Monday, October 26, 2009

"It's a scarecrow, but it's really scary, because of all his pointy fingers. They're everywhere, see?"
-first grader

"Oh, he's just a guy. I made him for the block center, we're going to trap him inside the tower!"
-first grader

"Okay. These are three magic horse guys. And these squares are their powers. One has water powers. One has animal powers [he can change into any animal]. And this one, um, I forget his power."
-second grader

"Well, I just started cutting out then I found the hole puncher. And the hole puncher is hard to push. And he has holes in his head but he's not hurt, you know, that's how his head is. And the yellow string is hair, plus I can hang it up by the string. It's for my mom for a decoration, only I'm gonna ask her if I can put it in my room. 'Cause I really like it."

Friday, October 16, 2009

"It's me. Made out of paper. I'm smiling because I'm happy. Next week I'm going to make my sister, too."

Friday, June 05, 2009

end of year odds and ends
School is just about over! I'm cleaning up my computer image files, and finding some images I'd meant to post. Here they are!

Fifth and sixth graders learned iris folding.

Students in all graders enjoy attribute blocks.


The drawing center:


The fifth graders loved weaving on homemade looms. Some used rulers as a shed holder.

Thursday, June 04, 2009

This luscious painting was created by a first grader. She told me, "I'm just seeing how it looks to paint circles softly. Then sometimes I just put the brush on the paper. I'm trying different colors, too."

Here is a side by side of her two paintings. On the right is the rainbow, with a few experimental marks. I asked her if I could display the painting. She looked at both of them and handed me the rainbow. "You can keep this one," she said, "I can make other rainbows, but I don't think I'll ever be able to do one just like this [experimental painting]. My mom will really want to see it." Had I had my own classroom, I'd have shown her some work done by Kandinsky . . .

Monday, May 25, 2009

Students LOVE Keva planks !

"Look at this, it's made with spirals."

"This building is for animals, they can go in or out."

It took three students to create this butterfly.

"It's an airport shop!"

Sunday, May 24, 2009

The students have fun making friends at the collage center

"These are stuffies. You just need paper and staples. And you decorate them. This is roundy and I don't know the other guy's name."

"This is me. I'm happy, and I'm thinking of something."

"I colored this with my favorite colors."

"I didn't have time to finish her, but I'll color her at home."

Saturday, May 23, 2009

"This is a picture of Obama. He's the president. And this is a map of the whole U.S.! I'm drawing the map and my friend is writing the names on the map, 'cause I don't know all their names or where they go."

Friday, May 22, 2009

Some fun pieces from the collage center:

"This is a machine for our friend. It's a glue machine."

"It's my mask. I'm Iron Man! This ear thing is my protector."

Thursday, May 21, 2009

Second graders learned about shadows. We did these in the morning. Kids traced each other's shadows and added details. We talked about how the shadows are different at different times of day.

Monday, May 18, 2009

These students love blocks. I enjoy seeing the different ways they are used to create. Some students make patterns:

Some students create 3 dimensional cities:

This student used it to spell out a kind thought!

Monday, May 11, 2009

The ubiquitous traced hand drawing gets a new look!

Monday, April 20, 2009

"It's me, my family, and my friends."
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"This is an underground digger, it can dig into the earth!"
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About Me

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Bountiful, Utah, United States

How does TAB work?

To implement TAB, I began with 1 center--the drawing center. It contains different drawing media: pens, pencils, crayons, markers, pastels, chalks, as well as various papers. Also included are dozens of different "How to Draw" books. We discuss as a class what artists draw. Some draw real things, or pretend things, or non-objective designs.

I also discuss the variety of drawing media available, and explain how to clean up.

It is amazing how much the kids enjoy this. I've recently added plastic animals and dinosaurs for the kids to look at while they draw.

The second week, I introduced the collage center, containing colored paper, glue, glue sticks, staplers, scissors, brads, and fabric.

I showed them some collages by Romare Bearden, as well as many student created works. I had to tell them how to determine what adhesive to use, and showed them the stickyometer poster.

They could then choose to go to the collage center, or the drawing center. The kindergartners LOVE the collage center. I love to watch them create. They are so free, so unlimited.

The third week, I opened the watercolor center, with watercolor pans, brushes and paper. The main focus for me was to teach them how to care for the brushes, put on smocks, and where to put their work to dry. They could then choose watercolor, drawing, or collage.

I kept it with just three centers for a few weeks (I see them once a week). It's important for them to learn to care for their supplies and the classroom. But while I wasn't introducing new centers, I did introduce new materials into existing centers, explaining their use (for example, I added whiteboards and markers to the drawing center). I also demonstrated new techniques (crayon resist with watercolors). And I've even started to integrate art principles and elements. Of course I included numerous examples and prints from to reinforce the concepts.

With those three centers humming along, I added the clay center. I did a super brief demo, showing them how to work with it. I did tell them that they could simply create with the clay and not try to keep it, or they could create things for me to fire in the kiln. I gave them admonitions like: "Clay can't be thicker than your thumb, or it will take too long to dry." and"Be sure to join any attachments securely". (Which we all know is MUCH easier said than done!)

Of course, the day I introduced clay, ALL the kids wanted to use it, but I had to limit it to eight. The kids grumbled a bit, but soon were off to other choices (it helped that I introduced craft sticks and chenille stems at the collage center!).

I tried to be as hands off as possible at the clay center. I stayed at the table with them, giving demonstrations as necessary. Joining clay is very difficult, but the determined kids will learn. One third grader created an adorable dog with toothpick thin legs barely hanging on. She wanted me to fire it. I knew there was no way that those pitiful little legs could hang on, I said, "Okay, but you'll need to put it on the shelf to dry." The shelf was only a couple of feet away, but poor little dog was legless by the time he got there! I will admit I felt more than a little coldhearted, but really, this is the only way for them to learn! The student sat with me, and I demonstrated joining and adding just a bit of moisture for her. She worked and worked on that dog, and it finally came together.

After clay was going (it took several weeks for all the students to have a chance, and I stayed at the clay center so they could all have some individual instruction), I was free to add some more centers.

First, I added painting with tempera paints. Next was the architecture or "temporary art", containing legos, blocks, cuisenaire rods, magnets, mosaic boards, and geoboards. This is where the students learn hands on about spatial properties and design elements.

I introduced the fiber center, with weaving and sewing. Kids truly enjoy this one, but they do need significant hands on instruction (especially threading the needles!) and I've put this one away for a bit.

The collage center was joined by the construction center. They can use cardboard, small boxes, and other castoffs to create. Kids have made houses, boats, star wars aircraft, cameras, and so much more here. Their adhesive of choice, though, is tape. Rolls and rolls and rolls of tape! I've spent some time with them, encouraging them to use some of the glues we have, or even to paper mache over the tape, but very few takers so far.

Now, midway through the year, with many centers going, I can work with the students on some art history and appreciation.

TAB is truly a wonderful teaching method. The kids can create things because THEY want to, not because I (or some other teacher) think they look neat. The energy and excitement in the room during class time is thrilling! I LOVE my job!

Blog Archive

A different approach to art education:

TAB stands for Teaching Artistic Behavior It is a research-backed, student driven method. Kids are taught a new concept, technique, or medium each class period, and then are able to choose what art to make.

The idea is to teach them to work like artists. We talk about how artists get ideas, where they get inspiration, and how they behave.

At the beginning of the year I have to focus extensively on set-up and clean-up routines. I want them to learn to be responsible for their own art experiences.