And so we begin!

I like to ask a big question at the start of each year (or trimester, in this case). It is interesting to see how student artists respond to big questions. In the past I have asked: “What is Art?” or “Why make art?” Once I asked “What is the purpose of art.”

Some 8th Grade Boys' Responses

This year I realized that the 8^th graders, for the first time in this school, are ones I “raised” from 5^th graders 3 years ago. These are my 8^th graders. And, the incoming 5^th graders have just come from an elementary program where choice-based art was introduced last year. So these 5^th graders are the first batch of kids I have ever received who have had a prior experience in a student-directed studio art setting. Exciting stuff!
 

So the question I asked was easy for my students to answer: WHAT KIND OF ARTIST ARE YOU?

Some 5th Grade responses

Students might say they are a painter or a potter, or maybe a portrait artist or a landscape artist. Some said they were fiber artists and one an abstract expressionist. My 8^th graders have had 3 years to discover the answer to this question, and the new 5^th graders are enthusiastic about developing their skills and ideas around subjects or media that they are exploring.

Some 8th grade girls' reponses



"The Book" is Here at Last!

I am THRILLED to announce the debut of our book: The Learner-Directed Classroom!!!

This is an anthology I have been working on with my colleague Diane Jaquith. It illustrates how learner-directed practice looks and works in real classrooms at all levels. Contributors to the book are experienced teachers interested in learner-autonomy, creativity and a new vision for art education – and education generally. 
Did I mention that I am THRILLLLLLED!!! Thank you Diane for suggesting this project - It is an inspiring collection and a valuable resource. Thank you also to all the contributors - You are my heroes.

The book will be available in September, but you can pre-order now!

Amazon: http://tinyurl.com/d6ace4e
Teacher's College Press:  http://store.tcpress.com/0807753629.shtml

Double Negative

A boy in my “AG” (morning advisory group) studied the above sign for some minutes and finally declared: “That’s a double negative.”

I agreed and asked him what that meant as far as the sentiment of the sign – he said “it means; "We agree with splatter painting.”

Which, of course, it does.

With about two weeks left in the school year, some articulate, persuasive 5^th grade girls began an impassioned campaign to get me to change my rule about splatter painting. My rule is: say no as long as possible. But what I say to students is " the rule is: no splatter painting in the studio.”

It only takes a few days, persistent desire and good weather for students to ask: “Can we splatter paint OUTSIDE?”

It also helps that their teacher is a push over and that there is a back door to the art room, leading to wide open spaces.
Now the rule is: Suit up and leave your shoes and socks on the step

Look! An Artist!

I had the immense privilege to attend my former student’s art opening this week at the Hopkins Center in Hanover New Hampshire. Max is a Dartmouth graduate who discovered a love for architecture during his freshman year. This interest led him to fine art and voila! An artist! His work reflects his complex personality and diverse influences and has gained many honors – you can see it  by visiting his webpage: http://maxvanpelt.com/

 

Max makes sculptures and drawings. I was impressed with the variety of materials he uses in his work, and took a picture of one of the labels associated with a very large drawing.

I want to show this to my current students, because I ask them to identify the media they use, and to title their work, when filling out an “artist’s statement.” This information is displayed with their work.  I think they will be interested to see how this is employed in a gallery setting.

ANIMATION 2012!

The “Animation Station” in the studio features 2 “stages,” 2 cameras, 2 tripods, a roll of fishing line and Plasticine clay.

Animators can make characters to populate their films or use other objects from around the room for characters and props. Backdrops can be pinned to the wall behind the stage.

Teams of two work well –one person snapping the pictures while the other moves the characters. Animations with a lot of characters do better when a third team member is added. A rhythm emerges: move, snap, move, snap – like clockwork, until 80-200 photos are amassed and post-production can begin.

Stop action painting/collage project: "The Flood"

After all the pictures are imported, sound effects, visual effects, titles and music can be added.

The important thing about making a stop-action movie? Keep the camera still and make tiny, incremental moves with the characters. That and a clever idea = a winning formula.

The Secret of Sewing

Anyone who has ever offered sewing in their class has made this observation: Boys love sewing, even more than girls.

I noticed this when I was a preschool teacher. I used to clamp a huge quilting hoop to the edge of the table. There would be boys above and boys below, passing the needle back and forth.

In elementary school, when a sewing machine was donated to the art studio, it was the boys who sewed pillow after pillow after pillow.

Now, in middle school, the secret is finally revealed. According to an eighth grade boy who came to the studio during his study hall to sew: “Sewing’s kinda cool. I like sewing, it makes your anger go away.”

The Purpose of Art

Here are some of the responses I received from 5th and 8th grade artists this semester, when I asked "what is the purpose of art?" When their quarter in art begins, I ask that students write that question and their answer on one side of an index card. On the other side of  the card I ask students to describe their "Hopes & Dreams" for art this quarter. This is where they can list their plans and ideas, and let me know what I can do to be ready for this crop of artists.
At the end of the quarter I will return the cards and ask: "Have you discovered any additional purposes of art?" And on the flip side I will ask if they accomplished their hopes, dreams and plans - if so - how? If not - what did they do instead?

Reflection is an important artistic behavior, one we practice daily during work sessions, weekly through written self reflections and group share sessions and at the end of each quarter, when we look back and see what worked, what didn't and what's next.

This quarter I have just 5th and 8th grade students, representing the newest and the most senior middle school students at CBMS. It is an interesting juxtaposition to observe those just entering the program,  testing their wings as artists while others are putting together final projects and artistic farewells.