BLVisuals @ Stadium Elementary

A few days after BLVisual's visit to my fourth graders - they sent me this video.  It really captures the excitement, awe, and pure awesome from the day.

When talking with my classes this last week many of them said, "If I had to score 1-10, I would say 100!"

4th Grade Visiting Artist: BLVisuals

I can not come close to expressing in words the amount of joy, wonder, and excitement that filled my room yesterday afternoon.  BLVisuals let each student pick their own colors for a bandana - swirl them as desired and help dip, rinse and dry.



While students were waiting for their turn at dipping or simply trying to be patient while their creation dried - the group at BLVisuals brought along some fancy glasses that order colors in your depth of field.  Hot colors in the front (closer to you) and cold colors in the back (further from you) giving anything with hot and cold colors an element of 3-D!  It was amazing! Students loved looking at posters and their bandanas with the glasses.

Students were also excited and encouraged to take their tapestry/bandanas and hold them in front of color changing lights - which in turn, magically, changed the colors on their bandanas! 

Every year each of the arts teachers in my building are in charge of bringing in an artist from our field.  Our AMAZING PTO sponsors these visiting artists and their workshops for our kids.

Pretty sure my students would describe the visit as "Best Day Ever".

BLVisuals dips most anything fabric and frequently travels to festivals and dips patron's arms.  Their paint is a unique blend of acrylic paints - their beautiful creations on skin last about the length of a temporary tattoo while being permanent on fabric.

 

It was a truly awesome day.

Kiddos in the CI program and I

I have been wanting to write this post for a while - but I wasn't exactly clear on what I wanted to say - or I guess more how to say it.  In fact, I am still not sure - but it keeps rolling around in my head and needs to get out, so here goes.

When I first started in the district I am at - 3 years ago - I was both excited and nervous about the idea of having CI students.  Turned out that the way the schedule fell I didn't have them - the other art teacher in my building did.  To be completely honest I was disappointed, but mostly relieved.  I was nervous about starting in a new district and I had NO idea what to do with kiddos in a CI program.

Over the years I have been itching to get time with them - but again the schedule kept them with the other art teacher.  Then, this year it happened - the schedule was changed and not only did I get them, but so did the other art teacher!!!  Instead of having art once a week for 50 min (which is really not appropriate for the level of student) - they have it twice for 25 minutes!  It's really brilliant.

So I started to think about things I could do with my new students - and I realized that I really had NO idea what I was doing.  I tried to look on the internet for things, pinterest... I looked for blogs.  Honestly, I found little to nothing for art.  I found tons of picture charts, adaptive tools for the grade level teachers - squat for me.

I dug out a textbook from college called The Special Artist's Handbook.  This gave me some actual information I could work with.  I was excited and also totally overwhelmed.

My first class with them, I was a nervous wreck - it felt like my very first day of teaching all over again (which it kind of was).  I had read quick bios about each kid, but those rarely help me until I can put a face to the information.  It is hard for me to understand that Jessica might bite if you are too close, and that Michael needs to be apart from Sally...... that is until I meet them - then it all makes sense.

I decided there was nothing more I could actually do to prepare other than to just jump in.  It was time for some trial and error.

I have had the kiddos once a week since September and here are some things I have learned.

1) Baby wipes.  Have a lot.  Buy a container and then the HUGE packs of refills.  A lot of my CI kiddos HATE being messy - even if it's just marker, they will want it off before they move on.  So - have baby wipes.  It's faster and easier than running to the sink every couple of minutes.

2) Be prepared to have a HUGE range of abilities.  I have two separate groups and even within those groups their skills vary A LOT.  In both groups I have students that are non-verbal.  In both groups I have kids who will talk all class.  Some kids can cut on their own and write their own name - while others need assistance to cut and write.

3) Be prepared to laugh and smile.  The more I get to knows these kids the more I come to really appreciate and love their individuality.  They tend to surprise me - not just in their artwork - but when they come to class in a super mood and are silly all class, or are extra helpful, or even how they communicate without words.

4) Music Videos.  I'm not talking MTV - but Sesame Street, kidsongs, Harry Kindergarten.  They love to move to the music - dance - sing!

5) Be prepared.  I am still trying to find materials and projects that are both engaging but not too hard for my students.  I often think something will take them 15-20 minutes and they will be done in 5.  Or something I think they will enjoy for only 5 minutes will keep them engaged for the whole 25 minutes.  Be prepared with a back up plan - and maybe your backup should have a back up.

6) Be Alert.  Even though there are multiple adults in the room, with the door shut - they can escape.  It amazes me how quiet and fast some of the kids are.  I always keep my eyes and ears ready for certain movements or sounds.  Not to mention some of the kiddos like to be in other kid's spaces - which often are the kids that don't like people in their space.....

7) It's a challenge.  It is definitely a challenge - but I truly love my time with these kids.  I am learning a lot about these kids, about society, about me.  I am doing my best to embrace it and learn everything there is to learn.

8) Absent.  At least with my kids - they are absent a lot.  The kids are out for doctor appointments, or are kept back in the classroom because their choices and behaviors are too wild and inappropriate to venture to art..... Kids will be absent.  I try and do one day projects because of this.  It is hard to have 3 kids working on something from the week before while 2 others are doing something else.

9) Ask questions.  I asked a lot of question up front.  I asked about personalities, I asked about sensory, I asked about abilities - ask questions.  Let people know you are open to suggestions.

10) Play.  Take the chance to play.  Today we were done drawing and danced around the room to What does the Fox Say?  They loved it and so did I.

11) No Control.  Be prepared to feel like everything is wildly out of control - even though there are many adults in the room - prepare for a Murphy's law day.  Anything that could go wrong, will.  When it happens - remember safety first, then clean up the mess.

12) Rely on a balance:  Keep a balance of your own intuition and those of your para-educators.  The paras are with the kids all day, so I tend to lean on them with communication or how to get kids to respond to certain directions.  I perhaps lean on them a little too much - but they are teaching me how forceful I need to be with my voice, or what words/commands the kids know, what signs they know or what particular grunts mean.  It also helps when one of the kids is 'off' - whether its a kiddo that has extra energy, no energy, doesn't feel well, or keeps squawking.  The paras almost always know what they need.  One of our students one day who isn't verbal wouldn't stop crying/yelling -- took off their leg braces and the kiddo almost sighed with relief.  There happened to be something in their sock that was uncomfortable.  I would have NEVER thought of that -- but I will now!


I hope in the future to find someone or something that will help me on this journey.  I feel like there is a whole ocean of information I could be using - but I haven't found it yet.  I often feel like I am shooting in the dark - hoping things will work.  I'd have to say, more lessons have worked than haven't - but I also don't feel like I am doing enough.  I figure each class teaches me something new - don't give crayons to Erica (she eats them like carrots), Joseph likes to be in Abby's space - but Abby bites.  Karley can use scissors on her own, but Brian needs help.  Cathy likes to manipulate small items, but also likes to stick things in her mouth.  Sally is always eager to share her ideas, and Riley doesn't talk or watch but somehow always know what to do.  I could go on and on about the differences between my kiddos - it's great.  They are great. They teach me more and more each class.  I will continue to plan lessons and watch which ones work (puppets and bleedable tissue paper seem to be the biggest hits so far) and which ones don't.  I will continue to learn about their abilities, their personalities, and how the communicate with the world.  One class at a time.

Arts Integration vs. Arts Infusion

I just got back from a Arts Integration Seminar/Conference thing.  The day was helpful, but perhaps not in the way the presenters expected or hoped for.  I left the conference today with a love-hate relationship of arts integration and a further understanding and passion for arts infusion (which my home teaching building is based on).

Today was all about arts integration - how to integrate core subjects into art.  While this sounds amazing and something that would benefit everyone, there are a few drawbacks that weren't discussed today - or perhaps others don't see them as drawbacks.

When it comes to arts integration, I have a love-hate relationship.  Which comes from the fact, or my interpretation, that it is all about connecting core subjects into the arts - but not the other way around.  Rarely are there grade level teachers looking to find art standards to fit into their subjects - if anything they look at their core subject and try and add art.  The presenters today stressed that true arts integration would hit standards in both the core subject and the art subject at the same time - making them equal partners in the project.  Don't see an issue with that?  I didn't at first either - I thought "Great- I love this! - Kids learn about pattern and texture in my class anyway, why not teach it through the african animals unit the 1st graders are learning about in class."  Then is slowly started to sink in - the hate of arts integration.

So wait, the core teachers teach what they teach and then I bend my ENTIRE curriculum around what they teach.  That doesn't seem right, but if it is better for the kids - then okay I can get past that.

Then I started to think more about how I would have taught patterns, with out integration  - perhaps the kids are missing out on a bigger world and a bigger picture if I teach it focused on African animals.  Perhaps I was going to teach pattern and texture through famous artworks and illustrations like Vincent Van Gogh and "Where the Wild Things Are".  So now the kids don't know about patterns and textures in other contexts - but they know A LOT about African Animals.

I suppose you could argue either way for which one is better.  Do they master one subject or have knowledge of many, but mastery of none?

But wait -- maybe we are missing the whole point!!  Was the point that the kids learned about African animals or was the point to learn about patterns and texture or both?

If the point was to learn about African animals - then the arts integration did it's job just fine.  If the idea was to enhance and learn about texture and patterns then arts integration failed the students, because it pigeon-holed their learning experience.

This is where my deeper understanding and growing passion for Arts Infusion comes in.  If the idea was to teach kids more about the concept of patterns and textures than about African animals - then using different world experiences to explore this concept is better.  For example when they come to art and they look at Vincent Van Gogh they can use that prior experience with the animal print to understand texture in a new way.  They will read the illustrations in 'Where the Wild Things Are' and have another understanding of pattern and visual texture. - it will help them understand quicker but also deeper.  Perhaps then when they go to music, in a month, and the word 'texture' and 'pattern' shows up there they will be able to expand their thinking even further - deepening this concept that keeps popping up.  THEN, what if when they are learning long division they recognize that there is a pattern - which helps them learn long division faster and deeper because they understand truly what patterns are.  Once you learn about African animals, you can compare them to other animals - but that doesn't translate to math very well.

This, to me, seems like a better use of my time and my student's brains.  Could I do projects that coordinate with grade level curriculum - sure could, but not a normal basis - (there are times for integration, more on that later.)  I will, however, provide opportunities for my students to connect concepts and ideas across subjects and ideas.  This, I feel, will deepen my students learning as well as enhance their own education - it provides the students with the control of their learning as opposed to me telling them what they should learn.


In other words - which might be more concise than my reflective ramblings above.

Arts Integration: Art Subject = Core Subject  Standards in both should be equally met and explored.  This is planned by the teachers, it is quantifiable.  The arts are USED to enhance core subjects.
"Arts Integration is an approach to teaching in which students construct and demonstrate understanding through an art form" -- (Defining Arts Integration by Lynne B. Silverstein and Sean Layne)

Arts Infusion: Art Concept or Core Concept is taught in a way that provides an opportunity to connect to another subject for deeper understanding.  The opportunity is planned - but the connection is up to the student.  This is far more organic and non-quantifiable.  Arts are not used to enhance - but rather both subject areas are providing equal compliments and connections to each other and the real world. "Students engage in a creative process which connects an art form and another subject area that meets evolving objectives in both." (Defining Arts Integration by Lynne B. Silverstein and Sean Layne)

While the quotes from above are from the same "Definition" of arts integration - I feel they mean different things, thus why they are split for me.  Often times people use "arts integration" and "arts infusion" interchangeably and I don't believe they are the same thing.  Arts infusion can be arts integration, but arts integration is not arts infusion.

I feel arts infusion allows the arts to be as they are - to be honored as their own curriculum, their own history, their own specialized field that has something to give to humanity.  Where in arts integration I feel the arts become second to the grade levels - less important, and used as a tool.

I strongly feel that the arts have plenty to offer and can stand on their own --- they don't need to be watered down and attached to math problems.  Visual art, music, drama, and dance connect us as humans - all the arts have been with us since the beginning of man.  There is no reason why the arts can't be important on their own and still contribute to core education.  I believe it should be done through connecting concepts (pattern, categorizing, visualizing...) instead of connecting subjects (african animals, pilgrims).

The world is so much bigger than subjects and it seems to me that students would be stronger thinkers and problem solvers if they learned to see connections between events rather that a specific event.

Now, don't get me wrong learning A LOT about a specific event is valuable and needed, but, I believe, in moderation.  Arts integration does a fabulous job approaching a specific theme/event from different perspectives - which, in the right context I love (back to that love-hate of mine) and find valuable.

 For example - we do a HUGE 5th grade production.  Students help us from the beginning to the end.  They brainstorm settings, character, plot, endings - you name it.  The drama teacher writes the majority of the script, but takes student suggestions.  Then later the kids get jobs they audition/sign up for.  Students can be actors, set designers, dances, or musicians.  Then for 8 weeks students go to those jobs and learn about them in relationship to the 5th grade production.  The set designers do the sets, dancers choreograph, musicians compose, and actors learn their roles (voice inflection, blocking... etc).  This is arts integration at its finest - the kids learn all about one subject from different view points.  It's AMAZING (and a lot of work).  So I totally understand and appreciate the value of arts integration, but i also feel that arts infusion, as a general rule -- has

more to offer to students.  Arts infusions asks students to make connections and be present with their learning - where arts integration lets them be more passive.

Overall - both arts infusion and arts integration provide kids with deeper experiences surrounding their life.  Neither is bad nor good - neither is right or wrong.  Do I think one provides more opportunity for deeper thinking - yes.  Does one do a better job mastering knowledge of one event - yes.

I feel arts infusion helps "students make meaningful connections, become agents of their own learning, take risks through exploration, develop flexible thinking skills, envision different vantage points, and respond to new possibilities." (Studies cited in Changing Education Through the Arts: Final Evaluation Report 2005-08)

Art Education Conference!!!

Have you signed up yet for the Art Ed Conference through The Art of Education?!?!

 If you haven't - why not?!

You get to go to as many sessions as you want in your pj's (even sipping wine if you dare)!

Can't be there live - its okay, Jessica has made all information available for a year after the conference!

You can't find more relevant PD for art teachers - you even get PD credits!

Check out all the extra amazingness here: http://www.theartofed.com/aoeconferencewinter2014/

Yours truly will be presenting on WEAVING successful projects!

Visiting Artist: Elizabeth St. Hilaire Nelson of Paper Paintings

Her cows are my favorite!

Total awesomeness!  Elizabeth St. Hilaire Nelson of Paper Paintings came to one of my schools and talked with my fourth graders!!!

Okay, lets back up to before the awesome visit and talk about how we prepared for the event!

A couple of weeks before Mrs. Nelson came I passed out a bunch of pictures (from a calendar) of her work and asked students to look at them - notice them.  We then talked about things they noticed, what the pictures had in common, what was different and even came up with some questions for the artist.



Next we watched this short video:





After the video the kids were pumped and we set off to decorated some collage papers with crayons, tempera paint and watercolor.  I assigned tables a specific color so that we had the correct color combinations when we went to collage later.

The following week we watched a DVD that Mrs. Nelson sent me.  In the DVD she went through her process from beginning to end - making papers, sketching, under painting, and then collaging.  After the video students did their own "sketching" and under painting.  Normally I am against making all the students do the same exact thing, but this time I decided the students needed to focus on the visiting artist along with the collage process - so I decided they would do our school logo.  We have a die-cut of our logo in two sizes, so I made a bunch and let my students pick which size and where to place it on their 6" square pieces of wood.


Back to the amazing visit:

Mrs. Nelson began by talking my students about her love of art, her journey to where she is now with art, and specific techniques to her collage style - and maybe most importantly she explained that making art is her job, she gets paid to make art! After her powerpoint she demonstrated how she works - she impressed the kids with her ability to work on her artwork on planes, in doctor offices and anywhere she can sit for a few minutes! The students "ooo-ed" "aww-ed" and whispered "this is awesome" "so cool" "best day of art ever"!

So, after Mrs. Nelson demonstrated how to directional rip, placing glue UNDER and OVER each piece, correct mistakes, and all sorts of other tips and strategies - we passed out glue, paint brushes, collage papers and their block of wood.

The students TOOK OFF! It was AMAZING to watch them work.  They totally understood and went for it.  Some students used too much glue, others too little - but everyone learned by trial and error and their projects look amazing.  When we had to clean up all I heard were complaints and moans - which is always a good sign.

I think one of the best things about the day was how much my students loved her right from the beginning.  They brought paper for autographs and gave hugs left and right.  Hopefully Mrs. Nelson had a great day just like my students and I did.

ArtShow2013

ArtShow2013 was a huge success!

I don't even know where to start.

I like to have students pick their best work from the year to display at art show - but I don't have the room to keep portfolios for 500 or so kids and I don't like keep artwork instead of sending it home.  So, what I do is this:  When we have completed two projects I have the kids pick which one they did better on and send the other home.  We do this all year so that we always have something picked out for art show, but artwork also goes home. Often times students pick artwork that I don't feel is their best work - and if I ask them why they pick it, their choice is clear.  Students that pick a project that has an end product that is less than their best often pick those because of the process - which is just as important.

I love doing it this way because it creates a great variety of work for ArtShow - giving both parents and I a year review of what has been happening in the art room. 

When we get about a month out from art show we start finalizing projects, signing labels, double and triple checking class lists.  It takes about a month to gather all the projects because kids are sick, at Dr. appointments, on vacation, and any other reason for missing art.

Once projects are finalized I added signed labels and QR codes to each and every project.

Yes QR codes on each project.  Why? Other than because I'm crazy - I am always trying to advocate for my program, reaching out to parents in anyway possible.  Each QR code leads parents to this blog, and specifically to the blog post about that particular project.  I could have made it easier and put the same generic QR code on each project, but that seemed pointless.  My goal was, and is, to communicate to parents about the lessons behind the projects - so to make it easy on them each QR code was specialized.

QR codes are EASY to make.  Goggle "QR code generator" and you'll get LOTS of hits and websites to make the codes for free.  Put in your desired URL (or other info), generate the QR code, download - simple!

Now, I tried to make this as easy as possible on myself and opened Microsoft Word, downloaded a return address label template, imported the QR code - copy and pasted putting two QR codes on each label.  I did this for either a full sheet or half a sheet depending on how many I thought I would need.

Then I sat on the floor in my house, cut and stuck QR codes to each corresponding project.  My cat Phineas was so helpful in this process!

The day arrived to set up ArtShow2013.  This year I got to be in the Cafetorium, because 2nd grade production was done earlier in the year.  I LOVED being in the Cafetorium.  I had WAY more room.  I spent the day putting up grids, clipping artwork, setting out clay pieces on their own labels.

It looked AWESOME.

After everything was set out I then needed to set up my light graffiti booth and my stop motion animation area.  I asked two teachers with teenage daughters if they would be willing to volunteer sometime to art show.  They both agreed and I was thrilled!  I had one daughter on the stage, in the dark with an iPad, flashlights, ghost light, and an iPad app called, "Slow Shutter".  Here families could make light graffiti together.  When I told students there was light graffiti on the stage - their eyes got wide and immediately they were dragging their families to the stage.  I used this app instead of a camera because it allowed families to e-mail themselves the photo right after it was made.  This way I didn't have to try and figure out which went with what family.

I also had a table in the corner set up with Stop Motion animation.  Students were introduced to it the week of ArtShow and were eager to share with their parents how it worked.  Families worked together through out the night to create the video below. 

Principal Fires Security Detail to Higher Arts Teachers

If I could embed this video/story I TOTALLY would.  If you have been following Organized Chaos over the years, I am pretty passionate about the important of the Arts - that the Arts are a fundamental part of humanity.  I feel as though I am always trying to convince and prove that what I do is more than cutting and gluing.  Here is another real world story where the ARTS are saving students, where people are finding themselves and their futures in ARTS education.

CHECK OUT THE AWESOMENESS!

Principal Fires Security to Higher Arts Teachers

Rain Rain Go Away

I don't know about your area of the world, but mine has been filled with grey skies and rain for the last WEEK!  It has rained almost nonstop since Monday.  I am feeling drained and slow moving.

Since spring has decided to take the longest drink of water, I decided to try and jump start it with some Van Gogh inspired flower pots.

This lesson is not new, but is a GREAT one day project to fill the hallways with spring.

We started by learning a little bit about Van Gogh - looked at his paintings, discovered his small brush strokes and use of multiple tints/shades of a color in one area.

I had the kids make a flower - any flower, could be real, made up, or even from Super Mario brothers as long as it looked flower-like.  Many of my boys took advantage of this and drew man eating plants, or ice flowers.  All my girls were excited to draw roses and lilies.  Ha!


I showed them how to draw a simple sunflower (circle and then triangles around the edge, add a stem!)  Then we talked about using short strokes and multiple colors for each spot.

While students were working I drew and painted a pot sitting on a table.  When students were done cutting out their flowers I would arrange them in the vases.

I have received MANY compliments on how much people love them.  I think everyone needs a little sunshine.

Pep Talk

I opened my school e-mail this morning to find this video from one of my Principals.



It was just what I needed.

It has been cold, snowy, cloudy outside along with spring break just a week away.  Our kids are nuts, our nerves are on the edge, March (which means CRAZYness in my schools), school is talking budget cuts (always stressful as an art teacher) - then on the radio I hear about an 8th grader who took his life in his school bathroom.

I certainly needed a pep talk today. 

Reflecting on "Talent"

I was sitting at our school's Talent Show yesterday morning being entertained by students singing, dancing, and playing musical instruments.  As I was watching my mind was wandering - why is it that most 'Talent Show's' consist of Performing Arts?  Rarely do people show up to show off mad dribbling skills, or crazy speed reading, or even the ability to computer large numbers quickly.  Why is it that as a community we typically value extreme gifts or talents in 'academics' as non-talents?  I would assume that people who can compute large numbers not only have a knack for it, but worked at it just as a someone who is innately good at dancing - yet one is 'talented'?!

As I continued this thought I was lead to yet another question - "What is it about the performing arts and even sports that bring an audience?"  So, past this idea that some things are considered a 'talent' to show off and other not - it made me wonder if the audience had something to do with it.  Perhaps we do consider people who can speed read and compute large numbers as 'talented' - but we aren't going to sell out the super dome to watch them.  Why is this?!

The simple answer is that it isn't entertaining to a large number of people. Sure there are conferences for the mathematicians and scientists - but to the average person this is not entertaining.  Which then lead me to think, "Why are these not entertaining to the masses?  I use math everyday - it is an essential part of my day."

This took me a little longer to come up with semi-answer.  I don't find math overly exciting, but I do use it - I see its' value and I am thankful that some people love it and are talented at it - I am not that person.  However, I am not good at baseball, I don't use it everyday -- yet I will go to games and set my DVR to watch a game.  The simple answer again - I find it entertaining.

So then on to "What is there about performing arts and sports that people find entertaining?"  Why, as a culture, do we go pay money to sit in a seat and watch someone do something?  Why do we find concerts and sporting events entertaining?

I honestly think the answer is in our humanity.  The performing arts speak to something inside our soul - our hearts.  There is something about live performances of music, comedy, dancing, and acting that captures our attention - that pulls us together as humans.  I think it reminds us of each other, of connecting, of something simple and essential.  Every tribe or group of people that have ever inhabited this earth have had some kind of spiritual connection with music and movement - and even though so many of us don't practice this anymore on a traditional level, we know it belongs to us and in us.  The same goes for sporting events, though on a different scale.  You won't find hecklers at the Opera -- but you'll find real life in a sporting arena.  People talk, interact, yell, shout, and celebrate together.  There is something special about everyone cheering on their home team - about being there for the wins and the losses.  People connect with their own humanity and thus feel engaged and entertained.

So, as I sat yesterday grinning as a sibling pair play handbells to Queen's 'We are the Champions" - I realized that they may not fully understand their role in what they are doing - but they are connecting with their school, with their community in a way that reminds us all of our humanity.  They remind us to laugh, to cry, to keep on moving.  Arts have a funny way of sneaking into everyone's life and reminding them to be humble, to be connected, to enjoy the ebs and flow of life.

Thank You

This is what I felt like this morning when I read the e-mail from Jessica at the Art of Education.  I was shocked, excited, and I even e-mailed Jessica to confirm the e-mail.

Thanks to everyone that voted for Organized Chaos!  Check out that side badge!  Yup, you read it right - 1st place!  I am honored to have such support.  I do hope that everyone that voted stops back from time to time to see what is happening in the art room.

PLEASE click on the Art Ed Blog award badge on the side - it will take you to a bunch of other AMAZING art blogs that will give you ideas, inspire you, and even give you support if you need it.  I am honored to be on this list with so many fantastic teachers and resources.

Art Ed Blog of the Year 2012 - VOTE!

I can't believe it!  I am so honored!  I just got an e-mail from Jessica over at The Art of Education letting me know that my blog has been selected as one of the finalists to win "Art Ed Blog of the Year!".  I am super excited, and honestly - a little surprised - there were over 80 nominations this year, so even to be a finalist is amazing.  

I love that Jessica does this each year, because I find so many more art blogs that help to stretch me as a teacher in both instruction and projects!  Most of the blogs I have found are through other blogs and having Art Ed Blog of the Year helps to further find gems hiding amongst the internet!

Here's the thing - being in the top twenty means that now the voting starts.  Voting is all week this week and will end Friday, December 14th.  All you have to do is click on the name "Organized Chaos" in the poll and click VOTE - SUPER EASY.  I know I have awesome fans out there - please take a moment or two and promote us to one of the Top 10 Art Ed Blogs of 2012! (Oh and last year we got 4th - lets raise the bar, shall we?)

While you are at the Art of Education check out some of the other Art Ed blog finalists - I love my job, my community - so much passion, creativity, and dedication.

Wahoo!

2nd Annual Art Ed Blog of the Year

Excited for the Art of Ed's blog of the year competition! It was an honor to be apart of it last year! This is a great way to learn about new Art Ed blogs and to recognize/honor the ones you love the most!  So head over to the Art of Ed and check out the requirements, how it will work, who has already been nominated, and perhaps nominate some of your own!  Nominations are only open till this Friday, December 7th!

My Mind is Blown!

I have to be honest - I feel like my head might explode, in a good way.

So yesterday I read the book "The Artistic Edge" which is aimed at talking about 7 skills kids can learn through the arts to be successful in life.  While this book isn't exactly what I thought it was going to be - it brought me to "Artful Thinking" which then took me to "Visual Thinking" - something my Principal has introduced to my Elementary School of the Arts.

I feel like singing "it's a small world after all".  I have decided that no only have I not given enough effort into understanding 'Visual Thinking' - but that I may have found something that will truly impact my teaching and hopefully my students.

I am personally sick of having the word 'assessment' shoved in my face.  I agree that we need to always assess things:  How is this lesson going? Are the kids understanding? Are they making connections? Did I give them too much information/not enough? Did a create a lesson that has higher level thinking?  Who is confused?  Who has it?  -- These are all assessments that happen while I am teaching a lesson and conferencing with kids as I walk around.  I really despise having to write stuff like this down or create less open assignments so that they can fit into an 'assessment' to show growth.  Kids don't 'show' growth in a concrete way in art -- which is EXACTLY what Visual Thinking, Artful Thinking, and The Artistic Edge talk about in kind of a round about fashion.

These programs/studies/books all STRESS that kids learn HOW to think, not WHAT to think when they are involved in the Arts.  I have been saying for years on this site and to anyone that will listen that my job is not just finger painting and paper gluing -- kids actually learn VALUABLE skills when they come to my room. They learn how to problem solve, critically think, reflect, ask for help, preserver - and so much more.

I am super excited about these programs/books, because I had no idea they were even out there.  Where have these been all my years of teaching?  I wrote a post a few months back how I felt stuck in my own learning - that any type of conference was too expensive and out of my budget -- but this, this I can do.   My building is learning it on a smaller scale and I am so excited to learn more about it that I can barely decide where to start!  I am overwhelmed with the information and studies and such that are out there!  WHO KNEW?!

It is also nice to see actual studies, papers, programs that are aimed at what I have always believed to be true - that yes, academics (math, reading, writing) are super important but it is also valuable to know HOW to think - just not WHAT to think.  Most kids in math learn what to think in math (a few who really get it and love it ask "how") - they learn the equations and plug in numbers.  In good art programs kids are given parameters and told to create something original. 

In The Artistic Edge - there is a section devoted to kids that have low self-esteem when it comes to academics.  It is easier to refuse to do math, than to try and ALWAYS be wrong - because there is a right and wrong answer.  I tried to be that kid, my mom and tutor wouldn't let me off the hook -- bless them.  In art the only 'right' and 'wrong' are if you followed the parameters -- otherwise every answer is correct.  It is easier and 'safer' for kids with low academic-esteem to try in art classes because there is a HUGE grey area where they can succeed and grow with their confidence.

AH!  I have so many more things running through my brain - like how arts help kids communicate (talked about in The Artistic Edge) how the arts can save kids (a stories in The Element, The Artistic Edge - and seen in a few of my own students) how the arts can teach life lessons - like asking for help.

So much information!  So much to learn!  My brain is going to get stretched here soon and it may not always feel great, but soon enough I will have some new ways to help my students grow as THINKERS!

Check out this List of Project Zero's Research Projects.
Making Thinking Visual - The Book


** I should state that it is the COMBINATION of these things that make me super excited.  The book "The Artistic Edge" is interesting, but I found nothing ground breaking it in.  I had hoped for more examples of how the arts help students learn the skills she talks about, but instead there is a lot of talk and then just - kids learn this in the arts, with little examples and of the examples given are mostly Theatre based.  I agree with her points and her message, but I was hoping for more of a book I could hand skeptics and say, "read this" - but it doesn't have that kind of 'aha' factor -- at least it didn't for me.

5th Grade Production is a PRODUCTION

Wow - where to start?  I didn't mean to take a break from this blog - it just kind of happened.  October was full of teaching my normal classes, 5th Grade production (it is a production in every sense of the word), collecting and organizing 5th grade production T-shirts (this included a crash course in Adobe Illustrator), finalizing and organizing a Spirit Wear order for the school, contacted a really awesome artist for a future visit, class collaboration art masterpieces for a district auction, grades, and I tried to squeeze in another fundraiser - Young Masters - this ended up having to be postponed...

So, I guess what I am trying to say - is that it has been, well, a bit busy!

Wool Pirate Hair

Let's start with 5th Grade Production.  I love 5th grade production in every single sense of the whole event - well maybe not the extra talking from students during rehearsals or loosing prep time on Tuesdays - okay... so I love mostly everything about production.  Production is hard to describe in words - production is a PRODUCTION.  Organizing 4 teacher visions for a show, with 84 5th graders --- it couldn't be anything less than a production.

Pirate Costume Party

I really enjoy that the students have a voice in our show, they share ideas and we try to incorporate as much of it as we can.  I had four students arrange one of their songs into a rap - we recorded it (thanks iPad).  I think it is super special that the students apply/try out for what they want to do: actor, musician, dancer, set design/chorus.  We are lucky to have a drama and dance teacher at this Elementary school - and they rock.

So, normally production starts in 4th grade with a gathering of ideas and characters.  Then the ARTs (dance, music, drama and myself) and 5th grade teachers mull over the student ideas to try and make a story/plot.  Last year our drama teacher wrote the script - it was AMAZING.  This year there was not time - so we bought a script based on the interest of our students.

Luckily the script stated we could alter the story, add songs, take things out - it was perfect.  We added some songs, took out others, let the musicians re-create some.  Students drew out ideas for backdrops in my room -- I took ideas from multiple papers to create the 3 backdrops for this show, which the students mostly painted.  Dancers created original movements and dances for songs.  Musicians composed original songs and sound effects for the show.  Actors memorized lines and blocking!


Our show this year was Treasure Island - so most of the kids would need some kind of pirate outfit.  I wasn't sure how to get kids to make a pirate-ish shirt, how to collect objects, how to deal them out.... Then, our Dance teacher had a brilliant idea - a costume party.  So, one day instead of having normal 'specials' during our 5th grade time - students went into a creative, surprisingly controlled costume making frenzy.  Students added paint, sparkle glue, buttons, leaves - they cut, sewed, and added bits and pieces to make their costumes all their own.  My favorite part was this awesome wool I happened upon on a donation to the high school - it looked just like dreads.  I cut and glued chunks together for 'pirate hair' - it was wickedly cool.

For the next 8 weeks, once a week for about 30 minutes students split up into their assigned jobs and we created a show.  We had 3 after school rehearsals to mesh all the acting, dancing, musicians and such together.  Then we had a full day TECH rehearsal so my kids could learn when to change the set, spots knew who to follow - what lines were sound cues for music.

Front of their T-shirt - 100% kid designed

Now, while production was happening on Tuesday mornings - during normal 5th grade art time students became Graphic Designers and designed their Production T-shirt.  In the end, the students voted it down to 3.  I combined those 3 ideas because the votes were so close.

It is a SHORT LONG 8 weeks.  In many ways the 8 weeks drags on, but then it never feels like enough time.

Somehow, no matter how far behind we feel, or how crunched for time - it all pulls together for an amazing show.

I am SUPER proud of my 5th graders for all their hard work.