Here's your challenge: Take a look at these clever students and make a list of what they're looking for.
Active learners need quality tools. Spend your money wisely, but find the highest quality artists' materials you can for your students. Crayons and markers need to be vibrant, true to color, and fresh. Eight colors are never enough. Order a complete spectrum. That doesn't mean you'll always put all the colors out because inventing your own colors is a cool part of being an artist, but make sure the possibilities are there. Take the time to teach how to use Mom Scissors (those lovely, honking, huge things that really cut) and make sure we use the correct names for the tools. Brayers, triangles, protractors, rotary cutters, and linoleum knives aren't mysteries if they're in common use by all the artists in the room.
Anticipate questions and make sure the answers are developmentally and second language learner appropriate. When I introduce the tools in the drawing center, I'll demo colored pencils, pass out hand sharpeners and have the kids compare the shavings with those of a graphite pencil. They'll be able to feel the waxy texture and understand why colored pencils kill off electric sharpeners. We'll practice borrowing and lending pencils in Spanish and English, setting the tone for a respectful classroom with please and thank you.
I LOVE thinking about the next project, planning for materials and thinking about how I'll put something together. So do my kids. Their job is to show up at art, alert and ready to work. My job is to assemble the materials they need, provide the lessons that their interests have shown me they need, and get out of the way. Artists need to be able to experiment, to try new ideas, and to fail. The coolest learning comes from rescuing a construction disaster, discovering a new texture in a puddle of wandering paint, or watching how a friend solves a similar problem.
Kids might argue with this one, because learning how to keep an art studio clean and making it ready for the next group of artists is a bit of a pain. It's complicated, because cleaning lessons are part controlling chaos, part doing one's share of work in the studio, part learning to be a part of a learning community, part using resources wisely, and part planning for the next session. Couple that complexity with the reality that some artists are tidy and some are pack rats, (this is *not* the place to make a comment about the teacher) some have families that teach responsibility to little ones and some don't, and there are varied systems in their regular classrooms. No matter the habits that artists bring to our shared studio - we all gain a sense of pride when we learn to work together.
All of us have snug areas of comfort with our art schema. Symbol drawings (hearts, rainbows, puffy flowers, and even symbols like Kilroy) have been shared and practiced whenever people gather since people started making marks on their world. We learn about symmetry, patterns, and replicating detail when we practice our favorite symbols. There's a real sense of community when children teach a special pattern to each other and a sense of accomplishment as its honed and practiced over and over. The tricky part is creating a safe place to try something other than those favorite patterns. That's one of the most important art teacher jobs - sharing a wide variety of materials and techniques designed to pique a child's interest. Yes, we have lots of choice in what to make in studio. No, it's not OK to make your fourteenth pair of binoculars with cardboard toilet paper rolls. You can trust me to nudge you into trying other things.
Learning about pattern, color, sequence, engineering, and properties of matter while playing with paint, clay, fiber, beads, and melted crayons - what could be better? Developing organizational skills, forming friendships and practicing a second (or third) language while stacking blocks, making books or researching animals for drawings is endlessly entertaining. Children are naturally curious and love acquiring new skills. An art studio is one of the best places on the planet to grow.
We'll be seeing you around!
Some projects fly together with a small amount of enthusiasm, a little bit of energy, and a good idea or two. The average Art Night is a little more complex, as it turns out. We've been talking about scheduling one for a couple of years, but with one thing and another, it's never quite come together. This was the year. My predecessor had organized one with the help of the PTSO but it'd been a while and nobody had strong memories of the kinds of activities that were offered. A colleague shared a flyer from an art night at her daughter's school in Olympia sometime last spring. That flyer spoke to painting activities that parents and children could enjoy together but there weren't many details. Hmmm.
In October, I collaborated with my library buddy across the wall and talked about the advantages of having both events share an evening. She had a book fair scheduled for the first complete week in December and needed an evening event to finish off her event in style. I used a variation of the "put it on the calendar and the muses will show up" (they always have, after all) method of event planning and loudly plunked it on the school calendar. Evening events are a big deal and our nice little gym is used by lots of community groups for sports events. The sweet schedule maven at the high school moved heaven and earth (and basketball teams) and cleared the night for me. I had a great time designing a flyer, getting it translated so our whole community could read it, and happily sent them home with kids. With the wrong date. All 540 of them. YIKES! We rescued some of the flyers, reprinted some with the new, correct date and made our apologies to the teams who then needed to be unbumped from their bumped spots. Everyone was still smiling so I continued with the planning.
I've heard of some December art nights that were primarily craft nights intended to be fun "make and takes" for small ornaments, but that's not really my style. While crafts are certainly fun, they aren't open-ended enough and don't allow for artistic expression like our studios do. I'd thought for quite a while about what kinds of activities the eight year old me would enjoy on such an evening. Then the 103 year old me who is responsible for resources whittled away at the list and chose things that could depend on either inexpensive supplies or the lovely collection of recyclables that flows through our studios. The final step was for the 56 year old art specialist me to come up with the final selection, design displays and instructions to fit a wide variety of age, ability, and interest. My eyes circled the studios in my classroom and chose an activity or two from all the media-specific centers that are part of our stable except for 3D construction and clay. Both required too much time, thought, and peaceful drying time to be appropriate for this first Art Night.
With final "casting" done, I made lists of each proposed activity that included display ideas, supplies (both those that were on hand and those that needed to be purchased, begged, borrowed, or stolen) and a quick sketch of what the setup might look like. For example, for the ojos de dios (gods' eyes in English) I had all the yarn I needed, a reminder to hot glue 50 or 60 "frames" from craft stick stores in the classroom, and a note to site the rainbow cabinet close to the table. The rainbow cabinet is a storage cabinet with brightly colored drawers that stores lots of classroom staples in drawers with picture labels (rulers, kid scissors, "big" scissors, ojo frames, square frames, etc.) When I sketched out the table banner I realized that I could only go so far with written instructions so I made a note to invite the artist to "Find an Evergreen artist for a lesson." My students start learning how to weave the colorful ojos at the beginning of second grade so I knew there would be lots of willing (and proud) helpers to assist parents.
When I pictured the gym in my mind - with ten or twelve tables against the walls so that I could hang my banners - I realized that the use of space felt impersonal and clunky. As I gave it more thought (while simultaneously gathering supplies over the period of a couple of weeks) I came up with the idea of situating the tables in a big circle. If I used that kind of arrangement I could help to direct/manage/play activities and I'd save myself essential steps. I drew out a schematic of my plan on a sheet of paper and consulted with our head custodian. Sue agreed that it could be done and politely skipped mentioning how strange a big circle of art in the center of a rectangular gym looked. She also committed her night crew to helping us set up. (Thanks, Sue!)
I had a vague idea that there would be at least 50 people of various ages attending because of a cutaway slip I'd added to the publicity flyer. I also had a few volunteers from the parent community and a few staff members that offered their help. In addition, I gave the fourth and fifth grade students who attend my Thursday morning (we're talking 7:00 AM!) Art Club a chance to help, too. Our enthusiastic crew loaded and re-loaded the utility cart with the supplies I'd set out for travel. We made numerous (!) trips the length of the school between the art room and the gym (as far apart as is possible, of course) and flew around our circled tables, placing the essentials and making final adjustments. Brightly colored construction paper was cut for the paper mola table, more paper set out for the Danish woven hearts, paper plates, feathers, pipe cleaners, scissors and glue set up for masks, and paper bags and colored paper scraps put out for puppets. Crayons were peeled for the warming trays and set against the wall where the outlets were. A long line of newspapers was set down along another wall to offer a place for giant tempera posters and prints to dry. Parent helpers carried the big loom down so it could hold a place of honor in the center of our wagons circle, and lots of felt was cut and displayed with heavy string and big-holed needles for the L.F.T.s.
After a tornado of activity we looked around and discovered that our start time had come and gone and each table had artists happily exploring new things. I was so entertained visiting different tables and watching what our talented community was doing I almost forgot to take pictures but managed to capture some of the fun. Until the batteries quit. In both cameras. No matter. We laughed and put a giant pile of batteries on the "to do" list for next year. (Speaking of a "to do" list, I would greatly appreciate input from those of you who attended. Do you have suggestions for improvement? Is there something you want to insure that we do again? Did you get help from an Evergreen student who deserves a thank you note?)
We had such fun. Little people were teaching big people who were teaching middle sized people who were celebrating the joy that creating art always brings us. Some of the extra paint escaped the aprons and rags but it looked like any errant color was being worn as a badge of honor. There is no age limit on how much fun it is to explore color, texture, and creativity. It was important to me that our offerings were true to the concepts of TAB as they relate to inspiring creativity through access to great media. Our thank you list includes:
Dr. Warner, principal, for helping with crowd serenity and cleanup, as well as his steady support for the arts, Jimmy, Daley, Oscar, Angelica, Hilda, and Ashlee, Lupita and her brother, Victor, Art Club members who helped with a million tasks, (especially Ashlee, who was the main instructor at Danish hearts for the whole night and is a fabulous teacher!), Jennifer, who helped with setup and cart pushing, Ms. Robbins, who worked the paper mola table with such flair, Ms. Doyle, who lent support while managing the Evergreen Synchronized Baby Stroller Brigade, Ms. Berg and Ms. Mott, who helped with sewing and problem solving, Harmony's mom, who peeled crayons and got the melted crayon center going, Casi's mom and dad, who helped with loom lugging as well as the print center, Daley's mom and big brother, who helped with clean up, Ms. Salinas, who helped by STRONGLY suggesting that the art teacher eat
some of her supper, Ms. Jackson, PTSO president, who helped to generate the idea, Ms. Peterson, who helps with all sorts of kid projects, Ms. Morgan in the library, who's a great collaborator, Ms. Salzer who came, even after a full afternoon of caroling with her choir, to help with crowd control, Ms. Trejo and her family, who actively participated in creating some fabulous art and then stayed to help clean up, too! Mr. Escobedo and Mr. Wilford helped with room setup and with clean up after we'd all cleaned up, Dr. Warner had washed and rearranged tables, and Ms. Gray and Jennifer cheerfully pushed the brooms. I also appreciate my sweetie, who helps by ferrying supplies back and forth from Olympia and never inserts earplugs when I plan out loud or talk about art for six straight hours. If I forgot you, send me an email or collect your thank you hug when we see each other at school. Same time next year?
There were a lot more photos (HARD to choose!) than would fit in a normal sized blog. Here they are, in a gallery called, Art Night 2009. Enjoy the visit!
Those of us who follow (dabble in, wax enthusiastic about, get goose bumpy in the company of) Teaching for Artistic Behavior - TAB are tickled to share a new website devoted to the topic. LOTS of hard work has gone into the effort and it's simply gorgeous. More importantly, it's a great, artist-friendly place to dig into what TAB is all about. Questions? Ideas? Searching for people in the field to contact? All there!