Adventures in Printmaking: November's Stepping Stones

For the full article in Arts & Activities Magazine, please click here for the Stepping Stones column.



A few months ago, I was interviewed by Deep Space Sparkle’s Patty Palmer on ways to manage teaching art from a cart.  I was asked what the most challenging projects were when teaching in a mobile situation, and I admitted it was printmaking.  Depending on my classes, I had some amazing projects printed, as well as classes I wished I could have started over again.  As much as I struggled remembering all the brayers, cutters, inks, and paper, I felt it was an important concept that students needed to learn within my classes. 

Printmaking is an important part of our culture and we use objects created from the process every day.  After all, if it wasn’t for Johannes Gutenburg, we would not have newspapers, books, magazines, and art prints without the invention of his printing press in 1440!

If you are starting to take on printmaking in your classroom, I have a few tips that may help you out. I admit I was afraid to work with printmaking materials my first few years of teaching!  I finally jumped in and learned many ways to plan ahead for printmaking in any teaching situation you’re working in. My first bit of advice is to have a feel for your students. 

Know your students before planning the objectives of the lesson.  If you have a high energy batch of kids, get a feel for what you think they can handle.  For example, if you plan on doing a simple ink print lesson with an upper elementary class, decide if they can handle easy-cut rubber blocks or styrofoam sheets.  I’ve learned the hard way that if you give them an objective that is too advanced, most likely your students will miss the concept.  I’ve had a few classes totally rock a 2-color print, and quite a few that struggled.  Knowing what your students can handle will help them make the connections and grow into their work.

Make sure you have all your materials!  I recommend doing a checklist of all the materials you need and plan for extra.  With the block print projects, I always check to make sure I have the brayers, plates, ink, cutters, blocks, paper, and all the extra materials needed for my entire grade level.  Gelli prints also need a number of materials to set up!  Are you working with gyotaku fish prints?  Make sure you have enough fish molds to print with your students!

Make sure you’re prepared for the set up and clean up.  No matter what printmaking project you create, be prepared for the beginning and the end.  When I did printmaking on the cart, I had materials set up in baskets that were dispersed through the students.  For clean up, I allotted a few extra minutes to get the classroom spotless before I pushed the cart out of the room. 

Know your water source. When there’s printmaking, you will need your water source no matter what your teaching situation is.  If you’re on the cart, locate the closest sinks to the classrooms you’re working in.  I would have students collect the materials in buckets  and wash them off in the bathroom while the remainder of students took care of placing artworks on the drying racks and cleaning their desks.  When I was in a room without the sinks, I used buckets filled halfway with water.  When clean up was announced, the blocks, brayers, and pads were placed in the bucket to make the transition as smooth and tidy as possible.

Plan for lots and lots of paper to be used.  Depending on the size of your block, plate, stamp or fish, your students will become addicted to printing as many copies as they can.  Even if you limit the amount of prints, students will still manage to sneak another one in. 

Create your classroom management plan.  Even with having a plan in place throughout the year, you will have a separate set of rules when it comes to printing procedures.  You may have a table arranged as a “printing station,” but you still need to remind student not to use one brayer color with another color.  One tip you can use would be to create a separate chart with the rules to help remind students throughout the project.  You can also start off each class by “quizzing” the students on the printing process to see if they remember the steps needed!

The art of printmaking comes in many forms and depending on your teaching situation, you can adapt any printing style into your classes.  As messy as printmaking sounds you can also work with stamps, rubber plates, vegetables, and toys in creating many types of prints in your classroom!  You may have some trial and error moments, but you will eventually find what works best for you.

Ideas for Early Finishers: October's Stepping Stones

Click here to view the article in Arts & Activities Magazine!

So your students are in the middle of a project, but some of them are starting to approach you with their completed artworks.  There are quite a few options you have for your early finishers until the entire class completes their own masterpieces and help pace your quick finishers.

Encourage students to enhance their pieces.  If your students followed all the objectives and finished far ahead, consider encouraging your student to add more.  Sometimes those extra finishing touches can make your student’s piece stand out!  With teaching in a K-6 school, I encourage students in every grade level to add a little more detail to make their artworks pop.  This is also a good opportunity to do a formative assessment with your students to help them see their work from different perspectives.

Use this time for students to write artist statements or self reflections.  Since our school uses Artsonia, I have students include an artist statement along with their artworks.  I start small with 1^st grade by having the students fill in a sentence, such as “My art project makes me feel…” and the students fill in the rest.  We progress each year from one sentence, and by 6^th grade, they write up to a paragraph.  There are many options to writing their reflections and statements.  If you use Artsonia, consider adding a place for their statement to their grade sheet, which can be typed into the computer at a later date, or if you have access to tablets, have students add their statements directly to the app.  You can also use Google Classroom with the intermediate grade levels, which makes it easy to copy and paste artist statements into Artsonia.

Create or find worksheets related to the project.  This also works as a good wrap up to a unit!  For many of my projects, I utilize worksheets to help build upon the objectives of the lesson.  For example, After doing a Joan Miro-inspired project, I can use a worksheet called “create a Miro” for students to work with on their own.  I especially use this with the 6^th grade level since they often finish at different times throughout the lesson.  Another example can be having students create their own names in hieroglyphs after creating an Ancient Egyptian-inspired project.

Create a resource center.  A resource center provides additional materials for students to use independently until all the students have completed their work.  Your resource center can be as small as a bin on your cart, or as large as a shelving unit in your room.   In my room, I have an art library shelving unit filled with many options for students to use once they have finished with everything listed above.   Your resource center can hold many of the items listed:

Coloring pages are not just for the kindergarteners! Even though I encourage the kindergarteners to practice coloring in the lines, all grade levels enjoy time to just color without worry.  With the new adult coloring book craze, students in the upper grade levels are enjoying more advanced coloring pages to fill their time.

Blank paper is always good to have on hand.  There will always be a handful of students to want to use the time to practice their own drawing skills, and what better way to help inspire them to use “How to Draw” books.  My students are always borrowing drawing books for everything, but because they’re so popular, I never let them leave the room.  Students use the drawing books for projects, art contests, and practicing on their own!

Scrap paper is another resource to have on hand since many kids enjoy making their own collages.  After trimming down paper for project sizes, I always have a pile of multicolor scraps that students love to use.  And if you teach them paper sculpture?  Your scrap bin will empty out faster than you know!

Art games can be fun and educational, without disturbing other students to are completing their artworks.  I have a bin in the art library containing games that students can play with two or more people, such as Art Lingo (a visual bingo that helps students with their art vocabulary), Hue Knew! (to help students match colors), Tangoes shape puzzles, and art puzzles.  The games are labeled in baggies for easy clean up with the art class is finished.

Art-inspired books are also a good resource to have in your stash.  This year’s favorite was “The Day the Crayons Quit” and Peter Reynold’s “Creatology” trilogy!  Students love to borrow books from the art library, and many times, I catch them creating their own artworks inspired by the books they read!

 Throughout the year, you will find many resources to help you balance your time with your early finishers and last-minute crunchers.  Find what works best for you!

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Mapping Out Your Teaching Environment: September's Stepping Stones

Click here for the full article in Arts and Activities Magazine!

This school year marks a first for me…I’m in my own classroom with a sink!  It may not sound like that big of a deal, but many art educators struggle to find all the resources needed for their projects in their curriculum when they’re in alternate teaching spaces.  Here’s a few things to check off your list when setting up your space!

Find your water source.  If you’re one of the lucky art teachers who have a room with a sink, you’re golden!  Many of us do need to search other avenues to supply the element that cleans our paintbrushes.  If you’re working from a room without a sink, I recommend finding the closest water source. When I was on a cart, I surveyed the closest bathrooms, found the classrooms with the sinks, and carried 5 gallon jugs from room to room.

Find your electricity. If you push a cart from room to room and you need the projector or laptop, you need the outlets.  Before starting the school year, I would walk through all the rooms I pushed a cart into and surveyed the space.  If you’re in your own classroom, set up your projection or computer station that is convenient for you.

Find your storage. If you’re on the cart, you can get creative with your storage.  If you have a closet, plan a space to store your students’ flat projects in labeled portfolios (or folders) that are easy to change out.  I recommend labeling boxes and bins to make it easier to find the materials you need to load the cart or switch out throughout the day.  If you’re in your classroom, figure out a space that you can store projects.  I use metal file holders to hold folders of student 2-dimensional artworks and bins for the 3-dimensional sculptures.  If you struggle to find space on the cart, talk with the classroom teachers to see if there can be a space above cabinets and out of the way of their instruction time.

Find your display space.  Some schools have a dedicated space for art teachers to display, while others think outside of the box.   In the past, I would set up a length of long paper on the wall and tape projects to it that can be changed out.  A colleague of mine uses string and clothespins to hang the artworks, which makes it so much easier to change out.  You also need to find display space in your classes to show project examples.  If you’re on the cart, check the boards in the rooms.  I recommend getting your own magnets and labeling them.  Even if you forget them in the rooms, students will still make sure they get back to you!

Find your method of organization.  Being an art teacher means we are masters of organizing chaos.  We have multiple classes, students with different accommodations, material adaptations, and more.  Every teacher I know has their own method of organization that works for them.   If you have a classroom, create seating charts, even if you have 20+ classes a week.  Make sure those charts are written in pencil in case you need to move anyone around throughout the year.  Do you have a list of IEPs?  Organize your paperwork in files and make sure to highlight the adaptations you need to provide for your students.  If you’re on the cart, get yourself a file system that works for your space.  I had a small plastic file container that held all my paperwork in the space I had, which could also travel with me on the cart if I needed to!

Find your privacy.  Every teacher deserves his or her own space, which I refer to as your desk! If you are on a cart and do not have your own desk, I highly recommend you ask for one.  Having your own space provides you with the comfort of having a place within the school to plan, plus, it’s much easier to do all the work you need to accomplish before and after your classes!  If you have a classroom, it’s your choice where you position your desk space.  Find what works best for you, but remember to take the time to sit and take a breather even for a few minutes during your time!

Find your creativity.  Throughout the school year, you may go through lulls with your lessons, even if you pre-plan your curriculum.  Most of you are aware of Pinterest supplying many pinned lessons created by art educator bloggers, but do not hesitate to turn to social media for ideas!  There’s so many different ways to achieve the objectives of your lessons, but don’t lose your creative spark in teaching your lessons! I hope you have a wonderful school year, and let your students’ creativity shine!

The "No-No" and "Yes-Yes" Boards

5 years ago, I was inspired by fellow art educator, Ted Edinger (author of Art with Mr. E) to do a "no-no" board in my classrooms at both schools I worked at.  I immediately found the board to be positively effective as students would correct themselves from their corner suns and lollipop trees.  I would hear them say on the side, "Don't do that, it's on the no-no board!"  and I would chuckle.

The No-No Board

The reason why I wanted the no-no board is because even though I want my students to be as creative as they can, my students needed a form of structure within the subjects they use in their artwork.  Too often in my first year of teaching I would see the corner suns, blue lines for skies, and full blank spaces in their artwork.  The no-no board had prompted my students to think about the space they work with and push themselves a little harder.  I have noticed a HUGE difference in their effort and projects have improved over time.  I especially like how students check with me to see their progress!  We are not a TAB classroom and we very rarely do "cookie-cutter" projects, but with the parameters set, the students took off with their creativity.

I have also been asked about my kindergarten students at their developmental levels.  I do not strictly enforce this board in the beginning of the school year because many of my students come in at scribble stage.  I instead focus more on fine motor before pushing their limits.  Mid-year, I have my kindergarten students create a self-portrait for measuring their growth in my class, and from that moment on, I start to introduce the "no-no" board throughout the next year.  By 6th grade, they know it by heart.

Here are the boxes I have within my no-no board:

-No corner suns
-No stick figures
-No stick objects
-No floating objects
-No wasted space
-No blue lines for the sky
-No messy coloring
-No violence (I make an exception with certain weapons, like swords or bows, as long as they are not portrayed in a violent manner)
-No paper airplanes (I despise seeing a paper airplane flying across my room.  They can make it, they can decorate it, they cannot fly it unless they are outside.)

The Yes-Yes Board

This week, I could not sleep a wink.  I moved into a new classroom (with a sink!!!!!), and there was so much to do.  After my first day of setting up, I put up the main board in my classroom, bordered it in half, and set up the no-no side.  I was stuck on the blank side and decided to ponder the possibilities.  Around 2 in the morning, the lightbulb went off in my head to do an opposite "yes-yes" board.  While one side shared what habits we dampered, the other side of the board shared habits to promote.  I had a 6th grade helper the day I set this board up and we both were very pleased with the results!  Some of the squares reflect the opposite of what's on the no-no side, while others help to promote creative thinking.

Here are the boxes I have within the "yes-yes" board:

-Use your shapes
-Color your sky
-Use perspective
-Fill your space with art
-Add details
-Find your inspiration
-Use your imagination
-Express yourself in the best way

I am still thinking of more squares for the yes-yes board!  What would you add?

How Artsonia Became a Resource for our Child with Special Needs

I have been using Artsonia as an educator for the past four years.  I enjoy having students excited to see their artwork in our school's online gallery and seeing the smiles on their faces when parents and family members comment on their artwork.  I could not wait until my child had her own account at school!

When my older daughter entered 1st grade, her art teacher created her account and posted all of her artworks for my family and I to see and comment.  She would ask us all the time if Nana or G.G. had something to say about her artwork.  I even been using Artsonia to upload her personal artwork from summer classes and home, and I kick myself for not starting one sooner with all her little drawings she created at home or in Preschool.  I have raved about how Artsonia helped improve my classroom and even how parents can benefit from the online gallery as well.  With our recent family developments, we have discovered another benefit that helps me as a parent and educator.

A year and a half ago, our younger daughter was diagnosed developmentally delayed with sensory issues.  We received therapy for her through Early Intervention, where therapists would come to the house each week to assist her with her speech, motor, and sensory development.  I was noticing her therapists were creating projects with my daughter to help her with fine motor, and a lightbulb went off in my head: creating an Artsonia profile for my younger daughter to document her artworks throughout her therapy.

For the past year, I have been taking photos of my daughter's artworks to document her growth in fine motor development (and because I'm a proud mommy).  I've even added her therapists as fan club members so they can see her progress as well.  Now that my daughter has aged out of Early Intervention, she will be attending school at a Special Education Center, which also uses Artsonia!  It was very easy for me to contact the online gallery and have her account added to the school.  Now having previous documentation of her progress, her new art teacher will see how far she's come along and can continue her artistic skills and motor development.

It means a lot to my family and I that a program like Artsonia is available, especially for monitoring our child's growth in creativity and motor skills.  The online art portfolio became another tool for our therapists, social workers, and educators to use to document our daughter's progress and we plan on continuing our use of the online gallery for many years to come.