#arteacher

Henri Rousseau and a trip to the jungle

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The peacock by Egor

The language

January is our jungle month (Jungle January!) and that is why we are talking about everything related. The first lesson can be found is here.

In this lesson we continued working with the verb ‘can’, still only with ‘I can see’ but we changed the focus a little bit. I wanted us to revise and to learn the names of the jungle animals, especially on their distinctive features. That is why we played a guessing game. In order to help us guess, I chose not one specific body parts, like in other games we played, but a very distinctive feature for each particular animal.

The artist

We invited Henri Rousseu to join us in class again, this time as the main guest. We looked at his paintings (presentation slides 8 – 15), just calling out the names of the things we can see.

I also wanted to show the kids different ways of depicting a tiger, a painting, a drawing, a child’s drawing, a photo, a logo and the Chinese symbol that represents this animal. We looked at how they are different and how they are similar and we tried to outline their distinctive features: black and orange, stripes, four legs and a tail.

I also told the kids that Rousseau never travelled to the jungle or even out of the country and that, still, he decided to paint the jungle because he wanted to do and he did, the best he could. We talked a bit where he could have got his ideas from. I realised that he is a really good role model for us, the budding artists.

The art

We started with describing what the task was: to choose one animal and to try to paint it using finger and handprint and our paints, focusing on these distinctive features that we would be able to tell that it is a flamingo, a tiger or whichever animal we choose.

I showed them a few examples of the finished tasks from the internet (see the presentation) as well as my model. Before the lesson, I printed a green hand on a piece of paper (also to check again how much time we will need to wait before drawing on the paint) and I showed it to kids. While they were watching I added the little bits with a marker and ended up with an elephant.

My attempt at an elephant

I also showed them how we would be working, moving from the paints station in one corner of the room, to the tables where I attached the paper for printing, I gave out the tissue paper and the wet tissues to clean our hands, too. I also showed them how we don’t need to smear the paint on the table (covered with paper) but that we can also spread it on the palm of the hand with a paintbrush. I prepared a paintbrush per colour and a few extras for the colours that we would mix.

And then we got down to work.

What I loved about this lesson was:

  • how the kids were discovering the material and the technique, thinking about and developing ideas as we went along
  • how they were learning from each other
  • how they experimented with the colours, mixing them and asking me to try getting new colours for them
  • how they made their decisions about the distinctive features of the animals they chose
  • and how sometimes they asked me to google the animals to check that they were doing a good job with certain body parts
  • how we discovered that even our dirty tissues were pretty and that they could be Art. ‘Miss Anka, can we do some more tissue Art?’
  • how children were making their own decisions. Some decided to choose very un-jungle animals, some loved the fingerpaint so much they they decided to use it in a more traditional way, with paintbrushes for colouring. And, as Pete the cat says, ‘It’s all good!’

Happy teaching!

Dilemmas of an Art teacher. Choosing the task

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I was typing of my latest posts, devoted to Katsushika Hokusai and it must have been a real inspiration blast, not only for my kids and not only for me as a teacher but also as a trainer or a blog author because it was exactly when I got an idea for this particular post.

I thought it might be a good idea to share how I make decisions about the artist, the materials, the language and the resources, with the hope that it might be useful for those of my readers and colleagues who are only taking their first steps in the area of Art (or teaching English through Art). This way this particular post will be a kind of a directory for anyone who might need one.

First of all, here are the starter kit posts that I have already posted here:

Starting with a new group

What you need is a simple task with very basic resources and, if possible, a tiny wow effect.Here are the topics that I like to use:

  • Claude Monet and the lillies garden, because of the little magic that the painting with watercolours over crayons without destroying the drawing does. Funnily enough, this lesson has never been described and added here, on the blog, although this is my first favourite lesson. For now you can read about it here but I promise to add it as soon as September comes and we do it again.
  • Hokusai and the wave, because the students draw something easy (a wave) three times and three different but simple techniques are used, too
  • Upgraded Picasso (if the template is used, in the offline classes) and it salty water with watercolour does its magic, too
  • Andy Warhol and Mickey Mouse or learning about the associations we have with different colours and emotions. It is based on a template and basically involves colouring but that is why it is an achievable task for everyone, the younger and the older students.
  • Joan Miro and the elephant collage (with a template) because it is a great opportunity to connect literature (Elmer! by David McKee) and the technique itself is very easy and achievable both for younger and older children

Step by step aka learning to listen

Getting the group to listen and to follow the teacher’s instructions, staying on the ball, pausing when necessary, waiting and managing your time, skills and materials is absolutely crucial for Art classes (although not only) and, of course, with a new group, this is also something that cannot be taken for granted and something that will have to be introduced, practised and worked on. Here are some activities that might be helpful with a new group:

  • Turner and the sky, the sea and the sun: this lesson has three main stages: talking about the paintings, mixing the colours to obtain 10 shades of blue and, finally, painting a landscape and because all three are relatively easy and achievable and require different types of materials, the teacher can give them out step-by-step and this way control the flow of the lesson.
  • Bubble painting because the art is abstract and everyone can accomplish it and it definitely has the wow factor and we had a very specific list of step-by-step instructions for us and it was a perfect example for the process painting.
  • Hokusai and the waves, mentioned above is also an activity that helps the children focus on the particular stages of the lesson
  • Salt dough because it is one more activity with obvious and easy to manage stages: looking at examples, creating, painting, decorating and cleaning up.
  • A heart and one hundred different watercolour techniques is easy and manageable because the number of the techniques can be adapted to the age of the students and the length of the lesson. The whole lesson is built around the teacher demonstrating a technique and the children trying it out themselves.

Bringing up little artists

Teaching Art is also about showing children the new opportunities and the new ways of doing things. Here are five beginner lessons that would help achieve that:

  • Salt dough is easy to make and easy to work with and it opens up the door to a brand new world of 3-D creations.
  • Tiny pictures was one of the real eye-openers of the previous academic year, for me and for the children.
  • White on black is another easy flip and doing something different. The resources might not be those that are always lying around (black paper and white marker) but they are not very hard to find.
  • Yayoi Kusama and the pumpkin because even though the first pumpkin is created exactly like the teacher’s, anything can be sitting inside and after the initial T-focused part, the kids can go on recreating the pumpkin and filling it with whatever they want. ‘You are the artist. You make a decision!’
  • Eric Bulatov and a word that is also a picture, one of my favourite lessons in the previous academic year and the one that I taught to a beginner artists group and that was effective aka it is appropriate.

Happy teaching!

The sun, the sea, the sky. J.M.W. Turner with kids

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J.M.W. Turner is, hands down, one of my favourite painters and, definitely, one of the first ones that I fell in love with and it has taken way too long for me to introduce him to my students. But, finally, this day came. We are now in our summer camp ‘Travelling around the world’ session and we planned an England Day, there could be no other painter to bring to class. ‘It had to be you’, Turner, sir.

The language

On the day, we had to lessons which we could devote to England. The first one was a vocabulary lesson in which we learnt about the different things we can see and do in England, food, sports, symbols and sights. We also talked about the things we like and don’t like. We filled in another page in our ‘passport’ (every day we do one) we watched a short video about the top attractions in London to compare it with our city.

The artist

Introducing J.M.W. Turner was easy as we could compare him with Claude Monet and it went along the lines of ‘Claude Monet had a garden and there he went to paint and Turner lived in Margate, by the sea, so he went to the beach to paint the sea’. That is, of course, a huge simplification but it worked for my 6-8-year-old audience.

We looked at a few of paintings and talked about the colours and the sea (‘Is it day or night?’, ‘Is the sea calm / quiet or angry?’, ‘What colours can you see?’).

The art

This was the first lesson in which we had two separate creative exercises.

The first one focused on mixing the colours as I wanted the children to experiment with the paints we had in order to achieve a wide variety of blues which, later, would be used to paint the main picture. Everyone got a narrow strip of watercolour paper attached to the table, a box of watercolours, water, and a paintbrush. And the task: mix the colours in any way they want in ten different ways. I asked them to try out the paints on the paper.

Before we started, I showed them what I did for homework, namely about 20 different shades in my sketchbook. While I was monitoring and watching the kids, I realised that it was a great idea and that this could be a separate lesson. I just need to stage it in a slightly different way.

Turner in three short words

When everyone completed the task, ten different shades of blue, we got down to a real Turner. I drew a simple plan of what a Turner painting is (with all the love there is in the world): the sun, the sea, the sky and I asked the children to decide if it is a day or night, if the sea is quiet or angry, what colours they want to use and whether there is going to be a boat or not at all…

And we got down to work.

In methodology you call it ‘teacher monitoring the work of the students‘ and I do a lot of that but the truth is that I adore watching my kids work, take time to think, handle the materials, make decisions and focus on the beauty that they are creating. I cannot post the photos which feature my students, we take them only for the parents, but they are all so involved, so in the process, so concentrated, each in their own way.

What I noticed:

  • the 10 shades of blue was a great idea and it helped them see how many options there are and I could that they were using it later. One of our youngest ones also applied the same technique in the following day, with another teacher. He really learnt something!
  • everyone interpreted the topic in their own invidividual way
  • one of our oldest students was a beginner painter and looking at the way he held and moved the brush, I could tell that there hadn’t been much of painting in his life until our lesson. For him, this kind of an easy task was a good introduction into the world of Art and by the end of the lesson he seemed a bit more relaxed and confident.
  • the simple Turner was introduced to help the kids see the pattern in his paintings and to include all three elements.
  • it was an achievable task for the youngest (5 y.o.) and the oldest of my students (9 y.o.)

Happy teaching!

Yves Klein. Take two. Printing and roller work.

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The man who can’t see the sun

Somehow, in this academic year, in our Art Explorers adventure, the days are filled with some ‘firsts’. Now and then, and more frequently that I would expect it to happen, we bump into something that we have never done before and something that we are trying for the first time and that we are experimenting with. I love it!

This time round, we experienced a mini-series of the same artist over two consecutive lessons. It is not that Monsieur Yves is such an inspiring artist that we simply had to give him a double Art slot. I mean, he is amazing and I am so happy that I have discovered him for myself and for my students but, surely, there have been many Great Artists that, theoretically, at least, should have been granted with that privilege, Malevich, Goncharova, Warhol or Picasso…A simple coincidence, that’s all it was. I got the amazing set of rollers and stamps but only in time for my older group, the younger kids on Mondays missed their chance. Since we had so much fun with the rollers, I simply decided to let everyone help! Then and only then, did it turn out later that Yves Klein himself loved using different tools…What a coincidence!

The Power of four elements

The language

The language stayed the same and we had a lot of time with the spinner and the verbs (you can read about them here) and, to be perfectly honest, the langauge input was kept short on purpose.

The artist

We just got back to the previous class and looked at some of his paintings again and I told the students that, apart from using the beautiful blue and painting with different body parts, Yves also used a variety of different rollers, stamps and other tools and that it is exactly what we would do.

Colourful frame

The art

The room was set up exactly the way we did last week, with the round table in the centre of the U-set of desks and it was basically our palette (have been covered in paper and painter scotched over before). I showed the students all of the tools and how they can be used. Because it was the last lesson in the series, I was also able to look back at the works created before. My special focus was this one, created by one of my older students because it combines pencil drawing, a variety of prints and a great roller work.

After that, we just got down to work and, in one line, it was just amazing.

Kids really enjoyed working with a new tool and experimenting with everything they had to offer. It was a good idea to cover the palette table with paper because it was the first place to try out rollers and stamps. This is also were they were mixing the colours to get new shades and colours. They were very careful and conscious while choosing the tools and combining them with the paints. We were talking about the process, a little bit in English and mostly in L1 and thanks to that I could see how their ideas were taking shape. That was precious. Or so I thought. Until the artists started to come up with the titles for their work. They did all of that in Russian and I helped them translate but hey, look at them, they are amazing…What is more, they were not created instantly. The kids really did put some work into creating them. Some students made a decision and then, upon more consideration, they changed their mind and came up with even a better, more suitable option. I was speechless and I continue to be. Why? Just look at the photos!

A worrying house

Happy teaching!