8th grade selfies

The self-portrait, the landscape and the still life.  The Big 3 for 8th graders. Atleast those are the Big 3 that I have worked on with my 8th graders.  Not all at once, I was testing the waters first.  So far so good.  In the past we have looked at the Illuminists, made Still Lifes from their own personal objects (because it all means something) and now, we did Self Portraits.

(future thought: draw landscapes, paint self portraits, printmaking still lifes) or (draw self portrait, paint landscapes, printmaking still lifes) I like that one.

We looked at Masters Kehinde Wiley, Henri Matisse and Fracis Bacon.  We responded, we compared and they chose which ones "style" they wanted to practice.  Most picked Kehinde.  Only a handful picked Francis, but it was interesting to see who....

I noticed 8th graders are still ALL about the realism, as much as I try to incorporate abstraction, they just want it to look "right".  I think I need to either 1) practice realism or 2) limit their materials so they HAVE to experience abstraction.  I'll probably try both.

The Self portraits were fun.  I think only 3 in about 65 kids didn't take it seriously.  You know, the kind of self portrait that makes you want to prescribe a trip to the therapist.  But, for them, I focus on the process.

In reflection, we practiced value shading facial features in pencil for practice, but that concept didn't transfer to shading in paint.  I would like to add a study in proportion, practice shading in paint and then maybe make them smaller.  I wanted to go big, and it took FOREVER!

So, add proportion, practice shading in paint, and 8x10.  Below are some of the Selfies from my 8th graders.

Zentangle Still Lifes

For our Drawing Artwork in Quarter 1, we created Still Lifes with soft pastels, sharpie and zentangle designs in the background with markers.  They all look the same because we drew them with pencil first following my lead, then we added the soft pastels to the fruit while adding a light source.  Some added stippling for extra value and shading.  We also learned about line, movement, pattern and rhythm with the zentangles in the background.

Some students appreciate the Follow Me and Simon Says activities because they feel "accomplished" and able to "do it right".  However, some students would like the freedom to "do whatever" and make their own creation.  As an art teacher, I'm torn sometimes between the ones that want to follow and build confidence versus encouraging the "process, not the product" and fostering creativity, not "do as I do" artworks.  I know parents also want to see a nice product in the end, but doesn't our world need creative and innovative thinkers?  Not lemmings?

As I reflect on this, I ponder changing my curriculum (yet again) to encourage, build skill and technique and let little artists be little artists.  Yes, in the grand scheme of things, 8th graders are still little artists.  I'm 35 and still think of myself as a little artist.  Grand scheme people, grand scheme.

Here are some of our Still Life artworks.  Enjoy!

Kiln firing, Perspective and Still Lifes

First full week of school and we are super busy!  My first hour Ceramics class has finished and dried out their Zentangle slabs and they were firing in the kiln when I left Friday.  I loaded that baby Thursday night, got in early Friday, started it at 8 and when I left at 6:30 it was 1580 degrees!  I found our Custodian and let him know, he wasn't leaving until later and said he would keep an eye on it for me.  So super nice!  Fingers crossed that we don't have any blow-outs!  So this week, we get to glaze our Zentangle tiles, finish our Coil pots and Intro pinch pots.  We had discussed the history of Ceramics and I let the class vote on which culture/time period they would like to explore further for some Art History.  Surprisingly, they picked Mesopotamia, Modern and Native American!  (I think they just wanted to see if they could spell Mesopotamia!)  I can't wait to get in there and open the kiln  in the morning!

6th grade students are learning about Linear Perspective this week.  We practiced 1-point and 2-point and then I let the students pick which one they liked the best and complete an artwork using our process of horizon line and vanishing points.  Here's one in progress.

7th and 8th grade students learned about Still Lifes, skulls and Stippling.  (I really want a skull now for my classroom, so ya know, if you have one laying around...) Here is a still life in progress.

I am also working on a painting for our lovely Ms. Janda in the front office.  I feel really bad because it's totally overdue but I do appreciate that students get to see their Artist-Teacher working on her art as well!  I think it gives me Art Cred with my kiddos.  

Stars, Hoots and Kahoots

Our first few weeks (days) have been a success!  We have reviewed the Elements of Art and finished our first masterpieces!  All but one class has reviewed the Elements and created some 3D pop-up Stars for display.  I found the template here.  I printed one for each student, showed them my example and then let them be creative in how they depicted the Elements in each area.  We cut them out, fold on the lines, glue the tabs back on construction paper and there you go!  Students really enjoyed this activity, the folding and gluing it down was a bit tricky, but I was impressed by the support and assistance from other students!
(sorry the images are slightly fuzzy, my son took the pictures)

My 6th graders practiced continuous line with our Owls and then colored in the spaces.  We always play a game of Simon Says as I lead and I never tell them what we are making!  They really enjoy it and ask for other animals!  I think we will display some of these with a book display in the library featuring the series "Guardians of Ga'hoole".

We are working our way towards 1 and 2 perspective drawing this week.

Our sketch this week was of Gary the Octopus practice foreground, background and shading.

Something that I tried this week for the first time and absolutely LOVED it was utilizing Kahoot! for formative assessment.  My 8th grade Ceramics class reviewed vocabulary with this digital game and it was awesome!  Everyone had fun, students were learning and it had everyone engaged!!  Definitely a keeper and going to use again!!  Check it out here.

Reflections about IDA (Identify, Describe, Analyze)

After wrapping my brain around the Enduring Skill for IDA, I tried a few techniques and strategies in the classroom and then asked for student feedback.

My understanding of the Enduring Skill for IDA (identify, describe, analyze) is to identify the Elements and/or Principles you see.  Which ones are present?  Texture, line, color, value, focal point, balance, proportion, etc.  Then, describe them using adjectives.  I like to use the example "If you are talking to your BFF on the phone and you can see the image, but your BFF cannot, describe the image to them."  Then, after you identify the E/P and you have some descriptors, you must analyze WHY the artist did what they did.  What is the message, idea, mood?  What is the artist communicating to the audience?

I incorporated Starter Questions and images, as well as student planning for artworks with these questions and mini-acivities for IDA.  I think that the starters went well,  by the end of the quarter, students were tutoring each other regarding IDA.  I think if I have an IDA poster to remind students and really use it everyday, it will stick.  Also, planning backwards and using the IDA concept.  For the final independent piece, I want students to use the IDA for writing their artist statement.

A - What is the mood, idea, message you want to communicate?

D - Describe how you feel about this mood, idea, message.

I - Which E/P will you use to communicate this to your audience?


We do IDA on existing artists, artworks and activities up until this point.  Then for the final, we do ADI.  We will then turn the ADI into an artist statement for the artwork and display for a Gallery Hop.


Student Feedback:
Based on Student Feedback, the biggest thing they were still confused about was the Analyze part.  Principles of Design, Describe vs. Analyze and then Describe came in second.

My Reflection:
Bigger and Better Word Wall with E/P, Examples of Descriptors and Adjectives for E/P, really implement IDA for all things up until Final and then use ADI for Final Artwork and Artist Statement/Gallery Hop.

I have a new Art in Focus book that I am going through right now.  Here are 2 images of some examples I would like to incorporate and figure out how to use.  Obviously I need to make it student-friendly, but it seems like it would fit really well and help with the IDA concept.

Drawing: Self Portrait Cubes

8th grade just completed their Self Portrait Cubes.  I wanted to do something other than a regular straight-on Self Portrait.  a) they are hard  b) nobody wants to look at themselves that long!  c) that can be either freeing or detrimental to a middle schooler.  So, I figured placing their facial features on a cube would be less frightening, but still intro drawing, self portrait and value.
We started with a little value practice on a sphere, then moved to practicing an eye, nose and mouth.  I demo'ed the different level of drawing pencils (HB to 4B).  I gave students mirrors to use and a template.  We worked on this (and a weekly sketch) for a solid 4 days.  I graded and passed back cubes with feedback, there were a LOT of outlines and minimal shading.  3-4 were exceptional, only a couple unfinished.  After feedback, students worked on them a bit more, then we cut them out and glued or taped them together.

Next time, I would like to make an Alexander Calder out of them; either a mobile to hang in the classroom or in our display case.  ;)

Instagram in my Classroom and Art Program

One of my assignments for my Grad class this semester has been to create a video about a technology that I use in the classroom.  I wanted to select a technology that presents a teacher-student collaboration and is not necessarily "equipment".  So, I chose our class Instagram account.  I started an Instagram account and have been using it since day 1.  Some shots are random student artworks, some are just things we are working on, etc.  As I moved further into my grad class and reviewed several documents, I realized that many of the evaluation criteria can be achieved by using my instagram account in a different, deeper way.  Instead of just taking a picture of whats going on, simple documentation, I have intentionally gone after specific art vocab words, specific student exemplar models and have also incorporated student use for our photography unit.  Using Instagram in the classroom has taught me how to intentionally apply everything you do so that it supports instruction, participating in teacher-student collaboration and taking pictures as a learning opportunity as well as a great way to share with parents/guardians, staff and the community about what we are learning, doing and how they can contribute!  Below is the video I made for my class. My account on Instagram in "jcmsartstudio"

6th grade Ukiyo-e Printmaking

6th graders just finished a Japanese Printmaking Ukiyo-e Unit.  We learned about the "floating world"  and created our own "floating world" themes.  Students wrote a haiku about their theme and then illustrated their haiku with some relief printmaking.  We used styrofoam plates, pencils, pens and scratchboard tools.  I made a powerpoint for an intro, I have The Great Wave poster displayed, we read an article, answered questions, wrote and made art!  What a full week!

Reflections:  I have discussed a collaboration with the Japanese teacher and we are super excited about an Arts Integration Unit for both disciplines!!!  Love my school!

7th Grade Greek Mythology Self Portraits

7th grade students study Ancient Civilizations, including Ancient Greece.  I thought it would be fun to create a self portrait incorporating some of the mythological gods and goddesses.  Kinda like Percy Jackson and that book series (note to self - borrow the books for display next time), where his father is Poseidon, what would your self portrait look like as a combo of you and a Greek myth character....?
We studied facial features and measurements and value shading, then students picked the god or goddess of their choice and creatively incorporated them into their self portraits.  Coloring was optional, I showed some exemplar models, we discussed criteria for our artworks.  (note:  students are really good about coming up with criteria!)  We negotiated, we decided and then we were off.  Total time was about a week.  I would like to incorporate a writing piece or an Artist Statement at the end so students could write about the god/goddess and the features they incorporated.

Reflections:  Include the books in the class for a feature.  Artist Statement (Enduring Skill Creating #6).  Try on black or grey paper with white/black charcoal pencils.  Students are so scared to go super dark!  Need to collab with Social Studies teachers for an Arts Integration with this!

Bark Amate Paintings 6th grade

My 6th graders studied Bark Amate paintings, we read an article and learned about the culture and meaning of these beautiful artworks.  We then looked at some Exemplar Models and established our criteria:  Bold Colors, Bold line, animals (birds) and plants (flowers).  Students then wrote an artist statement including Artist Name, Title of the Artwork, medium used and how their artwork reflected the cultural beliefs of the Bark Amates.
Students really enjoyed this project!  It helps that I had some plant and flower stencils!!  Students used paint or oil pastels, brown lunch bags or brown carpenter paper from Lowe's/Home Depot, sharpies.

Reflections:  Find a video of the bark amate making process, find some cultural music to add in the background, stock up on stencils and black sharpies.