The Terror of Being Gone

Okay, so over the years I have tried to make subs feel as comfortable in my room as possible.  I often have no idea if the sub has any experience with art, let alone teaching it.  I hate leaving videos - though I am close to doing that.

The first time I had a sub I spent HOURS writing my sub plans so that the kids could keep working on their project and not get behind my other classes - what a mistake.  The kids needed to use ONLY primary colors as we were doing a Roy Lichtenstien project.  I came back to projects that not only had secondary colors - but that had gold, and silver... The sub went into my cupboards and took out both acrylic and tempera paints to let the kids use.  (Note: I left out the primary colors, bolded/underline what the primary colors were in my notes)

A few years later after using 'filler' projects and videos - I thought I'd give it another chance.  Perhaps now that I had been teaching a few years maybe my sub plans would be clearer.  MISTAKE.  I came back to a pile of 1st grade projects stacked on the table.  Now, this doesn't seem like a problem - but the kids had to cut and glue things down for this assignment.  I came back to a pile of 1st grade projects glued together.  It never occurred to me to tell an adult to put glued work on the drying rack - or at least to NOT stack it.  ::sigh:: It seemed common sense enough to me that you wouldn't stack glued things together..... alas I was wrong.

So, now - after having these and other painful returns to school I have a list of filler activities for the students to do with subs. I let the subs pick what they want to do with each class on copy paper. (Design your own money, design your dream house, your family wins the lottery - how would you spend it?) The students can use markers and crayons - that's it!  The projects are fun, they require students to be creative problem solvers.  I like doing it this way because it keeps the kids busy, not videos all day, and I don't have to stress.  Well, that is when they follow my plans.....

I had a sub yesterday as I unexpectedly I woke up about 3 am with back spasms - nothing crippling, but bad enough I didn't want to chance it not being better by school time and having to try and teach.  I got myself a sub, Advil and called my Mom. (gotta love Moms!)  Anyhow, I stopped by school this morning to pick up some stuff for my other school and I realize that my sub used LARGE paper - like 12x18 paper... uhh that's not copy paper.  I go to my paper cupboard -- sure enough a stack of paper is gone. 

 I wanted to scream, cry and throw things all at once!!!

 If you don't understand my reaction then you clearly have never had a budget where you get less than 2.oo per kid for the WHOLE school year.  All supplies are balanced out, even rationed.  I have in my notes to use copy paper as to not use my nice drawing paper.  ::sigh::

I really don't want to just show videos when I am gone - or have to fear supplies will be wasted.  My next idea is to create a sub BOX.  A box that will have lessons in it and the paper and anything else the sub might need.

If you are ever going to sub for an art teacher - PLEASE for the love of Pete, follow the sub plans.  PLEASE don't go through cupboards and think you can use anything you want to enhance the projects.

Thanks.

Anyone else got sub-proof ways to keep your classroom on track or, heck, share some horror stories?!

5th Grade - Gothic Architecture

Okay- so this have got to be my FAVORITE new project of the year.

I saw someone post a picture on Pinterest from Artsonia where a CD was a rose window and then the Cathedral was drawn behind it.  I was like "DUH!!!! What a PERFECT project for using CD's! How have I not thought of this? GENIUS!"

I have been waiting for what feels like months for clay to be over and such to try out this idea.  I finally had the perfect moment to start this with a group of 5th graders!

I first spent about 45 minutes of planning the lesson trying to find an interesting/short/information video on Rose Windows to show my students.... man was that a task.  I could find short boring videos, or interesting documentaries - but nothing that fit my whole criteria... well, that is until I found this:


Okay - so it isn't exactly perfect and I managed to talk over the part where the guy says "bloody hell" and then I skip the part about the commission for a new rose window.  (I am okay with mentioning religion when it comes in context of art/architecture - but I didn't feel it was necessary to bring in the modern religious icons.)

The thing I love about the video, other than the accents, is that it shows rose windows, a brief history, and even a few ruins.

So, after the video (or before if I remember) I give a little history - set the scene for these mammoth buildings.  I try to explain to the kids that these are not 'just stained glass windows' but that these are THE WINDOWS.  It is hard to really explain a life to kids where there is no real visual stimulation - there were no billboards, signs, advertisements, ipads, tvs, photographs and such during the time when these were built.  People were not use to seeing images at all let alone on such a GRAND scale.  I then show some stills of these cathedrals and point out how little the people are, or the chairs on the inside.  It is hard to describe how LARGE these structures are without a point of reference.

After I get done talking at them (which I try not to do - but sometimes it is necessary), we discuss what they notice about the rose windows while looking at some still photographs. -- Round, symmetrical, colors, patterns go around the center.... etc.  I then explain to them that they are going to create their own Rose Window.

They can either:
A) Start right away - but there is NO erasing sharpie so they will have to problem solve their mistakes.
B) Get a scrap sheet of paper and practice a few designs.

I hand out CD's and Sharpies and let them go.

The next time they come we look at a slide show of Gothic Cathedrals - complete with Rose Windows.  After a few photos I put up the picture shown below with 6 Cathedrals side by side.  I ask the students to look at them.  Compare, contrast the different buildings.  What do they have in common, how are they different?  They discuss these things at their table, we share a few as a class -- 3 door sections, LOTS of arches, steeples (though not always symmetrical), rose window in the middle, 3 layers (doors, middle, steeple), recessed doors.

Next, I pass out 'stone' colored construction paper with a handout containing pictures of the Cathedrals we just looked at.  Students use these pictures to help them make their own Gothic structure.  They draw with pencil, trace with Sharpie.

Then, the last we do is some shading to give the Gothic structures some pizazz.  I explain about the sun making shadows and how that helps us understand depth and shape.  We discuss that depending on where our light source, the sun, is will determine where our shadows go.  I show them how to take a black colored pencil and draw a shadow on the left or right side every line on their paper (excluding where their building and sky meet).  (Some struggle with this idea more than others - but its all good).

At this point if students want to be done - okay.  If they want to go above and beyond I have them go in with a white oil pastel and do the same on the opposite side of each line and color the sky in with a sky color.

These are spectacular to look at!  I love how each one looks completely different.

Amazing!

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.

Winter Trees - 3rd Grade

I wanted to do these amazing trees last year - but alas, it NEVER snowed.  Well, this year we totally had snow and plenty of it.

I had third graders learn a new way to draw trees - now, I'm not a big proponent of teaching kids HOW to draw something - but I also know that getting kids to draw two sides of the branch instead of just one wasn't going to happen spontaniously.

So, first I projected a picture of a winter tree and traced sections of it on the board for the kids - making sure to really drive the point that we are drawing the outside of the branches, not just the middle.

Next I showed students a pattern on my traced tree.  There is a "V" and that v grows longer into branches. (see picture).

We continued this pattern till we had a tree.

I explained to students that this pattern may make sense in their brains, but when they go to draw, it might be more difficult than they expected.  Most students poo-poo this and think "I got this Ms. Novak - it's EASY" and then when it comes to paper and pencil it is more "Uhh Ms Novak - I need help."

I have students practice trees on some scrap paper till they get the hang of it - then I let them pick out a color of construction paper and start on their final.

After their tree is finished, they color with brown oil pastel(or white if they want a birch tree - most stick with brown).  Once their tree is all colored we talk about how when it snows - the snow sticks to the top of each branch.  Students take a white oil pastel and color white on the top of each branch.  Now, some kids totally get this and others get lost in the idea that the top of EVERY branch is colored white - not just the top branches.  Students that get stuck on this idea often travel with me to a window and look at how the branches don't line up under each other - thus letting snow land on each one.





Last but not least, MY FAVORITE PART!!!! -- If students wish they may add some glue to the snowy parts of their trees/ground and add some white/clear glitter!  I know many art teachers and custodians HATE glitter -- I happen to love it.  I love how it sticks to everything and travels through the whole school.  It makes me feel like there are little art fairies bringing joy to all.

Despite the fact that I tell kids 'how' to draw a tree - they all end up as unique as the students that draw them.  Short of giving up on the project EVERYONE succeeds, because - well, all trees look different, no two trees look exactly the same so there is no "my tree doesn't look like a tree".

Yay!  High success!

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. 

Found

I was sitting at dinner with two friends last night and somehow we got on the topic of careers and what would have we done if not what we do currently. Not one of us could confidently say a second path - none of us could say, "we'll this other thing I am good at/find interesting could have been my career".

All three of us have a home in the arts.

One of us had the 'ease' of knowing since he was a little boy that he was going to design cars. And even though halfway through college he branched out to industrial design instead of just transportation - he is currently designing infotainment centers for one of the big three American car companies.

One of us was lost - truly lost. Grades were low, loved sports, had no drive. His mom has told me many times that she was afraid he would end up in jail - he had no motivation to do any schoolwork. Then somehow he landed in an art class, convinced his art teacher to help him make a portfolio, went to one if the top art college, and also does design work for one of the big three.

One of us was also lost, but in a different way. I was lost in the expectations and ideas that I wasn't good at school. Sure, I made most A's and b's - but I spent most of it confused and frustrated - except for geometry, for some reason geometry and I got along really well. I found art in college - in a weaving class. I had taken drawing the semester before and more or less hated it. Weaving though, weaving opened a whole world to me. I realized in that class that my whole life I had been smart - I had been talented. Instead of math and writing - my smarts were in spacial/visual avenues. I always enjoyed and understood "crafts" and "artsy" things - but no one ever said that I could make a life off that. It wasn't till weaving class in college that my path was clear. I called my mom and told her I was going to be an Art teacher. I fought back tears from the relief and peace of knowing where I was going of my vocation.

All three of us sat eating wings and fries chuckling about how we were all saved by art. We are all active members of society through art. My hope and dream for the future is that more adults encourage and foster the arts in kids lives - that we change this idea of arts being"special"and you can't make a life off of it. There are a lot of art based jobs that are in constant demand: graphic designer, fashion design, package design, product design, car, shoe, furniture, websites, advertisements, photography, film, CGI, animation, landscaping, teaching, artist, dancing, singing, composing, stage, screenplays, set dressing, director, and much more. Society needs art, humans need art, companies need artists.

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.

Somewhere between.....

Somewhere between snow days, breaks and PD days students have been working on clay and beginning weaving projects.

I have neglected to do weaving projects the last couple of years... Why exactly I don't know. I love to weave. Perhaps the overwhelming idea of all those looms, string tangled catastrophes - I wasn't sure weaving would hold their attention. So far I have been way wrong.

We just started weaving and I am having my older students make their own paper looms that we will later design our own weaving on paper then weave on our loom. I had some weaving pattern sheets printed so that when some kids were done with their loom the could practice different weaving techniques. I gave them no instruction on how to read the patterns, but rather told them to do their best and to try it out. I did it this way for two reasons: 1) I didn't have time to help kids make their looms AND teach them to weave all on one class. 2) I wanted to gauge their weaving abilities. Turns out kids "get" weaving - at least the basics.

I will post our original weavings when they are done - hopefully sometime next week. Next we will be weaving with yarn on CD's or more traditional looms.

5th Grade -- Personal Logos

This is one of my favorite 5th grade projects to do - you can read about it's origins here.

Aren't these awesome?

2nd-5th Grade Mad-Lib Style Pictures!

Hahahaha!

Okay so the project born out of a few necessities. First, this idea came to me years ago when I was in a 3rd grade room and the teacher had a box with three different compartments. Each section had sticks with words on them - one had things, one locations, and the other an action. This box was for students that had trouble coming up with writing ideas. I took this idea to the art room for kids that struggle with what to draw when they free draw.

T-Rex playing cards in Canada

So, normally this activity is in my "done" activity center - but I needed a silly/fun project while students wait for their clay to be fired.

I started by making a list of things, actions, and places - I tried to make sure my places were generic enough for all students to be able to draw. For one class I had the class make the list - but that took up most of the class period - whoops.

Ice skate drawing at MSU

After I had my lists I cut them and put them in buckets. Students take one slip from each, create a silly sentence and draw that picture.

I have found that this is a great exercise in creative problem solving. If a sentence says "A broom running in the grocery store" - Students have to figure out how to make a broom run!

These are HILARIOUS- students have as much fun drawing them as they do comparing sentences. If you don't repeat words on your lists - every sentence, and every picture will be different.

Eagle baking cupcakes in Atlantis. 

The first day they were only allowed to draw with pencil because I wanted them to focus on the details. I didn't want them to do a quick drawing - but really think about the location, how to show the action, and make their picture make as much "sense" as possible.

Bahahahahaha. I laugh whenever I look at them!!!!

Origami Star Box -- 3rd Grade

I did Origami star boxes with 3rd grade this year - a couple of the folds are tricky for them, but everyone succeeds in the end!

Origami Flying Crane - 5th Grade

Here is a video where I talk through the steps of making an Origami Flying Crane - I do this with my 5th grade students!

Origami Cats and Dogs - Kindergarten

Here are directions for making origami cats and dogs!

I do these with kinders - it is a perfect introduction to folding. After we make one of each, as a class, I let the make as many as they can for rest of the class. I make sure to supply different sized paper - kids loving making families (mom, dad, baby, brother, sister) and markers to add eyes, noses, spots or stripes. Often the dogs end up with laser vision and purple eyes - it is hysterical.

For students that start to reach ultimate fun with cats and dogs I challenge them to make up different folds to make other animals. This year I got an elephant, turkey(picture above), spider, and some reindeer!

Dog:

Start with a square piece of paper.

Pick up one corner and pull diagonally across paper - match up corners and crease.

You should have a triangle. (make sure the long side of the triangle is at the top)

Pick up top corner - pull towards you and then down.

Crease.  Point of ear should hand off the dogs head.

Repeat with opposite corner.

This is where I stop with Kinders - but if you have awesome folders, try the next few steps!

To add extra detail - pull up top layer of dog's chin.

Pullup as far as desired - crease down.

Pick up top of triangle you just folded and bring down to meet folded edge.

You should get a tiny triangle - here is your dogs snout. 

Add some details!

Cat:

Start with a square piece of paper.

Pick up one corner and pull diagonally across paper - match up corners and crease.

You should have a triangle. (Make sure the long side of the triangle is at the top)

Pick up top corner, pull towards you and then up.

Crease down.

Repeat with opposite corner.

You can decorate this side or flip over.

Add some details!

Origami Bracelets - 4th grade

This was based on an idea our Dance teacher saw on YouTube when she was looking for a special way to fold money for a birthday. As soon as she showed me the video I remember making chains with my mom using gum and starburst wrappers.

The video used $1.00 bills which gave the bracelet some extra give to get over the hand and then cinch a bit for the wrist.  I didn't have any cash on me and for some reason trial and error seemed faster and easier than looking up dollar bill dimensions on-line.  So, I took some printer paper and started to mess with sizes - it took a couple of tries to find the right ratio for the rectangle.

I found that paper 2.5 inches wide x 7 inches long gave us the extra movement needed to fit over hands.

Students decorated 10-12 strips of paper the first day. We did a little math if they had 30 minutes left and 10 strips - then they had only 3 minutes for each one. I tried to stress that they had very little time to color/design their papers. Most finished, some didn't - but got close enough.

The next class I showed the kids how to fold, assemble, and finish their bracelets.  Most students finished, but a handful did not - I promised to put the videos on the blog so they could make/finish them during break!








Enjoy!

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.

Last Day to Vote!

If you enjoy Organized Chaos, please go to The Art of Education and vote it for Art Ed Blog of the Year!

Voting closes tonight at midnight!

Thanks!

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!