Here are some pages taken from the Beautiful Stuff Book.
Steps One, Two, Three:
Collect! Sort!! Store!
Steps One, Two, Three:
Collect! Sort!! Store!
Monday, October 28, 2013
Thursday, April 18, 2013
TYC Journal. Picturing Good Practice: "Using Collage to Encourage Creativity, High-Level Thinking and Conversation!"
TYC Journal.
February/March 2012 - Vol. 5, No. 3
Picturing Good Practice: "Using Collage to Encourage Creativity, High-Level Thinking and Conversation!" by Triada Samaras And Janis Strasser with Michele Russo
Monday, February 25, 2013
Beautiful Stuff Project
Here is an image of the table full of recycling materials that we used to started our Beautiful Stuff Project at the Prospect Park School in NJ. Teachers created recycling sculptures (ephemeral art) from random materials gathered at home followed by posters. These creative activities, inspired by the book, Beautiful Stuff, by Cathy Weisman Topal and Lella Gandini, are designed to support and inspire teacher work in the classroom, particularly in the area of writing. The recycled sculptures created by the teachers generated rich responses from them. They were prompted by the Feldman Method of looking at artworks and utilizing high level questions about the artworks.
Thursday, April 26, 2012
Tuesday, March 6, 2012
Wood Working WPU Teachers 3/5/2012
Monday, October 26, 2009
Wood/Sculpture Workshop for Teachers 10/25/2009
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
"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
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
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