The following assignment was inspired by a lesson in the book “Drawing for Older Children & Teens” by Mona Brookes. I first introduced my students to the art elements of color and texture. Then we briefly looked at the works of Joan Miro, Wassily Kandinsky and Paul Klee for inspiration.

PROJECT SUMMARY

Focus: Color and Texture
Summary: Fill a page with doodles. Fill in some areas with solid color and some with textured color.

PROJECT DETAILS

Instructions

• Begin in one spot on the paper and start drawing doodles. Create as many doodles as you like. The only rule is that no doodles should overlap or interfere with any other doodles.
• You can draw both geometric (that is, squares, triangles, circles etc.) and organic doodles (squiggly "natural" shapes). Or you can draw only geometric shapes or draw only organic shapes.
• Fill your paper with doodles.
• Fully color your page in crayon, marker or colored pencil, or a combination of these media.
• Use solid color in some areas.
• In other areas, experiment with implied texture: lines, cross hatching, dots, dashes, squiggles, smudges, etc.

STUDENT WORK

Princeton Online’s Incredible Art Department

This site was created by Judy Decker, former middle school art teacher. She has a vast collection of resources there, including:

Teachers.net has been a fantastic resource for me in the past. It’s been the only one I can find to provide a specialized forum for art teachers. I’ve posted there a handful of times, and have read a great deal from other teachers. Art teachers are very generous with advice, resources and assistance.

About a year ago, I started toying with the idea of creating a place just for visual art teachers – not just fine art, but web design, graphic design and new media as well.

Today is its birthday: artteacherforum.com

No banner ads, no hidden motive, no spam. Just run by an art teacher (me) who couldn’t find exactly what she wanted on the web, so she made it herself.

Please let me know what you think. I welcome any suggestions for making it user-friendly and an exciting place to be: dawnsbrain@gmail.com

Art Teacher Forum

This week and last, we’ve been working on origami in the art classes.

Last week, I verbally demonstrated each origami step-by-step, waiting for every single student to complete each step before moving on. I had students use plain white copier paper, making a square first with a diagonal fold, then creasing and tearing off the extra rectangle at one end. I stressed that they needed to know that they could do this incredible art form with nothing but a sheet of paper, their two hands, and a flat table surface.

I thought lessons from “Essential Origami: How to Build Dozens of Models from Just 10 Easy Bases” by Steve and Megumi Biddle. This used book store find is wonderful. The models have been very popular with the students. Each day we were able to complete one or two models, depending on complexity. On Thursday, I brought in actual colored origami paper which I bought at Michael’s. It’s already square (about 6″ x 6″) and has white on one side, color on the other. 100 sheets is about five bucks.

There’s one distinct drawback to teaching origami step-by-step to five classes, four days in a row. I developed a sore throat on Friday, was sick all weekend, and can barely speak today. This week, the kids are almost on their own. I’ve provided each student table with reference sheets for how to make different kinds of folds. I’ve given each student instructions found online: Chrysalis. This lesson teaches the inside and outside reverse folds. These proved very tricky for many students, so I also provided examples on my desk of the crow (step 4), the pigeon (step 10) and the duck (step 12.) I encouraged students to pick up my examples and turn them around in their hands so they could really see how the models are constructed.

In order to save my voice so I can recuperate, I tried to get the kids as self-directed as possible. Every so often I’d let individual students know whether they had the folds right or not, and they could show (not “do”) each other how. But today was almost a sink or swim for them. I told them that they needed to master these two kinds of folds today or they’d be completely lost on the dragon we’re doing tomorrow. Last week I taught them all kinds of other folds with varying complexity. This week is working out to be a sort of experiment to see how much self-direction these kids can handle. Many students “got it” by the end of the day, but several did not. I don’t expect to strain my voice tomorrow either, so the complex dragon design is all them again (with printed step-by-step instructions, of course.)

Now I’m wondering if last week I should have given verbal instructions only once, then started them out with simple paper instructions earlier. It sure would have been easier on me, but I always wonder if I’d be a complete slacker if I didn’t get up there and demonstrate.

UPDATE 3/27/07

I became concerned that many students would not be prepared to do the three-part dragon. I gave some other options today as well. I reminded students that they all had to master the Chrysalis before they moved on; those reverse folds get even more complex in the subsequent models. I told them they also needed to read the reference sheets to see what “valley fold” and “mountain fold” mean. Most did. Some didn’t and this became obvious when they asked for help.

From the Biddles’ book, I chose the cat (less complex), the Scottish terrier (less complex), and the koala (more complex.) I labeled the dragon “most complex”. Many students came to me for help with specific steps. If a student came to me for help and didn’t know what was meant by “reverse fold,” I sent them back to redo the Chrysalis. If the same student kept coming back step after step, I asked them to try a less complex model. Many students ended up helping each other, which is fantastic. I just checked around to make sure that they were “showing”, not “doing.”

Every day with something like this, I wonder if I’m providing the right balance of challenge mixed with assistance. I think I may have been too hard on the middle schoolers. On the other hand, most of them did just fine without me. I was particularly stubborn with students who had trouble and who ignored my advice to review the reference sheets or back up to a simpler model. I had to gauge each time I gave help whether the student needed just one little kick start in reading the diagrams, or was in above her head.

Tomorrow, I’ll be offering a much simpler set of models for students who were positively stuck today: the kabuto and the goldfish (which shares its first eight steps with the kabuto.)

UPDATE 3/31/07

Most of the students really got into the simpler models of the kabuto and goldfish. I’m glad I provided them with a range of difficulties. Just about every student could complete the simplest models, and have fun doing it. (I do have one student whom I just don’t get; he cannot seem to follow the simplest directions in art although he does fine in reading and math.) So, almost everyone can experience success this way. However, many students want a bigger challenge and they got it. Many loved the dragon (pictured on the front cover.) Even those who didn’t think they wanted a bigger challenge often succeeded with it, and this can only improve their self esteem along with their artistic skills.

So I’ve been mulling over what benefits origami can have for the students. I’m not the best person for wrapping words around what happens during the artistic process, but I could feel something very important happening in my classrooms. Manipulating a two-dimensional surface into three-dimensional structures is pretty amazing. The paper is continually changing its spatial dimensions. Much of the creation of origami I must admit is very left-brained. Students must carefully follow step-by-step instructions in order to achieve the final model pictured.

However, it’s all extremely visual. I found myself helping students over and over, explaining, “hold your model up like in the picture. Now look at this dashed line on the diagram. Which way do you fold along this line?” Helping children recognize the relationship between a diagram and what they physically held in their hands (of their own making) was very powerful.

Students learned how to shift angles, open and squash, layer and tuck away, in order to create familiar and unfamiliar representations of things in the world. I myself folded dozens of models over the past two weeks, and helped countless children fold their own. I now find myself many times looking at my environment in a new way: house roofs and angular cars bring to mind how the paper folds, creases and hides. I’d like to find some research on it, but I suspect origami will help these students look at all kinds of problems in new ways.

If nothing else, they might have more luck assembling a bookcase from pictorial directions.

On Free Draw Friday yesterday, I noticed quite a few students mapping out their own origami. At one table, each student ended up with a paper cell phone.

I’m starting a new project today at both the middle school and the high school. In groups of 2 or 3, they are being asked to create posters for the high school play, “School for Nerds”.

I began today’s class by showing overheads of posters for Amadeus, Hairspray, and Grease. I led a discussion about how the design of the posters gives messages about what the plays are about. I asked whether students would laugh, cry, or be scared if they went to see the various plays. I asked how the designers created unity, and how color communicates a message. I defined graphic design as “artistically combining text and images.”

I told students they would be graded on the following:

• group work – How did the students cooperate together to create a unified vision?
• individual work – How did each individual contribute to the project? (I will be asking for a written response from each student)
• originality
• craftsmanship/completeness – Was the design well planned and executed? Does it include all of the required elements?

Here are the steps of the project:

1. Create four thumbnails. You can divide a 9″ x 12″ sheet of newsprint into four sections. Draw in the general shapes of the text and images. Stick figures are not allowed.
2. Choose one thumbnail and refine it larger on 9″ x 12″ newsprint paper. Do a detailed drawing of the image(s) and write in all the text as it will appear.
3. Do the initial layout in pencil on an 18″ x 24″ sheet of white drawing paper.
4. Paint or otherwise create color on the poster (markers, crayon, colored pencils, oil pastels, etc.)

I wrote on the board all of the details of the play that need to be included on the poster:

• an appropriate illustration
• the name of the play (”School for Nerds”)
• the location of the performances
• my phone number for more information
• the performance dates and time
• “produced by the [high school name] drama department”
• ticket prices

I also read the description of the play’s plot from the publisher’s website.

I asked students to turn in their four thumbnails tomorrow at the end of class. Some problems have arisen that I’ve tried to address, I hope adequately. One group of three formed, then “kicked” a member out because he did not agree with the vision of the other two. I told them that once they formed the group they cannot kick a member out. They need to create designs that everyone in the group can agree on. By the end of class I did not see them begin to cooperate yet, but I reminded them that their grade is based partially on their ability to cooperate together.

Many students wanted to do the project alone or in a group of four. I did not allow this. This is a great and rare opportunity for me to incorporate some group collaboration into an art class. The kids need to learn how to work in a team. If they can figure out how to do it now when they’re children, they’ll have a much easier time of it when they are adults.

I love working alone. I prefer it. I’ve always hated working in groups, primarily because I was usually the one doing all of the work. My teachers never seemed to monitor our progress or assess whether everyone was contributing.

But I have to admit that nobody works in a vacuum. People who work easily and harmoniously with others enjoy greater successes in life.

First and second periods at the middle school had great discussions, and behavior appropriate for their ages. Many students in first period was especially excited that the drama class might end up using their poster design.

Third period was a nightmare. Most of them seem to hate sitting for lecture or discussion. Many of them were acting like they were much younger than they are. Consequently, discussion took forever because I had to keep waiting for students to stop talking over one another. I got some students to start raising hands to be called on, but then they would say something far off topic.

I started writing names on the board of students who will be asked to stand outside, but then that started becoming a game and a source of mirth for them. I said that if this method does not correct the behavior, they will experience referrals to the Principal pretty quickly. I’d do a crapload of detentions, except that my schedule across both schools does not allow me to keep middle school students in for lunch or after school. And of course the middle school does not have a formal detention time with a dedicated staff member like the high school. My options for consequences here are rather limited. It sucks.

UPDATE 3/7/07
Numerous students had to be reminded to leave room for text on their thumbnails, and to show me at least the block shape the text would take on each thumbnail. A couple of students tried to get away with stick figures. I had a few replace “School for Nerds” with “School 4 Nerds”, or wrote letters backward. For clarity, I asked them to correct these variations.

Most students have now completed the four thumbnails. A few have even completed the second draft on 9″ x 12″ paper. I stipulated the following requirements for this step:

• images in full detail
• show values: light and dark areas
• all required text with careful lettering

A couple of the second drafts had the text all crowded together with no clear distinctions between types of information. For example, the place would go onto a new line and then the performance times would finish that line and begin another. I guided students to give each piece of information its own space.

Because it is the end of day three and most students are still working on step two (or even step one), I expect to carry this project over into next week.

I will have them complete a rubric like this one, except not just about themselves but about the other members in the group as well. This will give them the opportunity to report on students who did not carry their weight in the project. I had one student at the high school come to me mid-class yesterday and ask if they could “switch groups.” Her group had already finished step one so I said no. I asked her why, and she wouldn’t tell me. I suspect it was because the slacker in her group was looking right at her as she spoke with me at my desk. I will tell her privately today about this rubric, and encourage her to tell me now what’s going wrong with her group (if only to confirm my suspicion.) I will introduce the rubric on an overhead tomorrow at the beginning of each art class. The students will complete it after the posters are all complete. I will consider how group members scored each other when assessing the final grade for this project.

UPDATE 3/13/07
I adjusted the due dates to reflect how far along the majority of students were coming. I asked everyone to have the “refined draft” done by last Friday, the penciled 18″x24″ done by Monday, and the final colored version by Wednesday. I will allow some time at the beginning of Thursday for those last stragglers, and then I will have everyone complete the rubric.

One thing I should have emphasized in my initial lecture/discussion is the importance of arranging text so that individual ideas are clearly separated. I mentioned in my last update how this was a problem. Many students are cramming it all together, and I take the blame. I should not have assumed they knew instinctively how to arrange information clearly.

I hope I made the right choice in making this a group project. It seemed ideal, but often one or two group members are sitting idle while one is drawing, lettering, or painting. In some cases the group is phenomenal and everyone’s painting at once. This is rare. I guess the real question is: is it okay for students to remain idle for periods of time in my class? I debate this with myself all the time. I always feel like I’m not doing my job if a student is not working on something artistic at all times in my class.

At the end of the project, each student will get a Grade Sheet with their project grade broken down as follows (each worth 10 points):

March 5: discussion and begin thumbnails
March 6: four thumbnails
March 7 & 8: refined 9”x12” draft
March 8 & 12: 18” x 24” in pencil
March 13 & 14: 18” x 24” in color
Group Work
Individual Work
Originality
Craftsmanship and Completeness
——————————-
Total Points / Percentage / Letter Grade

UPDATE 04/01/07: Student Work

Here are the four posters the drama class chose out of a selection of 40 posters. The drama students were not told who designed what before they voted. Their top choice, the first one below, was made by 8th graders. The remaining three were by high schoolers.