Translation, Nicole Kirkpatrick

Thinking about which one of our projects/exercises to bring into my classroom was tough. I'm thinking that there is definitely more than one (if not all of them) that I can use in my classroom. To narrow it down though, I truly think I'd have to say it would be the Altered book. I've been wanting to do that for a very long time, but never really had anyone show me an easy way I could use it in my classroom. The steps to alter it really made it easy for me to get started. It did take me (I think) longer to get to the end on my book than others (as far as the ideas went), but with the use of all the transfers, it made it easier for me. I really think I'll be able to use the "themed" project book as well. I was thinking how wonderful it will be to see my middle schoolers working on a discarded book from our own media center, and bringing out their own ideas in it.

I know I was only to talk about one I could use, but I also liked the color book as well. What a very neat and interesting way to use colored paint swatches. I may use this as well in their sketchbooks. All that we learned is just great, and I truly can't wait to put all I've learned into my classroom this year!

Translation to Teaching

One of the most important things I learned this week was to focus on play and “playing with purpose” both in my creative process and my teaching. Both the sketchbook and printmaking class had an element of mystery. The enthusiasm, flexibility, and transparency of the teacher(s) created an attitude that everything is possible, and reminded me how exciting it is to remain curious and constantly explore the creative process. I hope to take this attitude back into my classroom. The exercises that enforced this playful and exploratory way of drawing were the “mystery object drawings” (touch drawings) and the memory drawings. Both pushed me out of my comfort zone with drawing. For the mystery object we had to touch an unknown object and translate that sensation into a drawing. Usually when I draw I aim for realism and get frustrated if I can't reproduced the correct proportion, texture, or angle of the object. By not looking at the object we were drawing I could not get stuck in my desire and expectation for realism. I loved how Lauren walked us through the memory drawing by asking us to mentally recall a family portrait and our favorite dress. I typically rely so heavily on observational drawing, I feel like I can’t draw it if I can’t see it. In these exercises I learned to mentally picture the image or object and focus on that while I was drawing. With the dress drawing we closed our eyes for much of the process so the end result was an abstract and wonderful surprise. We could then work back into the image making choices and changes, but I really like the initial image because it seemed so "free" and "unrestrained." I think I will use both these exercises to give my students a new connection to drawing. It made me less fearless and forced me not to “over think” my work. Many of my students get nervous about drawing so I hope by adapting these methods to my printmaking classroom I can introduce my students to a new approach to drawing that is focused on playing and being open in the creative process. I plan also to try the blindfolded partner drawing and one-minute sculpture figure drawings. In the past I have avoided my student’s fears of drawing by allowing them to trace images, but I realize now how freeing drawing can be and how it can be a truly unique tool for expressing the self.

Translation to Teaching

In thinking of what lessons to translate into the classroom, I really enjoyed the doughnut exercise. While it seemed tedious at the time, it forced us to look at an object from different angles and explore new ways to draw with an restricted amount of time. I recently practiced it with my family at dinner. We passes around the sketchbook and timed each other drawing the dinner rolls. Everyone had fun doing it and we all reflected and talked about the drawings afterward. Thus, I would definitely like to try this out in the classroom. Using thumbnail size sketches, it would be fun to pick an object and play a "beat the clock" type drawing game.

One of the important strategies I learned during this class was to give restrictions. Don't give every option in the world. Give an assignment and only allow one medium, or finite time, or one prop. Exercises like the doughnut drawings, or the paper and tape project force you to creatively use the limited materials you have and go above and beyond to create something special.

Translation to Teaching

I have been thinking about how I can incorporate all that I have learned into teaching my high school students. In the past couple of years I have used a Visual Calendar as a warm up exercise. The students are supposed to draw something each day. They may choose whatever is on their mind to do a quick 3 minute sketch. I find that a lot of the kids do not know what to draw and end of scribbling something on the date just to do it. I have been thinking that it would be a little more interesting to make a calendar flag book that has at least twenty pages (4 weeks x 5 days). I would then give a prompt a day or maybe a prompt every other day. Maybe a prompt one day, a response to the previous days work, then a prompt again and keep alternating. Maybe the uniqueness of the book it self would keep them interested. The prompts are such a great jumping off point that I will definitely use some of the ones from this class with my students.

Cherie Smith, Translation to Teaching

There were several ideas that I think would translate well into the museum setting. Primarily I use projects that tie into the overall theme of the tour I am leading. I liked the one page book project as it would work well with several themes that we use. One of the tours is about finding line, shapes and animals on the tour. Then I could use that imagery to have the children create a wax resist drawing of animals we had discussed or found during the tour. After folding the paper and creating the one page book we could talk again about the lines and shapes that make up the original image as well as the story behind it.

Amelia K., Translation to teaching

I have learned so much useful information from a variety of new art techniques to innovative art making ideas. I can not wait to introduce these concepts to my high school students-I am thinking about creating a blog also,what a great way to track and view their peers artwork.
I am determined to try all the assignments we explored during this one week intensive course- the paper and tape,the mini collages, the blindfold drawings,collections series of drawings,bag surprise drawing,and I might attempt the donut drawing exercise also.
These concepts will help aid me in providing a new and more exciting experience in the art room this school year.The excitement that Art making brings always creates a sense of peace within the soul.

Christie Knoll, Translation to Teaching

 Sketchbook A 2011

Several of the activities have inspired me to start to formulate learning opportunities.   I prefer, integrated art activities and always looking for a teaching moment within School Age Care environment, to reinforce what the children are learning in the classrooms.

Inspired from the "paper and tape" and "collections" projects.

Paper and Tape: limited materials,  create a book

Collections: Collect items and study them creatively interrupt them

Learning Opportunity: 

The M&M painting and rubbing .  I used the M&Ms from the collection activity and put them into water to use as watercolors.  I also created my own brushes using the left over pieces of the plastic  cups I cut down to use for the M&M watercolors. For the art aspect, younger children can learn to mix colors, how many blue and yellow M&Ms does it take to make lime green?   

 Science activity: measure the water to M&M dye, time the rate of decomposition, density: the level the water rises when M&M are added. 

Math: Odds and ratios: How many M&Ms are in a fun size. Basic Math: What is a serving size? Calories per M&M.   Probability: What is the probability of getting 4 green in one bag?   

teaching environment

I have learned so many things this week that I plan on taking back to my classroom. The brainstorming (prompting) activities and the critical thinking and questioning techniques are the most important thing that I can translate into my teaching. I came to this class struggling with keeping all of my students engaged and helping them to be creative on their own. I also really enjoyed learning how to use new materials in making projects, such as the powdered graphite, wax paper drawings, and the many transfer techniques. Of course, the altered book project will also be a must-try activity for my AP students. I have really enjoyed all of the new information I learned through this course and also taking the time to create art again. I can't wait to see how my students translate these activities in their own way.