The rule is: "Think BIG - Work small"

This is to try to honor the bus rule that anything transported on the school bus must "fit into a bag." Now - they didn't say what SIZE the bag is, but even with that, we struggle to follow this rule.

Cameron Stadium is finished at last! By "M," Grade 5

The above amazing, beautifully constructed, lovingly detailed "Cameron Stadium" was built over several weeks by an ambitious, detail oriented 5th grader. It does not fit in a bag. It barely fits out the door.

"What would happen" I plead, wringing my hands, "if everyone decided to build something that big?"

Fortunately, not everyone builds something that big. Not everyone could. Not everyone would want to.

It is the same with the clay. Last quarter a clay artist emerged who shattered all previous records for production:

Partial collection of clayworks by "G," Grade 5

And that's the beauty of a Choice-Based art studio. Instead of having enough clay for every student to make a  project or two, I stock enough clay for everyone who wants to use clay to have some. And it's the same amount of clay, because while most students do try clay and make something during their time here, not everyone is enamored with it, and certainly not everyone specializes in it. That leaves more for "G."

It's the same with cloth in the Fabrics and Fibers Center, or with the wire in the Sculpture Center. I don't need to have 20 brayers in the Printmaking Center, because twenty students would not all choose printmaking at one time. Two sewing machines are (usually) enough because not everyone has the interest or patience to learn to use these, or invent an appropriate project requiring a sewn seam. But some do.

We try to follow the "Think Big- Work Small" rule - it makes sense to us. It is reasonable. But so too is the rule posted on the  Fred Bab poster outside the art studio door: "ART Break the Rules."

Framing Emergent Curriculum

Once the ball is rolling in a studio-classroom, where students pursue their own ideas in the media of their choice,  the role of the teacher begins to shift from instigator to reflector. The teacher in a Choice-Based classroom  watches for opportunity to employ student work in service to the concepts that are important in Art.
My last crop of artists provided a rich array of material for me to draw upon in order to highlight art concepts:

COLOR THEORY

The class pauses for a moment as I hold up "E's" marker drawing. "What do you notice about the colors "E" used? A brief dialog follows about the power of complimentary colors.

Triangles by "E" - Grade 5

LINE AND PATTERN

The painting below has many possibilities - the color wheel is represented and ordered there, including colors that have been mixed by the artist, which could lead to a discussion of shades and tints - and the artist demonstrates a strong use of line and pattern. The idea of linear vs radial design comes to mind also. This painting could be saved for the next time this class comes in, and could be the basis of a "5 minute lesson" about these concepts.

 ART HISTORY
Middle school students are pro-Op Art - if it wasn't for the fact that a group of artists "invented" that style of art over 50 years ago, my middle school students could claim that they  invented it right here in North Central Vermont.

By "R" grade 5

It makes it relevant, therefor, to drag out my tattered Op Art book and show a few examples; "Hey look! Some other artists figured out that using strong contrast like black and white or black and yellow is powerful and can make an artwork almost vibrate!" "These dudes were a big hit in the 50's and 60's for doing the same kind of work that you just invented!" The fact that the above design screams "fallout shelter" could be mentioned, if you want to go there...("this drawing makes me think of something else that happened in the 50's..." )

The idea is, instead of starting with an art concept or examples of famous artists or historical periods, it is profitable to wait and work with what the artists in your classroom initiate. Relating the concepts you want to emphasize to their own original work provides a measure of buy-in and relevance not often gained when starting with a faded art reproduction or Crystal color wheel.

Guerrilla Art

Guerrilla Art: Unauthorized art in public places

If you want to tickle my artistic funny bone – start making and installing guerrilla art around the art room or the school – it kills me!

Here is a recent piece left by an 8^th grader  who is becoming very impatient having to wait until the LAST quarter of the school year to FINALLY get to have art. Life is so unfair sometimes!

(The rule we have for guerrilla art is that it must not deface or destroy any property - it must be removable, must not offend or get the art teacher fired)

Stencil Drawing

When the “drawing Center” first opens students are introduced to the many tools, materials, references and resources that are available to them. Students can choose from pencils, colored pencils, charcoal, pastels, oil pastels, chalk, thick and thin markers, crayons and chalk. White glue is sometimes employed as a drawing tool, and scratchboard is available by request.

There are drawers holding rulers and compasses, a large selection of toy models which includes everything from an old hound dog to a stegosaurus. There is an ever-growing collection of books, many images and references posted on the wall, three computers fro digital drawing and a collection of templates.

I say all this in order to highlight this one particular drawing made recently by a 5th grader,  isn’t this a great use of a template? (Computer geeks will recognize this relic from the days of hand-drawn flowcharts.)

Amazing Clay Dragon

By "D" Grade 6

"He's from a video game. I tried my best to make him look like a dragon."
This imposing clay figure is handbuilt  by combining the slab with the coil method.  It is about 10" tall and can stand alone. Instead of glaze, "D" decided to paint the figure with acrylic paint and added some fabric, as a finishing touch, to complete the costume.

Develop Skills - Envision

"N," a 7^th grade artist very much wanted to use the sewing machine – but what would she make?
She decided to make a stuffed animal, and went online to search for inspiration. She quickly determined that she would make a penguin, and gathered an assortment of pictures for reference.

Working primarily from a cartoon-style drawing, “N,” began assembling her materials – she needed black and white fabric. Finding plenty of white, but no black, she determined that she could create her own black fabric. Proceeding to the “Painting Center,” “N” painted a large enough piece of cloth for her project, and set it aside to dry. Meanwhile, she worked on other parts of her soft-sculpture.

“N” worked with purpose and conviction – meeting and solving various design issues and creative decisions. I watched from across the room – marveling at the independence shown by this student who just a year before needed so much reassurance and guidance to navigate the studio.

When “N” presented her finished sculpture, it was with pride and delight – she seemed surprised that she was able to bring her idea to such a gratifying conclusion all by herself. I was delighted too, but not surprised to see the growth this student has made, from an uncertain new-comer last year to a confident, capable artist this year.

We often filter our work in the art studio through the lens of the eight “Studio Thinking Habits” (Hetland et all, 2007) –“N’s” creative  process began with a desire to learn to use the sewing machine – so she was employing the habit “Develop Craft” – practicing new skills and techniques. She very quickly employed the studio habit “Envision” - seeing very clearly in her minds-eye what she would make and how she would make it.

Traditional Self-Portraits in Pencil

 

‘I usually do a self-Portrait every year” remarked “B,” grade 8

"G" (grade 8), often chooses to  working on  cartooning, both in and out of the art studio, but today he went for realism, with a mirror as an aid, to create a close likeness in his self-portrait.