1) What is a SCULPTURE?
"Research":
Every school hs a fingerprint. Find that with your students first.
Gather books sculpture and/or tree stories stories and make a sculpture in the classroom out of cardboard boxes! Make an interactive/performance piece with the boxes! Make a sculpture BLOG
2) What kinds of sculpture exist in the world?
Indoor sculptre
Outdoor Sculpture
Statues
Mobiles
Interactive Sculpture
"New Media" Sculpture
3) What are the names of some famous sculptors?
Louise Nevelson
Alexander Calder
Metropolitan Museum
Guggenheim Musesum
Whitney Museum
4) What are some of the materials sculptors use in their work?
What sculptors use wood in their work?
Metals (found metal electrical supplies)
Wood
Clay
Recycling materials e.g. sculptures made with cardboard boxes
Found materials e.g sculptures made with old electrical pieces, wire and paper
5) What can wood do?
(What can we do with wood?)
Scrap wood and where to get it
6) How we will talk to the children as we work in sculpture?
(See previous post below)
7) What can our closure for this project be?
c. Triada Samaras 2009
Monday, October 26, 2009
Thursday, October 22, 2009
Talking while You Draw! NJAEYC Conference 2009
A Workshop for the NJAEYC Conference to be held at the Atlantic City Convention Center: Fall 2009 by Triada Samaras
Children's astonishing creativity is a given in art making. Their images and ideas defy adult logic and take us into worlds we can only imagine. Yet, so many of us adults are at a loss to communicate with children during these moments, as the language of arts education and arts communication are not as common as one might think.
For this reason it helps very much to have a teaching artist who is familiar with both young children and with art making to make the language more accessible to teachers. Part of my roles as a teaching artist has always been to educate the teacher in art making as well as the student. I am confident that all teachers will derive great pleasure in learning abut the "words" of the artist.
When teachers can be taught to slow down and put themselves in the shoes of a child artist and in the mindset of a child artist, they can begin to formulate the kinds of words and sentences that lead to a meaningful discussion about this art for both parties!
What kinds of word can teachers use with their young students when they draw?
I like to think about conversations over three time periods:
1) Conversations that happen during the DEMO time (circle)
2) Conversations that happen during the work period
3) Conversations that happen AFTER the art is completed!
Where shall we start? At the beginning of course!
ONE: First of all the circle time (or demo).
What are you presenting to the children and how can you best make use of your words in order to get the children to learn new art vocabulary; to articulate their imaginations in words; to ask the kind of critical thinking questions that you know make them better at "thinking" over all?
Think of using the following words, phrases, and or sentences with the children as you give your demo:
What do you see? What does this look like; feel like; smell like; sound like etc.?
Have you ever seen this thing before? Where?
What do you think I can do with this thing? what do you think will happen if I ......?
What would you do with this thing?
TWO: The work period with the materials.
Next comes the work period where you must find the kind of language that encourages the child to perhaps engage and persist with the materials beyond
his/her prior capacity.
Tell me what you are doing with _________. What gave you that idea? What made you think of that? Have you ever sen anything like this before? Where? Tell me about your work. What gave you the idea to work this way. Do you have some words that could tell me more about this? What do you think will happen if you try the material this way? (give an example). Can you think of another way to do this?
How about turning your art work around to gain another view?
THREE: It is essential to have art talks after the art work is "finished"!
When the art work is finished it is crucial to share it. What are the words we use with young children as they stand in front of you with their creations?
Tell me about this. I see (name an art element e.g. "line") your lines are running in a horizontal way across the page. Did you do that on purpose? Why? What were your trying to do? Are you happy it looks like this? Would you do it another way next time?
FOUR: Looking at the art of others.
It is critical to expose the children to the rt work of others, be it their peers or a "master" artist. Looking at art can be a kind of game for the children to get them to test their observation and analytical skills.
Tell me what you see. Are there shapes? Lines? Colors? What kind of colors? Is anything moving? Or does it look like it is moving? Do things look balanced? Topsy- turvy? Are there more lines on the top or the bottom of the page? Is the red only used in a tiny section or...? Why do you think the artist did it that way? What do you think the artist was trying to say?
c. Triada Samaras 10/23/2009
A very long list of feeling words http://eqi.org/fw.htm
A list of art words in English and in Spanish
Recommended Reading:
The Colors of Learning by Althouse, Johnson, and Mitchell
A Head Start on Picturing America (Resource Guide Produced in educational partnership with the National Endowment on Humanities)
Creative Thinking and Arts Based Learning by Isenberg and Jalongo
The Art Book for Children (Phaidon)
Supporting Young Artists by Epstein and Trimis
"Talking While You Draw"
Children's astonishing creativity is a given in art making. Their images and ideas defy adult logic and take us into worlds we can only imagine. Yet, so many of us adults are at a loss to communicate with children during these moments, as the language of arts education and arts communication are not as common as one might think.
For this reason it helps very much to have a teaching artist who is familiar with both young children and with art making to make the language more accessible to teachers. Part of my roles as a teaching artist has always been to educate the teacher in art making as well as the student. I am confident that all teachers will derive great pleasure in learning abut the "words" of the artist.
When teachers can be taught to slow down and put themselves in the shoes of a child artist and in the mindset of a child artist, they can begin to formulate the kinds of words and sentences that lead to a meaningful discussion about this art for both parties!
What kinds of word can teachers use with their young students when they draw?
I like to think about conversations over three time periods:
1) Conversations that happen during the DEMO time (circle)
2) Conversations that happen during the work period
3) Conversations that happen AFTER the art is completed!
Where shall we start? At the beginning of course!
ONE: First of all the circle time (or demo).
What are you presenting to the children and how can you best make use of your words in order to get the children to learn new art vocabulary; to articulate their imaginations in words; to ask the kind of critical thinking questions that you know make them better at "thinking" over all?
Think of using the following words, phrases, and or sentences with the children as you give your demo:
What do you see? What does this look like; feel like; smell like; sound like etc.?
Have you ever seen this thing before? Where?
What do you think I can do with this thing? what do you think will happen if I ......?
What would you do with this thing?
TWO: The work period with the materials.
Next comes the work period where you must find the kind of language that encourages the child to perhaps engage and persist with the materials beyond
his/her prior capacity.
Tell me what you are doing with _________. What gave you that idea? What made you think of that? Have you ever sen anything like this before? Where? Tell me about your work. What gave you the idea to work this way. Do you have some words that could tell me more about this? What do you think will happen if you try the material this way? (give an example). Can you think of another way to do this?
How about turning your art work around to gain another view?
THREE: It is essential to have art talks after the art work is "finished"!
When the art work is finished it is crucial to share it. What are the words we use with young children as they stand in front of you with their creations?
Tell me about this. I see (name an art element e.g. "line") your lines are running in a horizontal way across the page. Did you do that on purpose? Why? What were your trying to do? Are you happy it looks like this? Would you do it another way next time?
FOUR: Looking at the art of others.
It is critical to expose the children to the rt work of others, be it their peers or a "master" artist. Looking at art can be a kind of game for the children to get them to test their observation and analytical skills.
Tell me what you see. Are there shapes? Lines? Colors? What kind of colors? Is anything moving? Or does it look like it is moving? Do things look balanced? Topsy- turvy? Are there more lines on the top or the bottom of the page? Is the red only used in a tiny section or...? Why do you think the artist did it that way? What do you think the artist was trying to say?
c. Triada Samaras 10/23/2009
A very long list of feeling words http://eqi.org/fw.htm
A list of art words in English and in Spanish
| English | Image | ||
|---|---|---|---|
| 1 | movimiento | movement | |
| 2 | armonia | harmony | |
| 3 | drama | drama | |
| 4 | tensión | tension | |
| 5 | contraste | contrast | |
| 6 | ritmo | rhythm | |
| 7 | interrogativo | questioning | |
| 8 | etéreo | ethereal | |
| 9 | luminoso | light, luminous | |
| 10 | mistico | mystical | |
| 11 | milagroso | miraculous | |
| 12 | inspirando | inspiring |
Recommended Reading:
The Colors of Learning by Althouse, Johnson, and Mitchell
A Head Start on Picturing America (Resource Guide Produced in educational partnership with the National Endowment on Humanities)
Creative Thinking and Arts Based Learning by Isenberg and Jalongo
The Art Book for Children (Phaidon)
Supporting Young Artists by Epstein and Trimis
Tuesday, June 30, 2009
NEW ART CLASSES in Carroll Gardens
“All’ Aperto”! “En Pleine Air”! “OUTDOORS”!
Claude Monet Irises
NEW: ART CLASSES forming in the Transit Garden in Carroll Gardens
“All’ Aperto”! “En Pleine Air”! “OUTDOORS”!
Claude Monet Irises
NEW: ART CLASSES forming in the Transit Garden in Carroll Gardens
Adults, Children and Families!
Where: The lovely Transit Garden at the Corner of Smith Streets and Second Place in Carroll Gardens.
Who: For Would Be Artists of All Ages and taught by Triada Samaras*
Classes:
Adults: Drawing and Pastels Classes using the flowers, shrubs and trees in the garden as our inspiration. $25.00 per 90 min class. Sign-up for a minimum of four. (Art supplies to be purchased by you). Parents: You may bring your child to class to draw with you for the reduced rate of $10.00 per child!
Children ART/SCIENCE class (Ages 3-5) and (Ages 6-9): $20.00 per 45 min. class. Siblings 12.00. Sign up for a minimum of four. ($15.00 materials fee). This is a drop class. Parents or another adult MUST attend with a three year olds however.
Times:
Adults: 90 min. classes will be offered twice a week beginning June 21, 2009. Sundays 10:15 -11:45 and Thursdays 6:30-8:00.
Children (ages 3-5) 45 min. classes will be offered Sundays at 12:00 and at 1:00 and will begin on June 21, 2009. Children (ages 6-9) TBA.
Why: Because making art in the open Brooklyn air will feed your heart and soul!
*Bio: Triada Samaras is a visual artist and poet who lives in Carroll Gardens, Brooklyn for the past 15 years. She holds a Diploma and “Fifth Year Certificate” in Studio Art from the School of the Museum of Fine Arts in Boston, MA, and her Masters Degree in Art and Art Education from Teachers College/Columbia University. Triada has taught students of all ages for the past 17 years in and around the Metro NYC area. She has published an article** on wood sculpture for young children in the NAEYC Journal/ National Association for the Education of Young Children. Her work with young children in the arts has also been cited*** in Creative Thinking and Arts-based Learning. Triada homeschooled her two sons for 11 years and through high school.
She is currently an Adjunct Professor of Art at Kean University, Union, NJ, and an Adjunct Professor of Art and Art Education at William Paterson, Wayne, NJ. Triada recently exhibited her art work at the Kentler International Drawing Space in Red Hook, Brooklyn, and at the Nancy Dryfoos Gallery at Kean University. For more info, contact her at: triadasamaras@gmail.com or cell 917-558-6157
**”Young Children Try, Try Again Using Wood, Glue and Words to Enhance Learning” in Spotlight on Young Children in the Creative Arts, NAEYC, 2005.
*** Creative Thinking and Arts-based Learning/ Preschool Through Fourth Grade by J.P. Isenberg and M.R. Jalongo, Pearson, 2006.
Wednesday, April 22, 2009
Bookmaking ideas!
Here is an early childhood website for a very specific bookmaking activity (a book about eggs for grdes1/2) with complete instructions. What I like about it this site that it gives any early childhood teacher many skills that he/she can transfer for use in a later book of one's own design for any age child. I am not a huge fan of all the teacher-made illustrations however!
"Curriculum Laboratory"
"Teaching Ideas Showcase: Toy and Movable (Pop-Up) Books...Two Cross Curricular Crafts (Egg Pop-Up Book and Small Crawling and Flying Animals Pop-Up Cards)"
Here is a pdf with extensive instruction for each page of the book. There are 24 pages in total.
And here is a simple, on-line book cover making site that your students can use themselves to make a cover for their books that teachrs print-out in black and white.
Sunday, March 22, 2009
For many more ideas relating to the Torn Paper Collage lesson for young children,
this wonderful website has numerous collage examples as well as info
http://www.artlex.com/ArtLex/c/collage.html
From there, I found a White on White Exhibition which relates so much to the torn white paper collage lesson! See:
http://collagemuseum.com/white-on-white/index.html
for the beauty and subtlety of WHITE.
...
collageart.org DEDICATED TO THE ART OF COLLAGE http://www.collageart.org/
"...the principle of collage is the central principle of all art in the twentieth century." -- Donald Barthelme (1931-1989)
''l'art pour l'art.'' -- Henri-Benjamin Constant de Rebecque (1767–1830) also attributed to Théophile Gautier (1811–1872)
this wonderful website has numerous collage examples as well as info
http://www.artlex.com/ArtLex/c/collage.html
From there, I found a White on White Exhibition which relates so much to the torn white paper collage lesson! See:
http://collagemuseum.com/white-on-white/index.html
for the beauty and subtlety of WHITE.
...collageart.org DEDICATED TO THE ART OF COLLAGE http://www.collageart.org/
"...the principle of collage is the central principle of all art in the twentieth century." -- Donald Barthelme (1931-1989)
''l'art pour l'art.'' -- Henri-Benjamin Constant de Rebecque (1767–1830) also attributed to Théophile Gautier (1811–1872)
Thursday, February 19, 2009
Teachers Making Prints!
We made a variety of prints tonight:
Images will be here soon........just as soon as "J" sends them from her digital camera!
Vocabulary: brayer; ink; relief print; collograph; monoprint; serigraph
Some Useful Printmaking Links (Click once):
"Printmaking 101"
http://www.kinderart.com/printmaking/print101.shtml
"Printmaking 102"
http://www.kinderart.com/printmaking/print102.shtml
"Styrofoam (Engraved) Printing"
http://www.kinderart.com/printmaking/styro.shtml
"Entire Index of Printmaking Techniques"
http://www.kinderart.com/printmaking/index.html
Fish Prints: ("GYOTAKU" Fish prints:
http://freshaquarium.about.com/gi/dynamic/offsite.htm?site=http://www.conknet.com/~r_rich/gyotaku.htm
http://www.reeldreamsfishprints.com/
http://freshaquarium.about.com/library/weekly/aa062899a.htm
- Collgraphs with glue and various relief pieces
- Rubbings from the backs of tiles, shoes, handbags, phones, etc.
- Monoprints with yarn dipped in paint
- Monoprints using bathroom tiles from Home Depot (only 16 cents a piece) and tempera paint
- Engravings using foam board and toothpicks and other tools to carve out the surface
- We tried to create a serigraph with recycled lace and shelving fabric but were not completely successful!
Images will be here soon........just as soon as "J" sends them from her digital camera!
Vocabulary: brayer; ink; relief print; collograph; monoprint; serigraph
Some Useful Printmaking Links (Click once):
"Printmaking 101"
http://www.kinderart.com/printmaking/print101.shtml
"Printmaking 102"
http://www.kinderart.com/printmaking/print102.shtml
"Styrofoam (Engraved) Printing"
http://www.kinderart.com/printmaking/styro.shtml
"Entire Index of Printmaking Techniques"
http://www.kinderart.com/printmaking/index.html
Fish Prints: ("GYOTAKU" Fish prints:
http://freshaquarium.about.com/gi/dynamic/offsite.htm?site=http://www.conknet.com/~r_rich/gyotaku.htm
http://www.reeldreamsfishprints.com/
http://freshaquarium.about.com/library/weekly/aa062899a.htm
Tuesday, February 17, 2009
Early Childhood Teachers Invent with Recycling Materials!
On 2-17-2009 at William Paterson University in the Creative Arts and Children's Literature Class we read Leonardo and the Flying Boy/A Story About Leonardo da Vinci by Laurence Anholt. Next we sorted many different types of recycling materials (plastic, wire, masking tape, packaging, fabric, plastic lids, etc.) onto a large table and the students chose whatever appealed to them. They added these materials to the ones they had already collected from home. The goal was to make an invention (a contraption) with at least one part that "moved". Some students worked collaboratively and others alone.
More books about Recycling and Art:Beautiful Stuff: Learning with Found Materials by Cathy Weisman Topal and Lella Gandini; Galimoto by Karen Lynn Williams; Shapes by Philip Yenawine; Round and Round by Tana Hoban; Beautiful Junk by Jon Madian; Wire Sculpture and Other Construction by Gerald F. Brommer
Other Recycling Materials: Twisteez http://www.twisteez.com/Pipe Cleaners; Styrofoam (several kinds: the packaging supply type works best)
Vocabulary Words: Attach; glue; tape; twist; bend; wire; plastic; receycle; re-use; conserve; invent; create; imagine; kinetic sculpture; found object sculpture
"Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known." (Loris Malaguzzi (20th century), Italian early education specialist. Quoted in The Hundred Languages of Children, ch. 3, by Carolyn Edwards (1993).)
Artists To Look At: Alexander Calder's Circus; Jean Tinguely's Kinetic Sculpture; Willie Cole's Found Object Sculpture
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Willie Cole Made in the Phillipinnes 1993 Shoes, Pvc pipe 40x38x38 " |
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Sunday, February 15, 2009
Teachers Painting!
On 2/11/2009, at William Paterson University in our Creativity and Play Class, we read Art Dog by Thacher Hurd. Next, we worked with black tempera first, on large white butcher block paper, exploring the many marks created by various tools from Home Depot, the classroom and elsewhere. Next we worked wet into wet paint using white tempera as our background then working into it with very small brushes. We talked about clouds and the sky as a point of departure. We also experimented with postive/negative space using Painter's Tape and tempera paint applied with brayers to the construction paper. Finally we created our own paint with 1/2 shaving cream; 1/2 Elmer's White All Purpose Glue, and food coloring and tried applying it with make-shift palette knives.
The Elements of Art: Line; Color; Texture: Shape: Form; Space: Value.
Other books on Paint and Painting: The Artist by John Bianchi; The Painter Who Loved Chickens by Olivier Dunrea; Little Blue and Little Yellow by Leo Leonni; I Spy Two Eyes by Mickelthwait; Discover Great Paintings by Lucy Mickelthwait; Camille and the Sunflowers by Lawrence Anholt; The Big Orange Splot by Daniel Manus Pinkwater; The Legend of the Indian Paintbrush by Tomie dePaola; Tye May and the Magic Brush by Molly Garrett Bang; Experience and Art/Teaching Children to Paint by Nancy R. Smith
Some Painting Words: Drip; Stain; Glide; Slide; Brushstroke; Thin Line; Thick Line; Cover; Composition; Area; Imagine; Create; Smudge; Center; Top; Bottom; Horizontal; Diagonal; Repetition; Pattern; Warm Colors; Cool Colors; Tints; Tones; Value
Ten Lessons the Arts Teach By Elliot Eisner
1) The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.
2) The arts teach children that problems can have more than one solution and that questions can have more than one answer.
3) The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.
4) The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
5) The arts make vivid the fact that neither words in their literal form nor number exhaust what we can know. The limits of our language do not define the limits of our cognition.
6) The arts teach students that small differences can have large effects. The arts traffic in subtleties.
7) The arts teach students to think through and within a material. All art forms employ some means through which images become real.
8) The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
9) The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
10) The arts ’ position in the school curriculum symbolizes to the young what adults believe is important.
SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. Copyright Information | Privacy Policy | Terms of Use Copyright © 2007 National Art Education Association. All rights reserved.
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