3rd Grade Chalk Leaf Stencils

I first saw a lesson like this way back in college when I was observing in an art classroom - I can no longer remember which teacher or what grade level did it originally.

I start out this lesson by showing a slide show of autumn leaves and ask the students to raise their hand when they can tell me a color or something else about the pictures.  Since they are 3rd graders and the pictures are really obvious I wait until EVERYONE has their hand in the air.  I call on a few kids and I get answers like, "they are fall leaves" "they all have different shapes" "fall leaf colors: red, yellow, orange, green, brown" "some leaves are multiple colors".  Most of the time I need to freeze the slideshow on a picture with lots of flat leaves and ask them a more guided questions to get to 'symmetrical'.  We talk about how leaves are not always perfectly symmetrical but they are often close.  I then explain that we will be making our own leaf stencils to make a leaf pile picture.

I gather the students around a table to do a demonstration.  I explain that the will fold a piece of card stock in half hamburger style.  Next, I make the biggest deal possible about starting and ending their leaf off the FOLD.  I draw a line off the folded edge a little from the top and another a little from the bottom.  I explain that we are going to draw HALF the leaf - just like when you make a 'heart' at Valentines Days.  We talk briefly that leaves are all different shapes and their leaf needs to be 'leaf-like' but doesn't have to look like a specific type of leaf.  Next, I explain that they must cut their leaf all in one big cut - no coming in off the sides to make it easier!!!

When I unfold the parts I explain that the leaf looking one is a positive shape and the hole it created is a negative shape.  I again try and stress that if they don't start and end their leaves ON THE FOLD then their stencils won't work!

This next part is awesome - so I take the positive leaf shape and place it on the table - then I add chalk pastel around the edges, being fairly liberal but not neat about my coloring.  I then place this stencil on a larger sheet of paper, take a kleenex and wipe the chalk dust off the end of the stencil onto the paper.  At this point I generally hear 'oooo cool' - that is until I lift the stencil revealing a negative leaf space.  This is when the kids get really excited.  I then ask them if my positive leaf gave a negative picture - what do they think will happen when I add chalk to my negative stencil?!  Most get it, some need to see it.  So I repeat the process with the negative stencil.  I wipe the chalk dust into the middle, lift the stencil and hear the gasps and exclaims of excitement.  I quickly explain they can use multiple colors on a leaf and reuse their stencils with any colors and or color combinations.  I also stress that they need to overlap their stencils.

As students work I tell them they may borrow each others stencils and at the end of class they can donate their stencils to a bucket for other 3rd grade classes to use or they can keep theirs safe in their folder.  I also stress no blue, purple or black leaves - I occasionally have a student that will challenge my purple leaf stance and if they can make a good case I'll let them do a few - but most purple leaves are not the color purple we have in chalk.



Depending on your students these take anywhere from 2 to 3 classes to complete.  At one school I teach at kids were done with amazing results in 2 classes and my other building it's going to take 3 - thus is life between two schools!

2nd Grade Pumpkin Print Compositions

This project was inspired by a lesson posted by a fellow art educator (we actually went to college together!).  In her lesson they printed their pumpkins then focused on 'value' for the leaves - I kept the printing of the pumpkins and changed rest of it.  It was a great lesson to leap from - thanks Jess!

That pumpkin has braces.

On the board I have the symbol of a target and I always write our learning objective next to it for that class period.  For this lesson the first day said, "Pumpkin Print Compositions".  I don't tell them what this means, but instead we learn what it means by breaking down each word.

 First we start with pumpkin - easy.  The kids can tell me what pumpkins are with no problems.  Then I ask them where they have heard the work "print" before.  Many students raise their hand and talk about printing on a printer - that is where I spring board into explaining 'printmaking'.  We can take the same image and print it over and over and over and it will still look the same.

That pumpkin is a head!

Next, I ask if they know or have ever heard the word 'composition' before.  This time I get less hands - I give some good wait time to see if students need a little more 'think time'.  I call on a student and sometimes students will tell me they know about composition books.  We quickly talk about what they do in a composition book - they compose a story or a report.  They take DIFFERENT pieces of information and put it together to make sense to the reader.  Then I ask about music class and if there are words close to "composition"  often times I'll get "composer" or "conductor".  We discuss how composers take all the DIFFERENT instruments, organize them and make a 'composition' or a piece of music.  Last but not least I ask them to think about art - if all those 'compositions' take DIFFERENT elements and put them together - what might 'composition' mean in art?!  Most of them can't make the connection right away, often times they over think it and make their answer far more complicated than needed.  I simply draw a picture of the board with 3 or 4 things in it.  I ask if it has DIFFERENT pieces to it - they say yes.  Then I ask if it's organized for the viewer to understand - they say yes.  So I ask if it's a composition - they say YES!  I then ask them to give me a thumbs up or down if the next picture I draw is also a composition.  I then drawn the same picture only organized differently.  At this point I generally have half the class right on target and the rest still a little confused.  I break it down again and ask if it had different elements, is it organized for the viewer?  Light bulbs go off all over the room.  I explain that every time they draw a picture they are composing a piece of artwork.

Scary face in the fence!

Now it's time to get into rest of the lesson.  I tell them that they will be composing a picture with pumpkins in it - but that we will only do the pumpkins today, as they will need to dry.  I do a quick demonstration on how to draw their pumpkin onto a piece of thin foam, cut it out, use a brayer to add ink, print it on their paper.  They need to compose their pumpkins for rest of their picture.

Check out that bat in the moon!

Next class we talk about adding details and background to finish their compositions - but that they need to do it with quality.  I have students brainstorm what quality should look like.  1) Do best work 2) Take your time 3) Color IN not over  4) Choose colors with purpose.  Students and I quickly brainstorm ideas of what could be going on with their pumpkins - in space, haunted houses, bats, on hay bails, under the sea, scarecrows, etc.  Now, being that it's October most of the pumpkins have ghouls, ghosts, bats, jack-o-lantern faces - but giving kids the option is really great especially if you have students who do not participate in Halloween.

1st Grade Pumpkin Patterns

The Novak Pumpkin Patch

My sister and Miss Piggy

When I was little my grandparents had a pumpkin farm where every fall the family would harvest and sell pumpkins.  They had all sizes of pumpkins and all sorts of 'scarecrows' like Miss Piggy!!  Even though there are now houses in the field and there haven't been pumpkins grown there in over 20 years people still knock on Gram's door asking where the pumpkin farm of their youth is located.  For me, having pumpkins this time of year is not only an inspiration for my students, but holds a special place in my heart.

I originally saw this lesson idea on pinterest, but it is actually from Adventures from an Art Teacher blog.  It is a wonderful lesson for patterns as well as tying in student's interest and excitement for pumpkins!

Students and I first talk about patterns and when it means.  They give me examples and I write them on the board. (big, small, big, small)  After a few examples I write up a few harder ones and have them give me a "thumbs up" if it is a pattern and a "thumbs down" if it isn't.  This gives me a good idea of who is struggling with patterns and who really understands.  I then make a super simple pattern of "medium pumpkin" over and over and over.  I ask them to give me a "thumbs up or down".  I get a lot of confusion on this one - it stumps a lot of kids.  Many say it's not a pattern - but we find out that it is a pattern!  The same pumpkin is repeated over and over and over.  I always have one student say, "but it's not a very good pattern" - exactly!  Then we quickly talk about making it the best pattern then can!



After they draw their pumpkin pattern they have to decide where their pumpkins are - inside, outside, night time, day time, under the sea, in space, in candy land... etc.

When everything is drawn in pencil they Sharpie outline EVERYTHING.  We of course discuss that sharpies are ONLY for paper and not fingers, tables, clothes - etc.

Now, normally I would have had students color these with crayon and watercolored over top of them - but being that I was hired only a couple of weeks ago I had not yet found watercolors while cleaning.... So, I had students color them with washable markers then 'paint' water overtop!  WAH-LA!  Pictures that look painted even though they were really colored!  The kids really loved watching the marker change to 'paint'.

Radial Name Designs - EMPHASIS - 5th Grade

This is a project I use to do when I had 5th grade a few years ago - now that I have fifth grade again it was time to brush it off.  I like this as a first project for 5th graders because, 1) The formatting stretches their brain at the beginning of the year, 2) It's complicatedly simple, and 3) Everyone can succeed with this AWESOME looking project and it sets them up for a good year.

To start out we talk about formatting - what does formatting mean?  Where have they heard "format" before?  Often I get students who say they have seen the word 'format' on the computer when they are writing in 'word'.  We jump off that to explain what format means!

I explain to them that they will be formatting their name into a triangle - I show them with my name.  I pass out triangles, pencils and send them on their way.  Most students after a couple of tries can get it - a student or two may need some one on one help.

After they format their name into the triangle they trace it with a sharpie.  Next, they get a square piece of paper (12in) and fold it in half, unfold, half the other way, unfold, then diagonal corners - if they do this correctly they will get 8 triangles the same size as their paper!  So fancy how I planned that! ;)

This part is the longest part - they then trace their name into each triangle.  After it is all traced they have to decide if they want a pattern, what colors, any designs?!  I required them to have EMPHASIS on one of the triangles.  I gave them relatively free reign on this project with the only requirements being: 1) one triangle had to have EMPHASIS and 2) the only white that is showing is where it's part of the design!

"The Dot" by Peter Reynolds - Kindergarten Primary Color Theory

I love kinder art - there is something about their freedom of lines, not planning their marks, even down to how they write their names.  They don't have a 'ground' yet, no real understanding of 'correct' direction - love them.

If you have never read 'The Dot" by Peter Reynolds - read it and see how these were inspired.

The students drew 10 dots, signed their paper like Vashti in the book, then used only primary colors to make more dots!  Sure enough about 5 minutes into it I hear kids saying how they got green, orange, purple and sharing with their friends how to make those colors!

Getting to Know You Getting to Know All About You

I am working really hard at not only helping students along with their projects during work time, but also getting to know their spunky, quirky, quiet personalities.  Here is a conversation I had with a 3rd grade student today:

Student: Do you like Michigan State or Michigan?
Me: I don't follow either - I'm from Iowa.
Student: Who plays in Iowa?
Me: Hawkeyes and Cy-
Student: Hot-guys?! What are hot-guys?
Me: no no no- HAWK (flaps arms) like the bird and EYE (points to eye)
Student: Oooooh.


Oh, how I love my job!  Things are never boring or dull.

Holy Paintbrushes Batman!

As I have been teaching, between classes, before and after school, I have been trying to clean/organize my new classrooms so they are easy to use and also to know what supplies I have.

The other day I did my best to tackel anything that had to do with painting - so all the cupboards around the sink area, a LARGE grey cabinet and half of another cabinet were filled with brushes, acrylic paint, tempra paint, finger paint, watercolors, tempra cakes, washable paint... the list goes on.

Ahh! Holy Paintbrushes Batman!

I pulled out EVERYTHING and set it out on tables - trying to group like materials together.  When I emptied out everything I found that I have the largest and most diverse set of paintbrushes I've ever seen in an elementary room before!  It was a beautiful sight to see them all squished on the table together - most of them have never been used.  The only SMALL issue with having this many paint brushes is where to put them all - okay so it wasn't the quantity that made it difficult to put way it was the different sizes.  There were ALOT of long handled brushes that just wouldn't fit in the cupboard without me taking out the shelf, but if I took out the shelf then all the paintbrushes wouldn't fit in the same cupboard anyway.  Alas, after much thinking and problem solving I put the most commonly used short handle brushes in the cupboards by the sink and put all the long handled brushes in another cupboard across the room.  I really don't like to split up supplies, because I tend to forget I have them, but short of hauling the board home - chopping it in half then re-supporting it, I had no other choices.

Not only did I find copious amounts of brushes, but I found that a lot of my paint supply was ruined and had to be thrown out.  Either some of the paint had frozen at one point or had been there sooooo long that the tempra and washable paints had not only separated, but the paint was a firm, almost dried out, hunk of paint.  I did my best to try and remix it - but it didn't happen.  So full, unopened paint was thrown into the trash - painful.


At the end of a few hours my cupboards looked clean, usable, and far less overwhelming.  The one cupboard that is not open did not get cleaned out because a mouse had/has been living in there - poop EVERYWHERE and I just didn't feel the urge to clean it out at that moment.  Another day, with some gloves and disinfectent.

New School - New Table Colors

At my old school I had the students make mono-chromatic sculptures to hang above their tables.  Our first ones were made with paper, but had to be thrown away because they were a 'fire' hazard (it's an art room).  The second ones we made hung for the 3 years I was there and were made out of clay!

My new school has no rules about hanging things from the ceiling so my 2nd graders went to town using paper, chenille sticks, pop tops, stickers, crayons, markers, colored twist ties, beads, and any other colored 'craft' supplies I could put at their tables.  We talked about what mono-chromatic means - we also practiced different things to say, like: "When you are done, may I use that?" "Could you please pass the bucket?"  "Are there any more chenille sticks?" "I was planning on using that could you please give it back?"

The pictures do NOT do these justice - they are too detailed, chaotic, beautiful, and textured to photography well.

1st Kindergarten Pictures of 2011/12

First week accomplished!  It is weird to have it be my first week, but the 3rd week of school.  I decided to pretend like it was the beginning of the year and practice getting out and putting away supplies with Kindergarten.  We would pass supplies out, draw for a bit, clean everything up -- we repeated this till each kiddo at the table had a chance to put away the supplies!

Their task for the day was to fill their paper with lines and shapes!  These few caught my eye - boy do ideas spread in kindergarten.

New Start

One of my new schools!

I have been hoping to write this post since last year when I decided to move to Michigan to be with the love of my life.

I HAVE A JOB TEACHING ELEMENTARY ART!!!!!

I could not be happier.

I will be teaching art to about 700 students between two FABULOUS elementary schools.

Posts to come from my new classrooms!

Arts Beats Eats - Royal Oak

Darryl Norem

Over this Labor Day weekend I had the pleasure of traveling to Royal Oak, MI to explore a great festival called Arts Beats and Eats.  This festival combines my favorite things - art, music, and food!  The thing that shocked me most about this festival was how crowded it was.  It wasn't just crowded at the stages or the food vendors - but people packed down the blocks to look at all the artist tents.  It was amazing, inspirational, creative, and powerful.  I happily paid 3.oo to enter, and then 10.oo for 16 food tickets.  I wandered up and down the side streets looking at art work, eating smoked pulled pork bbq, and jamming to music filtering through the crowd.

Out of all the booths I saw filled with amazing jewelry, word workings, metal sculptures, photography, leather work - Darryl Norem stood out for me.  Her work is both tactile, whimsical, bold, and soft at the same time.  Pictures I have posted here are from her website.  Unfortunately these pictures do not give the depth of these pictures much of these are layered and give wonderful visual texture.

I sense a layered landscape lesson being inspired by these works!

Enjoy.

Darryl Norem

Darryl Norem

Darryl Norem

Darryl Norem

The Maker Faire - Detroit UPDATE

Wow - it has been a very busy summer!  I have yet to update my post on The Maker Faire - Detroit - so here goes!

The Maker Faire was easy to get to, easy to park.  I would suggest buying your tickets online before hand as the line for the Faire was part of the normal ticket line for all of The Henry Ford and the line was SUPER long.

Once we had our tickets it was onto the Faire.  I was super excited and ready to explore.  It was probably a good thing I went with a small group of people or I would have literally ran through the Faire looking at everything.  It took me a few minutes to adjust to our groups slower pace, but once I did it was great to really take in each area, the people, the projects.

There was everything at the Faire - Threshers, small engines - old and invented, windmills, cargo kilts, a large metal dragon that breaths fire, big wheeled bikes, a life sized version of "Mouse Trap", mini go-karts, knitting stations, 3-D printers, easy cheese printer, local artists, crafts and so much more.  I was actually expecting more 'tinkering' spots instead of so many business booths and 3-D printers.  I got the feeling that The Maker Faire is only a couple years old at the Detroit location and that each year it grows a little more.  I hope that the more people that attend and spread the word the more unique the booths will be.

My favorite tinker spot was a waterfall swing.  The swing used the motion of the swings to pump water from the pool below the swings up the supports and then it falls in a gentle curtain of rain that the swingers pass through.  It's a great idea.  Think of a really hot summer day and being able to swing and get wet!

Inside the Henry Ford Museum there were more booths, which was a great break from the heat.  We had some lunch, toured the Museum as well as rest of the Faire.  My favorite display/activity area was the Needle Arts Zone.  There were literally buckets of knitting needs, a bunch of skeins of yarn in all colors, and a bunch of tables where ANYone could get a chance to learn to knit.  It was a wonderful station, but I especially liked their display - so creative!

Overall I really enjoyed the Maker Faire and I am excited to go next year!  It was great to see so many booths and so many people attending the Faire.  I consider events like these a step towards revitalizing the arts in communities.  This wasn't an 'art' Faire - but it was a Faire that celebrated people who problem solve, critically think, and who create.  I count that as a win!

Art Show at Local Art Gallery!

Every year the Elementary Schools in my old district would find a local Art Gallery and ask if they would be interested in hosting our Elementary Art Show.  Most small art galleries are super excited to have us.  This last year was a great success.  We had families that had gone home  to dress-up for the reception.  There were fathers who brought flowers for their daughters.  Though I think my favorite part of the event was a complete accident.  Turns out that we had a family that had one student at my building and her brother went to one of the other elementary schools. (I know this seems weird, but I promise it makes sense to the situation) Somehow, by complete chance I picked a piece by my student and the other elementary teacher picked her brother.  I didn't realize this until they took family pictures by both of the student's artwork!  They were one of the families that dressed up, brought a camera, and their grandparents!  It was great to see how happy and proud everyone was.  It was beautiful.




Breakdown of having a Gallery Art Show instead of a show in the Building:

Pros:
- It's great to see kids bring their parents, siblings, grandparents, aunts, uncles to show off their hard work.
- We involve the community past our Elementary buildings.
- We involve the community with a great Art Gallery.
- Kids, parents, and community get to see student work in a REAL gallery and not just hung in the hall (though that is awesome too!)

Cons:
- The galleries around our area are small and can only hold a small amount of artwork.  Each art teacher brings 10-15 pieces totally 50-75 total projects out of about 2,000 students.

Words of Wisdom (Things we Learned):
- Always have free food at the reception.  Cookies, punch, trail mix - ask each PTO to donate something to the reception.
- Make sure to give families the dates, times, address of the show and reception.  Try and give this about two weeks in advance - too early and it gets forgotten in the busy lives of families, too late and their schedules are full.
- Find an Art Gallery that is as close to your community as possible to make it easier on families and other community members to stop by.
- Try and have the show on display over a weekend or two to provide extra opportunities for community members and families to attend.
- Take pictures of the reception.
- Have the reception start about 10 minutes after school gets out so people can stop on their way to activities or home.
- Thank the Gallery
- Clean up after both the reception and the tear down of the show.

And of course no one else joins in my 'silly face' picture!