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.

Animal Grid Paintings and Complimentary Colors

6th grade finished their animal grid paintings/colorings.  Most painted, but if they wanted to use colored pencils or markers, I figured go for it!  I started the lesson with a small grid exercise, some print offs that I found online, then I stocked up on free animal calendars at my local pet store.  (I must have grabbed 2 or 3 every time I went there!)  Students were able to select the animal they wanted to paint, then we used the grid method to enlarge the image onto large paper.  We lightly sketched with pencil and then we discussed the emotional response differences to different colors.  Students applied an "emotional color" to their animals and applied the complimentary to the background.  Can't go wrong with 6th graders and animals!

Landscapes in Watercolor and Acrylic

My 8th graders just finished their landscape artworks.  I stocked up on Calendars when they were half off after the first of the year (reminder: laminate next time).  We discussed horizon line, background, mid ground, foreground, atmospheric perspective and brushstrokes.  For grading, I gave feedback in the form of Plus Deltas on the back.  I also asked students to complete an artist statement and complete a plus delta for a self-evaluation and complete one for a peer.  Overall, very pleased with the results.  For future lessons, I want to demonstrate the steps in painting more, selecting a paint brush size, and adding these terms to our word wall!

Japanese 4 Stab Binding

Throughout my adventures searching art blogs and seeing what other art teachers are up to, I noticed that other art teachers were discussing and posting about utilizing a Sketchbook in art class.  Whether they were trying to figure out how to consistently incorporate it, figure out how to grade, etc.  The idea and determination to include the sketchbook in the art making process is common.  To an artist, the sketchbook is vital!  And yes, I agree that including the sketchbook in the art class room is important so that students have a place for notes, sketches, ideas, thinking, planning, practicing, all the above!

So, I decided that I was going to play around with some ideas about using a sketchbook in my classes.  First, I had to decide if I was going to have students bring one in, buy one, or make one.  I decided on helping students make their own.  1) it's more original   2) parents, you're welcome   3) I love marcjohns and his sketchbooks, I used him as an artist inspiration.  His website is here.  He makes his sketchbooks form whatever is laying around.  I respect that b/c 1) it's inexpensive  2) it's quick and effective  3) it isn't intimidating.  If I know that I made this from "scraps", then I'm not worried about drawing perfect pictures in it, my pictures can be ugly, unfinished, works in progress that are quick ideas.

OK, so if we are going to make our own..... what do we use....?  Many of the "binding processes" were tricky, difficult or too complicated.  Remember, this is like Day 2 of art class, I don't want student to feel overwhelmed, challenged yes, overwhelmed and stressed, no!  So, on Day 1 I asked students to bring in a cereal box, or any box that has that thicker construction paper quality.  Many students did, many did not.  OK, no worries.  I used thicker poster paper for the rest and gathered whatever paper I could and we used that for the middle pages.  The thicker cardboard and poster paper are the front and back cover.

I found a "challenging but acceptable" process for binding our books, made an example, typed up the steps, showed a video, I was good to go...... I thought.  Apparently, the Japanese 4-stab binding is a little trickier than expected.  It's great if you have each students materials pre-packed and separated and ready for them as soon as they sit down, but trying to pass out and then scaffold projects is difficult in 30 minutes.  We eventually made it through and students now have a sketchbook that they made and are not intimidated by.  It's rough, it's unique, it's theirs!  That's what I love about it!

Here are some pictures:

My reflections for next time:  Have materials separated, organized and ready for Day 2.  Clip together and use a heavy duty hole-punch for the 4 holes.  (I tried hole punching EVERYTHING separate, my hand almost fell off and I spent hours punching holes; then I used my drill for the holes, fine for a class of 30, not 120 students!)  Also, when they are complete, have a FUN DAY to make something for the front cover.  I bought shaving cream to do the shaving cream art, I just didn't have a chance to actually do it, maybe this Friday I can surprise them!  :)

I have figured out how to apply the Sketchbooks in class and within instruction!  At the beginning of class, students enter the room, get their sketchbook and have a seat.  Everyday I have a new "Doodle of the Day" that students sketch, have fun with, and complete while I take attendance.  It's nice having students come in and work on this quietly while I get attendance complete.  My Doodles are fun creative ways to practice the Elements and Principles, practice a technique or just think outside the box.  During planning for artworks, I also ask students to make 3 thumbnail sketches before deciding on which artwork to complete.  At the end of the Quarter, students are able to reflect on their growth and complete a writing piece evaluating their growth.  (Writing Program Review).  

Materials:  Free  (Raffia or yarn)

Thick blunt needles:  helpful

Time:  2 days; plus a fun day for cover design

Use in the art process and interdisciplinary connections:  priceless!!!

Greek Vases

These are a couple of vases from last Quarter's 7th grade Greek Unit.  We looked at geometric patterns, symmetrical balance and illustrating scenes from student-selected Greek Myths.  This activity was voted most popular in that particular class.  It took a couple of weeks, but it was well worth it!  We practiced geometric patterns on bookmarks, we illustrated Greek myths for a practice and then papermaiched balloons and used cardboard for the neck, foot and handles.