Tuesday, February 28, 2017

Alien Collaborations!

I wanted to share a collaboration between my 3rd grade students and my colleague's jr. high students!
Previously, I shared a project called Joan Miro Monsters with 3rd grade.  Students were to create their own alien or monster creature using only 12 different shapes.  The details for the project can be found  in this link.

This year, the jr. high art teacher, Elizabeth Farnesi, and I joined forces.  Liz's eighth grade students were paired up with a few of my third graders to participate in a collaborative art project. 

It began with my 3rd grade students designing their own aliens inspired by the art of surrealist artist Joan Miro.  Students created their alien creatures in their own environments, gave them a name, and imagined what special abilities the aliens would have (this was included in the students' artist statement about their artwork).  Once they were finished, the drawings were sent over to the junior high where the eighth graders were able to pick the drawing of their choice.

Mrs. Farnesi worked with the eighth grade students to design a plan for their alien. They figured out what colors they would need, how it would look from certain angles and how the monster was going to be portrayed.  The junior high students were also to choose whether they wanted to recreate the monster using clay, felt or render the alien as a realistic drawing.  

After creating their alien, the 8th grade students had to design the packaging for the alien to be transported in back to our school and to the 3rd grade student. All of the junior high students were generous enough to donate their project to their elementary partners. The students were so excited and loved every single one! 

Here are a few examples of drawings my 3rd grade students had created:

And here are a few finished creations!

Once the artworks were complete, the 3rd graders received a nice surprise!  These images were used on our publicity within our school district.

Thursday, February 23, 2017

Using Technology in Art on Digital Learning Day #DLDay

On February 23rd, our school took part in Digital Learning Day #DLDay.  Digital learning is any instructional practice that uses technology to strengthen  students' learning experiences.  This can include laptops, tablets, digital cameras, digital projectors, websites, and more.

Here's a video that explains a bit about Digital Learning Day.

This year, I was excited to get my hands on chrome books within the art room!  With the chrome books, students were able to enter their own artist statements, use Google classroom, and visit the many art website I saved on my Symbaloo.

I would like to share a few technology items we used within my art room for #DLDay!

With my kindergarten students starting their Henri Rousseau-inspired jungle pictures, we had fun creating masks on the Curious Corner website.  Students chose different animal parts to build their own mask design!

1st grade students also took part in designing their own masks as their extra activity when they finished their contour pictures.

In my 4th grade class, students were creating portraits using the Queekypaint app.  It's a very simple version of a "photoshop" program that helps students create a drawing using digital tools.  I felt it was an important site to assist them in understanding how to create drawings digitally instead of with a pencil. 

Our school has been wish Artsonia for over three years and this is the first year our students are entering their statements into their portfolios with the use of the chrome books.  I've written how Artsonia has made a huge difference with my art classes as a teacher as well as a parent in the past, and I highly encourage all schools with an art program to have a gallery of their own.

Since the beginning of the school year, the chrome books have been used with grades 4-6, but starting on #DLDay, 3rd graders can now visit their online Artsonia portfolios!

Do you have a ton of Powerpoints created over time for multiple projects and unit lessons?  You can easily transfer them over to Google slides in your Google drive, which has made life 100% easier for traveling art teachers.  Never again do you need to worry about leaving your thumb drive at one school as you travel to another.  

In my 6th grade class, I was able to share my slideshow of the history of Stained Glass for their tissue paper stained glass project.  The slideshow is refined over time, and students engage is active discussions about what they learned over time.

And we have finishers for the project already!

How did you participate in Digital Learning Day?

Wednesday, February 22, 2017

Claes Oldenburg Inspired Cheeseburgers with 2nd Grade!

Claes Oldenburg (born January 28, 1929) is an American sculptor, who is known for his installations of large sculptures of everyday objects. He is also known for making soft sculpture versions of everyday objects. Many of his works were made in collaboration with his wife, Coosje van Bruggen. Oldenburg, now 88 years old, lives and works in New York city.

His cherry on spoon fountain is located in Minneapolis, Minnesota.  

In 2nd grade, we focus on quite a few "pop" artists, and Claes is first on our list.  One of the most visited artworks for project inspiration is his sculpture "Two Cheeseburgers."  I have seen collages made in so many different styles for elementary projects, it's hard to narrow down the exact person who's started introducing Claes's projects in their classroom.  I would like to share a board from a fellow #Artsed #PLN member, Donna Staten, who organized many Pinterest boards for art teacher use.  This link goes directly to the board (created by Donna) dedicated to Claes Oldenburg.  

My 2nd grade students create two projects inspired by Claes Oldenburg's work.  The first project is a popular one, the stacked cheeseburger.  In creating this project, students learn how to stack, overlap, and add details to make the collage appear more textured.

-10.5" x 16" black paper
-12" x 18" colored paper for frame
-Each color paper cut down to 6" x 12"
      *Light brown or mustard (bun)
      *Brown (hamburger)
      *Yellow (cheese, mustard, and fries)
      *Red (tomato, ketchup, bacon)
      *Green (lettuce, pickles)
      *White (onion, bun seeds)

This project takes about 2 40-minute class periods.

Day 1: Use the first 10 minutes to go over the artworks and biography of Claes Oldenburg. Once finished, demonstrate how to begin the collage.  Start with the bottom bun and work your way to the top.  The students want to see how you complete each step, and with the limited amount of time, I share how to create the bun, hamburger, cheese, onion, and lettuce.  Show students how to fold the paper in half, then draw a shape from the fold:

*The bun, hamburger, tomato, and onion will be a rainbow.
*The cheese will be a triangle
*The Lettuce will be a wavy rainbow.

After the shapes are cut out, show how to glue the pieces down.  Demonstrate how to stack halfway up and not directly on top of each other.  Use the crayons to draw in the textures of each layer.

Day 2: Use the first few minutes to go over what was started.  Continue to demonstrate how to create mustard/ketchup, pickles, bacon, the top bun, seeds, flag, and fries if needed.  Once students have completed their cheeseburgers, have them frame their paper to display.  Here are a few examples of the finished products!

Once the collages are done, we move into the second project, which is the sculpture!

-Primary classpack of Model Magic (red, yellow, blue, white)
-Baggies (to store unused clay)
-Small plates (students write their names on the plates)

This project is for one 40 minute class period. The size of the cheeseburgers will be small, almost like the students are making food for their dolls! The students will be mixing the primary colors to make their own green and brown.  Give each student a small plate to write their name on.  Once projects are dry, you can place the small plate and projects in baggies to hand back.

Start by having students mix their greens (blue and yellow) and browns.  The buns requires a little of each (red, yellow, blue, white) for the lighter color, and the hamburger requires just the three primary colors.

Next, show the students what forms need to be made for each layer of the cheeseburger.  Make sure you practice making the example beforehand.

Once students are done with the cheeseburger, they can use extra clay is available to make accessories, like fries, milkshakes, chicken nuggets, and more!

Here are a few finished examples!

Monday, February 6, 2017

Surviving Your Evaluations: February's Stepping Stones

For some educators, the most worrying times of your career can be your teaching evaluations.  Many of us have heard stories of miscommunication and misunderstandings between administration and educators, so it’s no wonder many become tense during times of observation.  As nervous as many of us can be, evaluations are an important element in your job.  Our evaluations reflect our professionalism in our career.  It helps administration understand our curriculum, measurement of student growth, and gives a chance to share how awesome we are in our classroom setting.

There are many types of evaluation tools used in all school settings and the most popular is the Danielson model.  With the Danielson framework, there are four domains that a teacher is evaluated on.  The first domain is planning and preparation.  A few standards within this domain reflect how you demonstrate knowledge and content, knowledge of students, setting instructional outcomes, and designing assessments.  The second domain reflects your classroom environment.  Even if you teach on a cart or temporary space, you still need to establish class procedures, manage student behavior, and organize your physical space.  Domain three involved your instruction.  The standards covered reflect engaging student learning, question and discussion techniques, student communication, and assessment in instruction.  The last domain covers professional responsibilities, which includes your own reflection on teaching, maintaining records, communication with families, participation in the professional community, and growth in your professionalism.

Another popular evaluation tool is the Marzano model.  The Marzano model also has four domains that chain together.  Domain one is classroom strategies and behaviors (which directly affect student achievement).  Domain two is planning and preparing, domain 3 is reflecting on teaching (awareness of instructional practices), and domain four is collegiality and professionalism.
Whether you are a first year or experienced teacher, here are some key tips in surviving your evaluations.

Gather your evidence.  Have you had communication with a parent over email?  Do you have a call log?  Save it.  Do you set up displays in the hallways or in the local community?  Take pictures.  Gathering your artifacts helps provide evidence of the hard work you put into your career and how much you support the students you teach.  It helps to get in the practice of documenting everything you do from day one.  Documents, pictures, newspaper clippings, and articles/blog posts are key evidence pieces to help develop your Evaluation portfolio.

Create a system to save the artifacts.  Many teachers create “binders” to save all their work within each standard to meet in the four domains, while others have folders or digital documents.  For print outs and physical artifacts, save a file folder for each domain.  Keeping your artifacts in one place makes it easier to find what you need if asked.  If you have a blog, Instagram, or social media site dedicated to your classroom and lessons, you have a huge percentage of your evidence shared digitally, which is easy to pull up if needed.

Prepare and study the ins and outs of your lessons for your observations.  I know it’s easier said than done, but prepping in advance will save you a ton of stress down the road.  If you know which lesson the administrator will observe, hand in a copy of your lesson plan in advance including standards and any photo document of the project.  Create your examples, rehearse your objectives, and prepare for any questions that may be asked.

Be prepared for thing to go wrong.  Nothing goes 100% perfect, but how you handle the flexibility reflects a lot on your teaching.  When you deliver a lesson over time, you instinctually reflect on your successes and failures, which help you to refine your delivery of instruction and enhance your projects. 

Don’t stress over it.  From personal experience, adding tension and stress causes more problems than needed.  As long as you feel prepared and focus on your tasks in front of you, your observations should run smoothly.  There have been a few times I was observed and I flowed around the room, forgetting the administrator was even there.  The evaluators are there to view how you move about your classes, deliver your instruction, and manage classroom behaviors.  Show them how awesome you can be.

Your class comes first.  The key thing to note is that you are there to educate your students, so they should always come first.  Think about their learning :  Are they understanding the objectives?  Are they engaged?  What are they taking away from your lessons to use outside of the classroom?   These are the elements your administrator wishes to observe, so put your focus on your class.

To all you wonderful educators, good luck with your evaluations.  I know you can rock it if you put your mind to it.  We are in this together to bring art to future generations.

Monday, December 26, 2016

Art Class Adaptations: Working with Special Needs (January's Stepping Stones)

In each of our classes, we attempt to meet the needs of every child. From special needs to gifted, ELL to non-verbal, as well as all other abilities and qualities, we do our best to accommodate our students and help meet their learning styles. We are trained in our educational degrees how to create accommodations for your students, especially with an individualized education program (IEPs). 
I would like to focus on working with students with special needs. My own daughter has special needs. When she was at 18 months of age, we began Early Intervention therapy and after testing, it was concluded that she was developmentally delayed in speech and on the autism spectrum. We pretty much knew what the answer would be and we still love our daughter just the same, but we know we’ll have a journey ahead with her development. Some of you may have similar stories, but being a parent of a special needs child opens your eyes to a unique set of challenges and joys. 
You will have many students in your art classes with unique personalities, and I would like to provide some advice as both an educator and a parent of special needs children. 
1. Be patient. Having students with any special need will present a learning experience within your classroom, and some days will be tougher than others. You may need to repeat directions again, or work one on one if a paraprofessional is not available. There may be times when a student will shut down and if that happens, give them the time they need to calm down and come back on track. Giving students their space helps the child refocus and continue on their work.
2. Keep up to date on your students’ IEPs. Throughout the school year, meetings will be taking place to determine what services will be recommended to meet the students’ needs and depending on the development over time, students’ IEPs can change. Stay in communication with the special education teachers within your districts to keep up to date with any changes. You can also request to attend meetings. As a visual teacher, you can give a unique perspective on their development, especially with fine motor and social behavior in your classes.
3. Get to know the families. It really makes a parent’s day when any teacher takes an extra step in communication. From my end, I appreciate all of the notes and communication we receive from our daughter’s teachers and therapists. Imagine how your parents would feel receiving a note or phone call from the art teacher! Open communication helps to bridge connections with everyone involved and gives an extra resource of support.
4. Do your best to provide the accommodations needed. There are many ways to work with your students, from where to seat them in class, to providing materials that adapt with their needs. In communication with special education teachers, we acquired scissors that help with fine motor development, special seating for students who need support at the tables, and technology settings for the Chromebooks, tablets and laptops used.
5. Ask questions. It is very good to keep open communication for all parties involved with a child’s development. Sometimes, a situation may arise that stumps you (for example, a student responds to work less than an average day). Attempt to communicate with the student, paraprofessional, or teacher involved to see if there was any recent changes that could have altered the child’s behavior. One method our daughter’s teacher uses is communication slips, which helps provide information for handling the transitions of the day. In knowing how our daughter started off her day, the teacher can provide answers for the therapists and other educators involved working with her. If your student appears to be reacting beyond what you’re familiar with, ask questions.
6. Keep an open mind. As a parent of a special needs child, I am constantly worried about my daughter. When we’re in public, I don’t know if or when she will have a tantrum. We learned that people will have opinions and throw comments at you without knowing our situation, and we admit as much as we try to keep an open mind and shrug it off, it does hurt. Imagine how the parents of your students feel. We are all working together to provide for all students involved. We will have days that are more challenging than others.
On the bright side, there will be successes as well! But I do need to stress that you need to keep an open mind. Do not let your frustrations cloud your ability to work with your students. The best thing you can do is provide the love and support they need to develop and grow. After all, you are part of the team who helps your students become who they are meant to be.

Sunday, December 4, 2016

Leap into the Fiber Arts World: December's Stepping Stones

In November’s Stepping Stones, I shared my thoughts on how printmaking was one of my most challenging sets of projects, but I had found ways to work with the materials in the environments I taught in. For this month, I would like to share how I work with some of my most favorite materials, textiles!
When it comes to fiber arts, I enjoy introducing the concepts and techniques and helping students learn the crafts! Prior to becoming an art educator, I worked in textile restoration. I loved working with historic fabrics and artifacts, while restoring and conserving textiles of history. I loved the pre-Columbian tunics, African headdresses, shibori clothes, Navajo rugs, and old America flags. It was through training interns that I discovered my love for teaching!
(My prize-winning ancestry photo-collage quilt from 2006)
1. Fiber arts can be defined as a style of art that uses textiles such as fabric, yarn, and natural or synthetic fibers. This unique style of art focuses on the materials and manual labor involved as part of its importance. Fiber art involves the use of fiber and/or textiles and includes countless techniques ranging from quilting, collage, embroidery, weaving, spinning, knitting, felting, crocheting, recycling fabrics, and even paper.  You see that picture above?  That's me 10 years ago, before kids, with the ancestry quilt my mother and I worked on together.  Prior to being a teacher, I worked in textile restoration  and loved working with fiber arts!
I’ve noticed a recent uphill trend in fiber arts materials used in art classes, as if our historic crafts and processes are making a comeback! Thanks to needle-felting, weaving, and embroidery, students are appreciating many of the old techniques mixed in with new ideas! Here’s a bit of advice I’d like to share when incorporating fiber art projects into your curriculum.

2. Don’t be afraid to try new techniques. Too often I hear from teachers that they do not teach the technique because they’ve never learned them or have forgotten the methods. There are plenty of classes and workshops offered at the state and national conferences that fill up quick! It also would not hurt to take a class at a local quilt shop to pick up on a few sewing, quilting, and weaving techniques. You may even know a friend that can teach you how to knit for free! The more techniques you learn, the more you can spruce up your lessons in your classes.
(This project was inspired by the teacher Cassie Stephens in her blog.  You can find the lesson here.)
3. There is always a way to catch the students’ interests. Have you ever had a group of students that frowned when they heard they were weaving? In many cases, I hear from boys that they think the weaving technique is “for their Grandmas.” I enjoy changing their minds. My trick is reminding them about the “Survivorman” shows and how people use weaving to create bedding, roofing, and other survival materials when out in nature. It’s fun to see their eyes light up as if a light bulb went off in their head! Explaining how certain techniques are life skills changes the game. Many times after a project is completed, students bring back paracord bracelets, pot holders, and woven bags they made on their own after taking an interest in a project created in class!
(My mom sharing her hand sewn quilt, chosen as "Mayor's Choice" in our town.)
4. There are plenty of opportunities to invite local artists. You know whom I invited into my classes to show off her quilts? My mom! In watching her making so many beautiful quilts throughout the years, I picked up on a love for the craft. Students love to meet local artists and view handmade items in their classroom, plus I show off my Victorian crazy quilt! If you know anyone who lives local to the school and created fiber projects as a hobby, consider inviting them for a day to share their works of art! Another wonderful resource is using Google Hangouts to meet artists around the country! You can easily set up a hangout with your class to ask questions and share works of art over the webcam.

5. You’re passing the craft to the next generation. We may not rely so much on quilting, embroidery, or weaving techniques as much as our ancestors had in the past, but it is important to keep these skills alive and to pass them on. Fiber arts have a very rich history and importance not only in our country, but worldwide. From the brightly colored Kimonos of Japan to the tapestries of Europe, students can appreciate the techniques used in preserving history.
(Lesson ideas from Dynamic Art Projects for Children by Denise Logan)
6. Experiment with what’s appropriate with each grade level. You would not want to start introducing quilting to kindergarten students, but you can introduce lace boards to help with fine motor development! If you are unsure of what type of fiber arts projects to introduce to your grade levels, consider researching your options. Explore blogs, ideas pinned on Pinterest, and social-media PLNs (Personal Learning Networks) to find lessons appropriate for different grade levels and try them out in your own classes!

Friday, November 18, 2016

Masks with 5th Grade

There are so many different ways to create a mask in your classroom, but this project is among one of my favorites.  I enjoy it because students have freedom to choose their own designs.  This particular project is known throughout my school and students look forward to reaching 5th grade so they can finally create their own!  I've heard more than once on the first day of class, "We're making masks this year, right???"

I've adapted this project many times over the years due to the spaces I've worked in and the student climate.  Recently, I've been using pre-made pulp masks to save on time (this project can take quite a few weeks depending on how challenging you create the lesson).

Although this particular project was made with pre-made masks, I've also created this project with plaster wraps and mask molds.  It's another step your student can take in making their masks from scratch if you have the time.


-Mask examples (printed out)
-Mask template
-Black tracing markers
-Color markers
-9 x 12 colored frame paper
-pulp paper mache masks (found in Nasco or Triarco)
-Cups for water
-Tempura paint
-Paper towels
-Accessories (beads, gems, feathers, cord, etc.)
-Glitter pens (your choice)
-Hot glue gun (your choice, depending on the classes you teach)


From learning about the uses of masks and designs from many cultures, students will create their own mask design.  Students are to develop an idea on a mask template by drawing and coloring in their own designs.  From that idea, students re-draw their design on the mask form, then apply tempura paint to their masks.  Accessories can be adding at the end of the unit.


This unit lesson takes approximately 5-6 weeks to complete.  Each class period was approx. 40 minutes in length, meeting once a week.

Day 1: I share a Powerpoint I created of many masks from different cultures to help inspire students for their designs.  Afterwards, I begin the demonstration by showing what materials are available for creating the mask drawing over the template.  Students are encouraged to decide on their own design, and to help students who can't think of ideas, I provide a folder of different mask images to help spark the light bulbs in their heads.

(Please note:  I do not know how to share a pre-made Powerpoint on here.  I've tried many times, but I can't seem to figure it out.  Once I do, it will be up!)

(Another note:  I found mask images on Google.  Very easy to create your own printouts copy/paste in Microsoft Word.  You can also have students research on their own if you have the time and technology!)

Day 2: Students will be encouraged to complete their drawing designs, frame them with colored paper, then start their rough sketch on the masks.

Day 3-4: Students will continue to draw and paint their designs onto the masks.

Day 5: Once masks have finished, students can use hot glue guns (at designated stations in the room) to glue on accessories.  I encourage students to find their own accessories if they have something specific in mind.  When I was on a cart and in smaller rooms, I did not create a station and instead asked the students to hand me their accessories, which I glued on during plan time or after school.

Day 6: Wrap up accessories and artist statements.  At our school, we have chromebooks!  I have the students bring the chromebooks into the art room and enter in their artist statements straight to Artsonia.  The students reflect on their designs, the process, and how they felt about creating their artwork.


Drawing Examples

Finished Examples


"My mask design was inspired by how I am half Polish and American. I like this project because it was fun."

"My mask design was inspired by tigers. I liked it because I could create what I want to be"

"My mask design was inspired by my native country which is America, and the bald eagle, our country's symbol. I liked this project, although it got a little messy. I do like working with paint though. I liked this project because we got to pick something representative that we would like. This shows our creativity."

"My mask design was inspired by my thoughts and favorite things. I like this project because my favorite designs are zigzags and rainbows."