One Day GROUP Project: Winter Assemblage (Louise Nevelson)

This was a 1-day getting-to-know-you project I did with the fourth grade students at a school I am temporarily teaching at. I probably should have done an easier "box" as our base--I chose an origami version that we did as a class, step-by-step. Most of the classes were able to follow along, but one class struggled a bit with the creation of the boxes. The original post I saw for this project online, describes an easier "box." I may do that NEXT time.

This piece is about 3 feet wide and 4 feet tall--impressive!
I'm so proud of you, fourth graders!!

We looked at Louise Nevelson's work: "Sky Cathedral," from 1958, and then created our own relief assemblage inspired by winter.

VOCAB: origami, sculpture, relief, assemblage, sculptor, horizontal, vertical, space, form

CROSS-CURRICULAR CONNECTION: Science (seasons, winter), Language Arts (poetry)--if you have the students write a poem about the finished piece. Try this poem, here.

MATERIALS: One 9x12" piece of construction paper (for the box), multiple 1"x12" strips of construction paper (about 6 per child), little squares of white paper for snowflakes (optional), scissors, hole punch, glue sticks; for the teacher's use: hot glue gun and glue sticks, stapler

Artist Statement Form for Middle School

I love to have my students write about their work. Even the littlest people can have a lot to say about their creations! Also, having the students self-assess their work is part of the National Core Art Standards...

When I was at Amherst Middle School, 7th and 8th grade students needed to write artist statements for their final projects, but I also dabbled with having the 5th and 6th grade students create them as well. I found that quality artist statements took a bit of prompting, so I created this Artist Statement Worksheet to get them started. Once the students had this form in front of them, the quality of the artist statements increased dramatically. Sometimes filling out the form was enough, but with the older students, I had them use this as a "rough draft" and students needed to type their final artist statements in Word and print them out to be displayed alongside their final projects.

Do you have students write artist statements? What do you ask them to include? Let me know in the comments below!

End of Semester ART Portfolio Self-Assessment

One of my goals at the end of the semester is making sure that the students leave the art room with ALL of their work. This isn't an easy feat with Middle School students, but I wanted to make sure the students realized that the work they had done with me was important and special--special enough to make it home and possibly shared with someone. What we do in the art room is important and needs to be handled as such. Here's what I came up with...

For the sixth grade students, I took a large piece of white drawing paper I had folded in half to create a folder for each student. I attached the following forms to the outside of the folder:

Portfolio Self-assessment Form by Mrs. P @ CreateArtWithMe.blogspot.com

• A checklist of all the projects they created during the semester as well as a self-assessment for their effort during the semester. 
• The Art Portfolio Self-Assessment form that you see above. 

A couple of days before the end of the semester, students were handed an empty folder with these sheets attached to the outside and needed to do the following:

1. Finish all of their outstanding projects
2. Gather all of the projects listed on the checklist and put them inside the folder (names on everything!!)
3. Complete the self-assessment regarding their EFFORT
4. Complete the PORTFOLIO self-assessment
5. Pass their completed portfolio and forms in to me to review

This worked wonderfully! Once students passed in their completed portfolios I had everything in one place so that I could complete their grades and once the grading was done, I could pass the whole thing back to the students who had a nice way to carry their work home with them.

Having the students complete the self-assessments was also a win/win. Students were able to communicate with me about how they felt they did during the semester and I had that information as I reviewed their work. The portfolio self-assessment form was short, but allowed the students to look at all their work as a whole and comment on it. I think many of the students were surprised to see everything they had done and how well they had done it! I received comments such as "I didn't know I was an artist!" and "Wow, I can't believe how much stuff I did!" Completing the portfolio self-assessment also led to a richer class discussion on the last day.

This was a great way to wrap up the semester--I definitely plan to do something like this again!

Nature Walk Scavenger Hunt and Sketches

Are you heading outdoors with a bunch of kiddos to look around? How about a Nature Scavenger Hunt? A couple of years ago, I worked for the Nature Center in town, Peabody Mill Environmental Center, and they sent me off to a Kindergarten to do a class visit. I thought an outdoor exploration of the playground, discussion about plants and their parts, and a sensory nature walk/scavenger hunt would be great! I met with multiple classes that day and we had a blast!

This is a great project and can be adapted for an outing with a bunch of scouts,
a camp experience, an art classroom, general classroom, homeschooling field trip, etc.

Prepping For The Lesson:
This is a nice lesson that requires very little prep--although you may want to buzz around the playground before the kiddos join you, so you have an idea of what is out there that you might want to point out to them.

Also, you'll need to print out the scavenger hunt form--I used one from The Bird Feed NYC--they have a bunch of them there (and some other neat stuff too!). We would all be using the same form and filling it out as a class (each class got their own). I glued the scavenger hunt form to a large piece of construction paper, so I would have room to draw my diagram of a flower and its parts. I also wrote some good scientific words on the poster such as: look, listen, touch, smell, observe, identify, dissect, and collect (apparently I misspelled dissect the first time around!).

I also brought a bunch of star stickers, a sharpie for me, some pencils and sticky notes, too.

Starting Off:
I met the classes in the art room and told them that we'd be heading outside to do some exploring. We talked about using out senses to experience the world around them. However, we would not be using our sense of taste! No licking the trees! I then went over the rules for outside behavior and how we'd be working together to complete the scavenger hunt form.

Moving Outside:
We went out and sat down. We experienced the playground by using our senses and we discussed what we heard, saw, felt, and smelled. We checked off as many things from the scavenger hunt form that we could while sitting there--it was quite a bit!

Then I let the children move around and I pointed out a few things that I thought would interest them, such as a little mushroom I found, etc. We stopped and looked at a dandelion and we discussed the parts of a flower and I drew them on the poster and labeled the parts. They loved this part and they really enjoyed dissecting the dandelions and seeing up close the parts of the flower!

Wrapping It Up:
We took a couple of minutes to see if we could find anything else on the list, then I brought them over to the picnic tables and gave them each a pencil and a sticky note and invited them to draw a picture of something they saw, heard, touched, or smelled today on the walk. I them glued their sketches all around the edges of the poster and gave the finished piece to their teacher to display in the classroom.

In the future, I could make the poster a bit better, I think, but I really liked how this easy lesson came together and I loved the sketches the children drew--it was great to see what they took from their time outside.

Enjoy!

Check out these projects...

"Busy, busy," is the lament of the art teacher and mom at this time of the year! I've been running all over doing some super-awesome art projects with kiddos in Kindergarten all the way to 8th grade. I had been shying away from a couple of art projects because they were beyond my comfort level, but I made myself push on and try some projects I really thought would be worthwhile. Here are the projects I tried with my students with my notes on each project. I didn't get photos of any of these since I was very, ahem, engaged due to messes, etc. But check them out...

Kimmy Cantrell slab masks: So awesome and very engaging! I saw this project on Shine Brite Zamorano. I had never heard of this contemporary artist, but once I saw his work I knew my kiddos would love them. 

Pros of this project:

• Students get to work with clay--yippee! Who doesn't love that!? Learn slab techniques and "scratch and attach" method using slip to adhere clay pieces together
• Students draw out their masks before creating in clay. Great for them to work from a plan!
• Students learn about symmetry/asymmetry 

Cons of this project (for my situation):

• I don't have access to a kiln, so I used Crayola air dry clay. It works well, but it isn't as sturdy as fired clay. I've hot glued finished air dry clay projects to mat board for stability, that helps most times.
• I needed to transport these between home and school for the drying stage (I don't have a classroom) and I am super-paranoid that something will happen to these in transit or at my home. If you have a classroom, this is a non-issue, I guess.

VERDICT: This is a keeper!

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Marbled Paper Journals: I love Mr. E's site so when I saw his super-simple technique for doing Marbled paper using shaving cream and tempera paints, I thought, "I can do this!" I thought the marbled paper would be great as covers for art journals. What a unique keepsake for my "All About ME!" after school art class.

Pros of this project:

• Students get to learn about marbling and making a book. Wow!
• Students get to have a wonderful tactile experience with the shaving cream and get to do all sorts of experimenting with drizzling paint and choosing their own color combinations.
• The shaving cream smells good (teachers from other classrooms kept coming in to see what smelled so good!).

Cons of this project:

• I had an energetic group that had some, ahem, listening problems. This was a bad idea for them. Many of them would have been happy just playing in the shaving cream. The. Entire. Time. That's fine, but they were playing in the shaving cream that had paint mixed into it and it was dripping on the floors, the tables, their clothes, etc. And then when they "helped" to clean up, the water from the sink somehow poured onto the floor and we had GIANT puddles everywhere. It was a bit of a challenge. So that brings me to my next "con:"
• This project can be messy if not managed well. I take responsibility for the mess, certainly, but it's pretty bad when I go through an entire roll of paper towels and I have to ask the custodian for a mop and bucket and spray and spend 45 minutes cleaning with said items--and that was one class!
• This technique is very teacher-focused. I worked with three kids at a time and they made two prints each. This focus made it so some of my rowdy students had some time to wind-up and get into trouble. I felt like I was constantly juggling naughtiness and shaving cream. It was a great stress test! :-) I think I passed, but then I had lots of time to think about it as I cleaned up after class...Mr. E--you are a saint!

VERDICT: Not again.

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Kinder Rainbow Windsocks: I had my final volunteer art session with the Kindergarteners at Clark School in Amherst in May. I had done all sorts of wonderful projects with them using collage, printmaking, and paint (a bit), but I wanted to make the final project special. I knew I had my project when I saw these beautiful rainbow windsocks online at Kinder Craze. The windsocks have paint and streamers to create the most awesome and beautiful windsocks perfect for Spring! But 60+ kids with 6 different colors of paint and 30 minutes? Was this beyond my skillset? I worried, I planned, but it was awesome in the end...

Pros of this project:

• Paint! Rainbows! Streamers! Need I say more!?!?
• The children needed to use each of the colors to made large arcs on their papers moving from left to right. Great for hand/eye control, especially since subsequent arcs needed to touch the previous arc. Also, colors needed to be painted in rainbow order.
• Children saw that a 2D piece of art, could transform into a 3D form: a cylinder
• Children needed to share the foam brushes and practice patience. I placed a muffin tray in the center of each table with one of the six colors each well. One brush in each color. I had the first person start with red, paint their arc, and then pass the red brush to their neighbor who would paint and then pass the brush to his/her neighbor. This was repeated through the colors. I was worried this would take too long, but it was awesome.

Cons of this project:

• It uses 6 colors of paint and six colors of streamers, so it would be pricey if you were buying everything for this one project, but we had everything we needed already.
• Cleanup can be difficult. I had a helper who rinsed my brushes and trays, but I'd allow for 1/2 hour cleanup. It really wasn't all that bad at all. Those Kinders are awesome.
• It doesn't get done in 1 day. We glued the streamers on first, then painted and then put them on the drying rack to dry. The teachers then formed the pieces into cylinders and stapled them closed the following day. They said it was super-easy (I try not to leave the classroom teachers with anything to do once my visit is done).

VERDICT: This is a keeper!

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Jean Dubuffet Paper Sculptures: What could be easier-a sheet of white paper, some markers (limited color palette--2-3 colors, plus black), scissors, glue stick and a piece of black mat board--TA DA! Instant art just like Jean Dubuffet. I've had this one pinned for a while now, but never quite had the chance to get to it. Then, in Sculpture class, we had a little free time after painting our Kimmy Cantrell masks (see above) and I thought I'd try this project. I'm glad I did--it was perfect! See a similar project here at Art Smudge.

Pros of this project:

• Limited supplies (and the supplies needed are inexpensive).
• Limited teacher involvement--YEAH! This is great for a sub or if you are helping students finish up/clean-up.
• Children saw that a 2D piece of art, could transform into a 3D form.
• Allowed for creativity in the lines, pattern, color, and 2D and 3D shapes and forms.

Cons of this project:

• It is over quickly--I'd say, 1/2 hour from start to finish. That could be a pro, but if you are planning for it to take an entire class session, it's a con.
• They are relatively delicate. May not make it home on the bus and cannot be stored, really.

VERDICT: This is a keeper!

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I'm very happy I tried these projects! What projects have you been hesitant to do but, in the end, were glad you did? I'd love to hear about them!

Drawing American Sign Language Hands

My private art lessons are very organic-what we study ebbs and flows with what I think the student would be interested in or in an area they may need to develop further. One day, my student and her mom were discussing a piece my student had done (at home) and there was some, ahem, disagreement as to how readable the hand was in the drawing. After a little more discussion, my student admitted that, although she felt she drew hands perfectly fine, they were "hard" and she "hated drawing them." Hmmmm...well, never one to shy away from a challenge, I tried to think of a way we could practice drawing hands in a way that seemed fun. 

This spells "ART."

So, here's what we did:

The first week, we spent practicing drawing hands in different positions. I found this great tutorial online at Neon Dragon Art that I thought would work well to illustrate the anatomy of the hand as well as seeing a hand as a 3D form from the beginning. We worked our way through the different variations Jessica "Neon Dragon" Peffer presented, using our own hands as "models." It is quite difficult to draw something as complex as the human hand--especially when you don't want to! But we kept trying and trying. We had a couple shaky starts and we needed to keep remembering to look at our 3D models--our own hand, and draw what we saw, not what we thought was there.

Once my student was confident drawing hands in a variety of positions, I brought out the American Sign Language chart that shows the letters of the alphabet using photos of hands. We practiced the letters and she chose a word she wanted illustrate. At first she chose "CREATE" but the thought of drawing 5 more hands (one for each letter of the word) proved too much so she settled on "ART" instead.

She did a great job drawing the hands in pencil and then outlining them in Sharpie. For the background, she chose to do a Jackson Pollock-inspired drippy painting using watercolors and temperas that she drizzles and splattered all over. The colors were custom-mixed--she had a plan--they are her favorite colors.

Once everything was done, she brought the pieces together (making sure the hands were in the correct order). She was very happy with her piece (as am I!) and *hopefully* she'd say it isn't too bad drawing hands after all.

Kindergarten 2D Shape Robots

I saw this fantastic art project on Teach Preschool and knew I just  HAD to do it with my son's Kindergarten class! So this past Tuesday I was able to go in and spend a robot-themed afternoon with them. We had so much fun! Here are the robots they made using 2D shapes:

Deborah at Teach Preschool is totally great! I wish she lived near me so I could send my little ones off to her! Every day she sends out posts that are full of great learning ideas for the Preschool set. I've found that my Kinder guy also enjoys some of the activities from her site.

So check out her original post for the Shape Robots here.

Here are some of my notes on the lesson:

• This project is great for Preschool and Kinder-aged kiddos. Both boys and girls enjoyed creating their robots.
• This project tied in nicely with what my son was learning at this time: 2D versus 3D shapes and had a bunch of different shapes for them to use, identify and talk about while they were working.
• This project has some very interesting kinetic-learning opportunities. The shapes are secured by poking bits of pipe cleaner through the shapes and into the foam. The kids loved doing that and really enjoyed that the legs and arms could move once they were secured with the pipe cleaner "bolts."
• The featured book, "The Robot Book," by Heather Brown was a bit hard to find locally since it currently out of print but it is being rereleased in June. I ordered it from Amazon and it has become a favorite in our house. It talks about the parts of a robot, but it is ultimately what's inside the robot (it's heart) that counts. You could get along without the book, I guess. But I was glad to have it. It is a board book with moving parts which tied in perfectly to our robots. 
• I was able to buy the craft foam sheets for the shapes at Michael's and just spent a few minutes cutting random shapes out of the foam: big rectangles, little rectangles, squares, half circles, and triangles. I also had peel and stick hearts and stars available, too. Maybe having circles would be nice, but I didn't have any and I wasn't going to cut them!
• I bought the 1/2" thick styrofoam sheets at the dollar store in the floral section. They were 12" square and I was able to get three 5" x 7" rectangles from them and then I used the scraps to piece together another one (so I got four 5" x 7" styrofoam pieces from one 12" x 12" styrofoam piece). I hot glued the styrofoam rectangles to an 8 x 10" piece of mat board.
• The only thing we used glue for were the googly eyes.
• I encouraged the children to add details (button, switches, patterns, lines) with a Sharpie. They were more than happy to do so!
• I worked with about 6 children at a time and at the other "stations" or centers they could play with gears (like Deborah suggested) or play Robot Bingo which I picked up at the dollar store (score!!).

It was a great day and I had a lovely afternoon with the children! They were all so proud of their robots and had a great time exploring shape and line and form. Thank you to Mrs. Greany for having me visit and to Deborah at Teach Preschool for the super-awesome lesson!

Math & Art & Giant Cake!

Before school let out I was able to squeak in projects with two of the teachers at a local elementary school. I had tons of fun doing both projects! Here's the first...

The first was with Mrs. Nagy and her fourth grade class. We made 3D food sculptures inspired by the work of Claes Oldenburg. My original project idea appears here. But with this class, I limited the children to creating a slice of cake or pie so that we could study the math concepts associated with those shapes.

Mmmm...blueberry swirl cake!

I know, I know, math and art together? SIGH....isn't that going to be a bit, ahem, boring? Not at all! Here's how it's done...

I started with MY favorite part: the ART. I gave a short presentation on the work of Oldenburg and showed some examples of his sculptures.

Then, we focused on my other favorite part of this lesson: the FOOD part. We looked at some yummy examples of Oldenburg's sculptures such as the big soft sculpture of chocolate cake. These portions of the presentation allowed me to talk about art concepts such as sculpture, soft sculpture, form, scale, surface and design. We also discussed placement of art in certain environments.

Then we got down to the MATH portion of the exercise. Don't worry, it's a "piece of cake" to create a piece of cake (come on, I HAD too!)! We created our 3D cakes from a 2D surface: a piece of paper. Our cakes are made from two equilateral triangles and have three square sides. This solid form is called a triangular prism. I brought in some other solids that the children would easily know for comarison: a pyramid, a sphere, a cone, a cube and a rectangular prism.

I had the students begin the construction of their pieces of cake by creating two identical equilateral triangles (one for the top of the cake and one for the bottom). Ours are 9" on each side. The children then figured out how big the sides of the cake needed to be. That led them to create three 9" squares (one for each side of the cake slice). This is where the discussion of height, width and depth can come in.

The children then attached the pieces together using staplers to make "seams" and stuffed their sculptures with crumpled newspaper before sealing the solids up (more info about this can be found in my earlier, related post).

WHEW! Cake slice made! Then, the children happily "decorated" their cakes using tempera paints. It was lovely to see al of the awesome cakes they made: chocolate tortes, red velvet, chocolate cake with vanilla frosting--YUM!

If your group is very comfortable with these math concepts (as was this group), you can try your hand at making a slice of pie. Make the top and bottom equilateral triangles (two 9" equilateral triangles were used by these students), but reduce the height of the sides of the sculptures (ours were 4.5" x 9") because pie is generally not as tall as cake. Proceed as above to create the solid and stuff the sculpture and decorate it accordingly. These students created chocolate cream pie, key lime pie and cherry pie.

This is a wonderful exercise illustrating all sorts of math concepts in an easy-to-understand and enjoyable way. It really does combine art and math perfectly and it's FUN! I hope you are able to try it with your kiddos!

Cherry and blueberry pie--great lattice tops!
(Sorry the photo is blurry, but you get the idea!)

Chocolate torte and black forest pie!

Key lime pie with whipped cream on top! YUM!

Follow-up: 3D Wire Sculpture

One of my 13-year-old private art students created a wonderful sculpture from pantyhose and a coat hanger and it came out so incredibly cool! I wish I could do this project with ALL of my students! I originally showed this project here while it was in-the-works. These sculptures do take a while to make--she worked on it during a few of our sessions together (a coat of gesso here, a coat or paint there...). But finally, it was done!

She chose to paint her sculpture with a bright red acrylic paint (3 coats) and we finished up with a coat of Mod Podge to add a bit of sheen and seal it up. While the Mod Podge was drying, we used the opportunity to sketch the sculpture from a variety of angles and with a few different types of drawing media.

I brought out the very large newsprint I have and we practiced drawing BIG and loose trying to get the feel of the sculpture and the lines and movement with our sketchy lines. Some children have a hard time with being "sketchy" with their drawing--a few timed drawings (each about 2 minutes) and some vine charcoal usually loosen them up.

We then tried sketching the sculpture from other angles working with charcoals and conté crayons in various shades of grey, black and brownish-reds. Some of the media lent itself to sketchy, loose drawing (vine charcoal and traditional, chalky, pastels), while other media allowed my student to create hard edges. I really stressed that these drawings were just sketches--they needn't be museum-quality--the more you draw, the more you learn.

This was also a wonderful project to discuss value and contrast and perspective (the base of the sculpture needs to "lie flat" in the drawing. This was a great lesson and the results were wonderful! ENJOY!

Claes Oldenburg Giant Food Sculptures

I just started my latest after school art class and the theme is Modern Art! I'm so excited! I love Modern Art and children usually do too. For our first class, I wanted to do something that was fun and allowed for a good amount of creativity, so I chose to have the children create giant food sculptures similar to those by Claes Oldenburg. I had a HUGE roll of medium weight paper that was given to me from a printing company and it was easy to work with and didn't get flimsy when painted with tempera paint. 

Ummmm...I think I'm gonna need a bigger plate!

I began by showing the children some examples of Oldenburg's famous sculptures such as the huge soft sculpture chocolate cake he created. I had also created my own version of it (chocolate cake with white frosting, sprinkles and a giant birthday candle on top) that was about 3 feet tall so they could really see what I was saying about LARGE food. I brought the templates in for them to create a slice of cake (like Oldenburg's) or a slice of pizza (very simple to do), but the children had ideas of their own so I decided to go with it and let them create whatever food they wanted to. We had quite a selection: popsicles, chocolate bars, a cheese wheel, cupcakes and more!

I think next time, if I do this with a larger group, I would stick to the same food--have them ALL do a slice of cake or a slice of pizza, but it worked out and I think the children learned so much about constructing 3D forms. I could see this project also being linked cross-curriculum to math and have the children create a slice of cake and then figure out, mathmatically, what size paper they need to go around the sides of the cake slice. I'll need to explore this more....

Claes Oldenburg-Inspired Giant Pizza Slice

Supplies Needed:

• Medium weight paper (large sheets or a roll of paper)
• Scissors
• Ruler
• Newspaper or paper scraps to stuff the form
• Stapler with staples
• Tempera paint, assorted colors
• Paint brushes
• Water bucket, paper towels
• Paper scraps, optional, for pizza toppings, etc.
• Glue sticks and Elmer's glue, optional

Directions:

1. Cut two triangles from paper for the top and the bottom of the pizza slice. They should be the same size. Our triangles measured 24" x 24" x 18" but that is approximate.

2. Layer the two triangles on top of one another and staple along the two 24" edges, through both layers. Leave the 18" edge open, creating a pocket.

3. Crumple up newspaper, lightly, and stuff the pizza slightly, to give the pizza slice some dimension. Leave about 4" unstuffed at the end (you'll be making the pizza crust with it).

4. Roll the 18" edge of the pizza slice inward a couple inches to create the pizza crust and secure with a couple of staples. You now have a giant slice of pizza!

5. Use tempera paints to paint the crust, sauce and cheese on your slice of pizza. While it dries, you can use paper scraps to create toppings.

6. When the paint is dry, attach the toppings to your pizza slice with glue OR just paint toppings on with additional paint.

YUM! Let's eat!

Giant Wheel of Cheese

Super-Giant Chocolate Bar

Yummy Cupcake
(This size looks like a regular serving for me!)

Giant Taco! Olé!