Friday, November 13, 2020

Build a Bug

As my students finished up our Elements of Art (line, shape, color, value, form, texture) Unit and embarked with Principles of Art (specifically symmetrical balance), we bridged the two with animal kingdom content. This week we studied invertebrates through insect documentaries and articles. They learned about the parts of an insect (head, thorax, abdomen, antennae, six legs, wings, compound eyes, etc.)
Did you know that out of every 4 animals on earth, 3 are insects? There are 10,000 species just of ants and probably 10,000 more waiting to be discovered, each as different from each other as a tiger is to a rhino. Some are hunters, some scavengers, some farmers. But all are symmetrical. 

I had images and magnifiers for students with low vision and plastic insect models for my students who are blind to feel. A line of symmetry can be found on each insect.





Everyone wrote 5-10 insect facts to share before trying to build their own kind of bug. 

If they wanted to switch it up and do a spider, or add more legs, that was their choice. I had craft foam, pipe cleaners, egg cartons, clothes pins, puff balls, wood pieces, paint, markers, google eyes, buttons, tissue paper on hand for students to find their own solution.


The end product was not the display cases of tiny, original, detailed, jewel like insects I had hoped for, but special education is about process. And if they are more aware of insects and symmetry in the world around them, then mission accomplished.




Hybrid Animal Taxidermy Assignment




Teaching form and texture can be fun through this interdisciplinary lesson about the animal kingdom. My class and I spent our week studying types of invertebrates: birds, fish, amphibians, reptiles, and mammals. Students were expected to know characteristics of each group and give several examples. Then they were tasked of combining a couple of animals and coming up with a name: a giramingo or a koalasaurus. They were to invent three animals and explain the habitat and diet of each. This is not a new exercise of creativity when you consider creatures from ancient literature such as the gryphon, pegasus, unicorn, and phoenix. (This is a great way to incorporate literature into the week as well.)  

Ideas were shared, critiques were had and favorites were picked. Some of the problems came from students combining two animals that were too similar: possum and armadillo, ostrich and flamingo. Or they would just attach one head to another's body. That's fine, except that we were doing paper mache versions taxidermy that would basically be mounted heads, so you'd have to have characteristics of multiple animals represented in just the head. Some ideas were used to swap the texture of one animal with another, such as a feathered mouse. (Shown above: pandabull, pigacorn, green scaled sand eagle, and glue feathered mouse.)

Students at home had the options of making drawings or creating 3D sculptures using salt dough. I walked them through the process via video meeting and they were to bake and add texture on their own. One student created an image of her hox (hawk-fox hybrid) on her phone using Ibris Paint X.

 The salt dough recipe is easy: 1 cup of salt, 2 cups of flour and a cup of water. Start with dry ingredients and drizzle the water in little by little so it doesn't get too wet and sticky. You might not need the whole cup of water, but clearly this student's dough is too crumbly so I was watching through video and telling him to add a little more. 





Once the animal is formed it can bake at 225 degrees for a couple of hours. One student made a glittery rainbow snake, which opened the door for me to share Australian Aborigine folklore and origin story of the rainbow serpent.






Festival of Trees: Helen Keller's Garden by Georgia Academy for the Blind


The Museum of Art and Science in Macon, Georgia is now having it's annual Festival of Trees. This is a chance for the community to come together to build bridges, while helping raise funds for the museum. I worked with my art students to represent our school by making paper flowers for our Helen Keller's Garden themed tree. Helen Keller was such a gifted writer, so I printed four pages of her quotes to inspire people during this miserable year, and included a range of colors of flowers to represent diversity. I think people with disabilities too often get left out of conversations about diversity in work places and diversity, so this was our way of advocating and showing that everyone deserves a chance to grow in the garden of humanity.

I taught about "form" and "analogous color schemes" during flower week since we were in our Elements of Art unit, so it all come together: standards and application, form and content. 

Happy Thanksgiving, Hanukkah, Kawanza and Merry Christmas everyone!



Thursday, November 12, 2020

Back in School?



Needless to say, this 2020-21 school year has had a rough start for teachers, students and parents across the nation. My daughter's school did 100% online classes for the four weeks of August, and then students, like her, who chose to go back had to wear a mask 8 hours and social distance. She stays home Fridays to take tests and hand in writing assignments online. My husband is teaching his college art classes as hybrids for the first time ever. My sons' college classes have mostly gone online with just a few exceptions, such as art and science labs. For me, teaching art at a school for the blind, was challenging enough; teaching it virtually feels nearly impossible. Hands on experiences are so important. I have a few students coming in person, so I feel like I'm screaming through my mask into the computer to my virtual students, while my face-to-face students sit half way across the room. I've had to create a lot of writing assignments based on videos and slide discussions: big questions like "What is Art?"and "Why do people make Art?" to small questions like, "What is one new thing you learned today?" I've been doing a lot more talking than I'm used to, and my throat can feel it.

We spent the first couple weeks trying to learn the platform: Teams. I posted assignments to Teams, and students could turn their work in there, or to a shared One Drive folder, or email me their work.  A couple of student uses paper and a Perkins Brailler and then read their work to me via video. There are readers on computers to help them navigate and hear the text. I also sent assignments out in Braille. 



Above a student is taking his turn reading (in Braille) a portion of the syllabus while a couple of his peers listen from across the state. 

Putting together weekly care packages of supplies has felt like a part time job. I have to think ahead a couple of weeks and gather materials for several versions of the project, so that students still have choices. And it's been hard to see supplies leaving my room, knowing that I'll never see them again. Plus there's the problem of students who can attend virtual classes from almost anywhere but forget to take their packet of supplies to do projects, or can't figure out where their supplies are or which supplies to use since they're getting materials from other teachers too.

Meanwhile, the students who have come and used the materials I have on the table are able to focus on completing the project and learning the standards without all the distant learning chaos and technical difficulties.

I can't imagine that our schools are going to be functioning full capacity any time soon. Teachers who are feeling end-of-April level of burn out in September have had to push forward, as did the students. But by giving it our best, things have gotten in easier and we're probably better off for having learned more platforms and ways to solve problems.
Above: a virtual student points his lap top camera towards his work so I can walk him through the process of his analogous watercolor composition

It's still not idea, but now that we're in November, everyone has managed
to figure out their own routine. Students have come in and out of quarantine after being in contact with someone who tested positive for Covid, and once the school shut down for 10 days for cleaning and everyone worked from home. The numbers are higher than they were at the beginning of the school year, so we're still taking precautions. Hopefully, everyone will be able to come back for in person school in a couple of months and I can start filling my shelves, and walls and kiln with student work.


 

Wednesday, October 21, 2020

Paper Roses




I have been keeping my hands busy during virtual faculty meetings and family movie nights with this simple process for making paper roses. Now it is my student's turn to contribute to what will hopefully a stunning tribute to Helen Keller and those with visual impairments at the upcoming community Festival of Trees. The steps below 


Each paper rose requires four squares of paper (the same color.) A normal 8 1/2 X 11 sheet of paper will get you 4- 4 1/2 squares, or 2- 5 1/2 squares.  Or you can get 6- 6 inch squares from an 12 X 18 piece of construction paper.
 Fold each of your 4 squares in half, diagonally three times to create 8 triangle shapes radiating from the center. Snip the very tip of the folded triangle, and then cut the non-folded edge to be a rounded petal shape. You can cut the petal edge with a simple rounded shape. I like making three bumps with the largest in the center.


Open up these up and you'll have four flower shapes.

Cut one petal out of the first flower, two from the second, three from the third, and the fourth will be cut in half for two four-petal sections. This will leave you with eight parts in the following sizes: 1 petal, 2 petals, 3 petals, 4 petals, 4 petals (again), 5 petals, 6 petals and 7 petals.

Use a pen to curl the petals back.
Start with the largest piece and glue the ends together, overlapping the end two petals.
Then repeat with each section working from largest to smallest, and nesting each one on top of the other, gluing each  of the eight layers. You'll end with the tiny one petal curl in the center.
 It's that simple! I played Marie Osmond's Paper Roses once to inspire me. Enjoy the process and the product. 

 

Tuesday, October 13, 2020

Shape and Line Elements of Art Collage Project

It has been fun to figure out how much media I can cover before letting go of the Element of Art: line, and moving onto shape. This project was a good bridge, as students choose simple shapes. I have foam stencils for things like an apple or butterfly. Anyone who wanted to pick something else like a house or heart, I could draw and cut out of Braille book cover plastic, which is indestructible and easy to work with. A few students were able to do their own drawing, like this bald eagle. Students used glue stick to attach strips of magazine pages to cover the entire thing before trimming up the lose edges.

The finished shapes were glued to pieces of mat board or paper, and a couple of them fit into small frames I had. Thinking about how lines can use to add color and texture to shape really incorporates a lot of elements of art, but when discussing subject matter, shape was king. It was such a simple assignment that most students were able to make several pieces, and the finished products were crowd pleasers.



Line Play and Monotype Prints

 

As we continue to explore line as an element of art, my younger students drew lines in chalk on the patio outside my classroom. They used yarn on a flannel board to create pictures. 

They also drew lines into finger paint. But instead of working on paper, I put the finger paint on a piece of plexiglass and children drew lines with their fingers on that. Those with sensory issues (which is most of my multiple complex needs students) drew with a Q-tip. Then we gently placed a piece of paper on top and pulled it back up. The paint was squishy enough that rubbing the back of the paper just made everything into a big blob. I could give the students a chance to work longer and more intentionally on the plastic before committing, and it was a chance to discuss monotypes and ghost images in printmaking.


Students also used tempera paint to draw their lines onto the plexiglass, or yarn, dipped into paint to lay on the plexi before making a print.

 The majority of the students who did this assignment have multiple complex needs; they can't speak, and can't see. So, even though the under-drawing and some of the monotype images aren't focusing on line as much as I had hoped, I'm happy that they are exploring media and working as independently as possible.