Day 5: continents and world map screenprint



world map image used in screenpint

 My perception of Friday's lesson is not as universal as previous days as I was really just working with small groups of students at a time, so hopefully Cindy can fill in what I missed.

I started with a quick review to see what the kids remembered from our previous sessions. (Responded shapes/lines, Van Gogh, one kid remembered Jean-Francois Millet correctly pronounced even!) I said we've been working on a lot of reading and writing lessons, but that we're starting to work on some more social studies ideas now. I brought in my Philly daily map screenprint on fabric to show the kids. I asked them if they could figure out where it was and what the format reminded them of (number grid!). After a few more hints they figured out that my repetition of the map represented a calendar. I explained that screenprinting is a type of printmaking for making copies of something. I compared printing to the computer printer or photocopier, but that a long time ago before machines, artists and mapmakers would use printmaking for creating lots of copies of maps.
On the board I listed several screenprinting terms: screenprint, squeegee, ink. I showed them the screen and carried it above their heads so they could see the light coming through the screen. I said the empty spots where you see light is where the ink goes through and the red stuff (screenfiller) blocks the ink from touching the paper or fabric. I also passed around a squeegee and said it had a handle and a blade. Then I demonstrated (without ink) how to pull the squeegee across the screen to make the ink go through. Then I explained the printing process we'd go through as a group: come back, put on a smock, pick a fabric, place it on the board following the taped outline, 2 people to help hold down the board and screen while one person prints, then to wash hands while I hung their print on the line to dry. I insisted that it was very important that we cooperate, move quickly to get ready and exchange smocks and print because if the ink dried out in the screen it would block up the screen like the red stuff and ruin our image.
I asked them what the image on my screen looked like (response- a map!). I asked them if they knew their continents already (North America! Asia!....) Cindy uncovered a map of the world on the bulletin board and I tried pointing to each continent to see if they could remember any more (Arizona! London!). Cindy said she was going to teach them a song later about the continents, but I'd already planned to share one and asked if she minded if I sang them my version.She said okay and I asked the kids to sing/repeat after me as I pointed to each continent. To the tune of Frere Jacques, "Europe, Asia (repeat), Af-ri-ca (repeat), North and South America (repeat), Antarctica, Australia (repeat)".  We sang that twice, and then I pulled out a paper copy of the map we'd be printing (see top of post), and said I'd like them to color in each continent a different color following the colors on the map on the board while the individual groups were back with me printing. Cindy stepped in to run the map diagram portion of the lesson and I went back to set up/start printing.


Bailey reveals her print

 Each group came through very quickly and orderly. They helped each other put on smocks and print. I let the kids pull at least one stroke towards them across the screen, and then to ensure a complete print, I pulled a second stroke back. We lifted the screen and the kids pulled out their complete print. I wrote their name on the bottom, hung it up, and moved on to the next kid to print. They all followed directions beautifully! We had no big mess!!! I was most afraid of this, since we were in a regular classroom not the art room, and I didn't want any kids to mess up their clothes. One student ,who I believe is an ELL student, lit up when he printed and asked "I do it 100 times?!!" He really enjoyed printing, and I hope through the rest of our art activities he'll be a more engaged and confident learner. Another student, who seems very resistant to working in color for some reason, found printing very exciting and as he watched everyone in his group print kept saying "It's MAGIC!!!"

As I said before, I was not totally aware of what the rest of the class was doing as I worked with each group. At one point there was some boat drawing on the board. Generally, the students seemed focused on work in their sketchbooks. So Cindy will have to fill in here.

At the end of class after I had cleaned up all the screenprinting paraphernalia, I reviewed the vocabulary we had learned about screenprinting with the kids and we sang the continents song one more time. I explained that next time we'd be learning about rivers of the world and stitching on our fabric maps.

There's no way I could have done screenprinting in this way without another teacher in the classroom. Today I really felt like an ARTIST in residence more than a TEACHING Artist in residence because I was really working individually with the kids to go through the printing process. In a way I was a little carried away, because I probably could have changed my orientation in the room so to be more aware of the entire classroom. It's too bad we couldn't have gotten through our rivers of the world series of lessons prior to the trips that are coming up. I hope the kids don't get confused. On Wednesday we need to go through the science and social studies pretests before our North American River lesson starts. We should probably have some animals, plants, people, etc worksheets ready, as I'd like the students to add a detail like that to the map in marker before we start stitching. 

Day 4: Furtraders Narrative

Cindy 's writing with art lesson

Today Cindy presented our lesson centered around narrative writing and I took the debriefer/observer role. It's always fun to watch Cindy teach because she has a great rapport with her students and she's very expressive. She began my reminding the students of the mini-lessons they had worked on for planning a narrative. To mark how the narrative writing is different she asked the kids what kind of writing we had done last time (foursquare! response, informational). She wrote informational and narrative on the board and made sure the kids understood the distinction. She emphasized that when we write we want to make the reader interested and involved, and even entertained.

We passed out sketchbooks and pencils. Cindy passed out booksets about the artist Van Gogh. She said "Pretend these pictures are illustrations in a book, and we have to figure out the problem/solutions of the story". She asked if they knew what an illustration is. She asked the kids to glance through the book, but we weren't reading it today, just looking at the pictures. Some kids recognized Starry, Starry Night from art class. Cindy thought we should have our main idea umbrellas for our elements of art to help us talk, so I quickly drew them on the board.

elements of art main idea umbrellas

First we looked at a self-portrait of Van Gogh. "Does he look happy? Why not?" One boy, Justin, came up with a problem- he must have asked his girlfriend to marry him but she turned him down and now he was sad. This made us adults laugh thinking about poor jilted Van Gogh!!



looking at Van Gogh for problem/solution

 The next page contained a series of black and white reproductions of prints and drawings. "Ooh, these are in black and white..." (They're SKETCHES! was called out). As the kid looked at each image Cindy encouraged them to start off saying "I see..." to describe the scene and then asked them to imagine a problem and solution. She tried to give each student a chance and tried to pull out the quieter kids by calling on them directly. Many creative responses were supplied by the students and they seemed quite excited thinking up new stories from the pictures.

After a few rounds, Cindy asked "Do we all imagine the same story from the same picture?" (response: Nooooo, we all have different stories). "So when we go to a museum do we just walk by each painting and top for a few seconds, uhhuh... whatever...ok... passing by each one? What should you do?" (response: you should stop and make up a story). Some kids had a hard time getting started, and Cindy said "Well, tell me about it... first tell me what you SEE". And when a kid kept continuing with more problems and no solutions she said, "When a reader reads a problem and there's no solution, the reader gets sad or confused, but if you give a solution..." (response: Then the reader really GETS it!).

We came upon a very dark blue image, and Cindy said "What time of day is this? How do you know? Sometimes colors can give us a MOOD". She wasn't sure if she should bring this part of art elements up, but it was a very natural time to do so. I think Cindy knows a lot more about art then she thinks she does, and she led the discussion about the paintings very naturally, using the art vocabulary we had previously covered with the kids. The kids had so much fun making up problems and solutions that what was originally expected to be a preliminary exercise, became the main activity.
It was clear that the students had the concept, so we moved on to the image of the Furtraders on the Missouri. We passed out a new foursquare and copy of the painting for the kids to glue in their sketchbooks. Cindy demonstrated how to glue a page into the book since some had difficulty.
Cindy reviewed which information the kids should put in the boxes:
"First thing is..." (Look at the painting!)
" and then get the"... (information! the Setting! the characters!)... "and maybe the mood"
"then you'll invent a problem and solution"
She said, "Remember what Ms Elcin told us about looking at a painting- find the colors, shapes, foreground, and background. Like, what do you notice about this boat?" (response: Symmetry! It's straight.)
"What kind of a boat is it?" (Canoe) "Would you want to ride in that boat? How does the water look?"
"Let's imagine who these characters are.. friends, enemies, brothers, criminals?"


filling in a new foursquare

 At this point the kids started writing and Cindy and I roamed the room, offering tips, helping kids work out their ideas, and passing out final draft paper. We ran a little short on time, but Cindy said she'd allow them to finish their stories after lunchtime.


writing the good copy

 Before we finished, I wanted to inform them of our next activity, so I showed them a map screenprint I'd done on fabric, and said we were going to start talking about rivers, which was why we chose a river picture to write about today.

I think we have a good energy and cooperation going. The students seem very engaged and I'm hearing a lot of our art vocabulary from them. I'm currently thinking about what I can do about our river background collaborative piece that might connect to Cindy's geology unit somehow. Do you talk about strata?

3rd lesson: Gleaner foursquare and writing

Today was a catchup day to make sure we stayed on schedule before our trips. I came in early to read some of the students' baseline writing examples as well as score the art and fiber art pretests. As expected, the pretest scores were very low.

To begin our lesson Cindy reminded the students about the mini lessons on writing they'd been learning in the past week, including writing in paragraph form, using sensory words, using signal words (shown above), and beginning and ending with and interesting question or idea to catch the reader. I was unfamiliar with the term "signal words" so I asked the students to explain what it meant. Afterwards I had one group help distribute our sketchbooks.

While I set up our projector and image, I asked the kids if they remembered the title of our painting (The Gleaners), the name of the artist (Jean Francois Millet- we pronounced it again as a group), if they remembered how many kids he had (9), and if he lived in the city or the country (country). They remembered quite a lot of information! Once our image was up and ready, I asked the kids if they could tell me what they saw in the picture (many called out shapes and colors they could see). I revised to ask what THINGS they could see, because the shapes help describe objects and people in the pictures (then they responded trees, houses, a man on a horse, grass, women). When a student said "Grass", I said, well it's not grass, it's WHEAT. "Does anyone knows what we use wheat for?" (cereal, bread, cream of wheat, crackers). I explained that the wheat in our crackers grows in a field like in the picture, and that nowadays we have machines that cut down the grain, and trucks to carry it to factories to be processed into flour and baked goods. I asked if they remembered when the painting was made and how old it was (1857- about 150 years ago). I said that things were different back then and people had to do all the work.
I switched to a slide that only showed the background. "Is this far away or close to us? How do you know" (responded, far away because the things are small). I then explained the story of the background: the man on the horse is the boss, and all the people back there are working to harvest the wheat and stack it up to take to the barn. Then I switched to a cropped foreground view of the Gleaners. "Are the ladies close to us or far away and how can you tell?" (response- close to us because they're bigger). "Why do you think the ladies are far away from the other people?" (responses- they have a different job, they're slower, etc.) I explained that the ladies do not work for the man and they've gone into the field after the workers have already harvested the wheat.
I asked everybody to stand up, select one of the characters and try to take the pose of one of the women to feel their bodies. "What are they doing?" (response, picking up the grass and wheat). "Let's pretend we're picking up the wheat, bend over, pick some up and put it in your basket, bend over, pick up some more, etc". "How does it feel?" (my back hurts...) "Can you imagine doing this all day long in the hot sun, and your poor and hungry?" "Now how do you think the ladies feel?" I explained that the Gleaners are people who pick up and use what was left behind by other people, and these women are working in the field to get the leftover wheat so they have food to eat.

Having looked at the art, experienced the women's pose, and learning the story, it was time to write about it.
I passed out the new foursquare organizer and asked the students to glue it into their sketchbooks. I explained we're going to write a descriptive paragraph about one of the women in the picture. I said they should imagine they need to explain this picture to someone who has never seen it before and  use as many details and sensory words as possible to give the reader a clear image in their head. I reviewed each square and asked the students to respond by completing the sentence in each. The squares were :
-Describe what the woman looks like and what she's wearing, -Describe what the woman is doing, -Describe how the women feel, and -describe how you feel when you see this picture or what it reminds you of. Students moved at their own pace filling out their foursquares. Cindy and I moved around the room helping students stay on track, offering tips, and checking when students were prepared to start their finished writing.
When students were complete we asked them to draw a picture of what they thought their woman did NEXT. I reminded them to use details they noticed in The Gleaners, and remember line, shape, color, and depth elements. Some of them are very inventive and detailed, and I hope to go back and document some of them.

Day 2: The Gleaner

We like this shared debriefing, so we'll continue. It's interesting to learn each of our viewpoints on what happened.

Today we started at 1:30, Friday afternoon, and the weather and the room were incredibly hot! When I entered the children were working at their centers for the first time- this is a group-independent activity. Today I saw one table working on reading and listening to themselves say poems, one group was doing First in Math on the computers, another was creating an autobiographical picture timeline, another was making a comic strip with dialogue, another was practicing reader's theatre, etc. It was great to see that Mrs O' Donnell uses artistic and creative activities to help kids learn all the time.

I started off by learning all the kids' names by table, and reviewing them as we'd run out of time in the first session.Then we began by reviewing what was learned the lesson before. "What elements of art did we learn on Wednesday" (kids responded geometric, organic, etc), Cindy showed me the Main Idea Umbrella and detail raindrops organizer the kids have been using. We drew 2 big umbrellas on the board for our 2 elements learned so far and I elicited what big idea geometric and organic falls under (SHAPES!). I then elicited LINE and supporting details thick, thin, curved, straight, wavy, etc. I explained we would learn one or 2 more elements that would help us talk about art.
At this point we got interrupted by a fire drill! Luckily I'd already been through one at Comly and was familiar with the route. While waiting outside I tried to remember their names now that they were all mixed up, not by table order. When we came back upstairs I had the kids do some breathing exercises to help them calm down and cool down from the jaunt outside and down and back up the stairs.
I asked for a helper table for passing out our pencils and sketchbooks, and Cindy helped set up our computer and projector. I played the video from artist's toolkit  for color, which shows primary and secondary colors twice. I did call and response for "Red, Yellow, Blue, Primary too, Primary Colors, Red, Yellow, Blue". I drew the main idea umbrella for Color with details Primary and the supporting details of individual color names on the board. I asked the students to find their red, yellow, and blue pencils to make their personal notes/diagrams in their sketchbooks, labeled primary colors. After checking around the room and sharing how some of the students had organized their information, I did the same for Secondary colors. I did call and response for "Orange, Purple, Green, Secondary, Secondary colors, Orange, Purple, Green", and had the students mark their sketchbooks with secondary colors.
I brought focus back to the screen to play the "Depth" clip on the artist's toolkit website. I pointed out how shapes are big in the foreground to show they are close to us, and shapes are small in the background to show they are far away from us. I played it again so the students could make note of where objects were placed in the picture and how their sizes made the space convincing. After some more questions from the students, we got ready for the next step.
I asked the students to get out a gluestick and turn to a fresh page. We'd been working with only one page visible, but I wanted them to open it up flat with two facing pages empty and with the book turned. I selected a student from my helper table and pulled out the photocopies of The Gleaner to pass out. Ms McCaffrey, our  resource support teacher reminded me I should tell them which orientation to paste the picture into their books. We passed out the copies and the students glued it in their sketchbooks. I pulled up a powerpoint for The Gleaner on the screen. I had the kids write down the title, artist's name, and date. I asked them to repeat the name after me "zhawn-franswa meelay" (Jean-Francois Millet). I compared the image info with the title and author of a book. While they wrote, I told them about Millet's life, born on a farm, had 9 kids, often painted life he saw in the countryside in France. Looking at the date we noted it was in 1857, about 150 years ago- Cindy reminded the kids about how they have been learning how to subtract years to figure out time between events. I asked them if they or I or Ms O'Donnell were alive in 1857 (Nooooo). I said we could put images into time lines and asked them if William Penn, whom they'd been studying, came before or after this picture, (before).
We looked at the color image of The Gleaners, and I asked the students what colors they saw (green, white, blue, orange, etc). I asked them what shapes they saw in the image (circles, rectangles, squares) and asked them to trace over their copy to find the shapes they saw. I explained all artworks use basic shapes for the composition, even if it's realist art. We compared realist art, something the artist really saw and tried to paint exactly to non-fiction literature, and imaginative/abstract art to fiction.
I explained that artists use a similar process as writers, starting with a sketch. I showed them Millet's first sketch, and first painting version of The Gleaners, and compared it to their writing organizer and first draft. Then I showed them Millet's 2nd and 3rd sketches for The Gleaners and explained that artists edit and change their paintings just like writers edit and change their stories. I showed a comparison of the first version and the final version and asked students to identify what was different (background up close/far away, colors are different, vertical to horizontal orientation). I asked them if both pictures tell the same story? Do they have the same Main idea? When they weren't sure I asked is it more important if what the women are DOING is the same, or that WHERE they ARE important? They agreed "What the women are doing" is the most important. One student noticed that they ARE in the same place, but that they are closer to the background in the first version, and farther away from the background in the final painting. We confirmed that the MAIN IDEA of the Gleaners was the same in both, just some of the DETAILS had changed.
I showed them an engraving Millet had made of the Gleaners to further illustrate the writing comparison. Finally I showed them a progression slide that has the sketch-first version-new sketch-final-painting-and engraving to compare with the writing process of organizer-first draft-editing-final version-publishing.
We reached the end of the session and half the class had to get ready to leave. While we waited for the bell I reviewed the information we'd covered that day. "What for elements of art do you remember now?" (color, line, shape, space), "Who remembers the title of the painting we looked at?" (The Gleaners) "Can anyone remember the artist's name?" (this was tough) I explained next time we'd be writing about the painting. Cindy suggested I check my knowledge of their names again by selecting students to get packed up to leave.

As the elements of Art lesson took longer, and the fire drill interrupted us, we got a little behind. we've chosen to add a Monday visit to next week to accomplish our writing objectives before the trips come up. We also decided to continue working on the Gleaner, to work more in depth, and perhaps not do the Quilter photograph as a writing prompt. We 'll change the Fur Traders to a narrative writing, as this matches time-wise more with what the students are supposed to be learning in their literacy standards. I may need to change the four-square I made to simplify the information. The kids are much lower level than I'm aware, and I need help making the activities more level-appropriate. This rings true with my idea that residency artists need a lot more professional training on childhood development and different learning speeds.

Gleaners Foursquare

Students will be using the foursquare graphic organizer to plan their descriptive writing based off "The Gleaners" by Jean Francois Millet.

The Gleaners

Jean Francois Millet, The Gleaners, 1857

Getting ready for descriptive writing and use of the four square organizer while looking at art!

River project at PMA by BuildaBridge

I wanted to share these images I saw in the ed wing at the PMA 2 weeks ago from a summer project focusing on Takoony and Wissahickon water sheds created by students of Buildabridge. Specifically the painted rivers on the wall- what color is a river, really? They illustrate the rivers that were studied.

buildabridge painted river model PMA Sept 2010

They also created a river model sculpturally like we haveplanned. There's is large, collaborative, and uses layers of cardboard to make the topography and wood blocks and cylinders to represent the city around the river. Interesting for comparison sake. These were completed by 5-8th graders I believe.

buildabridge river model at PMA Sept 2010

Day 1!!! Art pre-test and Elements and Principles of Design

Cindy wrote notes too and we will be using this blog to aid in the debriefing process. As we had limited time after the first session, I decided to jot down my own view of what I did, when, why so that the memories would be fresh and ready for our postponed debriefing. On Fridays we will have more time for debriefing in person....

I came in, put my things down, and Cindy was mentioning her "behavior board". I had asked her about her classroom management for behavior/consequences the night before, and it seemed this morning was the first time since the beginning of the year she thought she might need it. So she pulled it out and explained the sticks-in-your-pocket system if students were misbehaving.

I introduced myself and and talked about how we'll be learning art and some other subjects at the same time together. I asked the kids "What other subjects do you learn in school?" (literacy, math, science, social studies, reading, etc. were answered). I also explained I'd see them twice a week until January and asked them to figure out how long that would be (4 months).

In order to learn what they already know I explained we'd be taking a pre-test. We don't have to already know any of the words. This is more of a "fun" test. Passed out the 2 sided art and fiber art pretest. read the vocabulary words in the word box together and asked them to fill in the boxes next to each definition, and guess if they don't know it. We quickly realized that many of the children were having serious difficulty reading the definitions. (The E&P defs were a bit too complicated/didn't use familiar vocab) Cindy quickly copied the test onto a transparency and set up the overhead projector. With the test shown on the board, we read the words again, and read each definition out loud, allowing time for answers to be written, rephrasing some of the definitions.

When test was complete, I said I had a "present" for the students, and they got excited. I pulled out the sketchbooks and said I was waiting for a table that looked "ready" to be the first recipients. I asked the students to write their name on the top front cover, and allowed them to choose crayon, marker, or colored pencil to do so. I readied the colored pencils I'd brought for distribution while Cindy set up the computer and digital projector.

I asked the students to open up to the first page of their sketchbook and select a pencil. I explained we'd be watching some animations of the "Elements and Principles of Design" and that they should watch each clip quietly. I explained that elements were what we use to make art and principles were how we used the elements, and that they might already know some of the words from art class.
We watched the "Line" clip on artist's toolbox twice. I pointed out a thick line and asked them to draw a thick line in their sketchbook. I said thick lines could be as thick as my finger or even as thick as my arm. Some students labeled their thick line, and so we suggested everybody label their lines as it would be like making a diagram in science class. Cindy wrote each vocab word on the board for their labels. We did the same process for "Thin", "Straight", "Curved" (and pointed out that many letters have curved line- a, c, j the students answered), and "Wavy" (I had the kids do a "Wave" like in a baseball stadium before they drew their line). As kids drew I held up some of their examples and described them "Amadea has a SHORT, THICK, BLUE line", "Emily has a LONG, THIN, RED line"
We watched the "Shape" clip and learned the difference between geometric and organic shapes. I asked the students what geometric shapes they knew (circles, squares, rectangles, triangles, octagons they answered). I said geometric shapes usually  had straight lines and edges, except for the circle. I asked the students to draw some geometric shapes on their pages, and if they only drew a circle to include some straight edge shapes too. We looked at the organic shapes and said organic means natural or from nature, like clouds, leaves, trees, animals, or our bodies, and that organic shapes often have curved and wavy lines, not all sharp and straight lines.
At the end I asked the students to return the colored pencils and stack up their sketchbooks. Lunchtime preparation business took over and I said goodbye as the kids left.

I'm pleased with the attention of the group and with how easily Cindy and I fall into a rhythm with each other. I need to ignore the "12:00" as the endtime and think more "11:50" as the end of class. I had hoped to get through a few more clips, but Line and shape were my big ones to accomplish today. The pre-test was too difficult and took longer than expected. There's a big difference between 3rd graders in September and third graders in May!