#artintheclassroom Archives - Funky Socks & Dragons

Figurative and non-figurative art. Teaching English through Art

March 30, 2024March 2, 2024 by Anka Zapart

‘Calm night’ that started as an apple, if I remember correctly…

I am happy. As a teacher of English and a teacher of Art – I am happy. I have my Art Explorers classes twice a week, there are two groups so every lesson is not only taught twice and every idea trialled and trialled again. I am happy because I am getting better at coming up with ideas and with combining all the elements and finding the links between the artist, the language and the technique. And I can see how my kids are reacting to it and becoming more familiar with the paintings and more confident as artists.

I have also realised that all of us, we are more involved in the process and we are enjoying it more. The final product is important, of course, but so is the journey. It is all very rewarding and I am just happy that it is a part of my weekly schedule.

The art

As usual, out of the three components, one had to be prioritised and, this time, it was the art itself. I wanted to give my students an opportunity to experience the process of creating a non-figurative art piece. We tried doing it a little bit in our Jackson Pollock lesson but there the lead was taken by the very specific technique. The outcomes, amazing as they are, were absolutely accidental, and only at the very end of the lesson, we gave our paintings their names.

This time, I wanted it to be fully conscious, purposeful and planned, from A to Z for the kids to understand how a figurative painting may become a non-figurative piece and the artist (aka US!) takes the responsibility for that.

In order to achieve it we did the following:

we decided what to paint. I suggested a fruit and veg still life since it was still our Fruit February but I allowed the kids to opt out of it if they really wanted to. Some did.
we made decisions about the composition and started to drip draw with the paints. I had a set of paints that I bought for the stained glass lessons but they turned out to be of a very bad quality, too watery, to liquidy and I could not use them for stained glass. They spent about five months in the drawer and last week I had already taken them out to bin them when the hoarder in me hesitated and decided to use them somehow. Since they were so good at dripping, dripping was what I chose to be their destiny. We used a technique we experimented with before, spread painting.
we drew the contours with drips of the paint (sharing the one set of paints, hooray to the social skills development!)
we photographed the ready picture
we used pieces of thick cardboard to spread the paint and a decision had to be made here to, regarding the movement (or movements) of the hand.
we gave the paintings a name. In most cases, it was a list of the items of the picture but some of the children came up with different names, not related to what the painting first was. Real artists, I am telling you!

As usual, the creation started with a quick modelling session during which I produced a painting of a watermelon and then turned it into a non-figurative item.

The artist

This was one of the lessons in which we did not have one superhero but a whole dinner party. I divided them into two groups to illustrate what figurative and non-figurative art is. Our definitions were very simply, in order to convey the message even to my youngest students. ‘Figurative’ was defined as ‘I can see real things’ and represented by a still-life by Cezanne, by Rene Magritte’s Son of Man, by an apply by Yayoi Kusama and a still-life by Ilya Mashkov. ‘Non-figurative’ was defined as ‘I can see shapes and colours’ and represented by a piece by Jackson Pollock, Kandinsky’s circles, Mark Rothko and Yves Klein that I have just discovered for myself.

I also brought two pictures that I created at home and I asked the students to guess what fruit I tried to paint by the colours that they could see or the shapes that were still visible, just to highlight the fact that the fruit might be only represented by a fruit, not necessarily by shape.

The language

The langauge in this lesson was, as in every lesson of this month – fruit and vegetables. Apart from that I wanted to play with the language and to reinforce the idea of looking at the world from a different perspective. In order to do that, we looked at a set of pictures of the everyday objects and fruit and vegetables, seen either under a microscope or in a close up. We did it as a guessing game, using the set of wordwall cards I put together. This was a lot of fun and I am definitely going to use this resource again!

Outcomes

It’s not going to be the first time I say it, here or in the real life, but this, indeed, was one of my favourite Art lessons ever. The rest you can see in the paintings my students created.

Happy teaching!

Jackson Pollock. How to survive a modern art lesson with kids. Teaching English through Art

March 30, 2024January 28, 2024 by Anka Zapart

The language

We continue to work on expressing our opinions and on justifying them. Since the Unusual Colours was a huge success with both groups, I decided to continue with a different set of visuals. We revised all the basic structures to express opinions, we looked at all the pictures in the set with the group and we said what we thought of them and why. As usual, it was great to see the growing confidence and the courage to express your preferences even if they are different from your friend’s or the group.

This time round I went more slowly, pausing after each picture, to share ideas. I was also trying to encourage the kids to produce a little bit more than just ‘I like it’ or ‘I don’t like it’, with questions such as ‘Why?’, ‘How does it make you feel about it?’, ‘What are you thinking about?’ etc.

The artist

Beginning October, my Art classes have been divided into two groups, the younger (pre-school and year 1) and the older (year 2 -4) and the decision to do so was a real game changer because I can adapt the level of the language and the Art input sessions to the age and the language level of the students. Each group has only one lesson a week but they are more meaningful, more focued and more child-friendly.

Because of the holidays and the calendar, the lesson with the older kids comes up first right now and it is also very important and handy. I can prepare for the more group with more advanced language skills, motor skills and with more life expience and do what I really want to do and then just adapt to what my younger kids are able to do. I really like it this way.

In our Jackson Pollock lesson, I introduced the artist of the day (name, country, favourite things) and the fact that he is, most likely, the most renowned modern artist today or, at least, the painter that most people associate with modern art.

Later on, we looked at five of his paintings, in different colours, with different titles, from ‘real’ names (‘Summer’) through ‘Number 5’, to the beautiful ‘Untitled’ and we talked about what we think about them and how they make us feel. In the end, we watched a clip from the video ‘How to paint like Jackson Pollock’ to show the students the real process. I also decided to include a short slot devoted to the main characteristics and I called it ‘What Jackson Pollock would tell us’.

The art

Well, this has to be the first thing to say out loud: Jackson Pollock is a serious logicstical challenge for an Art teacher. Especially if this Art teacher works with young kids and in a room that is a regular classroom which lends its square meters to all the creative activities and then goes back again to being ‘just a classroom’, used and shared with other students and teachers. To be prefectly honest, I am not sure I am entirely happy with how I dealt with it.

Things that need to be taken into consideration are as follows: the technique is a mess-generating one and it requires serious preparations. It is supposed to be done on the floor (which is refreshing and exciting) and the floor needs to be protected. So do the walls, the desks, the chairs and the kids’ clothes, because, surprise surprise, the paint spatter is a powerful force and you will find it in the most unexpected places.

The classroom was almost completely reorganised – the tables and the chairs were put aside, to make room on the floor. I perpared the working station for each of my students (an A3 piece of cardboard, on a much larger piece of newspaper, scotched to the floor) as well as the station with all the paints, brushes, water and tissues. Apart from that we had a semi-circle of chairs in front of the TV where we were to sit during the first, theoretical part of the lesson. We spent here around 20 minutes and later on, we moved to our work stations, to create.

The task was really simple – choose your favourite colours, think what idea you want to convey, take the water and the paints and start creating and experimenting with the technique. This part was great. The kids were trying out different hand movements, they were also observing each other and sharing ideas and opinions. The creativity was slow and a bit inhibited at the beginning but, as we moved on, the kids really got into it. Things were coming together. In the end, we talked about the possible titles for our paintings and how we felt during the entire process. This part was amazing. The paintings were left on shelves to dry overnight and some of my students came on the following day to pick up theirs and to take them home. They did enjoy and they did treasure their creations. Aims – met.

However, I have to admit – these preparations were not enough. The stations were too close to each other, the pieces protecting the floor were too small and, overall, the students’ clothes were not protected. We talked about being careful and respecting the other artists’ space, but I could have done better but mostly because I was lucky, with my older group of only seven students. I am to do the same lesson on Monday, with the younger group and I am working on adapting the ideas and the set-up or, also, entirely giving up on Jackson. I will also be adapting the number of resources used, giving up on the acrylic paints and the guache, because only the watercolours are relatively easy to wash and to clean.

The Pollock lesson – round two. Pre-K and year 1

There were a few things that I had to change for the lesson with the younger kids.

I took over a much bigger space on the floor, with the smaller pieces of cardboard (A4) on much bigger pieces of newspapers and with much bigger distance between them. I also marked the place on the floor where the kids were supposed to be sitting, to ensure that they are not facing each other but sitting back to back to minimise the paint spatter.
I also gave out the painting aprons that we apparently had at the school. However, I had my plan B – bin liners with holes for arms and head.
I was more selective as regards the types of paints, limiting them to watercolours only. Watercolours lend themselves to splashing and spattering, too if more water is added. Acrylic and guache paints are more thicker and more difficult to wash. What is more, a box of watercolours is a box of watercolours, with each child working on their own, at their station, without the need to get up, walk around and exchange jars with friends. Hence – fewer opportunities for stepping into splashes and dirty footprints around the room.
I am happy to say that it all worked very well!
Apart from that, I have to say that, somehow, my little students were somehow more open-minded and ready to dive into the modern art world. They were eager to discuss what they could see in the paintings I showed them and I really could not calm them down here. They wanted to talk and talk, although, because of their level of language, they could do it in English and in L1. They were also very eager to come up with titles for their own creations. These were really artistic discussions. I was really proud of them and some of these paintings are just precious!

Happy teaching!

Natalia Goncharova’s lesson about colours. Teaching English through Art

March 30, 2024January 20, 2024 by Anka Zapart

The language

January is our month of colours, chosen this way to balance up the monochromatic landscape outside the window. At the moment, due to the combination of various factors, calendards and timetables, I get to teach every lesson first with my older group and then to repeat it and to re-do it with the younger kids. This, in itself, is a fascinating set-up for experiments and reflection. The activity with the unusual colour was created for my little ones but it was such a success that I decided to do it again with my older group, too. It was a success and my older and more advanced children were even more involved and more capable of taking part in a discussion and expressing their views on pink teddy bears, brown unicorns and pink chocolate. This was the main language activity in this lesson. The older group were using a wider range of structures, including ‘I really like’, ‘I really don’t like’, ‘I love’ and ‘I hate’ and they could explain why they felt this way.

Because of that I am going to repeat it, once more, with a different set of images in this coming week.

‘Monet & Architecture’ will reveal Claude Monet’s works at London (architecturaldigest.in)

The artist

This week, we invited not one but two artists to lead us through the world of colour and this decision was made specifically with the art project I planned for us for the day and that, in turn, was the result of these creators’ artistic decisions.

My main idea was to show the students how the same object can be painted with different colours and how the selection of the colours can affect our perception of the painting and our emotions. Or, in other words, why would an artist choose specific colours to paint.

Our first artist of the day was Claude Monet and his cathedral, the other Natalia Goncharova and her peacock, or rather, two peacocks because Natalia Sergeevna created more than one and that was exactly what we needed. We looked at the two peacocks and answered a few questions: ‘What colours can you see?’, ‘Do you like this peacock? Why?’, ‘How does it make you feel?’, ‘Why did she choose such colours?’, ‘Which one do you like more?’. We compared the paintings with the photos of the cathedral and of the bird.

In general, the colourful peacock was a favourite although some of my students mentioned that there are too many colours and they are too loud. The black-and-brown peacock was noone’s favourite as very thin, very sad and a bit scary.

We needed these artists also because their colour decisions were rooted in two different sources – the sun itself and the artist’s conscious decision and it is the second approach that we were getting ready to use in our art.

The art

The task was very simple and it came as a natural follow-up of the activities in the first half of the lesson: choose a simple object and paint it twice, using a different set of colours to represent two different ideas or emotions.

To demonstrate how it can be done, in an even more direct and straightforward way, I showed the students the pictures that I created – a flower that I decided to paint using my happy colours, such as pink, green and blue and to paint the same flower using the colours that make me angry (orange, purple and yellow). You can see it above. Below – everything that my students created last Wednesday.

Before we started, we also brought back our earlier project, namely Andy Warhol and Chebourashka that I wrote about here. The previous activity had a character in it and it was, perhaps, easier to associated it with a set of emotions whereas this time round I wanted everyone to be a little bit more open-minded and, at the same time, to focus on the emotions and colours, rather than on looking at the world through the character. However, I did not limit them in any choice and, as a result, some of them decided to choose two different items to paint or to even give up on the shapes and focus entirely on the colours.

It is exciting to see that they paired up their beloved shapes and characters with the colours they love and, in the same vein, they made a decision to combine their less preferred colours with the characters they just don’t like. It seems your beloved goose could just not be painted in the colours you have a strong dislike for.

The kids made conscious decisions regarding the colours and while they were painting, we were discussing their choices and, in the end, the final outcome, too. And it was a real discussion, to a large extent in L2, in some cases also in L1.

This last piece here is special in many ways because we had a new student join our group and try his hand at creativity for the first time. He got the idea and the was happy to experiment with the colours and images and it turns out that his favourite combination is a cat in pink because this is his favourite colour and because ‘Boys like pink, too!’. He is one of the epitome of the cool kid and the would be alpha male in our class so I was surprised and in awe that he dived in and took to everything that we do in our classes. And, even more so, he enjoyed it.

Happy teaching!