Archive

Art Standards Work for the Third Trimester

Problem Solving in Art!

A group of 3 sixth grade students were trying to make a volcano in art today. This was something they had started in a previous art class, and it was all their own idea. They first used a cardboard circle from the packaging that protected the tops of our stools. Then, they used newspaper to form the general bulk of the volcano and papier mache to cover the bulk. After the papier mache layer, the students were wondering how to repair the stuck-out pieces of newspaper. We talked about possibilities... one was to use Sculptamold as a surface layer.

From there, it was an experiment. Sculptamold is created by mixing the powder with water. We wondered - What if we used papier mache paste instead or in addition to water? The students set off to see what texture they liked and experimented with how the Sculptamold might stick to their volcano. The three of them worked so well together, and I heard one say, "We are doing an experiment..."

They asked questions, and discussed possibilities. THIS is what TAB / student choice art is all about. I love their philosophies and their practices.

Today, fourth grade had art and it was truly amazing to look around at what was happening. So many students were working independently and working on projects that have meaning for them. Students got out their own materials that they needed for their ideas.

I would definitely say that open art time wasn't exactly like this when I started (in October 2015), but it's not worlds away. I do think that students know what the goal is now - creating, and creating their best work. Now that we have all of the centers open, there's not a sole popular center, we are all spread out and engaged in different activities.

One of my colleagues said, "This is probably the first true TAB classroom I have seen." She knows TAB. I'll never forget that she said that because it was such a compliment. TAB works.

Grade 4, Standard 11

ORIOLE ART NIGHT

Recent Art Photos!

3/22/18 - We just reviewed papier mache, and we will be getting into some collaborative large-scale papier mache projects. For now, we're experimenting with papier mache on a smaller scale!

New Art Tables!!!

Second Trimester 2018

2/20/18 - Elementary grades are due today, and I wanted to share what we did this past trimester (second trimester from November 2017 to February 2018). At the beginning of the trimester, I sat down and planned out what we would do and when. Each class only had 20 art classes that I had counted during this scheduling time... That makes our work a bit crunched. Even though we merely covered 6 standards, we also had to have time for revision in small groups, as well as instructional time for art methods and techniques.

I will be looking ahead to all of the art things we can plan for the future.

In the meantime, please check out our standards work below! (And please let me know if you'd like a paper copy: astoll@springville.k12.ia.us)

Fifth Grade, Standard 11

2/13/18 - As we near the end of the second trimester, students are continuing to work on art standards. Fifth grade just worked on their standard 11, which asks: "How might this artwork change someone's beliefs or values?" Last trimester we looked at the Uncle Sam poster that says, "I WANT YOU for U.S. ARMY". This time, we talked about the painting "The Problem We All Live With" by Norman Rockwell. This painting depicts Ruby Bridges, an African-American first grader, walking to an all-Caucasian school. The painting was created in 1964, which I'm sure seems ancient to some of the students. We talked about how it was probably before their parents' time.

We talked about segregation. We talked about what it was like to be in first grade - all of the things you have yet to discover, and all of the parts of life that you'd still be figuring out. We talked about what it might have felt like to be in first grade and have things thrown at you and not be welcomed into school just because of the color of your skin. We talked about how grown adults were a part of the hatred and fear that propelled this to happen to a young girl. We did not talk about current issues. I left that for individual students to make a connection to current events and their lives. Personal connections were made, and the discussion we had was meaningful.

Here are some of the fifth grade responses below. Some of this is edited for spelling and grammar (if needed), otherwise, these are the students' words and ideas unedited.

How might this artwork change someone's beliefs or values?

"It might change someone's beliefs because you would not want to be treated like they were." -A

"It might change someone's beliefs that black people's lives were unfair." - C

"The picture would change to show how different people are/were treated." -M

"It could show somebody that no matter what you look like, everybody can make a difference." -K

"It shows how sad and mad it makes people." - A

"It can help show that people were mean." - A

"It might change someone's beliefs by showing that she wasn't afraid to go to an all-white school." - A

"People may now understand how mean people were to her and others." - M

"I think it will change because they might want to stand up for black people." - A

"That it was terrible back then and it still might be." - B

"It might because it's not fair to black people if they were separated." -D

Fourth Grade Standards 1 and 2

2/7/18 - Fourth graders filled out a reflection sheet today about their grade-specific standards 1 and 2. Standard 2 is an interesting one (and one that is different from other standards) in that it's mostly focused on behavior and positive habits. Standard 2 asks about students handling art materials responsibly, and especially in a way that prevents danger.

I have realized that I may have allowed students to operate things that they may or may not be operating at home. Each time something is tried for the first time (hot glue gun, iron, clay tools, etc.) I stress safety as number one. We go over how to properly use these items and what NOT to do. I am in the room with the students at all times, and supervise closely students who are new to that tool or material. I always ask them if they feel safe using that material. If they answer honestly with a "no", I never make them use that material.

In fourth grade, I would trust each student to take the responsibility to heart and to use the safest practices with all art tools and materials. We have had very minor "oops" moments, but they are rare, and even more rarely repeated. I don't know about other art teachers, but I have accidentally burned myself on a hot glue gun more than once. I've poked myself with sewing needles accidentally. I've even for a brief moment accidentally touched the hot plate of an iron recently. I've also recently cut myself with scissors accidentally... All of those experiences were opportunities for learning. I won't stop using those materials myself, because I can change my behavior to better operate these tools in the future.

I hope all parents approve of our careful attempts at new tools and materials - whether they are soft and fluffy or sharp and hot... All materials and tools are to be respected and fourth grade is so aware of that.

(The following student responses have been somewhat corrected for spelling, but the ideas and wording is all their own. Some bracketed notes have been made to make the ideas clearer to a general audience.)

Standard 1: Brainstorm multiple approaches to a creative art or design problem.

Prompt: Think of a time when you had to think of many solutions to an art or design problem. Tell me about this time.

"I was painting and I did not have the right colors, so I had to mix a bunch of my paints." - S

"When it was a weekend, me and my mom tried to make an American cast." - R

"I used a box for a Barbie room and had to choose a color of paint." - E (This student also told me that she had to decide how to line the box - paper or paint to cover the cardboard.)

"Last time I was ironing [a Perler bead creation] and one of the beads was hanging off so I tried again." - K

"At my house I was making a divider for my rubber bands and I had to think of how I would make it." - E

"When I was making a stress reliever toy, I put fabric on the bottom and didn't realize where I was putting the hot glue and messed up." - K

"Scrambled Koopa (Perler bead creation) - had to reorganize it." - L

"When I was making the stand for my stone and (cardboard) sword." - A

Standard 2: When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

Prompt: Think of a recent project where you had to use and care for art room materials in a way that prevented danger to yourself and other people.

"Scissors - I kept my hands away from the sharp end. Hot Glue Gun - I did not touch the metal." - S

"Iron - I was slow and steady." - C

"Scissors - I didn't pretend to cut anything or run." - K

"Iron - You don't touch the bottom." - O

"When you use a (clay) knife, you need to be careful." - I

"I had to use an iPad carefully or I could brake it." - B

"Hot glue gun, because I don't touch it after a day." - R

"Hot glue: I am always careful with hot glue." - A

"Hot glue gun - I used it like it was a knife." - L

"Staplers - Put my hand on top. Scissors - use them with fingers out of the way." - C

"I used scissors and I did not mess around with them." - E

"Scissors - I held them upside down when I was walking." - K

"Hot glue gun. Hold at the trigger. It was cool on the trigger." - L

"When I was using the hot glue gun. I did not burn myself." - A

Digital Arts Center

2/6/18 - We opened a Digital Arts Center in the past couple of weeks and it's been really captivating for students who might not otherwise be impressed. We started with ThisIsSand on the iPad (it's free - yay!), and Bomomo and WeaveSilk on the computers. As you may know, none of those websites are mine, but I do think they are spectacular.

Today, I started talking to sixth grade about adding to our art website (this one) with student-created content. So, the green bar above that says "Student-Created Pages" has links to pages made by students. My guideline for them is that it's all appropriate content related to art.

See below for some of our creations made on WeaveSilk. These are by Grant, Darien, Jacob, and some other unnamed art students.

Clay, Marbled Paper, and Spin Art

1/16/18 - This week and last, we have been working on clay, marbled paper, and spin art. The students I have this year (3rd, 4th, 5th, and 6th grade) have all already had me last year (except for students who are new to Springville). Introducing the clay center, marbled paper, and spin art were shorter lessons because most students had experienced these before. Now that we have covered book making, the marbled paper and spin art could come in handy for book covers!

Here are some photos of third grade and fourth grade working on these 3 things (and maybe more):

Erik Mark Sandberg and Standards 7 and 8

I have had fourth grade today (so far) and we discussed Sandberg's intentions and the artwork meaning. Many students interpreted a message along the lines of "We are all different and look different, and that's great!"

A student mentioned the uniqueness of the pieces and how Sandberg has a different subject matter and style than others. So I mentioned how I only showed 5 artworks, but if I showed a 6th piece, we would be able to guess parts of what it might look like or represent. That's because Sandberg (like others) has a style.

We talked about use of media as well. A student suggested that Sandberg probably has a special brush or a thin brush to really get that "hairy" look. We talked about layering. Maybe Sandberg paints portraits that look more "normal" and then layers on the hair and different colors.

Another thing I heard students at a table discussing was realism. Is Sandberg's artwork realistic? Could it happen? The kids said that it could if someone dyed their hair and wore makeup. We did not get into a discussion on genetic conditions which might make some of these portraits more possible.

For this appraisal on each student's ideas, I wrote notes on a checklist specifically designed around the grade-specific standard mash-up of standards 7 and 8. That way, I could put the student name and comment in the right category for the standard. Of course, not every student shared (nor would I expect that); however, it gave students the opportunity to share no matter what their writing/reading ability. Normally, we do write down our responses. A variety of reliable assessments is always best.

Thank you to all of the fourth graders for sharing today!

Sculpture

Perler Beading

11/29/17 - We are now onto using Perler beads! Everyone is excited! As usual, I started the project with third grade (the first class in the rotation), and I was pleased to find that every student had something different to make. Some of the things we made included: a Minecraft guy, a gift with a background, a heart, a rainbow, an animal face, an abstract design, a name spelled out, and an emoji. No one really raced to the internet to look up their designs. I was the person who brought up looking up suggested designs when a student asked me about making a flower.

I love that they have the confidence to jump right in. That's what I want them to hold onto.

As usual, not every student was working on this. Many students found other things to work on in the class. One student got out a figurine that she loves and started drawing it. Another student wrapped an artwork in wrapping paper. Another student glued rocks to cotton balls (which reminded me of readymades... also, a difference in texture was pretty interesting... they were hard sculptures, but squishy in the palm of the hand). Another student strung beads together. Another student continued to make her book that she had been working on. Others worked on sculpture with cardboard. Everyone got right to work and everyone had something to work on. That's TAB for you!

As usual, I did not hear a single student say that they didn't know what to make. They are innovating all of the time!

See below for some pictures of us working on Perler beading!

In-Progress Work

Making Books

11/17/17 - I normally would call this "bookmaking", but upon Googling it for more ideas and information, the first and only thing that popped up was gambling. Sooooo... this is now called "Making Books".

The first group of pictures is how I set up for showing the students how to make books. The second group is student work!

Student Work!

Monoprinting

11/15/17 - Sixth grade made their bubble wrap monoprints today. I can't wait to see what we do with them! Bookmaking perhaps? (The orange and yellow on light blue paper is mine.)

11/9/17 - Third grade tried some monoprinting today (as 4th, 5th, and 6th will in the next two school days), and it was awesome! We started off with bubble wrap monoprints, and moved into experimenting with other ideas. We wrapped bubble wrap around cardboard tubes to make a roller and we tried printing with crumpled tin foil. I am so glad that we tried something different.

I should have gotten some other pictures of most of the rest of the class. Most of everyone else was working on making small artifacts and sculptures with our wooden coin cuts, dowels, cotton balls, tile samples, coffee filters, etc. We are loving the 3-D art. I'm glad. It just happened - the sculpture technically is not open yet, but it should be. Clearly we are ready and excited about it!

Check out some images of our monoprinting!

Standard 11: Exit Slips

For each grade, that is broken down into more specific standards:

Third: Recognize that responses to art change depending on knowledge of the time and place in which it was made.

Fourth: Through observation, infer information about time, place, and culture in which a work of art was created.

Fifth: Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.

Sixth: Analyze how art reflects changing times, traditions, resources, and cultural uses.

Questions were written to give students the chance to show that they can achieve the grade-specific standard that is written above. Art pieces appropriate to the questions and the situations in the standards were chosen.

For standard 11, I made a slideshow and had students fill out "get to work"/"exit" slips. The slideshow above shows the questions for each grade for standard 11, and the artwork that accompanies that question. It doesn't show the discussions that we have before students answer the questions. I always make sure that students understand the vocabulary of the question, and I do believe that this will get easier for students over time.

Also, for consideration of copyrights and respect for others, just know that I don't own any of the images in the slideshow nor did I create any of them.

I enjoyed talking about all of the artists and the history of the artwork. If you have any questions or what me to fill you in on my choices, please let me know!

First Trimester Standards and Evidence

As the first trimester comes to a close, It's important for me to communicate what I want my students to learn and how I assess if they have learned it. Along with observation, I have used worksheets, self-reflections, and exit slips for this first trimester. I'm always growing as a teacher, so I hope to incorporate more reliable ways of measuring success in the upcoming trimesters.

The 5 main columns represent 5 umbrellas for our grade-specific standards. Each grade has the same anchor standards, and the same ones listed in Powerschool. So, for example, anchor standard 9 says: "Apply criteria to evaluate artistic work." That sounds pretty broad. Luckily, the grade standards are specific and each touch on a part of the larger, anchor standard. When you see "Apply criteria to evaluate artistic work" know that there are more specific standards behind it. For your student's grade's standards, please look at the chart below, or go to the "Standards" page on this website, or refer to the National Core Arts Standards chart.

Also - we have more standards than what is listed below, however, not all standards were measured in this trimester.

If you have any questions, please email me (astoll@springville.k12.ia.us) or plan to conference with me at upcoming parent-teacher conferences. I will have paper copies of this chart for you to take with you! Thank you!

Mood and Materials

Here are some of the responses, which are from third, fourth, fifth, and sixth grade students:

"I think the mood is happy. I think the paint makes it more bright."

"The mood is she is happy. It looks like she likes nature and she likes happy stuff."

"The mood is happy. Flowers, toys."

"The mood is happy. All of the colors make the mood of the artwork."

"I think most of her artwork is happy. When using paint you can swirl the paint to make it happy-feeling."

"The artist's work is very positive and happy. I think its like this because she uses very bright colors and fills her space."

"I think that the mood is happy. I think she uses bright colors to create that mood."

"The mood is rushed because there are a lot of objects."

"Sad. All the blue."

"The mood is graceful because the way she cuts and pastes things on plus her painting just makes it look beautiful ... just ... beautiful."

"The mood is joyful and exciting by the cut canvas that is bright."

"The mood is very, very happy. She uses a bunch of different colors."

"I think the mood of the artwork is happy because her artwork is colorful and she used her imagination to create the piece of artwork."

"Sad because the 'Between the Ferns' is all different types of shades of blue."

"It feels happy and creative. The shape of the material makes it happy and creative."

"Happy and nice, because it has lots of colors."

"It feels nature-y, because it has a lot of leaves and flowers."

"Happy. It makes me think of Texas."

"She is a good artist. I think she is happy. She finds a great color."

"Her mood looks bright. It has all happy and bright colors."

"The mood is kind of peaceful and gentle because of the animals are kind looking and the plants make it look beautiful and lovely."

"I think the mood of the artist's artwork is happy. I think it is happy because the materials are colorful like a rainbow."

Sewing!

10/19/17 - We are now on to sewing! Third grade started some sewing projects today, and we are learning as we go. I gave some pointers at the beginning about how close stitches should be, how to assemble needle and thread, and how to create pockets for stuffing. I tied many knots, but when it came to sewing, students were independently working and trying out new ideas. It was wonderful!

First Trimester Art Reflection

10/18/17 - Third through sixth grade answered reflective questions about this past trimester. The trimester is not over yet, but as we near the end, we need to consider how we are thinking and creating like artists.

Here are some questions and a variety of answers below. (Spelling and possibly grammar was corrected for easy reading. No content was changed or enhanced.)

Tell me about your problem solving and the changes that your art went through.

"We used tape and it did not work, so we had to use more tape." - Third Grade Artist

"It was supposed to be a God's Eye, but I screwed it up big time and I got mad, but then I put tape on the end and it flew like a plane." - Third Grade Artist (A "God's Eye" is an abstract weaving project)

"A lot of glue and balancing because it kept ripping and falling down." - Third Grade Artist

"It was a unicorn but I messed it up and did it messy. " - Fourth Grade Artist

"A ruler helped me with line because my lines were all wavy." - Fourth Grade Artist

"First, I tried to make it smooshy, but I couldn't use cotton balls so I used layers of tissue paper." - Fourth Grade Artist

"I had to make it bigger." - Fifth Grade Artist

"First the head was too big, the body was too small, and the string holding the head together broke." - Fifth Grade Artist

"At some point the drawing didn't look right so I erased and I'd draw it again and repeat that until it looked right." - Sixth Grade Artist

"I kept on messing up and then I figured it out." - Sixth Grade Artist

"One time I was erasing and ripped the paper. So, I got a new paper." - Sixth Grade Artist

Tell me how you know your artwork is complete.

"It has everything a real castle has." - Third Grade Artist

"I ran out of room." - Third Grade Artist

"It looks like if it were real." - Third Grade Artist

"It had lots of colors and it was very fluffy. So there was nothing else to add." - Third Grade Artist

"It is not complete yet, but I am working on it." - Third Grade Artist

"It looks how I want it." - Third Grade Artist

"'Cause I drew it and then I colored it." - Third Grade Artist

"I looked at it hard." - Third Grade Artist

"It is complete when it looks like the picture in my mind." - Fourth Grade Artist

"Because it's the idea I was thinking." - Fourth Grade Artist

"I took it home and I have no more ideas for it." - Fourth Grade Artist

"Because I just cut it and thought to myself: Is this my best work?" - Fourth Grade Artist

"Because I tested it (and it worked)." - Fifth Grade Artist

"When I can't think of anything else to put on it." - Fifth Grade Artist

"I fix the mistakes and stick with the good art." - Fifth Grade Artist

"I know it's complete because when I looked it looked just like I wanted it to." - Fifth Grade Artist

"Because I can't stick anything else to it or it will be ugly." - Fifth Grade Artist

"I knew it was complete because I compared it to other tie-dye." - Fifth Grade Artist

"If I think it looks good." - Sixth Grade Artist

"I know because there is color, used all of the paper -- also detail." - Sixth Grade Artist

"When I have erased a lot and changed it 'til it is perfect." - Sixth Grade Artist

"There is no white on the paper." - Sixth Grade Artist

How can we check to see that your artwork was successful? How do we know when a piece of artwork is successful?

"The piece has to turn out the way you want it." - Third Grade Artist

"It is all colored in." - Third Grade Artist

"It did not break apart. It worked like an actual pillow." - Third Grade Artist

"I have tested it outside. It curves back like it is supposed to and it flies in the wind and spins and goes straight in no wind." - Third Grade Artist

"I think the drawing is really good." - Third Grade Artist

"Because it is your own personality." - Third Grade Artist

"I would say, 'Do you think this looks good?'" - Third Grade Artist

"I made it the most realistic as I could for a nice campsite." - Third Grade Artist

"Detail! Color!" - Third Grade Artist

"Funny and fun!" - Fourth Grade Artist

"There's a lot of textures and paint!" - Fourth Grade Artist

"When I know that: Did I do my best? Did I use my mind? And did I use the right materials?" - Fourth Grade Artist

"I used a lot of straight lines." - Fourth Grade Artist

"What is in my head is on my paper." - Fourth Grade Artist

"If it is different and I think it is the best I can do." - Fourth Grade Artist

"Because I thought it is good for my cat." - Fourth Grade Artist

"When you like it and feel the art." - Fifth Grade Artist

"Because a lot of people want my artwork. ...When people want your artwork." - Fifth Grade Artist

"It is the best I can do." - Fifth Grade Artist

"We know because when we look at it we will decide then." - Fifth Grade Artist

"If it looks perfect like the real thing." - Fifth Grade Artist

"We can point out things we like." - Fifth Grade Artist

"Because I worked hard on it." - Fifth Grade Artist

"You can ask friends and see what they see." - Sixth Grade Artist

"Run it by the teacher." - Sixth Grade Artist

"1) It looks good. 2) You know you have all the details you want. 3) No white spots." - Sixth Grade Artist

How much paint do you need?

10/11/17 - The third graders did an awesome job cleaning up today! We opened the bottle paints at the Painting Center and talked about a reasonable amount of paint to squirt out. They did an awesome job with putting paint their palettes and cleaning up quickly after work time! Students also shared palettes with elbow partners and communicated so that paint wasn't wasted. I'm so proud! Students worked on fiber arts, painting, and drawing today!

Fifth Grade Fiber Arts Fasties

10/10/17 - Fifth grade made some one-class fiber arts friends! Check 'em out! (This is before sewing is an option.)

Sixth Grade - Building with Shapes

10/03/17 - Students are working on the Drawing, Painting, and Collage Centers. Some students are watching a YouTube video about drawing.

The Painting Center is OPEN for Business!

09/29/17 - Fourth grade had a blast with painting, drawing, and collage today. At the beginning of class, we talked about paint center procedure - where everything is located and how we clean up at the end. The fourth graders did an awesome job cleaning up today! Every single student was on task and working on their idea! :)

What a Happy Friday!

Today, Friday September 22, 2017, we made some great things in third grade art. We have two centers open: Drawing and Collage.

I gave some challenges to think about tackling today:

• Tear paper

• Weave paper

• Use the drawing and the collage center together

• Create a texture other than smooth

• Use tissue paper as something transparent

• Make words from a magazine or newspaper into a picture

Check out the pictures of us working hard in third grade art!

Check Out Our Final Projects!

These are our final projects from our Yayoi Kusama project from the very end of the school year (in June). We made installation art spaces inside cardboard boxes. Imagine what it would be like to walk into these rooms! These are all made by current fourth graders when they were in third grade.

These final projects were made by current third graders when they were in second grade. We talked about collage and what things we could use to collage pieces of flat paper together to make something awesome. Please enjoy our self-portrait collages.