I didn't always teach kindergarten. They added kindergarten hap-hazardly in my old district. They never had a full plan of what art would look like, much less a curriculum in place. When I moved to a new district there was a curriculum but only 30 minutes a week to get through it.
Those first weeks in kindergarten are tough, for the homeroom teacher and specials teachers. Those kinders have a difficult time lining up, much less getting supplies in and put back in 30 minutes time. I have found over the years that a consistent activity for the first three weeks helps introduce routines, teach concepts, and reinforce classroom management.
Inspired by Keith Haring I designed a small book that we complete over a series of three weeks that helps me get to know the kiddos and assess their fine motor skill level. I write each student's name in bubble letters on the cover and have the students complete the character to look like them. In the weeks following; we draw, color, and chat about art in and out of our room. The book is a great way to remind students (and me!) where they sit and teach routine.
SCribd changed their policies awhile back, you can also find the file on my google drive by following this link: https://drive.google.com/file/d/0B2_hFbAOrEDFNDNJRWVmWWdEZ1E/view?usp=sharing
I'm in the process of transferring content to my new blog. This post (and a download!) can now be found at makeartstudios.com
Please follow the following link to view:
Thanks, and sorry for the runaround.
sWhat about you all? What do you do in those desperate emergency situations that you literally have to pick and leave within 10 minutes?
incorporating common core strategies in the art room
It's a rough year to be a teacher, but boy is it a tough year to be a classroom teacher. They are being asked to invent curriculum, provide support for gaps in the system, all while being evaluated by a new method.
I've been asking people in my building how the arts can best support these new common core goals and strategies. I don't want to sacrifice my curriculum or integrity of my program, however I know that I become a better teacher and learner when I try new things and expand my horizons and I suspect that what the common core is asking students to do directly applies to the arts. I also know that I'm mistaken if I think there will not be a day that the common core will rain on me and my program. I know the day is coming when my fellow teachers, administration, Board, and State ask me how I'm supporting the common core initiative. I like to have an answer ahead of time.
After brainstorming with teachers in my building I thought the following ELL common core strategies and concepts would be a good starting point and could be a incorporated into my art program with ease.
I've always included the above concepts and strategies in my program, we all do. I now make sure that I use the same language as classroom teachers and give students ample time to think and respond.
Above is an example of second graders comparing and contrasting two paintings by George Rodriguez. Students were asked to come to the board and point to evidence to support their comparison or difference. We listed them directly on top of the pictures of the paintings.
Below first graders were learning about the work of Piet Mondrian. We discussed the concepts of artists having unique styles. I explained that to know an artists style, we had to be familiar with the shapes, lines, colors, and subject matter that the artist commonly uses. On the image to the left we listed what was the same about the three paintings, determining the style. We then looked at Mondrian's Broadway Boogie Woogie and discussed how this painting was different from the previous three. Students were engaged and eager to share their thoughts and evidence. This activity took a few minutes and not only supported classroom teachers but also my curriculum.
How are you supporting the common core initiative? What activities do you do that compare and contrast?
I don't run a TAB art room. However, this summer I read up about teaching for artistic behavior and found that I really like the mentality of the program and agree with many components of the model. I'm still working through the information and formulating thoughts on how TAB might work into my curriculum and program but in my quest for knowledge I joined the 'Midwest TAB-Choice Art Teachers' facebook group. I've stumbled upon many an interesting discussion and learned a lot about TAB through posts on the Facebook group page but one discussion in particular really inspired me to do things a little differently this year.
I'm sure you've seen this gem of a lesson (pictured below) floating around pinterest and artsonia alike. It's a great two point perspective lesson that leaves loads of freedom for students to be creative, innovative, and confident about pulling together the principles of art and design. Kids loved drawing them and showing them off to friends and family. But the most valuable thing that my fifth grade students took away from this lesson was learning to take a step back from their drawing and viewing it from a far. They learned to silently contemplate their drawing as they looked for their focal point, range of values, use of color, and overall craftsmanship.
I was proud to see my students get up periodically to stick their picture to the board, take a few steps back and stare with squinty eyes for a couple moments before sitting back down and silently getting to work. They were artists working on their craft in a creative studio environment and I was there available for trouble shooting and critique. It felt great to have students take such control of their artwork and see artists bursting with pride at the end.
I've changed my game plan many a time over the years for what I have available for kids to do after they've told me they're finished, I've told them they aren't, and then they've sat down, worked for 6 more minutes, and come back again to tell me they're done - That pattern sound familiar to anyone else?
I've always had books and magazines available for kids to look through. I've collected how to draw books over the years from the library reject piles and admit that I use the ol' "free draw" idea. But I'm always on the hunt for more. I like the idea of providing TAB influenced after activities. And my thoughts for this upcoming school year are to provide stations of different materials to encouraging reworking of the project that the student has just finished or pushing them to embellish or elaborate on their creations with different supplies that were originally offered.
I'm in the process of transferring content to my new blog. This post and the new download can now be found at makeartstudios.com
Please follow the following link to view: https://www.makeartstudios.com/blog/mystery-artist
Thanks, and sorry for the runaround.