When teaching specific art styles like Pointillism or Impressionism, the focus is often on the ‘wow factor’ of the final product. Instead, let’s focus on the preparation of materials and instructional delivery. The three tips I will share today will help set your students up for success with a new art style. For more videos like […]
Learn how to draw a leaf step by step in this tutorial where we will go from super simple and easy, to drawing specific leaves.
If you're studying worms, you should try worm painting! A fun art sensory project using cooked spaghetti.
Sample a day of Rooted in Reading with these lesson plans and activities for Reading Comprehension, Vocabulary, and Grammar!
Another way to integrate Art History into your lesson plans. This project looks specifically at the paintings of the Sistine Chapel. There is no need to get a close up picture for the students be…
Learn how to draw a leaf step by step in this tutorial where we will go from super simple and easy, to drawing specific leaves.
"TEACHER SUPER POWERS" REWARD POWER = ENCOURAGEMENT, INCENTIVES & PRIVILEGES The teacher has the power to reward accomplishment, provide authentic praise for effort, etc. Art teachers have a definite advantage here: ART IN ITSELF IS a privilege! Do you have a tough group of students at the end of the day? Are they disrespectful, rude, undisciplined, noisy, and constantly fussing with each other? The BEST course of action with one of these groups is to figure out a way to motivate them, to focus on their good behavior as much as possible instead of all the ridiculous antics they've been up to. Still hold them accountable, of course, but focus YOUR mind on the good things that are going on. Here is an article about an awful 6th grade group I had one year at the end of the day, and here is an article about the incredible power of positive attention, the most powerful reinforcer in the classroom. According to some experts (including Michael Linsin), it is NOT a good idea to reward good behavior because there is some research showing this method kills intrinsic motivation. Michael Linsin believes it is wonderful for a teacher to surprise students with a “free gift” every once in a while as long as it is not “earned” by good behavior. In his opinion, extrinsic motivators should be used to recognize and honor achievement, excellence, persistence, etc. and should never be in the form of trinkets or candy. He makes a good case for never using tangibles. On the other hand, many classroom management programs emphasize the use of rewards for good behavior (PBIS is one example). Here at Managing the Art Classroom we believe that teachers know what is best for their students. If you believe that rewarding good behavior will help your students, go for it. If the idea makes you uncomfortable and you feel like you are "bribing" your students into behaving, don't do it. Extrinsic motivation has been studied at length, and researchers have found that random, unpredictable rewards really do work to improve motivation in the short term, especially with young students. This effect fades the older the student gets and will back-fire if used too much. Scroll down to the bottom of the article to see a set of empirical articles about using rewards in the classroom. ENCOURAGEMENT EXAMPLES: "Good Job" Is Poor Praise, artedguru.com, Eric Gibbons letters home praising students’ accomplishments or good character Call parents just to “brag on” a student – this helps teachers’ morale, too! Verbal encouragement and acknowledging hard work, kindness, creativity, ideas, helpfulness, etc., Write an encouraging note to a great student and leave on his/her desk (Michael Linsin) Non-verbal encouragement through eye contact, nodding, praise with a smile A Reward System That Works - using the "ticket" system to quietly encourage good behavior "Punk Your Parents" by Daphne Draa (click on the link for more details) EXAMPLES OF PRIVILEGES: first to leave class (middle school) or “line-leader” in elementary school extra privileges such as sitting by friends on Friday (middle school) homework passes, bell-ringer passes visit a “Choice Center” or “Free Art Day” getting to run errands for the teacher Play music Field trips Extensive list of ideas for privileges and rewards from PBIS Mannequin Challenge: "Are your kids wound up on Fridays? ...I told my kids that we would do the mannequin challenge the last 5 min of class as long as they worked hard and kept their noise under control. I wrote NOISE on the board, and erased E, S, and I if they were too loud or off task. I told them if we got to NO they wouldn't be able to do it. Each class was able to do the mannequin challenge, and they were so focused during the whole class." Brett Owen, from the Art Teacher's Facebook Group AWARDS & INCENTIVES: Handmade awards; gold spray-painted palettes, paintbrushes, mannequins, wooden candle sticks, and wooden plaques by Francisco and Janell Matas (for high school outstanding student in photography, ceramics, sculpture, drawing, painting, digital art, AP studio, adapted art artist, adapted art, jewelry/metal, and outstanding senior) Certificate Designs by Leanne Godbee: Abby found these plastic party favors in the party supply section of Hobby Lobby. She painted them gold and added the jewels. Catherine uses this trophy as a motivator for her students to clean up faster! Click on this link, Art Award Template, to download a DIY paper template to make this nifty art trophy! The design is from Leslie Gould at heythatsmyartteacher.blogspot.com Games "Mystery Artist" ... this system encourages all students to behave because they do not know which of them will be awarded the special "Mystery Artist" prize at the end of class. They do know that the teacher is watching specific individuals to see if s/he will get the prize! Class Awards and Unique DIY Awards, Create Art With ME; Michelle East Make Your Own Free Certificates at 123certificates.com “You Did It!” stamper on practice work Gold Star (I like smiley faces, too!) Use the "Ticket" system (click on the link to read more) Have a TASK Party, Oliver Herring...How To TASK... Former “National Teacher of the Year” Ron Clark (author, The Essential 55) had pizza parties to motivate students www.classdojo.com Draw quick portraits of students (Sarah Dougherty, www.theartofed.com) Trophies/medals at end of year for “Art Excellence” - art teacher Valerie Frazier mentioned the idea to spray paint a small wooden maniken gold to look like an Academy Award! Secondary school – awards for achievement atschool art show – 1st, 2nd, 3rd place ribbons/prizes, etc School-wide reward systems – PBIS, “Wampum” traded in for free dance/game tickets, school supplies, etc. at Casey Williamson's school artwork on display (school, libraries, businesses, online, etc.) free certificate from www.123certificates.com SCHOOL WEBSITE: Certificates for achievement if the students’ artwork chosen to be displayed – at our school we have a “no-media” list of students who did not turn in their release forms so I know whose artwork I cannot display online. DISPLAY CASE for art excellence by the front office – students get a certificate for work displayed OR have empty frames in a prominent hallway that get filled with the best pieces “ARTIST OF THE WEEK” easel by the front office – it is announced during morning announcements at my school - I choose girls for 3 weeks (one 6th grader, one 7th grader, one 8th grader) and then I choose boys for 3 weeks so all the recognition doesn’t just go to 8th grade girls. This idea is from the book A Retired Art Teacher Tells All, by Marlene Johnt. Here is one more idea about creating a little competition among students from the Art of Education: Make Your Display Case Competitive With a Championship Belt, by high school teacher Luke Nielson Note about elementary rewards: Michael Linsin admits that elementary “specials” have a greater challenge due to seeing much higher numbers of students less often and there is not as much opportunity to develop “leverage.” Although he discourages rewarding good behavior, he admits that it can be beneficial for the elementary art classroom. He recommends that specials teachers set up whole-class reward systems. Also, he does not believe in tangible rewards at all, only intangible things such as “bragging rights” such as; “We have the best-behaved class this week,” etc. Check out this article at theartofed.com: "A Classroom Management Strategy Elementary Art Teachers Can't Live Without" "Systems of recognition for expected behavior (which can include verbal, non-verbal, and tangible acknowledgment) are present and necessary across our society as a whole – in personal relationships, in business, in the community, in sports, and pretty much any other setting you can think of. Recognition increases the likelihood the expected behavior will occur again in the future. It should be part of a larger system which includes developing environments to increase the likelihood the expected behavior will occur in the first place (like clear expectations, developing relationships, and using structure and pre-corrects to prompt desired behavior).Token economies are one strategy to increase the likelihood students will perform expected behavior. Tokens should ALWAYS be paired with positive specific feedback. Conversely, all inappropriate behavior should be responded to with specific corrective feedback. Ignoring the inappropriate behavior and just giving someone else positive feedback and a ticket is a misrepresentation of the use of this strategy. Teachers should be giving super-high rates of positive specific feedback for behavior that meets expectations throughout the day, every day – whether paired with a tangible or not. By attending to expected behavior at a high rate, the likelihood of problem behavior is reduced. That’s the science of behavior.Recognition, tangible or intangible, does not decrease motivation. That’s a misunderstanding of the continuum of motivation from extrinsic to intrinsic. Almost nothing a person does in the course of the day is 'intrinsically motivated'. Intrinsic motivation means a person does something purely for the sake of finding joy in the activity – no additional outcome. Some examples might include children swinging on a swing set, a person singing in the shower, or stepping outside to watch the first snowfall. These are not comparable to the behaviors we need students to use in the classroom. No student is standing quietly in line or completing math homework for the pure joy of it. To some degree, there is an external motivation (a grade, pride, pat on the back). Then there are some things for which we are purely extrinsically motivated, and there’s no problem with that. The reason we pay our electric bills is because we have to do it to keep the lights on. Sure, we get entertainment, heat, ability to keep food fresh, and a host of other benefits from the electricity, but we only pay the bill because it’s required. Purely extrinsically motivated behavior.Pretending that all behaviors related to school need to be “intrinsically motivating” is just nonsense. Students will be somewhere on the continuum from intrinsic to extrinsic motivation for all manner of things during the day. Extrinsic motivation can be employed strategically to change behavior, and that can be a good thing." Deanna Maynard, commenting on the article, One of the Worst Classroom management Strategies I've Ever Seen, by Michael Linsin List of Reward Ideas From CanTeach Extensive list of ideas for privileges and rewards from PBIS List of Reward Systems That Work; What To Give and How To Give It, Cara Bafile, educationworld.com Carrots or Sticks? *Alfie Kohn on Rewards and Punishment, by Cara Bafile, educationworld.com *Alfie Kohn is a prolific author and speaker about social issues, he has written many books about education, including Punished By Rewards, but is not a trained educator himself; his credentials (none in the field of education) do not give his writing merit, in my opinion. He was a teacher for a short time, in an independent high school, teaching a class on existentialism. He has many interesting ideas that align with constructivism. Alfie Kohn Is Bad For You and Dangerous For Your Children, Daniel Willingham, blogs.britannica.com *Empirical research about extrinsic vs. intrinsic motivation: Pervasive negative effects of rewards on intrinsic motivation: The myth continues, Cameron, Banko, & Pierce, 2001, Association For Behavior Analysis International From Using Rewards Within School-wide PBIS, Rob Horner & Steve Goodman Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing the problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39(2), 181-190. Skinner, C. H., Williams, R. L., & Neddenriep, C. E. (2004). Using interdependent group- oriented reinforcement to enhance academic performance in general education classrooms. School Psychology Review, 33, 384-397. Lohrmann, S. & Talerico, J. (2004). Anchor the boat: A classwide intervention to reduce problem behavior. Journal of Positive Behavior Interventions, 6(2), 113-120. Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24(4), 448-479. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: The Guilford Press. Editor's note: Managing student behavior involves far more than discipline techniques. In order to create an environment for student success, the teacher needs to provide quality instruction as well as appropriate motivation. Most importantly, the teacher needs to have the right attitude for leadership in the classroom. Finally, having a solid classroom management plan with rules and procedures set up from the beginning of the year is also extremely important - students need to be very clear about what the teacher's expectations are. disclaimer: These are a set of ideas about being proactive in teaching based on classroom experience as well as various education authors. Many times there are circumstances in the classroom that are beyond any teacher's control, especially when serving at-risk populations or in environments where those in administration fail to provide effective leadership in a school. Sometimes, regardless of the prevailing theories about teacher responsibility, the teacher is not to be blamed for out of control students. Finally, we do NOT recommend that you put any of these strategies into practice if your administration disagrees with them. article by Mrs. Anna Nichols
I love that all these perler magnets were planned out specifically for putting them on the refrigerator. via[imgur] Related Posts: The Dr {Mario} is in! Super Mario Hanging Mobile Video Game Light Boxes Awesome Perler projects!!!
Learn how to draw a leaf step by step in this tutorial where we will go from super simple and easy, to drawing specific leaves.
This Artemisia Gentileschi print was carefully removed from a book that was published in 2000. Titled “Judith Slaying Holofernes”, the original was made in 1612-21. This is a genuine vintage print, not a modern reproduction. All our prints removed from books will be backed with card except for double-sided prints and prints larger than A4. Perfect for mounting and framing. Please note that these prints are not the same size as the original paintings. Sizes are stated in the listing ‘Highlights’ section. The print is unframed. The frame shown in the photo is for illustration purposes only. Prints are wrapped in acid-free tissue paper and a clear plastic bag and shipped in cardboard-backed envelopes or rolled in a cardboard tube, depending on size, so they reach you in good condition.
This is a super approachable rubric that can be used with any middle school or high school visual art project. It works for any medium! It can be edited in Microsoft Powerpoint so you can tweak anything you need to fit your class needs. I find that students often struggle with understanding art rubrics that get bogged down with too much jargon. This makes it super easy for them to understand. Included is: 4 main LOOK FOR'S with specific requirements an area "THINGS TO WORK ON" for you to write specific comments a mini self evaluation where students look at their own creative process (this is really helpful for them!) I hope it makes marking - which can be the worst part of art class - easier for you! Enjoy. Similar resources in my shop: ✤Rubrics for SPECIFIC MEDIUMS (drawing/painting etc.) ✤COMPLETE VISUAL ARTS COURSE BUNDLE ◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈◈ ➯ Click HERE to follow my shop and see updates and new products. ➯ Please don't forget to leave feedback on my products! You will receive TPT credits that can be used on future purchases.
your done! make head and legs fold un cut pieces together and glue fold in half cut up to folded line teacher made. very important to cut to the fold or lizard will not bend nicely! add patterens! Teacher comes around and folds in sides while students color cut on line while paper is folded, large triangle is body, small ones are saved for heads and legs next art class Fold paper, draw a slanted line from one corner to the next start with large paper folded in half
Free, step-by-step tutorials for making fun, easy, inexpensive 'robots' - Great first robotics projects for kids
Final product wise, this might just have been my FAVORITE project this past school year. I am so unbelievably proud of the work these 5th gr...
Fun acid/base experiment for kids of all ages. Uses only common household ingredients. No heat required.
5 Minute Science Experiments for Kids on Frugal Coupon Living. Geometric Bubbles, Glow in the Dark Volcanoes, Replicate Ocean Currents and more!
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Integrate art and literacy with no prep or background knowledge with step by step tutorials for art history and art around the world!
There's ALWAYS time for art! Yes, summers are busy... but I've got another 5 minute art idea for you. We took a look at Mark Rothko last time, and today we'll explore a very specific time in Georgia O'Keeffe's career– one that's super interesting and often overlooked. (Affiliate Disclo
April 16, 2012 This session I will be teaching my fifth grade class. Unfortunately my sixth graders left and will be moving onto the middle school next year:( I will miss them greatly. What a good bunch of kids! April 15, 2012 Silkscreening T-shirts with a Social or Environmental Message! Miss Flegal and I cashed in on these stretcher bars we came upon and combined them with white organza fabric to make silkscreens! Students brought in their own t-shirts and used elmer's glue to create a resist. The exciting component about this project was the glow-in-the-dark printing ink I was able to find to make their shirts really special! March 21, 2012 Sixth grade silhouettes complete! Our art program has been getting so many positive comments about the front entrance of our building and these vibrant mosaic silhouettes. Using marbled paper that the students made and thinking about color choice that coincided with their action or movement was very important. Lastly, we incorporated a literacy element inspired by Eric Carle's Brown Bear, Brown Bear What do you see? March 9, 2012 My sixth graders are back and we are working on life sized art projects combining two types of art we just looked at and learned a lot about-- silhouettes and mosaics. These were inspired by an installation art piece we did last year as an entire building. I cannot believe how cool these are looking! Our media for this project has included cardboard, black latex paint, various colors of construction paper, shaving cream and tempera paint for marbling, scissors and glue stick. The poses for the silhouettes were derived from the children themselves and interests they have both in and outside of school as well an energy or emotion they are trying to evoke. When all is said and done we are incorporating an element of Eric Carle's Brown Bear, Brown Bear book. I can't wait to post more when they are finalized next week! December 2, 2011 This six week session I will be instructing my fifth grade class and will return to teaching fifth grade again in February. Stay tuned... November 11. 2011 Self Portraits in Chuck Close Style Students in sixth grade are integrating math skills by measuring and creating a grid for an exact self portrait drawing. This is the method that artist Chuck Close uses to create his portraits. After spending extensive time learning about his life-- he is my FAVORITE artist, we are now in the beginning stages of creation. So far, so good! November 4, 2011 Oh what a busy Friday! Students were busy glazing ocarinas as well as using acrylic paints to put finishing touches on their cubism Picasso sculptures. It was a great way to end a busy week and we will look forward to working in new art media next time. October 26, 2011 Pablo Picasso Sculptures in progress... Students are using some unconventional tools for their current sculptural project-- wood scraps, glue, wire and pantyhose. Yes, you heard me right. If your child has recently come home talking about using pantyhose as part of his art project, he is not lying to you. Here is what we have started in the past few days. October 19, 2011 Ocarinas We are trying our hand at constructing ocarinas out of clay. Students did extensive research online and here is what we have learned so far. The ocarina (/ɒkəˈriːnə/) is an ancient flute-like wind instrument.[1] Variations do exist, but a typical ocarina is an enclosed space with four to twelve finger holes and a mouthpiece that projects from the body. It is often ceramic, but other materials may also be used, such as plastic, wood, glass, clay, and metal. The ocarina belongs to a very old family of instruments, believed to date back to over 12,000 years.[2] Ocarina-type instruments have been of particular importance in Chinese and Mesoamerican cultures. For the Chinese, the instrument played an important role in their long history of song and dance. The ocarina has similar features to the Xun (塤), another important Chinese instrument (but is different in that Ocarina uses an internal duct, whereas Xun is blown across the outer edge.)[3] In Japan, the traditional ocarina is known as the tsuchibue (kanji: 土笛; literally "earthen flute"). Different expeditions to Mesoamerica, including the one conducted by Cortés, resulted in the introduction of the ocarina to the courts of Europe. Both the Mayans and Aztecs had produced versions of the ocarina, but it was the Aztecs who brought the song and dance to Europe that accompanied the ocarina. The ocarina went on to become popular in European communities as a toy instrument.[4][5] Its earliest use in Europe dates back to the 19th century in Budrio, a town near Bologna, Italy, where Giuseppe Donati transformed the ocarina from a toy, which only played a few notes, into a more comprehensive instrument (known as the first "classical" ocarinas). The word ocarina in the Bolognese dialect means "little goose." The earlier form was known in Europe as a gemshorn, which was made from animal horns of the Gemsbok. The ocarina was featured in the Nintendo video game The Legend of Zelda: Ocarina of Time, attracting a marked increase in interest and a dramatic rise in sales.[6][7] How an ocarina works: 1. Air enters through the windway 2. Air strikes the labium, producing sound 3. Air vibrates throughout the inside of the ocarina Covering and uncovering holes lowers and raises the pitch Source: Wikipedia Here are our ocarinas in progress... Let's hope they make music once they are come out of the kiln! October 17, 2011 After not having my sixth grade class for the first six weeks of this school year they are now occupying my room every morning for 45 minutes for the next six weeks. It is such a joy to have them and experience their growth since I last saw them as fifth graders. We started our time together with a pencil study called The Vanishing Snack. I adapted this from high school art teacher Mrs. Vogel of Field High School. My students as usual have risen to the challenge and are producing wonderful work. At each stage of their four part drawing, they are wrinkling a pop can and drawing it as well as all of its highlights and shadows in its new state. September 7, 2011 Because of our new six week schedule I will not see my sixth graders until October 10th! Stay tuned... June 1, 2011 Tile Triptychs in progress! Students in sixth grade are embarking on a triptych constructed of clay. A triptych is a three paneled piece of art that views as one continuous piece but is constructed in stages. This has been a great opportunity for them to learn about specific properties of clay and how to work with this medium from one class to the next, keeping it moist and workable. The students were expected to include text, an image and possibly a favorite verse that states something about themselves as an individual. April 21, 2011 Plaster Hands and Feet March 13, 2011 In sixth grade we have about three projects going on at once. One is our plaster hands and feet project that we started back in January. Here they are as works in progress.... January 31, 2011 Recently in sixth grade I set my students loose with plaster and these thoughts in mind. Below are the results so far. Once again, their minds, their thought processes and their creative journeys amaze me. I will keep blogging as their projects move along... Take a moment and think about all of the uses of your hands in the course of a day, the course of a hour or even a minute. For example list every way you can think of that you used your hands just this morning… -to brush your teeth -to eat your breakfast What do you think your hands can say about a person? Can they have polished nails? Wear certain rings? Does their appearance tell you a story? For example having wrinkles… Let’s think about some of those features. Next think about phrases that have the word hand in it… “hands of time” “helping hands” “clap your hands” “give me a hand” “lend a hand” “in good hands”… If you could compare your hand to another object of similar form what would that be? A growing tree branching out? Sunday, January 16, 2011 Don Drumm Inspired Endangered Animals Students in sixth grade studied the metal art works of local artisan Don Drumm and then decided to make a statement with their art. After doing some research about the current Endangered Species list they created these metal embossed pieces about animals of diminishing numbers. Next, by adding a statement, they could give the animal a voice to be heard. Won’t you do your part in raising awareness for some of these unknown creatures? Below is our display of the completed sixth grade Chuck Close inspired portraits. Chuck Close Self Portraits in Progress November 29, 2010 We are wrapping up our Chuck Close portraits and the end results are amazing. Not only are students manipulating charcoal very well to create various tones but they have mastered a likeness of their own face! Chuck Close Self Portraits November 15, 2010 Wow! It has been awhile since I have updated my sixth section of the blog. Students have been hard at work and are tackling difficult projects and techniques. Most recently we have begun working in Chuck Close grid style. You can see his work at http://www.chuckclose.coe.uh.edu/. He is my favorite artist. Using a grid, students have integrated math skills into their drawing by focusing on exact measurements for precision. Here are a few of their starts... Vanishing Snack Drawings October 14, 2010 Students in sixth grade are training their eyes to see close details through these altered still life drawings. They are working on drawing a pop can and then slowly crushing it until it becomes very minimal. At each stage they have to look closely at how their object has been changed and then try and draw it. Charcoal has aided them in learning about the value scale. They are beginning to see that with shadows some parts can be extremely dark and extremely light.
We're back in North America for Art Around the World today. We'll look at a totem pole from the Tlingit, an American Indian tribe from the Northwest Coast of North America (Canada and Alaska). Totem
