Art Therapy Project

This sounds like a great project :

www.portraitsofhope.org

Batik and Bookmaking

Project: Students will be combine two different techniques into one project. They will begin by batiking two pieces of muslin (11x11) apiece. Sketches will be completed a head of time before starting the batik process to ensure that students have a clear plan before they begin to apply wax and ink. The expectations for their batik are to include pattern, to recreate, not reproduce traditional or cliché symbols that we see everywhere (flowers, suns, stars, etc.) , and to make these symbols their own. They will be pushed to go outside of their comfort zone and will be required to use geometric shapes to recreate these designs. The students will go through the process of batik 3 times to apply 3 inks in order to understand the way in which the wax and dye process works. Once batik is complete, students will attach their batik cloth to doubled pieces of mat boards to create covers for books. That will be the next step of the project. Students will go through the process of bookmaking with me in order to successfully create a finished product. Once we have completed the project, we will complete an assessment and reflection about the process, it’s history, and the tools that are required to complete the projects.

Reflection- Students will be able to:
• Recognize the different types of textures and fibers in the composition of fabric/paper
• Recognize the different techniques of dyeing and resist
• Identify the unique characteristics of craft areas
• Expand visual vocabularies for increased perception of and response to crafts
Goals-Students will be able to:
• Identify how crafts have been utilized by various cultures and how these reflect the values and beliefs of these cultures
• Identify the various purposes and types of crafts in American and World cultures
• Identify how crafts are used in everyday life as functional and/or decorative objects
• Create with fibers (batik)
• Create crafts using a variety of forming and surface treatment techniques (batik and bookmaking)

Day 1: Students will be introduced into the first portion of the project- batik.
-Transition from printmaking into batik
-Talk about the elements of art with students and how they apply to this assignment
-Give a cultural connection to the project- Share information with them about the history of batik
-Tell them how batik and bookmaking will be related in this project
-Hand out the sketch paper for their designs
-Expectations for sketches: Geometric Designs, Not reproducing a cliché or traditional symbol but making it their own, Pattern
-Vocabulary

Day 2: Reiterate to students about the relation from relief to batik (Elements of design)
-Students work on sketches to break out of the traditional symbols
- Do a class example to show what I’m looking for (Do examples of how to create designs we’ve seen on the internet, how I would change a flower, sun, etc.)
-Reiterate the expectations for the assignment

Day 3: Do a demo over batik for the students
-Talk about safety measures with irons, hot wax, how to cover surfaces, etc.
-Show students two steps of the dyeing process/waxing process/ironing process
-Students continue to work on sketches
-Label their sketches in sections based on the color of ink and in what order they will be waxing/inking

Day 4: Do another demo with students to refresh memories before beginning to batik.
-Safety
-Necessary materials/Locations of needed materials
-Process
-How to use their sketches/plans to successfully achieve their images.
-Talk to students about how to store their pieces to dry at the end of class.
Students will receive their fabric pieces if ready.
-Patterns must be okayed by me before they receive these
-Drawing patterns on fabric with pencil.
-Students must have their sketches and plans out next to them while working so they have a clear direction

Day 5: Reiterate rules of class while batiking and safety measures
-Students batik- they should be first outlining their designs before beginning dyeing
-Available around the room for help and to answer any questions about the process.
-Remind them that this should be more of a quieter and slower environment t o prevent any accidents

Day 6: Students continue to work on batik, they should all be on this process by now.
-Reiterate:
-Safety
-Materials
-Storage

Day 7: Students continue to batik. If done with batik, talk to the students about our next step in the project: bookmaking.
-If some students are ready for this step, do a small demo for them while others work to get them started.
-Show them how to glue together mat boards to create our covers
-How to apply glue to the covers to attach our fabric to the covers

Day 8: Do a demo for the class showing the next steps of the project- moving into bookmaking
-How to attach the mat boards together to create stronger covers
-How to attach the batik to the mat covers
-How to apply the glue correctly so it doesn’t leave lines in the batik

Day 9: Demo how to finish applying the fabric to the covers
-Show students how to cut the fabric so that it folds over nicely to create corners
-Students work on applying both pieces of fabrics to covers/gluing, cutting corners, etc.
-Around the room to help students finish this step


Day 10: -Demo for students how to cut and attach the spine of the book
-How to attach these spines to the covers so it appears professional and clean
-No rough edges
-Clean cuts
-Glue applied correctly so it isn’t seeping out of the edges
-Be around the room to help students with questions about this step of the process

Day 11: Demo how to measure on my pages for sewing them together
-Measure even amounts of space
-Give them measurements
-Show them how to make the holes in the pages
-Talk about safety when doing this
-How to use the tools correctly in order be safe
-Be around the room to help students with questions about this step of the process

Day 12: Demo how to sew the pages together
-Safety
-How to thread the needle
-Pattern to sew in to create a strong and successful hold with pages
-Students work on this for remainder of class/Around to help students work on this step

Day 13: Students continue to sew their pages
-Reiterate:
-Safety
-How to thread the needle
-Pattern of sewing

Day 14: Demo for students how to complete the book
-Joining the pages and covers
-Covering the inside of the covers with decorative paper
-Trimming the pages to have even edges
-How a finished product should look

Day 15: Reiterate information from the demo the day 14
-Students work in class to finish

Day 16: Students continue to work and finish their books to turn in a completed product

Day 17: Do assessments and reflection with students
-Need to be completed and turned in with the assignment

Contour Lesson

Contour Line Drawing

6^th Grade Art

Project: Students will be introduced into the concept of contour line drawing by completing a series of silhouette and internal contour line exercises. During this time, students will be introduced to the project, which is based around a hobby of their own. Students will be asked to complete the assignment of bringing in objects that relate to one another within the definition of their hobbies. We will then use the knowledge from our exercises to individually draw these objects. Once the students have successfully drawn each of their objects, they will use light tables to assemble a composition as it would look in a still life drawing. I will talk to students about the importance of depth and placement within a composition. They will use this information to apply it to their own projects and once they have arranged their objects, they will trace them onto charcoal paper with pencil. The pencil lines will be outlined with thin sharpie markers including variations in thickness to give their objects character. The still life will be completed in a secondary color template.

Students will be able to:

· Increase their observation skills and develop hand-eye coordination

· Understand the unique qualities of two and three dimensional works of art

· Utilize art vocabulary to discuss and evaluate their artwork

· Think critically and creatively and problem solve to produce original works of art

Goal: Students will understand the different processes used in the brain to create different types of art. They will understand the importance of line, shape, depth and placement of objects within a composition. Students will also practice and successfully utilize the rule of contour line drawing in order to create their compositions.

Materials:

Pencils

Thin sharpie markers

Colored pencils

Charcoal paper

Procedure

Day 1: Introduction to the new project

-Transition from perspective into contour

-Talk to students about the difference in sides of brain used with each project

-Show students link to the Spinning Lady (Talk with them about clockwise being right brained and counter clockwise being left brained)

-Show examples of contour drawings

-RULE: Eye and pencil move at the same rate. EMPHASIZE THIS. Reiterate continuously!

-Vocabulary

Day 2: Reiterate the RULE of contour line (have rule written large for them to see and posted on the board for reference)

-Talk about what a contour line is/ what a silhouette is (ask students this first to have participation and to see where their understanding is at)

-Show contour line video (10-20 min.)

-Do a demo for students at the front of the room:

-Large white paper

-Thick sharpie markers

-Start with silhouette and then move on to internal contour

-Explain to students what is happening as I draw

-Reiterate RULE to students as I am working, show them HOW to use the rule when drawing (example of how to do it will break down the confusion)

*Talk to students about the basis of their assignment. Explain to them how to chose objects according to their chosen subject: “You Favorite Hobby” (Give them the skating example)

ASSIGNMENT for DAY 6: Bring in 6 objects representing your favorite hobby—5 pts.

-Objects must vary in size and difficulty

-Students will be able to get rid of ONE object that they aren’t satisfied with

after they have drawn all of them

-Assignment will include 5 objects that they have successfully drawn as contour drawings before composing their still lives.

Day 3: Have students work in their sketchbooks to do exercises pertaining to silhouettes and internal contours.

-Students will do 5-minute intervals of contour drawings

-Have a mixture of more complicated and less complicated objects

-Once 5-minutes is up, rotate objects, give them a minute to rest and then do another 5-minute contour drawing

Day 4: Students continue with these exercises… Change the objects and make sure they vary in difficulty

Day 5: Students continue with these exercises.

Day 6: ASSIGNMENT DUE: 5 points.

-Check for everyone’s assignments. Give bags and markers to each student to store their objects in and to label with their names.

-Have bins for students to store these in everyday after class.

-Reiterate the rule and purpose of the assignment/contour line drawings.

-Students will begin to work on their first object in their composition. Must successfully draw object as a contour line drawing before allowed to move on to the next object.

-Talk to students about importance of relation in size of objects and how they should be aware and keeping that in their own drawings.

Day 7: Students continue to work.

-Reiterate the RULE.

Day 8: Students continue to work.

-RULE

Day 9: Students continue to work.

Day 10: Students begin to work on light tables and compose their still lives on to charcoal paper.

-Remind them once again about things to consider when putting together a still life and the importance of depth, layering, placement and composition.

-Students trace with pencil and then outline with marker.

Day 11: Students work on light tables if needed and then continue with finishing the still life.

-Do a demo for students about:

-how to draw in a smooth, consistent line

-how to vary the thickness of line to give still life character

Day 12: Students continue to work on this.

-Reiterate rules to them about line (smooth, consistent, variation in thickness)

Day 13: Give students a demo about how to color in a secondary template.

-How to vary my colors to create variation and interest within the drawing.

Day 14: Students continue to work. All students should be coloring at this point.

Day 15: Begin to talk to students about wrapping up their projects.

-Choosing colored paper for mounting that enhances their work.

-Mounting

-Where to place tags, where to sign (bottom right of still life…not too big, not too little)

Day 16: Student assessments/ packets/ turning in complete projects.

Day 17: Extra day if needed

What class rules are essential to a positive teaching/learning experience?

I have found that my classroom management has improved since I have broken everything down in to steps and have clear rules and expectations posted around the room. Because I am working in an art room, if I don't have clear expectations and rules about the cleanup on top of the actual lesson, it can throw off other classes and my day as well. I have learned from my cooperating teacher that when I want something done right I have to enforce that rule and can't let anything slide in the classroom. This does not only apply for clean up, but also applies during demonstrations, work time, and the amount of effort and quality that is expected of students by myself, my coop, and the district. Clear and concise classroom rules are essential to a positive teaching and learning experience. I have found out along the way during my weeks here that I need to repeat and reiterate every last detail, even ones that I may think that they would already know. I have learned that I need to be above and beyond prepared and organized both physically in my room but also mentally so that all rules are being followed. I need to actively be present in the classroom to make sure that my classroom management is being followed and that their work is following the expectations of higher positions than my own.

Journal 1; Sept. 2

Journal #1

9/2/2010

Today is my second day of student teaching. I am part way through the day and am making lists of what I need to prepare for tomorrow. What I am beginning to enjoy about this experience is how organized it is making me. Every detail needs to be planned out for me at this point…. back up ideas, approaches to how to do a demo, where and when I will put out the supplies I need for each class. I am constantly writing notes and reminders to myself in several different places. I find myself thinking, so this is what it is like to be organized. I am an Art Education major, art, making part of me innately unorganized and the other half, education, needing to be organized at all times. I am making the transition from student to professional and I am happy to see the changes it is making within me. For example, the organization I was talking about. Another example, how much more confident I am in using the tools from my education classes in a real classroom. I naturally am a quiet person, but when I am in a teacher’s role, I am not hesitant to boost my voice level, to give instruction, to give my opinions and advice to students.

My cooperating teacher gives me helpful and welcomed feedback at the end of each teaching session. At this point, I am teaching for two periods straight, having a break, and then taking on another two periods in a row. So each day we have a brief meeting after each block, go over strengths, what I did well and what I could work on. I was happy to hear her feed back about my classroom management. As a teacher, I want to be taken seriously and do not want the students to think that I am here to befriend them. There is a certain mix between discipline and fun, and at this point I am still trying to keep things more serious so the students get used to working with me as a teacher. The last thing I want to do is ruin that by not taking my own position seriously. I believe that at some point when you have established a base relationship with your students, you can begin to incorporate humor into the classroom. Some classes will receive this well and still be able to work and successfully complete assignments. Other classes will not be able to handle this and will get off of track. Right now I am still establishing that base relationship. I know with a couple of my classes that I am unable to let up the reins, and that is all right, I just switch up my classroom management as it fits each class.

Influences & Expectations

When I think back to influential classes that I have taken, I remember feeling the need to try my best because of how much expectations were stressed by my teachers. I felt this way because the expectations were presented to me in a way that left the responsibility to meet these expectations in my hands. The expectations were set up in a way that would not allow for student excuses. I see this in my cooperating teacher's classroom. There are no room for excuses from students because everyday she covers the expectations, goes over the rules of the art form from which we are currently working with, does as many demos are needed, and does not let misbehavior just slide by. Now that the classroom has been passed on to me for the remaining weeks of my 8 here, I am trying my best to uphold the expectations that she has in place as I lead classes. Everyday, as the students file in, they know to get their folders from their cabinets, take a seat, and when they see me standing at the front silent, they quiet down. Right now we are working on cityscapes from either a worm or bird's eyes view, one point perspective in the round. Everyday we go over the rules of perspective. Everyday I ask in the beginning of class if anyone needs a demo. Everyday I tell them that I will be checking their folders after they leave class to check on their progress and everyday I do. The students are aware that their effort and the way they use their class time is taken into account when I am grading their projects. Still, they often talk more than they should, and I remind them to work as they talk quietly, but still, they know that they are responsible for the outcome of their work and their grade. For example, I am doing a coloring demo tomorrow to progress onto the next stage of the project. Many of the students who are holding themselves responsible in class are up to speed and are ready to move on, but the students who are not using their time wisely are now spending their mornings or afternoons with me to catch up on their work. Now that they see that it is an expectation that I am continuing, the rules have not changed, and that they my expectations are in place so that they will not be able to just slide by onto the next step, I do not expect that we will have many students talking as much but using their time in class instead. The rules that I am continuing with all of my classes are ones that my coop already has in place in her classroom. The classroom management and expectations that she upholds in her classes reflect the same beliefs I have as a student teacher. I think that when the responsibility falls on the student after the teacher has presented them with the tools needed to succeed, the student will take on that responsibility when the expectation is upheld by the teacher.

Reflection on Finishing College/ Student Teaching Dress

Reflect on these questions:

What do you find most daunting about finishing student teaching and graduating from college?

What was the pivotal event that made you decide to become a teacher and enter your teacher preparation program? Employers almost always ask a question similar to this.

In what ways will you wardrobe change during student teaching and as a teaching professional?

If you could add any article of clothing to your professional wardrobe, what would it be?

What I find to be the most daunting about finishing student teaching and graduating from college is the reality of possibly not finding a job and being in limbo for a while. I am so anxious and excited to find a job, especially now that I am teaching in full swing at my student teaching placement. I have so many resources that I have already been offered by my coops and I know I will accumulate more, that I am just excited to put them to use in lesson plans. I am afraid that I will loose some of the experience and confidence that I will have built up during student teaching if a long period of time goes by before finding a job.

Another thing that I know I will miss but don't necessarily find daunting is that right now, I have a cooperating teacher floating in and out of the classroom to give me advice after class. She gives me tips when I have questions about behavior management, lessons, supplies, etc. It is a valuable resource to have. I know that I will come up with other ways to work through issues in the classroom, however. For example, I know that it will be in my nature to continue to journal about my days, reflect on my students' behaviors and so on, in order to stay in tuned with how my classroom is running.

What made me want to become an art teacher is the experiences that I have had with my past art teachers. The most effective teachers that I have had in the past have had a passion for the subject that they could not hide. Their passion for the subject shown through the work that they created and through their expectations for students' work. I knew that I wanted to pursue a job having to do with art, and I knew that I wanted to be able to share what I had learned with others. I have always respected the way that an effective teacher can reach out to a classroom full of kids, so I believe these factors combined are what inspired me to pursue a career in Art Education.

I believe that in terms of dress, my wardrobe will not change all that much than what it is now. At this moment, I feel like I am dressing up more than necessary because it makes me feel more confident and professional. I dress to be able to work in the art room and to be able to present myself well. If I could add one staple item into my wardrobe for the future in the classroom, I would purchase a new apron to wear while working so I do not ruin the work clothes that I have and also so that when I finish with one class, I do not have to wear its remains around the rest of day on my clothes.