My special education classes just finished their super cute leaf bird collages inspired by Art with Mr. Giannetto (via Instagram)! Thanks for the idea Mr. Giannetto!
On day 1 They glued strips of brown paper for branches, applied yellow painted dots with their finger, and added leaves using crumpled tinfoil dipped in green paint.
On day 2 They glued their leaves for the birds body, added a triangle for a beak, and googly eyes and a feather to complete their collage!
Since the second part was only going to take a few minutes, we started another art lesson for the remaining time in class.
They stamped black lines and circles using cardboard and a plastic cup on 12×18″ paper. We talked about horizontal, vertical and diagonal lines as well as shapes (in this case; circles) and overlapping lines and shapes.
We looked at Kandinsky’s abstract artwork for inspiration.
In the following art class we will add paint to the shapes created to finish our masterpieces!
I teach 2 special education classes at one school in my art room and 1 class at another school off a cart. The classes are small (usually up to 4 or 5 kids) with AMAZING paraprofessionals that assist them while they create. Their ages can range from 1st-5th grade and they have varying physical and mental challenges.
When I plan lessons for these students I think about their ability and what they will feel successful at, what can I have them work on to improve their fine motor skills, speech, social skills, emotional processing and of course, what they will enjoy! A lot of the lessons are tactile, which are especially nice for my hearing impaired and visually impaired students.
Modifying the tools and techniques are important for these kids. Sometimes the para’s bring in special equipment like small easel boards that can mount onto the wheelchair or special sized scissors or electric cutting tools. I also offer large handle paintbrushes, wide pencils and sometimes have things pre-cut or use tracers to help them draw and collage together. Smaller items to glue or alter (like bending pipe cleaners for instance) also help students develop their fine motor skills.
Most of my students I see year after year in the same class…which makes it a bit tricky coming up with new lessons every year for them. Especially since most lessons are 1 day projects (at best, 2 day projects). I sometimes repeat lessons that are just way too awesome not to, but I try to switch up the art lessons so they don’t bring home the same projects year after year. That way they are learning new art concepts and techniques AND creating new art each time too!
I get so many awesome ideas from my fellow art teachers in my district, (love you guys!!) fellow teachers on Instagram, art teacher blogs, as well as on Pinterest. Oftentimes I’ll see a lesson for kindergarten or 1st grade and just modify it a bit. A BIG thanks to EVERY ONE of you AMAZING art teachers out there sharing your awesome lessons!! It’s so wonderful and helpful to have those great resources! I hope that my lessons help you out as well!
If you teach special needs kids too, what are some of you’re favorite art lessons?
Please respond by clicking on “no comments” directly under the title of this post or “comment” if someone has already commented.
To view previous student artwork with lesson descriptions for special needs scroll under my menu on the main page and select special education!
Some of my favorites I’ve taught are shown below! (all photos are of student artwork only)
Follow me at mammalovespeaches on Instagram for more elementary art lesson ideas!
Here’s a quick video of my students having fun moving dots on their interactive, collaborative dot display, hung up in the hallway, inspired by the book “The Dot” by Peter Reynolds!
The interactive, collaborative dot display was created by my 2nd, 3rd and 4th graders.
On the first day of art, students played a fun, collaborative art game called “Roll with it” (I discuss this in more detail in a previous post).
Students rolled dice and whatever number they rolled, they were instructed to draw certain lines or shapes using whatever color they wanted with marker. ( I posted a list of what to draw according to what number on the whiteboard so everyone could see).
After drawing, they passed their paper to the person to their right at their table. They continued rolling the dice drawing and passing, eventually creating an abstract picture.
The papers were then hole punched with a large hole puncher and assembled together, creating one giant dot, with velcro adhesive on felt boards. Each grade had their own dot panel (2nd had the red panel, 3rd had the yellow and 4th had the blue panel).
Students learned about the 7 Elements of art (line, shape, color, value, form, texture, space) and that ALL artwork is created using at least one of these elements!
They also learned about collaborative art, and interactive art! The panels are currently hanging in the 2nd and 3rd grade classroom hallway by the cafeteria.
Students and staff can interact with the art and move the dots around creating new images and shapes on the other orange, green and purple panels! As you can see in the video above, kids had so much fun interacting with their artwork!
Artwork inspired by the book THE DOT by Peter Reynolds and International Dot Day (September 15, 2017)
5th Grade
On the first day of art for 5th graders, students had a blast creating “Paper Towers”! Below is a time-lapse video I took of them creating!
Students at each table were a team and had to build the tallest paper tower using only 20 sheets of newspaper and 1 roll of masking tape. They had 5 minutes to brainstorm ways to create their tower without touching the paper or tape, then had 10 minutes to construct their towers. We talked about how it’s more about working together as a team rather than winning. Kids had so much fun creating them and worked well together as a team!
1st Grade
On the first day of art for first graders, kids participated in a quick art lesson I called “What do YOU see?”. I read them the story Beautiful Oops by Barney Saltzberg, then each student received a paper that had a random line or shape drawn on it (or both lines and shapes) and they used their imagination to create something out of it. The black lines drawn in sharpie were the original lines given. They did a fantastic job using their creativity and came up with some wonderful images!
My 4th grade classes just finished up a quick 1 day art lesson on their 2nd day of art, creating self-portraits drawn inside a cell phone. I saw the idea on Instagram from another art teacher- thank you Katy Hanson for the idea!!
This week, ALL my classes started their sketchbook cover drawings. I have all my students create their own sketchbooks in the beginning of every year, and each grade has a different art lesson creating a different drawing for their cover!
1st graders learn about line, and after reading the book Lines That Wiggle, they draw overlapping loopy lines and color in the shapes the lines create, 2nd graders create a warm/cool hand with patterns, 3rd graders create a drawing of an art tool showing 4 viewpoints of their chosen tool, 4th graders create a unique design using their initials and analogous colors, and 5th graders create a comic book cover style drawing and create their own unique superhero!
I’ll be posting more on these and others soon! Thanks for visiting my blog!
Ahh…… kids favorite topic to listen to—The art rules and routines. You know the drill– its not super fun to have to go over them, BUT it has to get done.
I thought I’d share with you how I implement my art rules and routines in the beginning of the year. I’m sure you all do a ton of the same things that I’m going to mention, but maybe a couple of them I do differently and might be of use to you!!
So hear goes…
I’m going to apologize in advance. It is A LOT of text, (I’m not gonna lie) (insert worried expression emoji) but I do discuss in detail about each, and also discuss consequences for some of them as well. Plus, did I mention, I’m new to this blogging thing???
I am sharing this because hopefully some of it will be of use for some of you AND I’d love to hear your feedback and suggestions as well!!! So please comment!
THE STAR CHART / MY ART RULES
CLASS STAR CHART ON THE LEFT—-ART ROOM RULES POSTER ON THE RIGHT
The star chart is a positive reinforcement tool for students to earn points (or in this case, stars) as a class, in order to earn a “choice day” in Art. (More on what choice day is below)
Each class has their own STAR chart, labeled with a sticky tab on the side to easily flip pages over to that particular class (this pic above doesn’t show that, since it’s an older photo when I somehow hadn’t thought of that sticky tab class locator yet). It’s funny how simple stuff like that doesn’t occur to you until much later!!
But, I digress….
Each letter in the word STAR represents a behavioral expectation while in art: I expect students to be safe, thoughtful, accepting and respectful. I go over what each one of those behaviors looks like to kids with examples.
SAFE: meaning students are showing safe behavior with tools and materials, and their bodies.
NEVER throw things
NO running in the classroom
Hands to your self
Sitting in chair correctly
Using art room tools and supplies correctly
THOUGHTFUL: Simply…think of others. Students are being kind and considerate of one another. Some examples;
A student helps another student pick up some spilled paint without being asked
Always shares art supplies without a problem
Helps a friend find a glue stick/marker they dropped
Encourages someone if they see that they’re upset
ACCEPTING: Students are accepting of each other’s artistic and personal differences; Understand that we are all unique and have different ideas, and that it’s good to be different.
Use only positive language when talking about other people’s artwork
NEVER say anything mean about each other’s artwork or about each other in general
RESPECTFUL: Students are respectful towards the teacher, each other, and the art room materials.
Listen to the teacher when she’s talking or giving directions/ NO talking during this time
Listen to others while they are talking
Using an appropriate voice level
Raise your hand if you have a question
Never draw on someone else’s artwork or hurt someone else’s artwork
Take care of the art supplies
Stop working and clean up when it’s clean up time
Give each other space when working and lining up
Students are expected to show star behavior during art.
At the end of every art class, (while they are sitting at their tables before they line up to leave), I share with students how I thought they did as a class for each category.
They can earn 1 star under each category, and up to 4 full stars per art class.
If I witnessed behavior that eh, wasn’t so great… they earn a half star or NO star under that particular category. Once they reach 30 stars in total ***(2) -1/2 stars equal a full star when tallying*** the class earns a CHOICE DAY in the following art class.
CHOICE DAY allows kids to sit where they want, which obviously kids love! AND they can choose what to work on in art for that day! They usually have at least 4 choices of what they can do, (this can include: free drawing in their sketchbooks, reading art books, painting, modeling clay, scratch art, collage etc,) depending on what materials I have available that day.
Once choice day happens, the class starts over on a new chart the following art class. Classes typically earn 3 choice days a year.
Kids really love going over the star chart at the end of class, and look forward to earning their choice day! I really do see positive results from implementing it, so it’s a definite keeper in my daily routine!
STUDENTS ARRIVAL / SEATING CHARTS
When students arrive to class they sit at their table spot. I have name cards pre-made that are on tables where each student sits.
The cards are used only for their 1st and 2nd art class.
I have 4 tables that are color coded (red, blue, yellow and green) with 9×12” laminated colored construction paper in the middle. That way, they last longer than regular paper, and they can be easily moved if they get in the way or to wipe tables.
After the first art class I create a seating chart based on how I think the day went with where the kids sat.
On the 2nd day of art, students walk in and find their name tags again, (might be in a different spot than on day 1) and from there on, I just ask that they remember where their spot is. (If anyone is confused down the road, I can whip out my seating chart and show them!)
So by the 2nd art class they have permanent spots for the year. Of course, if I think kids need to move, I may change their spot at some point and let them know and make adjustments on my chart. Students are expected to sit in their spot and can only move if they ask first.
TRANSITIONS/ ATTENTION GETTING/ CLAPPING
After kids are seated and I’m ready to introduce the lesson or continue with directions for the day, I clap the school clap, which is used district wide. Students know to respond by clapping the same clap back and look and listen.
If they don’t all respond, I repeat it and wait until everyone claps back and shows me they are ready and listening. If it’s a difficult day and kids aren’t showing me they’re ready, I sometimes have them get up and line up in the hallway, and re-enter the art room and sit down all over again…. the correct way.
LISTENING DURING INSTRUCTION (Powerpoint presentations/ goals & directions)
As you all know, listening during instruction is a BIG one. It’s a teacher’s number one pet peeve if a student is clearly not listening– or worse– chatting with another student! If I see that some kids aren’t listening or aren’t watching what I’m doing, I say to the whole class, “make sure you’re paying attention! If you aren’t listening to what I’m saying, you’re not going to know what to do”. That often does the trick. Sometimes I’ll walk over to that particular student and just by standing near them, as I am talking, their attention gets re-directed.
Also pointing out the students who ARE modeling good behavior to the whole class often makes others want to do the same. For instance, I might say something like, “I really like how Jackson and Sarah are doing an awesome job of listening and following directions! They’re showing me that they want to learn about X,Yand Z”!
*This next one is a little off topic, and more to do with my TEACHING routines— but– I wanted to discuss it anyway because it might be something you’re interested in.
For ALL my lessons, I project a Powerpoint on the whiteboard that includes artist’s examples, examples made by students from previous years, my teacher examples, sometimes videos, and the lesson’s goal and directions.
Here’s an example below of one of my powerpoint pages on finishing up self-portraits for 3rd grade
And another one for a different lesson for 3rd
Showing a Powerpoint is SOOO much easier than hanging up multiple examples for kids to see, writing directions and lesson objectives by hand on the whiteboard, THEN having to erase everything for the next class.
Once created, I use the same Powerpoint again and again year after year. And if I want to make any changes, it’s super easy, then just re-save it. I have everything saved on my flashdrive.
Plus it’s super convenient, since I’m a traveling teacher and teach between 2 schools (one of which I teach from a cart). All I have to do is pop in my flash drive in the teacher’s computer and away we go!!!
I do however always have my teacher examples to hang up on the board as well as project directions and goals. That way, when directions and goals are projected- the artwork examples are still visible for students.
Ok, sorry, I think I got a little off topic, but figured I’d share that tip if you don’t already show powerpoints or other slideshow presentation methods, which I’m sure most of you do!
VOICE LEVEL/ PAINT PALETTES
Students know that they can talk during art making time, but that it needs to be at an indoor volume. Not recess volume. The signs face out spelling “ART” until I think the class is getting too noisy. If it’s too loud, I clap to get their attention, they do the same clap back and I explain that it’s too loud and I’m going to flip over the “A” to warning #1. If at some point it gets too loud again- I repeat clapping and tell students to quiet down again and flip over the “R” to warning #2. Students usually know I mean business when this happens, and quiet down.
If I have to clap a 3rd time, I flip over the “T” and the whole class has a silent art until the end of art. This definitely happens on occasion.
Students know the consequences if they repeatedly get a silent art: One or all of the below can occur:
Earned stars can be taken away from the star chart
Classroom teacher is notified
The following art class is a silent art the ENTIRE time
Recess time gets cut short (or students have to stay outside with everyone else at recess, but not allowed to play for a bit)
I always stress to them that I hate doing those things, that I certainly don’t enjoy it. BUT– if they can’t be respectful of other classrooms around us, and work with an indoor volume, they have to understand there will be consequences.
RAISING HANDS TO TALK
OK, this is an obvious one. Students shouldn’t blurt out when a teacher is talking. They are expected to raise their hands and wait to be called on. But, I often get a lot of hands up even BEFORE I explain anything once they sit down. Sound familiar?
My response is, “Is your hand up because you have an emergency or do you have a question about the lesson?” If it’s about the lesson, I say, “I’m going to get to that in a minute, just listen for now, and if you have any questions or comments afterwards, I’ll answer your questions or you can share then”.
Not a big deal, and that usually solves the issue.
HOWEVER, if students are continuously being a distraction or persistently shouting out during instruction, I first of all calmly remind them they need to stop shouting out, and that doing so wastes everyone’s time AND that it’s affecting their classes star chart.
Students know that there are consequences if I have to speak to them more than 2 times for this behavior. These can include any or all of the below:
Student moves to another table (away from the other students)
Can only come back to their table spot when they look ready and can follow directions
I pull the student aside to speak with them privately
Discuss behavior with their classroom teacher
Ask them to take a break (get a drink of water across the hall, or help bring finished artwork to other classrooms –depending on the student)
Fill out a behavior reflection worksheet (found on Pinterest)
PASSER OUTERS/ STUDENT HELPERS
I know this is another obvious one, and a lot of you do this as well, but I thought I should include it since itisa routine.
Students raise their hands if they want to help pass out art materials
I choose 3-5 helpers (depending on the lesson and how much stuff needs to be passed out)
In the beginning of the year I explain/remind kids where everything is located as well as have the areas labeled
Students get the art materials and pass out (thus helping students remember where the art supplies are in the room)
Jobs help build self-reliance, a sense of community and trust in the art room
ART SUPPLIES/ LABELING ART SUPPLY AREAS WITH PHOTOS
I discuss respecting and taking care of art supplies when I go over “Respectful” on the STAR chart. Students are expected to put things away where they belong, (put marker caps, glue caps etc, back on tightly, put paint brushes bristle side up, erasers and pencils in their table bins, etc.)
I haven’t done this yet, but I plan on taking photos of the way things should look when art supplies are put back on shelves or in bookcases, then laminating those photos and taping them up in those particular areas.
Sometimes I find kids will try to shove (and somehow get them in there?!) 3 bins stacked on top of each other… when only 2 will fit. Hoping having these reminder photos will help solve that issue!
THE DEMONSTRATION TABLE
(not a great pic- but it’s all I had….pictured below with the blue chair)
Students are called up by table color (one table at a time, /quietest table first)
NO talking once around the table
Hands are off the table
This table also serves the purpose of moving students to work quietly alone if needed and at times to put art supplies on
I have done this method for the past 3 years, but THIS year I will be getting a document camera (which I am soooo excited about!!!!!!!!!!!!) So kids can just stay in their seats and watch on the whiteboard while I demo under the document camera. This is going to be a GAME CHANGER for me for sure! No wasting time waiting for everyone to get to the demonstration table, no kids saying “I can’t see!” and leaning in too far!
I cannot wait to start using it!!!
THE “WHAT SHOULD I DRAW?” JAR
Inside this jar are strips of paper with various silly and fun drawing prompts that I typed up.This is how it works.
If students are finished early and have checked in with me, they can pick out ideas from the jar
Students pick 3 slips of paper blindly from the jar, bring them back to their seat and choose 1 or 2 to draw in their sketchbook
Comes in handy if students have a hard time coming up with an idea when they have free time after finishing up their artwork, OR if they earned a “choice day”…… Kids LOVE it!
HERE’S SOME EXAMPLES OF MY DRAWING PROMPTS……
ART BOOKS/ ART LIBRARY
I’m slowly growing a pretty good size book collection in my art room! I love ordering/finding cool art books! (If you have any great ones YOU love for your class—-comment below!!!) I want to know about them!!!
If students finish their artwork early they can ask to pick out a book to read at their table spot
Kids must clean up their table area first if it’s messy with paint, or glue or something that might damage my books
Are expected to put the book back neatly when finished reading
BATHROOM SIGN OUT
Pretty self-explanatory
Students have to ask first so I know that they have left the art room
Students must sign their name on the dry erase board then erase or cross off their name when they return
CLEAN UP ROUTINE
Oh, dreaded clean up time!! EVERY ART TEACHER’S FAVORITE TIME. Wouldn’t it be AMAZING if we could just wiggle our nose and everything would- –poof!- be put away and tidied up like nothing even happened!?! HAHA
Here’s my clean up routine. This might not work for you or your classroom, but it’s been working like clockwork for me.
I always clap at least 5 minutes before the end of art to let kids know that it is clean up time. 5 minutes is a MUST for clean up. If it’s a pretty messy lesson that day (painting, collage, lots of art materials out …YOU KNOW HOW IT GOES ) then I allow for more clean up time (like 8 minutes).
Just like the art and supply passer outers in the beginning of art, I ask kids to raise their hand if they would like to be clean up helpers.
This can include: artwork collectors, art material collectors, art tool collectors, table wipers, floor checkers, and floor sweepers. It really just depends on the class’s lesson. I usually pick about 3-4 helpers while everyone else stays in their seats.
In the past I’ve tried having each student clean up their own area and putting their own stuff away, but I found that it was sometimes confusing for students as to what they were supposed to be in charge of –particularly if they shared things (a marker bin, water cups, paint trays, colored pencil bin etc.) If they are all using it, who’s in charge of putting it away?
Also I feel that there are too many people moving around the room if kids are in charge of their own mess. I think by picking out a few students as clean up helpers, each student can focus on that one specific task, and it gets the job done quickly and efficiently. But, that’s my clean up routine, and if you disagree, whatever works for you- works for you!
After cleaning up, we wrap up the end of art by going over the star chart, and then it’s dismissal.
DISMISSAL PROCEDURES
Students are expected to remain sitting quietly at their table spot after the star chart
Students wait for their table to be called to line up
Tables are dismissed one at a time
Students are expected to quietly walk to the door and line up giving each other space
If time allows, I’ll quickly let students know what we’ll be working on in the next art class. If there is extra time or a teacher is running a bit late to pick up the class, I’ll do a quick pop quiz with them while in line!
I either ask questions about what they learned that day or what they’ve learned in previous years.
For example, “Who can raise their hand and tell me what the complementary colors are?” or “What was the artists name we learned about today?”
So there you have it…..
Rules and routines are SUPER important in art. I don’t want to even imagine what that might look like if there weren’t rules and routines in place!
I think the most important thing is— find what works best for YOU and YOUR classroom (or cart!) and make sure it’s consistent. You can always modify these rules and routines over the years, especially if you see that what you have in place is not working so well, (and hey, I know I am in the process of examining my own right now and might tweak some stuff here and there).
My goal is to constantly GROW and LEARN as a teacher (whether its through my own mistakes, or learning from watching others, reading about other methods) but basically… constantly striving to IMPROVE for our students to create a positive, supporting, fun atmosphere.
Hopefully some of this was helpful for you and your class! Or at the very least interesting to read!
If anyone would like to comment, make suggestions, or share your art rules and routines I’d love to hear it!
NEXT UP!….. SHOULD I BLOG ABOUT TEACHING FROM A CART OR ART ROOM ORGANIZATION?
The school year is fast approaching and I’ve been doing a lot of thinking about what I’d like my students to create and learn from, for their first day back in art.
I wanted to do something different than other years- definitely something fun, something quick and hey something that wouldn’t be too tricky to clean up or prep for.
So I came up with a few ideas that I’d like to share with you about and hope to get some feedback on!
I have 4 possible ideas that I came up with that I like, and never tried before. I’ll probably end up just sticking with 3 of them. My plan is to do one of the lessons for just 1st graders, one of the lessons for just 2nd, 3rd and 4th graders, and the final lesson for just 5th graders.
I’ll explain more on this in a bit…
So, for starters, (BEFORE we do any games or art making) for ALL my classes, I have a routine that I’m sure all of you guys do too. Going over the rules and routines of art class. I try to keep this as short and sweet as possible. But, as you know, it’s gotta get done. But, because that whole topic is kinda long and not the topic I want to discuss right now, I’ll talk about that in my next blog post.
The general low down (I promise this part won’t be long!)
This is how I start each class on that first day back to art:
Kids come into art and get seated. I have name cards for all my students (1st-5th) written out on large 5×8″ index cards. I put them in no real particular order on tables (and these won’t most likely be their permanent seats) but I think it helps the whole getting seated thing go quicker and no one needs to worry or feel nervous about where to sit and who to sit next to.
Once students are all seated I always start off by welcoming them back and chat a bit about how everyone’s summer was. Then I go over the agenda for the day, with a little one page PowerPoint outline.
I’ll let you all right now know that I’m:
#1 obsessed with PowerPoint’s and
# 2 like to NEED to make lists (Seriously, I don’t know what I’d do without my notes app!)
The agenda of the day starts off with a quick slideshow of photos. To get kids excited about the year I show them photos of what art lessons they’ll be working on, using pics of previous years kids art work.
Kids really enjoy seeing an overview of what they’ll be creating and it gets them ramped up for art making! This slideshow literally takes 3-5 minutes max. Of course sometimes I decide to throw in a new lesson that I want to implement that wasn’t included in the PowerPoint, during the year, but that’s not really a big deal.
Then we go over the rules and routines.
But, like I mentioned, I’m going to put this whole art rules and routines stuff in my next blog post.
Ok, so to recap- once students:
1.) Sit down at the seat where their name tag is
2.) Go over the day’s agenda
3.) Watch a quick slideshow of art they’ll be making throughout the year
4.) Listen very attentively (haha!) to the art rules and routines
5.) THEN they do some art making!
Lastly
6.) Clean up / dismissal
Soo…for the first idea…
For 1st graders I plan to do a drawing lesson. I plan on calling it “What do you see?” I’m sure many of you already do something similar.
I’ll read them the book “Beautiful Oops” then, I’ll discuss how random shapes and lines can look like something when we use our imagination. That we can add to it and turn it into something! – like turning a little splash of paint into a flower head, or a random wavy line into rolling hills or a monsters hairdo!
On a separate index card, each student would have a squiggle or random shape drawn (or a few lines and shapes). (I’d prep this part ahead of time).
Students would then think of ways to use what’s already there and add to it to create a picture of something.
If they finish early, they can color on their card (the one with with their name) and create designs around their name.
Here’s where the name card also comes in handy!
While they work I would go around to each student and have them hold up their name card and take a picture of them to help me remember their names.
This is something I do for EVERY class I teach (not just 1st grade). I use those class pics to create class sheets in iPhoto, and then add those class sheets to my binder for reference to help remember who’s who in each class.
(SUPER helpful for someone like me who has a terrible memory and teaches over 650 kids!) Plus, there are usually always new students to the school too.
I hang onto their cards until the next class so I can plan out their seating charts, but after that they can take them home.
OK, so back to the art making ideas!!
For 2nd, 3rd and 4th graders, I thought of doing a fun art game called “Roll with it”!
I’d do the same routine of #1-4 like mentioned above, and then begin the art game (I don’t know if “game” is the best word to use, but I’ll use it anyhow).
I’ll have a numbered list posted on the whiteboard with directions to draw specific things using three of the elements of art (line, shape, color) according to each number.
For instance:
#1 draw 2 diagonal lines close to each other
#2 draw a rectangle
#3 draw a thin wavy line etc.
Students will roll their die on the table in front of them, then draw according to whatever number they roll, on a separate blank 5×8″ index card. They can draw it wherever they want on the card, with whatever color they want, and however big they want (using markers). Then they pass their card to the person to their right and repeat.
Now they each have someone else’s card. They roll again, draw whatever number they roll, then pass to the right again. (I’ll ring chimes each time to let them know to pass the paper to keep track.) This happens over and over for as many students there are in the class and each time they draw, they can overlap someone’s previous marks as well.
If kids say “I messed up!” I’ll say that there are no mistakes with this one!- you just have to roll with it! (Here’s an example of what a finished one might look like below)
Here’s where I’ll add some math into the mix! After doing 12 rolls, I’ll ask kids to add 4 to what ever number they roll. So if they roll a 6, they draw what number 10 says, if they roll a 4 then they draw what 8 says (and so on).
I think that by giving directions of what to draw, but still giving them creative freedom as to HOW and WHERE they draw it, it helps loosen their creative juices and helps engage those students who may not be interested in art as much as other subjects. Plus it incorporates a bit of math!
So let’s say there’s 26 kids in the class- they roll, draw and pass the card 26 times. Once 26 rolls have been made- students stop, hand them back to me, and we review the elements of art as well as abstract art.
The cards then get handed back to me, and then I walk around taking pics of each student holding up their name card with their name showing. As I do this they can free draw around their name until it’s clean up time.
I was thinking maybe the cards from each of the classes could then be punched out into small circles and assembled into a collaborative mural to hang in the hallway.
Each grade will have one giant “dot” mural, and will hang on the school walls around International Dot Day (which is on Sept. 15th) with a description on how it was created next to it. I was thinking it could also be an interactive display! I would have some sticky Velcro on the backs of all those circle cut outs and they’d be attached to a large sheet of black felt that is stapled onto a poster board, hung on the wall.
Kids could then take them off and move the circles around to create new images!! I am still not entirely sure on this though—what do you all think of that idea?? I would LOVE to hear from people on some ideas as how to display students collaborative drawings.
For 5th grade classes, I’d go through the same routine (steps 1-4 as mentioned in the beginning) then kids would get into teams and play “paper towers“. Each table of students would be a team. I have 4 tables in my art room (the red, blue, yellow and green tables). So wherever they’re sitting that’s their team. That way no one has to worry about who’s with who.
I’d place a stack of newspapers in the middle of each table and rolls of masking tape.
Each team would have (I’m thinking 10-15 minutes) to create the tallest tower using just newspaper and masking tape! I’d give each team 5 minutes to brainstorm and make a plan first (without touching the paper or tape). Then they’d get started. I’d use my cell phone timer to keep track.
Kids could tape the newspaper to the table to start their towers but can only use those two materials to build them up. After the timer goes off, I’d walk around and measure each tower with a tape measure. (Here is a paper tower that I tried constructing)
Not the best, but you get the idea!
I’ll definitely discuss how the focus is more about teamwork and creating a three-dimensional structure that can stand on its own before it begins.
I think this would not only be a super fun fast paced 3D project, but it would also help them build communication skills, work collaboratively as a team, get to know other classmates they might not otherwise talk to, and builds critical thinking skills.
My 4th idea would be something I’d call “Art Detective” for 2nd-4th graders. I would have kids get in pairs with the person sitting across from them. One person has a drawing (something simple but not too simple) in front of them- he/she has to describe the picture with enough detail to the other person who listens (but can’t look!) and draws what they’re hearing. Then compare pictures –the students drawing vs. the original image.
There is no right or wrong art making here though! If it’s a close image the pair did an excellent job of communicating AND listening. Then if time- swap places with a new image.
I think this would help students:
learn how to talk about artwork- using their elements of art vocab
listening and paying attention to others
being able to describe things in detail
drawing skills
helps with patience (since they need to wait until the person finishes drawing one particular part before moving onto the next)
helps get kids out of their comfort zone (speaking / communication)
and helps students focus, which are all great tools for anyone to have!
For the past 3 years I’ve done the PowerPoint slideshow of pics of art lessons, gone over the rules and routines, but then for 1st grade I’d have them just free draw around their name on the cards, and for 2-5th I had them answer some questions about themselves on the back (like below), then they could free draw around their name.
But, the tricky thing is, is I never had time to read them all! (Especially once lessons were underway). Plus, it didn’t have much to do with art making as it did with writing. So this is why I wanted to switch things up from previous years.
So, I’m leaning towards the first 3 ideas- what do you think? Have any of you tried something like this?
What do you have planned for the first day back in art?
I’d love to hear your feedback and hear what the first days back in art looks like for you and your classes!
then, I’ll discuss how random shapes and lines can look like something when we use our imagination. That we can add to it and turn it into something! – like turning a little splash of paint into a flower head, or a random wavy line into rolling hills or a monsters hairdo!
