Instructions, techniques and tools for your drawing center in a TAB or choice-based classroom. uploaded corrected file 9/2016. please download the corrected file if you already own this.
Our WildcatsCreate Choice-based art studio currently houses 8 studio centers. Here is a tour of our current format. To get a glimpse in...
Are you starting your own TAB or Choice-based art classroom and need some signs for your studio centers? You've come to the right place! These posters are for 5 of the main studio centers in a TAB art room: Drawing, Painting, 3D, Collage and Fibers. These high-quality digital downloads can be printed up to and including 59.4x42 cm or 23.4x16 inches. Don't want to pay for poster printing? Create even bigger posters using multiple pages of regular-sized printer paper at blockposters.com, it's free and easy.
5 Essential Centers for Choice-Based Classrooms Curriculum Approaches % %
Welcome to our Choice-based Art Studio! This is my first year adventuring into Choice-Art and I couldn't feel more energized ...
5 Essential Centers for Choice-Based Classrooms Curriculum Approaches % %
Prep for back to school with this craft bundle that includes 21 addition crafts to create throughout the course of an entire school year! Incorporate crafts in daily math lessons and math center time. Students and teachers love these hands-on math opportunities! Contents: Page 1: Cover Page 2: Product Details Pages 3-8: Polar Bear Snowball Addition (to 5) Pages 9-16: Groundhog Day Addition (to 5 or 10) Pages 17-22: Valentine’s Day Cookie Addition (to 10) Pages 30-34: Toothbrush Addition Craft (to 5) Pages 28-32: Rainbow Cloud Addition (to 6) Pages 33-39: Rocket Ship Addition (to 5) Pages 40-45: Alien Spaceship Addition (to 5) Pages 46-50: Chick and Easter Egg Addition (to 10) Pages 51-59: Create a Garden (Counting and Addition) Pages 60-65: Umbrella and Raindrops Addition (to 10) Pages 66-71: Sun Rays Addition (to 10) Pages 72-28: American Flag Addition (to 13) Pages 79-83: Patriotic Truck Craft Addition (to 10) Pages 84-89: How Do Dinosaurs Addition (to 10) Pages 90-96: Caps for Sale Addition (1+_+_=_, 1+_+_+_=_, 1+_+_+_+_=_) Pages 97-104: Pepperoni Addition (to 10) Page 105-111: Turkey Feather Addition (to 10) Pages 111-118: Snowman Button Addition (to 5) Pages 119-125: Sneezy the Snowman Addition (to 7) Pages 126-131: Ten On a Sled Addition (to 5) Note: The cover of Krazy for Kindyland products includes exact JPEG(s) of included craft(s). Our Full site is available at https://krazyforkindyland.com/ What our customers are saying about our products: -provide engaging, hands-on fine-motor practice while learning across the curriculum -easily differentiated, based on student needs and allow room for teacher choice -include consistent layouts; easy for students to understand -low prep and a huge time saver; GREAT for subs Questions? Requests? Email us at [email protected]
Welcome to our Choice-based Art Studio! This is my first year adventuring into Choice-Art and I couldn't feel more energized ...
What is a studio center? It is an area in the classroom that is designated for the organization of supplies that correspond to a certain media or type of artistic process. Studio centers should be easily accessible, organized, labeled, and have supplies visible. Studio centers are also supplied with menus that give insight into art elements, techniques, examples, and directions applicable to that center. This was students can get what they need with little direction. While centers have a table or a workspace that is available at the center, students also bring supplies to other worktables and put them back when they are finished using them. The most basic centers include Drawing, Painting, Collage, and 3D Sculpture. Very soon I hope to open Sewing, Weaving, Printmaking, and Beading. Drawing Center I like to have the drawing center in the brightest area of the room. It allows students drawing from observation to have the best natural lighting possible. The Drawing Center has a variety of drawing materials. I try and often introduce a new medium to the center as often as possible. I have currently removed markers from this center because many of the students would not try anything new and seemed rather uninspired using this common classroom tool. Painting Center I try to put every type of material the students will need in each center. Pencils and erasers can be found at each one (which saves me a lot of questions about where to find them!) I have also supplied the center with individual mini color wheels to take with them for their color mixing endeavors. A funny comic is a good way to teach proper brush care. Humor can be a very effective teacher, and you definitely have a lot of it in an art room. Each type of paint is labeled and each grade is instructed as to which ones they are allowed to use. I have labeled the acrylics "Ask Permission" since my 5th and 6th grade students are the only ones who have unlimited access to them. If you post and clarify directions about pouring paint (my rule is that pools are no bigger than the size of a quarter), then even the youngest students can get their own paint supplies. Collage Center Paper in this center is organized by types. This is very important because the less time students have to spend rummaging around to find what they need the better. I also have posted directions on how a collage is built. Students will often concentrate more on the styles of paper and photos from magazines rather than designing and overlapping their work. 3D Sculpture Center Menus in the 3D Sculpture Center demonstrate various ways of attaching or using materials. Clearly stated rules about labeling, size limits, durability, and visual appeal of work are posted as well. Materials are organized in within the view of the students and everything is labeled. I try and emphasize the necessity of not being wasteful with store bought materials, but I also encourage them to use as much of the donated, recycled materials as they would like. Right now my storage system is a bit overwhelmed, but each grade has a shelf. Usually after a center has been opened and used for several weeks it's popularity wanes and production decreases somewhat. At that point there is a lot more room for student work. This is another reason I have a size limit in my class. Cleaning Station This is one of the most important parts of my classroom. Organized cleaning supplies help guarantee a chaos free clean-up time. I just cant explain it, kids LOVE spray bottles and rags. I put my rags on clothespins to ensure they dry out properly (plus, they love clipping them up there, so I never find them shoved in corners or left on the floor). I have cleanup responsibilities posted in case I ever need to review the expectations. Even just having the list there seems to be a reminder that this is a serious part of behaving like an artist. I have become a madwoman when it comes to labeling. Since kids absolutely drool over the thought of spraying down the tables (which oftentimes becomes the only thing they do during cleanup. It is not uncommon to watch a child spray every table 36 times without even the concern of wiping it down.), I made sure to give clear directions on how much is needed. I buy concentrated lavender Lysol cleanser and refill the bottles often. The art room always smells lovely.
What is a studio center? It is an area in the classroom that is designated for the organization of supplies that correspond to a certain media or type of artistic process. Studio centers should be easily accessible, organized, labeled, and have supplies visible. Studio centers are also supplied with menus that give insight into art elements, techniques, examples, and directions applicable to that center. This was students can get what they need with little direction. While centers have a table or a workspace that is available at the center, students also bring supplies to other worktables and put them back when they are finished using them. The most basic centers include Drawing, Painting, Collage, and 3D Sculpture. Very soon I hope to open Sewing, Weaving, Printmaking, and Beading. Drawing Center I like to have the drawing center in the brightest area of the room. It allows students drawing from observation to have the best natural lighting possible. The Drawing Center has a variety of drawing materials. I try and often introduce a new medium to the center as often as possible. I have currently removed markers from this center because many of the students would not try anything new and seemed rather uninspired using this common classroom tool. Painting Center I try to put every type of material the students will need in each center. Pencils and erasers can be found at each one (which saves me a lot of questions about where to find them!) I have also supplied the center with individual mini color wheels to take with them for their color mixing endeavors. A funny comic is a good way to teach proper brush care. Humor can be a very effective teacher, and you definitely have a lot of it in an art room. Each type of paint is labeled and each grade is instructed as to which ones they are allowed to use. I have labeled the acrylics "Ask Permission" since my 5th and 6th grade students are the only ones who have unlimited access to them. If you post and clarify directions about pouring paint (my rule is that pools are no bigger than the size of a quarter), then even the youngest students can get their own paint supplies. Collage Center Paper in this center is organized by types. This is very important because the less time students have to spend rummaging around to find what they need the better. I also have posted directions on how a collage is built. Students will often concentrate more on the styles of paper and photos from magazines rather than designing and overlapping their work. 3D Sculpture Center Menus in the 3D Sculpture Center demonstrate various ways of attaching or using materials. Clearly stated rules about labeling, size limits, durability, and visual appeal of work are posted as well. Materials are organized in within the view of the students and everything is labeled. I try and emphasize the necessity of not being wasteful with store bought materials, but I also encourage them to use as much of the donated, recycled materials as they would like. Right now my storage system is a bit overwhelmed, but each grade has a shelf. Usually after a center has been opened and used for several weeks it's popularity wanes and production decreases somewhat. At that point there is a lot more room for student work. This is another reason I have a size limit in my class. Cleaning Station This is one of the most important parts of my classroom. Organized cleaning supplies help guarantee a chaos free clean-up time. I just cant explain it, kids LOVE spray bottles and rags. I put my rags on clothespins to ensure they dry out properly (plus, they love clipping them up there, so I never find them shoved in corners or left on the floor). I have cleanup responsibilities posted in case I ever need to review the expectations. Even just having the list there seems to be a reminder that this is a serious part of behaving like an artist. I have become a madwoman when it comes to labeling. Since kids absolutely drool over the thought of spraying down the tables (which oftentimes becomes the only thing they do during cleanup. It is not uncommon to watch a child spray every table 36 times without even the concern of wiping it down.), I made sure to give clear directions on how much is needed. I buy concentrated lavender Lysol cleanser and refill the bottles often. The art room always smells lovely.
Hey fellow art teachers! Ever wonder how to introduce to students to choice based art education? I've gotten so many questions about ju...
The Difference Between TAB and Choice and Why It Matters % %
As an teacher I see the importance of arranging spaces in a way that make materials appealing and accessible. For this reason I try and make...
I use this worksheet as a guide through my first day of "Drawing Center Boot Camp" in my TAB classroom. "Boot Camp" is a term I use to explain activities that are designed to get kids from not knowing something to having enough information to make informed choices. These activities are when my stude...
What is a studio center? It is an area in the classroom that is designated for the organization of supplies that correspond to a certa...
Do you have a choice based art classroom or TAB centers in your art room? Print this digital poster to show your students where to go to get new ideas and inspiration for their artworks. Available in two digital sizes for printing: 8.5 x 11 inches (for easy at-school printing) and 24 x 36 inches (pdf files).
Changing your curriculum and/or teaching philosophy can be overwhelming, and at times, you might not know where to begin. This article will take 8 minutes to read.
I love that the big topic this week has been teaching art to Kinders! This is a subject that I enjoy discussing because I love to teach ...
Our WildcatsCreate Choice-based art studio currently houses 8 studio centers. Here is a tour of our current format. To get a glimpse in...
2nd Graders create a city out of blocks. My friend and colleague Clark Fralick and I looked at this question for several years. Aft...
So what class scared me the most when I began teaching... Kindergarten!! I just didn't see how I was going to get 20+ Kinders to focus for...
We have a new weaving station for the upper grades. Fourth and fifth grade students can work on rectangular or circular weavings. Third grad...
Student success criteria and clear expectations are a major focus for my professional goals this year, I want to share some of the work I done so far. Capturing ideas and planning are the first two steps in the artistic process. This entire wall will be filled with the entire process. Students will be able to look to the wall to 1. know what they should be doing at each step 2. understand what the work looks like 3. understand how the work should impact their project 4. justify the work that they are doing This just might be one of my favorite walls in my room! Here are the artistic behaviors in Thomson Art! Beside the behavior is a strategy for students to write goals for their projects. Students MUST have a goal that they are working on throughout their artistic process. Success stories so far...one third grader decided that adding writing to his art would enhance and clarify his message! (his goal is communication) Sometimes students will pick their goal, sometimes they may have more than one, and sometimes they might have a teacher-recommended goal. Success story number 2- a student left me a drawing in my mailbox about all the wonderful things in art. Love, truth, beauty, drawing, goals!! Table-top anchor charts provide success criteria for materials at each of the stations. Another layer that students are accessing information and expectations to determine their own success! PS-they get major points for coming up with alternative ways of using the materials (INNOVATION!)
Printmaking Studio Printmaking is the process of making artworks by printing, normally on paper. Printmaking normally covers only the process of creating prints that have an element of originality, rather than just being a photographic reproduction of a painting. Have you ever come up with a fantastic drawing? Have you wanted to make more than one? The printmaking studio is the right studio for YOU! The idea of printmaking is to make more than ONE...otherwise another studio might be a better option. In the printmaking studio, you can make; MONO PRINTS - one single print or EDITION- a series of identical images. There are several choices you have in the printing making studio. (*credit Juli Toole) Here are instructions for printmaking *What can you do with pattern paper? Take it to drawing, collage, painting? Build a structure? *Do you see the pattern printed paper? *How many studios did this artwork visit? *Do you see a printed border/frame? I could have used crayon, color pencil or marker for the sky but printmaking created pattern and more WOW! Gelli Prints (Anne Bedrick) Gelli Monoprint Ghost Print - second print off the original How to STRETCH your printmaking Print a border around a drawing Print several prints on one piece of paper Print papers to use in collage color directly onto a print.
Welcome to our Choice-based Art Studio! This is my first year adventuring into Choice-Art and I couldn't feel more energized or blessed to be an art teacher! The children are creating amazing things and great learning is taking place! I love the personal value I am seeing in their artwork, which makes me feel like our student/teacher relationships are growing stronger because I can see them in their creations! Currently, students may choose from 8 different studios. All studios are color coded so students are able to identify where to access materials. Girls and boys take turns in choosing their studios first. The bracelets let students know when a studio is closed, however, there are times, we have students find "open seating" so they can continue working on a piece or explore in a new medium. Collage, Drawing, Painting and Sculpture were are first studios and we added Fiber Arts, Sewing (hand and machine), Architecture and Ceramics (clay). We have a cabinet for all of our classroom bins. Youngest student classes are on the bottom and older are to the top. Studio signs are color-coded, along with our bracelets, and labeled materials. We have our dining room hutch creating a separation between our Painting and Sculpture Studio. The hutch houses Painting Studio supplies and our Inspiration Station stocked with art books, art magazines and project ideas. Our classes are great at following our routines. Students created our beautiful accents to our classroom chandelier. Students helped paint dining chairs for our studio centers. As the lead learner in our studio, I wanted the dining tables and chairs to feel like home. Being at home makes us feel safe and I wanted our artists to feel safe in their creating and explorations in content and mediums. Check out detailed photos of our studio in the next posting on our studios.
What is a studio center? It is an area in the classroom that is designated for the organization of supplies that correspond to a certain media or type of artistic process. Studio centers should be easily accessible, organized, labeled, and have supplies visible. Studio centers are also supplied with menus that give insight into art elements, techniques, examples, and directions applicable to that center. This was students can get what they need with little direction. While centers have a table or a workspace that is available at the center, students also bring supplies to other worktables and put them back when they are finished using them. The most basic centers include Drawing, Painting, Collage, and 3D Sculpture. Very soon I hope to open Sewing, Weaving, Printmaking, and Beading. Drawing Center I like to have the drawing center in the brightest area of the room. It allows students drawing from observation to have the best natural lighting possible. The Drawing Center has a variety of drawing materials. I try and often introduce a new medium to the center as often as possible. I have currently removed markers from this center because many of the students would not try anything new and seemed rather uninspired using this common classroom tool. Painting Center I try to put every type of material the students will need in each center. Pencils and erasers can be found at each one (which saves me a lot of questions about where to find them!) I have also supplied the center with individual mini color wheels to take with them for their color mixing endeavors. A funny comic is a good way to teach proper brush care. Humor can be a very effective teacher, and you definitely have a lot of it in an art room. Each type of paint is labeled and each grade is instructed as to which ones they are allowed to use. I have labeled the acrylics "Ask Permission" since my 5th and 6th grade students are the only ones who have unlimited access to them. If you post and clarify directions about pouring paint (my rule is that pools are no bigger than the size of a quarter), then even the youngest students can get their own paint supplies. Collage Center Paper in this center is organized by types. This is very important because the less time students have to spend rummaging around to find what they need the better. I also have posted directions on how a collage is built. Students will often concentrate more on the styles of paper and photos from magazines rather than designing and overlapping their work. 3D Sculpture Center Menus in the 3D Sculpture Center demonstrate various ways of attaching or using materials. Clearly stated rules about labeling, size limits, durability, and visual appeal of work are posted as well. Materials are organized in within the view of the students and everything is labeled. I try and emphasize the necessity of not being wasteful with store bought materials, but I also encourage them to use as much of the donated, recycled materials as they would like. Right now my storage system is a bit overwhelmed, but each grade has a shelf. Usually after a center has been opened and used for several weeks it's popularity wanes and production decreases somewhat. At that point there is a lot more room for student work. This is another reason I have a size limit in my class. Cleaning Station This is one of the most important parts of my classroom. Organized cleaning supplies help guarantee a chaos free clean-up time. I just cant explain it, kids LOVE spray bottles and rags. I put my rags on clothespins to ensure they dry out properly (plus, they love clipping them up there, so I never find them shoved in corners or left on the floor). I have cleanup responsibilities posted in case I ever need to review the expectations. Even just having the list there seems to be a reminder that this is a serious part of behaving like an artist. I have become a madwoman when it comes to labeling. Since kids absolutely drool over the thought of spraying down the tables (which oftentimes becomes the only thing they do during cleanup. It is not uncommon to watch a child spray every table 36 times without even the concern of wiping it down.), I made sure to give clear directions on how much is needed. I buy concentrated lavender Lysol cleanser and refill the bottles often. The art room always smells lovely.
About the Book A collection of 145 high-quality, classroom-tested, hands-on, process-oriented art activities for learning and fun. Book Synopsis Creative art should offer children the opportunities for originality, creativity, fluency, flexibility, and sensitivity. Remember, there is no right or wrong way of doing things in art. This collection of activities focuses on the process and not the finished product, to allow for growth and fun. All activities are easily adaptable for children from age two to eight.The 145 process-oriented art activities cover a wide range of media including painting, crayons, collage and sculpture, chalk, and printing. Activities are easy to prepare, to set-up, and to develop into project-approach explorations building on young children's interests and inquiries. These hands-on projects have been classroom-tested to ensure they keep learning fun and engaging.Deya Brashears Hill has spent more than three decades working in early childhood education. Early in her career, she wrote scripts for Sesame Street during its formative years. Hill's experiences have helped her develop expertise in brain development, curriculum, and diversity in early childhood education. She has served as the Director of Orinda Preschool and is a professor for various Bay Area colleges, where she passes her knowledge on to the next generation of early childhood professionals Review Quotes "Creative art is unique to every artist. In classrooms, it reflects the originality, creativity, flexibility, experience, and sensitivity of child artists. Dribble Drabble will remind you why it's the process and not the product that marks successful (and satisfying) art experiences for young children. . . Some of the activities may be familiar to experienced teachers (bubble-blowing painting or liquid starch and chalk, for example) but everyone--teachers and families alike--will find new and interesting ideas for enriching and encouraging art engagement." --Texas Child Care Quarterly About the Author Deya Brashears Hill has spent more than three decades working in early childhood education. Early in her career, she wrote scripts for Sesame Street during its formative years. Hill's experiences have helped her develop expertise in brain development, curriculum, and diversity in early childhood education. She has served as the Director of Orinda Preschool and is a professor for various Bay Area colleges, where she passes her knowledge on to the next generation of early childhood professionals
In March of 2017, Greenfield City Parks and Recreation Superintendent Ellen Kuker, Hancock County Arts Coalition member Steve Vail and...
This blog post contains some affiliate links to items that I have personally used and love. Classroom management in the art room can be a tricky thing. That's why a few years ago I decided to try something new - I used art centers as the incentive in my classroom management plan. IT HAS WORKED WONDERS! So how does it work? Glad you asked! In my classroom I have a table point system. When students are doing what they are supposed to be doing (coming in quietly, being on task, helping each other, cleaning up on time, etc), they receive table points. When they aren’t following directions (being too loud, being super off task, not cleaning up, etc), they lose them. To help me keep track of these points I use Class Dojo. Class Dojo is a free app/website created for teachers (learn more about it here). **Class Dojo did NOT sponsor this post. I just think they're awesome. :) During my classes I typically have my projector on displaying the points on the board. I can give or take-away points from my tables directly from my computer and/or from the app on my phone and it updates in real time. The way that I have it setup for my art room is that I have 6 classes set up (one for each grade-level). Then in each class I have 8 "students" (one "student" for each of my table colors). The reason that I track points via tables instead of by individual students is because of the size and transience of the school I teach at. I teach approximately 1,200 students who mostly live in apartment buildings. Because of that, many of my students move away throughout the year and are replaced with new students. Tracking tables instead of individual students makes the system easier to keep up with since I don't have to constantly add and remove student names from classes. It also makes classroom management a bit easier since I'm not having to constantly be looking out for 25-30 students behaviors at the same time (instead it's just the collective efforts of 8 tables). Since I see my students multiple days in a row before they rotate to their next special, I have only one class for each grade-level. At the end of their rotation I just reset their points so it's ready to go for the next group. If you don't have this type of multiple-day rotation, you could always set up a class for each classroom teacher you see. So what is the motivation for students to earn points? Their ability to take part in my art centers! The number of points each table has determines which art centers they can participate in during free time (once a project is finished). Each center has a point value assigned to it. Once a table has that many points or more, they can use that center. If the table does not have that many points, they cannot (and don't worry.. your students will police it for you). The way I determine how many points each center is depends on the interests of my students. If I know they’ll really enjoy something (like jewelry center), I give it a higher point value. If it's something not too special, it has a lower point value. Points are NOT deducted when a student chooses to do a center. My favorite part about this system is that is rewards my students with fun art experiences instead of tangible items (like candy). It also keeps them engaged and typically out of trouble while other students are finishing up their work. So what centers do I have in my room? Occasionally I'll switch a center out.. but currently in my room I have... Classroom Library: 0 points Students are always welcome to look at and/or read the books I keep in my classroom. I have a pretty sizable collection of picture books that I've accrued over the years (many of which I use with my little ones to inspire their art lessons). My admin loves it too! What a great way to incorporate literacy! :) White Boards: 1 point This center is the one fun giveaway that I have for my students who don't have a lot of points. The reason that I do this is because I still want my students to be engaged. If there aren't any fun and engaging low point centers, you might find students acting up because they're bored (and that's the last thing you want when the rest of your class is busy finishing up their art projects)! I normally stock up on mini white boards during back to school time at Wal-Mart.. but this pack on Amazon looks promising. Weaving/Lacing Center: 1 point This center is made up of lacing cards for students to practice sewing/weaving/lacing (whatever you want to call it) on. This center is just a practice center and does not give students anything to take home. How to Draw Books & Free Draw: 2 points I have a bunch of How to Draw books that my kids LOVE using to help them develop their drawing skills. It's important to have a wide variety of subject matter so you can be sure to peak student interest. I have a book on dragons, graffiti lettering, Pokemon, Nickelodeon characters, farm animals, marine animals, household pets, etc... Pattern Blocks: 3 points I had a TON of these math pattern blocks donated to my classroom a few years ago. So now I have them split up into 8 buckets and use them for centers (my kinders also use them a lot). Students can get pretty creative on their own with these. I've found that my little ones like making things like food and animals, while my older students create more complex things like castles and symmetrical designs. Hexagon towers are also a pretty popular choice school-wide. How many can they stack before the tower comes toppling down?! Texture Rubbing: 4 points I do texture rubbing quite a bit with my younger students in some of their art projects... so this center is usually a fun throwback for a lot of my older students. I have a bunch of texture plates that I purchased in the past as well as a few that I made myself from things like shelf liner, textured cardstock, cardboard and glue, etc. Students place a sheet of paper overtop of the textured surface and then use the side of a crayon to rub on top of the paper to capture the textured surface below. Puzzles: 5 points I have a bunch of 24-piece and 49-piece puzzles, as well as a couple 100-piece puzzles. I also have 3 big floor puzzles that my kinders really love. One thing I like doing with my older students is having puzzle races. I have 6 49-piece puzzles.. so sometimes we'll have a competition where the kids race to see who can put their puzzle together first. Every once in a while I'll face the winner in a head-to-head final round competition. :) Origami: 6 points So many of my students love origami so I printed out a bunch of simple to complex origami instruction sheets that I found online and put them into plastic sleeves for my students to reference. My biggest pet peeve with this center: when kids leave their unwanted half-folded sheets of paper in the bucket. 😖 Spirograph: 7 points I know what you're thinking - well it's either one of two things. Either you're like "WHATTTTT?! They still sell Spirographs?!" (you were likely born in the 80s or earlier) or you're like "Uhh what's that?" (#millenial - not judging). Spirograph is a fun geometric pattern drawing toy. It takes a second to teach the kids how to use it.. but once they get it it'll keep them occupied for a while. Who knew drawing radial symmetric patterns could be so much fun? KEVA Contraptions: 7 points This center is a new one that I purchased this year off of Amazon. I wanted some more building/STEAM-type activities and this one had great reviews. The kit I bought came with 200 little wooden planks and a couple balls. Students use the planks to build a contraption for the balls to travel along. My kids liked it so much I invested in another 2 kits (so I now have 600 planks). It's fun watching them come up with their own designs. K'NEX: 8 points I was never really into K'NEX as a child myself (I was a Lego kid through and through), but I've found that some of my students really enjoy this center. I left the building instructions book in the center box, but most of my students just come up with their own creations instead (just a heads up if your students are like mine - about 75% of their creations will resemble fidget spinners). Play-Doh: 10 points This center is a huge motivator for my students! Who doesn't like building stuff with play-doh?! My only issue with this center was that when I left the doh in their original containers, my students would often not put the lids on all the way, so it would accidentally dry out. So to correct the problem, I got some plastic twist-top containers that I now use to store the play-doh. Problem solved! Jewelry Center: 14 points This center is the highest point value center in my classroom. At jewelry center, students can make up to 2 things to take home with them. My kids get really excited about this center (both girls and boys alike). They love getting the opportunity to create something they can wear around. :) Here's a link to my favorite stretchy-string that I use in this center! If you're looking for materials for your art centers, I suggest checking out my Amazon List for Art Center materials! So that's how I incorporate centers into my classroom management plan! Do you have art centers in your classroom? What types of centers do you use? I'd love to hear about it in the comments below! :)
I am NOT a traveling art teacher this year (for the first time EVER! Can I get a "hallelujah"?!) and my newly opened scheduled allowed for some great opportunities. The 5th grade teachers in my building were the first ones to jump on board with my crazy idea, so they became my guinea pigs. Because of their RtI groups, they had some students that didn't need reading interventions. So...what do you do with THOSE kids, while you're trying to work in small groups with the kids who DO need the interventions?? You send them to the Art Room! I get between 12 and 18 kids, twice a week for 30 minutes, for 6 weeks. Then, another batch of kids comes in for the next 6 weeks, and so on, for the entire year. Each student works through the artistic process at their own pace and they are given much freedom when it comes to subject matter and media. The directions I gave in the beginning were simple: 1. Be inspired. 2. Choose a media. 3. Go through the artistic process. 4. Reflect afterwards. Subject matter was up to each student. Different media stations were opened up a regular intervals (drawing, painting, collage, printmaking, sculpture). I checked in with each student each day so we could check on their progress, answer questions, and problem solve together. After a project was finished, they completed a writing assignment that asked them to reflect on the entire process. I've put together a video of what they've done so far this year - please enjoy! So, call it "TAB" or "Centers" or "Stations" - but whatever you decide to call it - just try it! Because if you've been considering offering more choice in your art program, I say "Go for it!" Being a major control freak, I was really nervous in the beginning, but by giving them more control over the process, they became more invested students and more creative students. Win-Win! ~Amy
It’s a known fact among my students that I’m obsessed with paper crafts. Pop-up books, kirigami, snowflakes and paper sculpture are a few of my most favorite things. I find that when I&…
In March of 2017, Greenfield City Parks and Recreation Superintendent Ellen Kuker, Hancock County Arts Coalition member Steve Vail and professional artist Chris Sickels made a fascinating proposal to our art program at New Palestine High School. Could we create a large ceramic grid portrait mural, designed by Chris's 13 year old son Owen, of Indiana WWl hero Harvey Weir Cook. Weir Cook was born in nearby Wilkinson, Indiana in 1892 and was an American aviation pioneer. Indianapolis International Airport's terminal building is named after Weir Cook. I thought for a split second, "Yes! We can create a separate work space in the art room and include this project as an activity option for students in our TAB art program." The project would require the creation of 1247 2 inch ceramic tiles the twisting of 2494 three inch wires. The portrait tiles would be tethered to a 7.5 foot by 5 foot steel mesh grid, so the presentation of the image would be pixelated similar to a Chuck Close portrait. It would be our honor to honor Harvey Weir Cook, a legend in American aviation history. Our TAB art room layout. Students could create tiles at any of our work tables while the wire mesh frame could be transformed into the image of Weir Cook at our mural center. Once the steel frame and grid was delivered to our room we began to experiment with the construction of the clay tiles. Considering the work would be exhibited outside, we consulted with Amaco-Brent Ceramics company for the best clay and glazes to use. They recommended White Clay #25 and Teachers Palette Glazes. Building the tiles individually became too slow and cumbersome. I taught interested children how to roll clay slabs of the right thickness and then measure and cut the tiles in larger batches so we could expedite the tile creation process. Making the tiles was the first problem to overcome. Assembling them onto the right grid became the second problem we would tackle. I created portable menus for the project and a white board diagram for students to examine. I explained the project to our students. Their participation would provide them with an opportunity to be a part of something very special! Most of my students were involved in their own projects, but several seized on this opportunity and enthusiastically began producing clay squares. Unfortunately, a quality control problem soon became apparent. The tiles had to be perfect one and three quarter inch squares and a quarter inch thick. Not all of the tiles produced could be used for the mural. Some of the children, either because they lacked manual dexterity, focus or patience, were not able to execute with precision the square tiles that were required. More practice would be needed or a new method would need to be explored. We came up with a new method. The tiles would be rolled out into a large slab, trimmed, measured and re-cut into uniform tiles that would be perforated then glazed. Not only did we have to cut precision tiles, but we would have to create custom colors by mixing glazes together in numerous combinations. There were 14 custom colors that we would have to create for this composition. Working with larger batches of tiles became much more tenable. We loaded the kiln with glazed tiles in addition to our regular output of ceramic projects over the course of the project and fired our kiln up! Most of the time, we were happy with the results! The kiln was fired to a temperature of 1800 degrees. Temperatures lower than 1800 degrees did not produce a finished glaze quality to out satisfaction. Our kiln got quite a work out! Tiles would have to be formed, hanging holes perforated, glazed, fired and then attached to the grid. Student on the right is rolling out a clay slab while another student attaches a tile to the grid. Finding the correct position on the grid and selecting the right color for the grid position and the tile was a complex mental task that several of the children enjoyed doing. It only had to be done 1247 times. Twisting two wires to attach each tile required hand strength and dexterity that may of the children did not have so I did some recruiting. Selecting the right color of tile, attaching and then reflecting on the work in progress requires higher level thinking. The selection and assembly of numerous tiles in order to be true to Owen Sickels plan was one of the most complex tasks of this art experience. Sometimes, students who worked on the project for long periods of time took a break in order to work on other collaborative experiences. In our Teaching for Artistic Behavior studio setting..there can be 20-30 different projects going on simultaneously. Over the course of 13 months, with steady effort, we were able to complete this work. On September 28, 2018, Ellen and personnel from the Greenfield Parks Department arrived at New Palestine High School to pick up the finished work! Some of the students helped load the mural into the trailer. We had finished what we had started! What a thrill! We set the work carefully into the trailer, strapped it in for safe passage and waved goodbye! The work now rests in downtown Greenfield, Indiana mounted on concrete inside the "Living Alley." Thank you to the City of Greenfield, Hancock County Arts Commission, the students of New Palestine High School, Owen and Chris Sickels and of course, the Family of Harvey Weir Cook! Best Wishes! Clyde With members of the Weir Cook Family, Owen Sickels, art teacher Monica Holden, Monica's students who created banners throughout the gallery space and the Mayor of Greenfield!
Welcome to our Choice-based Art Studio! This is my first year adventuring into Choice-Art and I couldn't feel more energized or blessed to be an art teacher! The children are creating amazing things and great learning is taking place! I love the personal value I am seeing in their artwork, which makes me feel like our student/teacher relationships are growing stronger because I can see them in their creations! Currently, students may choose from 8 different studios. All studios are color coded so students are able to identify where to access materials. Girls and boys take turns in choosing their studios first. The bracelets let students know when a studio is closed, however, there are times, we have students find "open seating" so they can continue working on a piece or explore in a new medium. Collage, Drawing, Painting and Sculpture were are first studios and we added Fiber Arts, Sewing (hand and machine), Architecture and Ceramics (clay). We have a cabinet for all of our classroom bins. Youngest student classes are on the bottom and older are to the top. Studio signs are color-coded, along with our bracelets, and labeled materials. We have our dining room hutch creating a separation between our Painting and Sculpture Studio. The hutch houses Painting Studio supplies and our Inspiration Station stocked with art books, art magazines and project ideas. Our classes are great at following our routines. Students created our beautiful accents to our classroom chandelier. Students helped paint dining chairs for our studio centers. As the lead learner in our studio, I wanted the dining tables and chairs to feel like home. Being at home makes us feel safe and I wanted our artists to feel safe in their creating and explorations in content and mediums. Check out detailed photos of our studio in the next posting on our studios.
Five Steps to Opening a TAB Drawing Center Curriculum Approaches % %
