Art on a Cart

Yes, even though I have an art room, which is actually a middle school science room, occasionally I end up pushing a cart. Why? Because my art room is needed during testing for students who require extra time.
My knees are not happy with this situation, but, I firmly believe that I get good guy points for not complaining.

So, last Monday was one of those days. First, I needed to empty this cart that I store things on.... and start loading it up with what I would need.

 

We all know that art on a cart limits what we do. I needed a project that would cover 4 grade levels: k, 1st, 2nd and 3rd. I chose to cover positive and negative space.
My samples.......

 Now, since I was on a cart, students would not be given a choice of colors. They would get a 9" x 12" white piece of drawing paper and a 6" x 9" or a 12' x 4 1/2" piece of black construction paper.    Bonus-we got to cover contrast!

Then, in my head, I went through the steps of the project and started to put things I would need on the cart. Samples √,  black and white paper √,  black and white colored pencils √,  scissors √,  glue √, book: Art Is √,  large clipboard to demonstrate on √ , signage as to what students will know, understand and do √-and now I was ready.

I headed out a little early in the hopes of being able to finish and leave a little earlier to get to the next class. We don't have travel time built in the schedule-because-it's only a few days a year.

The photo at the top is me presenting the lesson. I pointed to and read the sign I attached to the side of the cart. Then I read them the book Art Is...

 

This is a wonderful book with awesome photos for each of the elements and principles of art. 

I demonstrated by cutting a shape out on one edge of the black paper. Then showed students how to flip that shape to show the positive and negative space. With my 2nd graders I did a second cut and flip, but, I knew if it got too complicated, we would run out of time and students would not have everything glued down. So instead we used black and white colored pencils to create details and continue the illusion.

 

 

I had 2nd and 3rd graders make faces.

 

 1st graders did animals and kindergarten did hearts.

   

 

Art teachers face many challenges when they teach art on a cart. My philosophy when I have faced that situation is to do the very best I can within the limitations given to me. Hopefully, "the powers that be", will one day recognize the importance of the arts.

If you teach art on the cart what are some of the lessons you feel work in that situation?

Thanks for reading!

Nancy Walkup posted on my facebook timeline the following information:
Coming to NAEA New Orleans? Don't miss our carousel on art teacher blogs on Friday, 3/27/2015, 11:00 AM - 11:50 AM    Convention Center/Meeting Room 216/Second Level

Elementary Carousel of Learning: Teacher Art Blogs
Talented elementary art educators from across the country will share their successful art blogs for their art rooms. Come learn how they bring positive attention and acclaim to their art programs and schools through their blogs. Learn what having an art blog will do for your art program and hear suggestions on how to get started.
Cassie Stephens, Phyllis Levine Brown, Sheryl Depp, Jen Dahl, Laura Dean

I'm really excited to be joining these wonderful bloggers! Hope to meet you there!

Fabergé Eggs

My lesson with Fabergé eggs goes back to my first year of teaching art. It was part time position (would you believe one day a week?) in Copiague, N.Y.  I had seen an exhibit of the eggs at The Metropolitan Museum of Art sometime during the 1990's. And there was this book in the gift shop.........

  

Which I didn't buy at the time......... Silly me. However, I believe I called the gift shop weeks later and purchased a copy. And, I am SO glad I did, as I have done this lesson many times over the years in many different schools! Students love the pop up photos of the eggs in the book! AND the book is still available at Amazon click here.

I start off by showing my sample:

Sometimes I would connect it to a writing lesson. And start off with clues as to what was inside the egg.
 I am a surprise!       I am something that you sew with.       I have a needle.    What am I?

I would share that fabulous book with them and model my expectations.
I also shared photos I saved from The House of Fabergé that I received in the mail. 

First I traced an egg shape on construction paper. Then we had a discussion on different lines and shapes that I could use as I created a pattern. Students were then shown options as to how to cut apart their eggs.

They were instructed to design the outside of their egg, cut it apart, glue down one half on white drawing paper and then bring it to me to attach the other half of the egg with a paper fastener.

REALLY IMPORTANT! Students, with their egg closed, need to lightly trace around the half of the egg that opens. (Line should be erased later.)

Then and only then, they can open their egg and draw their surprise-keeping in mind NOT TO GO outside that line they drew or they won't be hiding their surprise. (See photo above.)

To add excitement to the project, in the past, I cut out and laminated little photos of things that the students could use as inspiration for their surprise. These photos were then placed inside plastic eggs for the students to open. Eventually, I realized students could come up with ideas on their own, which is what we want to happen. But it was fun!

I also inform my students that they need to draw a stand for their egg or it might roll off the paper. Yes, I have gotten weird looks with that one!

Check them out!

 

   

   

 I also remember doing  a display with this project many years ago and this sign accompanied the art work.

 It's my way of making my students happy, because they get to decorate eggs AND it makes me happy because I get to make connections to history and the beautiful art of Peter Carl Fabergé.

Thanks for reading! I hope I have inspired you today!

Art Room Signage

There are signs all over my art room. Many are the usual ones that you would expect to see.
(Got some free at conferences!)

    

 

However, there's a whole bunch of signs that I have made as reminders or disclaimers for my students.   They are either on the front board or posted above or below the board. 

"Let's spread our fingers out like the example on the board."

             

"Draw lightly so that you may erase mistakes. "                 " Use black last, to outline."

 

"Oh my, please be considerate of the supplies in the art room."
Yes, those are bite marks on the crayons............

 

Believe it or not, these signs are actually working! I haven't found a broken pencil point in the top of a glue bottle in a while! Also, haven't found any scissors in the garbage.

These signs are posted by my centers. I believe the photographs are important to help with clean up.

 

   

This sign is on the wall under my white board. I have often thought this would make a really good picture book to read to students at the beginning of the school year.

This is a new sign I made this year. I was inspired by a sign I saw on the website of Firehouse Publications check it out! It is on the bulletin board next to the white board.

And in response to: "Should I put my name on my paper?"

The answer: "Only if you want it back."

The signage does help as a reference for things that I have taught my students. And by having it up front, hopefully they are reading the signs over and over again when they zone out on me.

What signs do you have up in your art room?

Thanks for reading!!

Turning Bottles Into Bobbleheads

This is probably one of my students' favorite projects! Because everyone loves bobbleheads! I have done this with my 3rd graders when I have enough donated bottles. And since that didn't happen last year I will be doing it with 3rd and 4th grade this year. And I decide to introduce it with a power point this year. Why? Because they will see photos of previously made bobbleheads to be inspired and they will see the process for attaching the top to the bottom. I need to learn to prep less, because in the past, I attached them for my students and that is just too time consuming.

Students that are finished with projects can prepare bottles by removing the labels.

I will use a utility knife  to cut off the bottom of the bottle which will become the head.

   

At this point the bottles are ready for students to paint. They may paint the inside or outside of the bottle with acrylic paint. They need to put their name on the inside of both pieces.  We let them dry and continue them when they return the following week.

  

The next step is to wrap a pipe cleaner  around your finger and use a hot glue gun to glue to one end to the mouth of the bottle. (You can use a stick to push down on the pipe cleaner.) The other end needs to be curled up tight and glued to inside of what used to be the bottom of the bottle, but is now the head. You may need to manipulate the pipe cleaner to get it to balance.

 

  

This is a great project in which to introduce "how to use" a hot glue gun. And what an adventure that is! I explain and name all the parts of the glue gun. Caution: the tip gets very hot. Once a glue stick goes in, it does NOT come out! It is a continuous feed. When you glue two pieces together, make sure the surface of each piece will connect. Don't put glue where it can't reach what you are attaching to it. It's so interesting to make rules based on what has gone on previously.

Students can detail out their bobbleheads with whatever you have available!

 

 

 

Just looking at the bobbleheads that were made a few years ago has me all excited to start them this week! Now, I need to put together that power point.........

Thanks for reading!