted the students to not only to observe the lines and shape of the trees, but to look for the negative spaces, patterns, textures and composition.


Teacher Narrative-

I have devoted this year to developing students' observational skills. Last year our school's Science Inquiry Team designed a Science Curriculum Map and proposed to include long-term nature studies into our science program. Kindergarten- Urban Animals, First Grade- Urban Trees, Second Grade- Weather, Third Grade- Sunrise/Sunset.

To supporrt these long-term studies I integrated Science into Art as both disciplines share common skills although they diverge at differentpurposes ; Art is a Language of Emotions and Science is Language of Explanation. Both sides of the brain are represented when we use the arts to communicate what we have observed through science. The art experiences and products help students to communicate their observations by using their art skills such as; drawing and photography.

During the First Quarter I introduced first grade students to the Tree Study through songs, video and images which would provoke them to Observe nature more closely, specifically looking at trees. Mini Lessons were designed to build essential foundational science vocabulary to help students define Senses, Observation, Identification and Classification. Lessons were also provided to introduce students to essential art vocabulary; line, shape , color , texture and composition. The students have been using a variety of art tools and processes including pencils, print making, markers, book making, and photography.

For the compositions, I stressed foreground, background and horizon line. I also encouraged the students to use the entire page.

We developed our craft through practicing drawing with markers, oil pastels and pencils. We envisioned by sketching the trees first, We observed by photographing trees and then using those images as our subjects. The students engaged and persisted by completing their drawings. I am always amazed by the different images produced from the same assignment.

Subject: Art Sketchbooks

Hi all-

I was contacted by this gentleman regarding sketchbooks for schools. We've previewed them and they look pretty good. We're simply trying to figure out some of the unknowns for next school year. If you are interested feel free to contact Scott Gardner to preview books.

Beth

Hello~

My name is Scott Gardner and I own a company which manufactures what we, and many schools, feel are the finest sketchbooks in the country. I would like to send you a sample of our book so you can see first hand the quality and durability of our product. We currently supply our products to schools (both public and private) from Miami to Oregon and once a school chooses our products we have never not received their continued business. Being we are the manufacturing facility, we create many custom books for art instructors, based upon what their specific needs are.

I would ask you to visit our websites:

http://www.goldstampingetc.com

www.goldstampingetc.com

http://www.mysketchbooks.com

www.mysketchbooks.com where you can see samples of our work, and a few pictures of some of the sketchbooks we produce and if this sounds like something which would be beneficial to you, please contact me and allow me to send you a free sketchbook for your examination.

I thank you for your time and hope you have a great day.

Best wishes,

Scott Gardner

President

Gold Stamping, Etc.

Stretch and Explore

I have 3 classes that I am doing Studio Thinking with. Two of them have Tumblr blogs set up because part of the class objectives are for students to take ownership of their artistic process and to blog about it. We have just started. At the moment, I still have a lot of the blogging burden, but as time goes on, they will have more and more responsibility for the posts.

Class 1: Guerrilla Art Class is an advanced studio class that is focused on creating Contemporary art that moves beyond the gallery to the world. All of their art is being sent out into the world with an interactive component, and the blog will document that process.
http://guerilla-art-class.tumblr.com/

Class 2: Chop Chop Swagg is a beginner Studio Drawing and Painting class. While some of their work really revolves around learning the basics of Studio art making, they are also working on the blog in hopes that the creative choices they do make can be explained BY THEM, not just my curriculum or assignments.
http://chopchopswag.tumblr.com/

Class 3: no name yet, still in planning -  they are an IB sophomore class that is pretty similar to Chop Chop Swagg but heavier on academic writing, planning, research, and journal writing.  Make no mistakes, their creativity and studio skill is formidable as you will see when they are up and running.

I realized that I am pulling double (quadruple?) duty by blogging with them on their Tumbler and on this site. So I will instead use this site to connect you to their Tumbler and explain a bit more from the teacher's perspective. Please visit their sites and ENJOY!

Outcomes of My Purposeful Instructions

These are some images of the finished pieces from my very first experiment back in November with Studio Habits. These are much more lively and individualistic than previous projects I've done with observational still life. I am really impressed with how each of the students interpreted my limited instructions differently, but all still ended up with a still life based from observation.

Studio Thinking and Art With a Message

Today I let my class in on a little secret. I told them I'd been experimenting on them with the Studio Thinking Habits. I told them they were my little guinea pigs and they all went "Awwwww." They were genuinely touched, I think because my taking this leap shows how much I care. We discussed what all the habits are and how they have been used in their art-making. I told them I want them to own the process now and be more in control, not just participate in each habit as I say.

It's been pretty great so far. We still have a lot to do regarding our class blog plans, but so far I feel really good about everyone's engagement in our socially based art projects.

Our new topic is Secret Message to the World. The students have to pretend that they have the rapt attention of the entire world, then decide what they would say (well... they will say it with art.)

We will be Developing our Craft the next couple of days as the students learn how to make Image Transfers. Next week they create their "messages". The rest is a secret and I'll let you know after it's in the works. I'll be taking pictures of our transfer making tomorrow, so expect to see what they are doing soon. Next week I hope to have our class blog up and to have students video blog about their messages. My fingers are crossed and candles lit to the computer deities that all works.

Couldn't Resist

I am supposed to be going to bed now, but couldn't resist a quick post. I have two classes of sophomore level studio art. We are currently working on using the creative process to do "Sketchbook Exploration". It's hard to get teenage students to really let go and use their sketchbook to experiment, explore, and be free. We have to guide them through. We will definitely experiment with our media in class. It's one of my favorite things to do! I will let you know as we go...
Does anyone know how to attach a power point to a blog? I made one for the students to be inspired by other artists who use their journal or sketchbook to do more than sketch.