Friday, October 27, 2017

Ways to Use Photography in Your Art Class: November's Stepping Stones

Photography is a very important part of the visual art curriculum, and is often overlooked due to lack of resources.  Since the development of the daguerreotype process in the 1820s, photographers have been able to capture integral moments in history and expand upon the photographic process. Fast forward to today, where due to smartphones with cameras, photography has become such a normal part of our daily lives.

Photography has been difficult to achieve in many art classes at all age levels.  Many schools lack the resources for students to have their own cameras (either film or digital), as well as the means to edit and produce the photographs (darkroom or printers).  Even if we wanted to use cel phone cameras just to learn and practice the perspective and angles to take the shots, many schools do not allow phones while school is in session.  So the question is with the challenges faced, how can we incorporate photography in our classes, especially at the elementary and middle school levels?

Have discussions about photography.  Even if the process and production isn’t there, talk about how photography is art.  Talk about how photography changed the world, or how it documents history.  Talk about perspective, angles, lighting, and space.  You can even create a game of identifying photography vocabulary with images.  Having students know the photography vocabulary when taking their own photos is better than not knowing how to use their eye when capturing a moment in time.

Play with sun sensitive paper.  This type of paper can be found in many art supply catalogs, and is an easy way to explain the exposure process to your students.  Since the paper creates a positive/negative images in a small amount of time, you can have students design their exposed spaces to demonstrate elements/principles, such as patterns, balance/symmetry, value, etc.  You can also play with different light sources and the effect that various exposure times show in the process.  Since water is used to help process the finished exposures, it’s the simplest process for elementary students.

(The world's largest cyanotype)

Explore more of the cyanotype process.  You know the sun sensitive paper you just read about?  The paper is used for cyanotype prints.  There is also a more intense process involved that, depending on the materials available, can be accomplished with middle or high school students.  I recently came across a blog called that shared a class project.  The author had created a large queen-size bed sheet cyanotype by soaking the sheet in cyanotype solution at home, then having volunteers help in covering the sheets before exposing it with students lying on top for a selected time.  The finished result was an amazing sheet with student silhouettes hung for display!

Create a pinhole camera.  There are many websites you can search that share how to create your own pinhole camera using shoeboxes or Pringles cans.  You may not be able to have a photograph product, but in making the pinhole camera, you can have students observe how the exposure process is achieved.  If you teach middle or high school students, you may have resources available to be able (such as a school darkroom or local photographer) to process photo paper for show box pinhole cameras!

Find a use for your old film camera.  Do you still own a film camera that you no longer use?  Why not have your students see what it’s like to snap a photo with film?  Load a roll of film or two and have each student snap a photo.  This is only an option if you have the camera lying around and no longer wish to use it.  You can also purchase a disposable camera for this option as well!  After taking the film in to be developed, share the photos with your students and have a critique about the their captured moments.

Tablets Available?  Explore the camera options.  If you have access to tablets (but not for digital cameras), consider experimenting with the camera option.  Tablets are more portable, so students can move more around the room or school.  Tablets could also contain apps that can manipulate photos that have been taken and can teach more about the editing process.

When in doubt, look for used.  There are many digital cameras that are still in good, working condition and sold for resale.  In purchasing digital cameras, you can gather some that are even a few years old, find memory cards at an affordable price, and keep them in your classroom for student use.  Older digital cameras can still connect through USB ports and print out in your classroom printers, if available.

Even with no darkroom or access to top notch cameras and printers, you can still bring elements of photography to your students at the elementary level!

Thursday, September 28, 2017

Preparing Lessons for a Sub: October's Stepping Stones

In the beginning of the school year, our main focus is on creating procedures and designing curriculum for our students’ needs.  One of the items on our set-up list is our plan in case of absence; in case you get sick, or get called to a meeting during school hours, or use a professional development day, even if you take a long term leave due to family/health reasons.  It is important to have a back up plan prepared in case you are not available for your students because most substitutes, while walking in blind, may not understand what your individual classroom procedures are.  To start this, you need to create a plan for a substitute teacher to utilize.

Start by deciding on your sub packet storage, like a tub, folder, or file system. Your sub packet should be simple enough for a substitute to locate and utilize when first walking into your classroom.  When I taught from a cart, I had a tub of materials that was clearly identified in my work closet and easy to carry from room to room.  In my current classroom, I have a full file drawer clearly identified with bold letters for my sub plans for each class every day of the week.  You should design your sub storage to fit your needs, but make sure you label it clearly for substitutes to find once they walk into your space.

Details are important.  Your school or district may have mandatory information packets to add into your sub materials, such as floor plans, emergency procedures, forms, and school mission/rules.  Additional materials that are essential for a substitute are your daily schedule, class lists, seating charts, typed out classroom rules/procedures, nearest classroom contact information, and information regarding students (504 plans, IEPs, etc.).  Substitute teachers should always have student information handy in case of emergencies, especially when it comes to medical concerns or student adaptations.

Decide on what materials you want the substitute to work with.  In my elementary classroom, the crayons, colored pencils, and markers are the main materials used in my art library, and I clearly mark which materials to use with each grade level in my plans.  I prefer to stay away from scissors and glue because there is extra care involved with prepping and drying.  Using simpler materials does make it more manageable for the substitute and it’s easier for you when you get back to your classroom.  For middle and high school, projects are more detailed and may require more advanced materials to work with.

Be sure to prepare for emergencies.  It is always best to plan sub lessons in advance when you know you’ll be out of school for a period of time, but it’s not always easy to plan for the last minute call-ins.  I remember the day I had to rush my daughter to the ER in the morning instead of heading to work!  When events like this happen, your first priority is yourself and your family, but planning ahead makes these hiccups more manageable.  Within your sub file, create “emergency” lessons that are simple and easy to execute.  There are different types of easy activities that require little material usage.  In many art supply catalogs, there are books available within the resource section that contain simple art activities, such as “creating a city with simple shapes,” or designing a drawing using words.”  There are also fine art-themed coloring books that have descriptions about the artworks.  If you struggle trying to find additional activities, you can browse the Teachers Pay Teachers site, which offers many activities you can either pay or find for free.

Prepare lessons for pre-planned off days.  If you know you will be out of the classroom in advance, it doesn’t hurt to pre-plan a lesson that any substitute can work with.  The best pre-planned lessons I’ve used were simple directions with pictures to follow along.  I also had a finished product created as an example for students to see.  Make sure the project size is manageable and easy to store away in your sub plans.  Ideas for sub projects have been shared by multiple art bloggers and found on Pinterest, Teachers Pay Teachers, and in the art education social media groups. 

It is hard to place your classroom in another teacher’s hands while you are away.  With careful preparation and attention to details, you will find that most substitutes will follow your directions with ease.  I find it important to create open communication with the substitutes that come into my room while I am away. Try leaving a note of thanks and leave a page for them to fill out in return.  Collegiality is important, even with those who support our classes while we ar 

Wednesday, September 20, 2017

There's Only One You: Tips to Create a Rock Garden Project

Back in May, one of my co-workers shared a school-wide project idea that went viral on social media from  The project was a rock garden inspired by the book "Only One You" by Linda Kranz, and decorated the landscaping of Sharon Elementary School in Newburgh, Indiana.  The garden was the idea of Jessica Moyes, who is the art teacher at Sharon Elementary.  Jessica, your design has inspired multiple schools to create their own rock gardens within their own schools.  Our school's parents were even sending links of this project to the principal requesting the garden!

There's few posts from other bloggers and teachers talking about their rock garden installations at their schools.  I'd love to share our story, along with the methods used in gathering materials, containing painting with K-6, incorporating all staff, and how to complete the installation.

The Materials

Thanks to Streamline Landscaping in Willow Springs, IL, we receive a few buckets of smooth rocks to use for our rock garden!  The landscapers even came by to see how we were doing with creation, and donated even more larger stones for each class and department in the school.

We also received a donation of acrylic paint and markers from Oriental Tradings!  The donated materials really helped with supply management!

Here's the materials you need to complete this project:

1. Lots and lots of rocks.  Consider calling a local landscaping company and ask for a donation.  The rock size can be your choice.

2. Table clothes.  This was a life saver for all 31 of my classes who painted (700+ students).

3. Paper towels and paper plates. Tear up sections of paper towels for students to keep under their rocks while painting.  Paper plates make it 100% easier to manage the paint messes and clean-ups.

4. A copy of "Only One You" by Linda Kranz.  Easily found on Amazon, or other book sellers.

5. Acrylic paint.  As much as it's scary working with acrylic at K-1 ages, it's the only paint that will stay on the rocks over time.  Some acrylics paint on a little transparent, while others will be more opaque.  Again, your choice.  Here's the link to the acrylic paint used from Oriental Trading.

6. Paint brushes, cups, and water.

7. Permanent markers.  If you photograph all artworks for Artsonia, or need to know who made what rock for grading, use permanent markers for students to write their names.  Oh...and add room numbers too.  It really helps with organizing.  If you use markers for details, keep in mind that markers do fade over time.  Here's the link to the sharpie marker set from Oriental Trading.

8. Acrylic clear coat.  In order for the paint to stay as long as it can on the rocks in outdoor weather, you need to spray all the finished rocks with a clear coat for protection.  For a safety note, make sure you spray outdoors and after school hours, because this smell can draft down the hallways.

9. Bins for storage.  This is going to be heavy!  For transporting from classroom to garden set-up, make sure you have plastic, durable bins to use for organization and transportation.

10.  Aprons or old shirts.  If you're doing this project with young students, you need clothing protection.

The Objective

The purpose of creating a community project was to have student leave a "footprint" in the school.  The positive message in the final pages of the book is "There is only one you in this great, big world...make it a better place."  All the students from grades K-6 were read the book and took in the words of wisdom shared.  Each student painted their own "fish" rock with their own colors and patterns.

The Project

I allotted two full weeks for all classes to complete their rocks.  Each of my classes are 40 minutes in length, and visit once a week.

Prior to starting the painting, I sent a note home to each student explaining the project and materials being used.  Since we had so many younger grade levels, I made a huge recommendation to parents to have their children bring an art shirt to school or an apron to protect their clothing.  One parent donated a box of plastic aprons, which really helped with the younger grade levels!  The teachers even helped with mentioning the extra art shirt in their weekend newsletters, which really helped!!!

For prepping, I set up a plate of colors for each table.  If I made the plates last longer than two classes, I called it a success.

Kindergarten classes only received 5 colors (red, blue, yellow, green, white) because no matter what you do, the plates only last about 10 minutes of pure colors.  Once the students see that colors mix, the plate very quickly turned to brown.

On the first day of class, the book was read and we had a small discussion about the wisdom shared and how they can help in creating a garden for the school.  For the rest of the class, the students painted their rocks.  I organized drying areas for each class by placing colored paper and a painted large rock with the class name on it.

When students finished painting, they placed their rocks on a paper labeled with their class.  Students were also asked to sign a class rock that their fish will swim around.

Since Kindergarten and 1st grade finished quickly, they were only given one day to work on the rocks.  Afterwards, I glued a google eye to the fish.  (The google eyes will not stay on for more than a few weeks.  It's good for the beginning pictures, but it will not last forever with a glue gun.)

On the second day of the project, grades 2-6 used permanent markers to trace out eyes, mouth, patterns, fins, and details in their rocks.  Since this step only takes about 5-10 minutes to complete, I found worksheets on Linda Kranz's website that students colored and filled out.  The worksheets can be found here.

Remember when I said that departments also receive a rock?  I painted fish rocks for the front office (administrators, nurses, secretaries), lunchroom, custodians, Title 1, ELL, Special Education, and Specials!  They're mixed in with the class rocks below ready for installation!

Now the fun part...getting over 7 bins of rocks and large river rock into the courtyard!  With lots of helping hands, we transported all the pebbles to the courtyard so I could spray them with the acrylic clear coat.

The custodians were also very helping in clearing out an area in our courtyard before installation!

And the sign has been made...

On the day of installation, students and staff were invited to participate in the installation process.


And here's the finished project!

Our school has been passing around the golden pineapple award for teachers sharing positive events in our school, and on the day the garden was being installed, a student dropped this award off in my classroom!  Totally excited and honored to have this award for this project!  It's for the entire school for their participation!!!


Wednesday, August 9, 2017

Your Beginning of the Year Checklist: September's Stepping Stones

It's now the start of the 2017-18 school year! If you are returning to your teaching spaces this month, welcome back! I would also like to welcome our new art teacher colleagues!
In the beginning, I like to offer some advice and ideas to help ease into your new school year. There’s so much to juggle in those first few weeks, from setting up the room, curriculum, and procedures, to trying to balance student names, classes, and materials. We are the definition of organized chaos and we do it with style!

1. Plan your space. When I first walk into my classroom, I’m overwhelmed with the list of things to do, but in creating a checklist, it helps in planning your area. I start with where I want my tables and chairs, demonstration board, desk, then storage. Once you have your big furniture set up, you can move on to the smaller tasks, such as visual displays, bulletin boards, and material organization.
If you have a cart, start off by visiting the classrooms to view the spaces you’ll be working in. Look for the outlets, water sources, and communicate about storage concerns.

2. Develop your method of organization. When it comes time to set up the materials, you need to find a way to manage the materials that works for you and your students. For example, if you have common materials, such as crayons/colored pencils/markers, create separate bins for each table for easy pass-out and cleanup. You can label your bins with table numbers, codes, or colors. Labeling the bins also saves on arguments. I recommend doing the same with pencils, erasers, scissors, and glue. This method is also true for carts. If you visit different classrooms, having separate bins helps with transitions as well.
3. Organize your classes. Prior to the first day of attendance, you should receive a list of students who will be attending your classes, whether it is a classroom cluster or students who registered for your program. The choice of how to seat the students is always up to you.
I learned very quickly that elementary students needed structure when they first walked into my classroom. Once I have the class lists, I started right away on seating charts. With knowing my students as they grow from year to year, I became more familiar with where to place them. In some cases, you may have students transferring in and out in those first few days, so be flexible with your seating arrangements.
Planning a seating chart also helps with getting to know your students’ names if they are new to your classes. If you’re at the junior-high or high school level (and depending on the rapport of your students and the structure of your class), you may be more flexible with seating arrangements.
4. Plan your rules and procedures. How do you wish to manage your classes when students enter your room, or when you enter theirs? On that first day of class, focus on what guidelines and procedures work best for you. Be sure to explain to the students where you want them to be sitting when your class begins.
If you give directions, remind the students to observe the procedures of the projects before jumping right in. Do you want your students working silently, or low voices? Will you be assigning art jobs, or have students independently navigate the room for materials? In the given amount of time you have with your classes you need to structure how you plan to deliver the objectives.
5. Give your students ownership. In definition, find a way to give your students a sense of responsibility while in your class. This can be challenging with younger grade levels, but with time and practice, you will notice an improvement in their behavior.
When my students learn the room, the materials, and expectations they attempt to be role models for others, especially when a new student transfers in. Every week, my students receive a new “art job” to help with material distribution and collection, noise management, teacher helpers, and floor checkers.
6. Be flexible and keep an open mind. Not all beginning-of-the-year set-ups go exactly as planned. Many of us may know this with last-minute room changes or complete class switches. You may also find that a procedure does not work and you need another idea.
If you are just starting out and need to reach out for ideas or support, please remember there is a wonderful social media connection that can help with any questions or concerns. You can visit the “Art Teachers” group on Facebook, or #artsed on Twitter for vast amounts of resources.
Best of luck with the beginning of your school year! 

Thursday, May 25, 2017

Baby Chicks in the Art Room!

This Spring, we took on a new adventure in our school's art room: hatching baby chicks!  Every year, our school takes part in a project to teach about the process of the egg to the bird.  Many classes from Kindergarten through 6th grade take part in the project.  With this being my 3rd year at my school, I was interested to see if a specials teacher could participate as well!  I was very excited to receive approval and begin the journey of hatching chicks in the art room!  Even with student allergies and sensitivities, this project was checked with parents prior to beginning the process.

Our Baby Chick Story

It all started with an incubator.  The box contains a space for water (to keep the eggs humid for the 21 day incubation period), a metal rack, and a turner for the.  We needed to keep the temperature at 99.5 degrees during the 21 day incubation.

Throughout the 21 days, students would take quick peaks inside the incubator to see how they were doing.  I was giving a link to a Powerpoint containing pictures of the egg development over each day.  You can find the Powerpoint at this link.

Some kindergarten students were interested in the pictures of the eggs in development, and tried to draw a picture of what the chick looked like inside the egg!

On around Day 19, we transferred the eggs from the turner right onto the metal rack (covered with a thin mesh to prevent egg pieces from falling through).  This was the exciting part!

And when we walked in on a Tuesday morning, we had our first batch of baby chicks!!!

Students were invited to peak at the new babies while working on their art projects.  They were so excited to see them, they were on their best behavior waiting for their tables to be called up!

That afternoon and the next day, I moved the hatch-lings from the incubator to the box prepared with the heat lamp.

In the end, we had over 15 hatch out of two dozen eggs!

Now that the eggs were hatched, I discovered that I had limited time with the babies.  I only had them for one week before they were collected for a local farm.  So why did I want chicks in the art room?   I wanted students to document and quick sketch what they observed.  I was able to have a few kindergartners draw the eggs in development, but my 3rd graders were the lucky winners to work with the chicks!

The Project

Students were to create a drawing of a chick.  The challenge was how to draw a moving model.  My students are familiar with drawing still life or pictures for inspiration, but this was their first time drawing a live animal!

On each table, I set up a bin with white paper at the bottom.  Two chicks were carefully placed in each bin to be observed while drawing.  The chicks were properly taken care of and students were given specific instructions prior to starting on handling the chicks.

Warning: If you attempt this in your room, chicks poop...a lot.  Be prepared for students to laugh or comment on droppings while working on their drawings.

Students were given one class period (about 30 minutes) to create a drawing of a chick (or chicks).  Once their drawing was completed, they were able to place their chick in any background they wished.  The drawing was to be traced and colored using either crayon, colored pencil, or markers.  After day 1, students were only able to complete their draw and begin tracing.

I couldn't help it, I wanted to draw a chick too!

After one week, we had to say goodbye to the chicks as they were adopted by a local farm.  The following week, students completed their drawings with crayons, colored pencils, or markers.

Here are some of the finished examples from the experiment!  The first drawing was made by a kindergarten student, and the rest are from my 3rd graders.

Overall, I loved having the experience of hatching baby chicks in the art room!  Since this was my first time (and new to the time frame), the project was limited to drawing materials.  Now that I'm familiar with the steps, the ideas are flowing for next year!  thank you so much to my colleague, Mrs. Perino, for making this happen!