#eflkids

Crumbs #81 Making sandwiches aka a different type of Food Art

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Ingredients

  • anything that you want to use to make sandwiches, we used: toast bread, blueberries, cucumbers, carrots, cherry tomatoes, cheese slices
  • a few pictures to get the inspiration from, for yourself and for your students. There are lots of websites with creative sandwiches for kids but I wanted something simple that we could all make and that is why I just looked for illustrations on google. If you are looking for something more intricate, you can have a look here and here.
  • two plates for each child and a small plastic knife
  • we made the sandwiches in our lunch room

Procedures

  • We started with the picture that I created during our previous lesson, my own vegetable print and I asked the kids to guess which vegetables I used in another lesson on the same day (here) and we connected them to the flashcards of vegetables we had on the board. Before the lesson I also put up more flashcards, of all the other items to be used in our sandwiches, and we spend some time working on those, drilling and playing a game.
  • Important: before the lesson, I sent the list of ingredients to my administrators to ask them to buy everything we needed and to inquire with the parents if everything was ok and to check against the allergies that our students might have.
  • I told the kids that we would be making sandwiches and I showed them a few different patterns but I also stressed that everyone would be making their own monsters.
  • We relocated to the lunchroom, washed hands and sat down. The vegetables had already been washed and cut up: cucumbers into julienne and slices, carrots into julienne and slices, cheese into slices. Cherry tomatoes and berries were only washed and dried.
  • I was making my own sandwich, modelling what can be done and my T.A. was bringing plates with more and more veggies. I did my best to encourage the kids to ask for certain vegetables and we did it))
  • At the end, we went through all of the veggies to check that everyone used everything. (“Have you got any carrots?’)
  • Then, we went on to eat!

Why we like it

  • It was the most ideal follow-up of our lesson 1 (vocabulary) and lesson 2 (making print art with vegetables) and, finally, we could eat in class.
  • It was a great way of practising our target vocabulary, practical, hands-on, productive because we really, really used the language.
  • Apart from what I planned for this lesson, namely using the functional language in the context (‘Bread, please’), we also started to sing a new version of the Broccoli Ice-cream, using the combination of the things on the table and then tasting to check what we really think. And, guess what, it turns out that carrot cheese, blueberries cheese and blueberry carrot are all yummy!
  • The kids worked very well together, they reacted well to changing the set-up and the type of an activity. Nobody got overwhelmed or overexcited, they were patient and waited for their turn and they used the langauge. I was really proud of them.
  • Last but not least, we made sandwiches (some kids more than 1) and we ate A LOT of vegetables. I was worried for a while that dry bread might not be the most popular item but I did not want to include any spreads of any kind and it turned out not to be necessary. Actually, during the previous stages of the lesson, I asked whether the kids liked all of the items we had ready and I was lucky – everyone liked everything! But, even if not, they were not required to use or to eat all of the ingredients.
  • As for the creative element, I was laughing a lot during this lesson because my students and their monsters were just amazing and very creative. I showed just a model but I didn’t want them to follow directly in my footsteps. We all looked at our plates and everyone, clearly, had their own idea of what the monster should look like.

Happy teaching!

Painting with vegetables! Teaching English through Art

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The language

The English language in this lesson was the absolute hero, leader, priority and star! We did a lot of practice with food, talking about food, discussing preferences and likes. We played with the flashcards, we made very simple riddles and we did the song (‘Do you like broccoli ice-cream?‘) and the broccoli ice-cream game (aka making up your own food combinations).

We also did the magic bag with all the vegetables later to be used in the creative part and this was yet another opportunity to drill the key words. These were not all the fruit and all the vegatables that I wanted the kids to learn. For this particular activity I chose the set that would help us get interesting patterns, even if they might not be the most necessary vegetables for the beginner students to learn, namely: corn, broccoli, onion, carrot, bell pepper and potatoe.

It is also worth adding that this particular lesson was followed up by one more creative activity, a lesson in which we made monster sandwiches which, actually, is also some kind of food art. This gave our day a lovely frame. You can read about the sandwiches here.

Unfortunately, this time, we did not have any artist of the day. Initially I planned to go for a ‘no-artist’ lesson and then when I remembered about Giuseppe Acrimboldo, it was already kind of too late. It would be lovely to show this way of using fruit and vegetables to create paintings and then to switch to a more direct and obvious vegetable art making…Nevermind, there is always going to a ‘next time’!

The art

As for the set-up, this was another lesson in which we used shared resources. I put a paper-covered table in the middle of the room and all the vegetables and all the paints would be there. The kids were directed to walk around the room, pick up the vegetables, collect some paint and move on to their tables to print.

The artist

I was considering using different types of paints but decided to go for the fingerpaint. We have only four colours but it is easy to wash, it has the perfect texture and it dries fast.

All the pages were fastened to the kids’ tables with painter’s scotch to keep them from moving around. I have also noticed that it helps to prevent the paint from being all over the place. We still need to clean the tables, of course, but the immovable page keeps it down a bit.

I gathered all the children around the table in the middle of the room and I prepared the vegetables: I cut the potatoes into different pieces, halves and blocks, I cut the onion into halves and bell pepper into slices. We used the carrot and the corn as it was and kids came up with the idea of rolling even before I managed to to demonstrate anything myself. With the kids still around, I experimented with all the pieces, on my page, just to show the kids all the different patterns that can be created. Everyone got a few wet tisses and we started to work.

If I had to choose one word to describe this lesson, I would go for ‘discovery’ because that’s what we all did, discovering and finding out what could possible be achieved with the pieces of vegetables and paint, how you can print, roll, press, dab, drop and how different patterns work together with different colours or different prints.

On the day, I had a mixed ability group, a four-year-old, an eight-year-old and everyone in-between, some ‘advanced’ English speakers and some beginners. Linguistically, we had different aims for all of the kids. I was hoping that for my beginners it will be an opportunity to use the words once more. With my older and more advanced kids, we just chatted about the creative process.

Artistically, everyone created what they wanted. Some of the paintings are more advanced and show imagination put to good use (this from my youngest student!), some are a result of a more careful experimentation with different patterns and prints. I am happy to say that all the kids were involved and they loved exploring the new resource. Throughout the lesson I could hear the surprised and joyful ‘Oh, look’ from different corners of the classroom. And, then, looking at all the photos we took in class is a different kind of a pleasure and they can be divided into two different types: type A: kids being beyond focused and concentrated on the process and type B: kids being in awe at the outcome.

The one issue that we had (as usual, if I may) were the repeated questions from the students. The first one was ‘Are they real vegetables?‘ and the other, immediately right afterwards, ‘Can we eat it?’ To be honest, it does not cease to surprise me that, again and again, I have to deal with that. I would have thought that raw veggies, usually eaten boiled or baked, will be so exciting and tempting but they still are! Despite the fact that I keep repeating my mantra ‘These are materials. We don’t eat materials’…

On the day, I was actually beyond happy that I had my third lesson in store (Monster Sandwiches) and that I could promise that, yes, there is a surprise and yes, we are going to eat something eventually. It might be something to consider while planning a lesson with food. It would be good to have something to snack on in the end…

I also wanted to mention three sources that inspired this lesson. Two were articles from my fellow bloggers. Here they are: food painting from Parents Club and harvest food painting from New Horizon Academy. There was also a video (which I cannot find now) about painting with nature whose author did a lovely picture with leaves and sticks and who, used only the fallen leaves and sticks, not to destroy any living plants, and who, at the end, washed everything and took things back to the garden.

This brings me to another point that I wanted to make here. I had real doubts about using real fruit and vegetables in such an activity because I didn’t want to promote the idea of wasting food. Something that my students also brought up. For that reason, I chose the oldest vegetables in the supermarket, all the almost dead potatoes, carrots and corn and to cut down on waste, we only had one of each that the children were sharing. This is definitely something to consider while planning a lesson like that.

Now, welcome to Our Gallery!

Happy teaching!

A study in purple and pink! Summer still-life #1

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Last week, we had an opportunity to still-life twice, with the same group. Make sure you check out the other post, too. You can find it here.

The language

Having a summer camp planned well and planned by yourself (yes, a bit of blowing my own trumpet here) is great not only because it is done well but also because every day, for ten days, you know exactly what is happening and you have the same lesson routine. The pink and purple day was no different. The langauge had its own separate lesson in which we sang songs about purple and pink and we talked about our preferences, whether we like certain things in pink or colourful or purple or not. We also wrote a poem about these two colours, very losely inspired by the poems I found in the Little Learning Corner.

The artist

This was the day of two Frenchmen, Monet and Manet and I had to invite both because I wasn’t sure which way the lesson is going to go. Initially I was hoping we could go to the nearby park to paint there but I had to take the weather conditions and the potential summer showers into consideration and prepare two options. But, in the end, that brought up an idea for a lesson.

We looked at two paintings, Water Lillies by Monet and Bouquet of Flowers by Manet and looked for similarities and differences. We also looked at some more flowers paintings and answered a set of a questions about all of them, in order to understand a little bit about composition. Among the questions we had: Can you see all the flowers? The flowers at the front are they big or small? The flowere at the back, are they big or small? What’s the biggest flower? What’s the smallest? etc.

I had a set of photographs prepared, in order to focus either on the flowers in the garden or those in vases and, in the end, we had give up on the idea of painting in the park and we focused on the vase that I filled with flowers.

The art

As you can see from the paintings accompanying this post, everyone chose their own approach to a flower still-life. My students painted anything and everything they could see and yes, they saw different things. This was to some extent a surprise but a pleasant one and I did not want to intervene or to ensure at all cost that they all focus on the realism and try to recreate the image. Perhaps one day we will get there but even when we do, it will require its own separate technique, planning and staging.

Another (not unpleasant) surprise was the fact that all of my students took time to start, more than they had ever done before. At first I was alarmed but it was only until I realised that they were just taking it in, and that looking at the flowers, looking at the page, and processing the task is all a very important part of it and that we should make it official, our creative Thinking Time.

I added the daisy just for the contrast but it turned out to be a very clever decision (albeit it was not planned, I am still learning!) but it helped us a lot. We started with a vase and with a ribbon but then, moving on to the flowers, the daisy was a good starting point. All the other flowers were arranged around the daisy, in the vase and on the paper. At least with my older students and with those who needed guidance. With all the other ones, who were already at work, I just let things be.

One more thing that I learnt on that day was that, perhaps, for a first flower still-life, it would be good to have a simpler set, with a variety of colours and flowers, to help the children see them and to help the children draw them, too.

Two of my students started to sketch the plants and while they were doing that, they asked for permission to keep it black and white. I agreed, of course. How could I not, when the question was asked like that: ‘Miss Anka, can I do it in the style of a 19th century photograph?‘ (though it was asked in the L1). And they are beautiful.

One of my students chose to focus on the daisy and went for it, very much, in the style of Georgia O’Keeffe (who, by the way, was one of the painters who featured in my presentation) and it is just wonderfully magnificent.

As usual, I am looking at all the photos while getting them ready for the post and it is amazing to see how the realism and the bouquet I created shows in them. Sometimes it is a ribbon and a vase, sometimes it is the daisy and the flowers, sometimes the little roses. Sometimes, though rarely, it is everything. And as says one of my favourite superheroes, Pete the Cat, ‘Because it’s all good!’

Welcome to the gallery!

Happy teaching!

How we watched the paint dry. Bubble painting! Teaching English through Art

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This was not a typical Art lesson for many reasons. First of all, it was a part of the camp programme, so I had a mixed ability group, with many children who have not created a lot with me. Then, it was an Art lesson that did not involve the Artist of the Day and, also, a lesson which was fully and thoroughly devoted to the process, perhaps more than any other lesson that I taught.

The language

This particular lesson was taught as a part of the summer camp programme which meant a lot more time for all of us, we had one lesson for the language practice and one separate lesson for creation. And one whole lesson for Science and experiments! It was a part of the Black and White day so in our English lesson, we talked about the things that are black and white, we did some acting, we talked about our preferences (Do you prefer a black and white zebra or a colourful zebra? based on the illustrations I found) and we wrote a poem about our favourite black and white things. We also had a fantastic Science lesson in which we were learning about what the colour black is made of and what the colour white (aka the light) is made of.

The art

Initially, I had a different idea for this lesson and I wanted to create two drawings (black on white and white on black) but we did something like that very recently and I needed something a lot more inspiring.

I did ‘waste’ some time thinking about the ways of making the connection between the colours and the art (something that is one of my favourite things, this kind of a brain-breaker) but, luckily, a few days earlier I was also researching new watercolour techniques and this is how I found a video on Lemon Creation ‘The most relaxing watercolour technique ever!‘. Then it was easy for the grey cells to make a connection: bubbles = white, bubbles = light, bubbles = colours.

I tried and tested the technique on myself, the day before. It helped me to understand the process better and to plan and stage it for the classroom full of kids. Not to mention that I had lots and lots of fun with it, as an adult. A delightful process that I really wanted to share with my kids.

In the classroom, the next day, it went like that:

  • I showed the kids all of the materials (plates, spoons, straws, washing up liquid, watercolours, paper, paintbrushes) and I explained that we are going to make bubble paintings.
  • I showed the kids my creations, already dry and ready for all of us to see the final product.
  • The next step was the list on the board, all the stages with simple verbs, for each of them because, again, this is an activity whose success depends a lot on the careful following in the footsteps of the teacher, one at a time.
  • And, to further underline it, I produced one more picture in real time, with us following the instructions on the board and the kids watching the process, from the beginning until the end. Initially, I wanted to colour the bubbles only with the black paint, in order to keep in line with the theme of the day but I quickly gave up on the idea. Not because it is a bad idea but because adding more and more colour and looking at how they seep into each other and mix and dry was way too much fun to skip it.
  • Giving out cups and straws to all the kids and making out own foam would be a lot of fun but I didn’t want to risk anyone taking a sip of the soapy water by accident (and, mind you, that is very easy, even for an adult, I did it myself while in class, oups) so I decided that there will be only two Foam Makers, myself and my TA.
  • After we have given out resources, put on aprons and prepared the paper, we started to walk around the room with my teacher assistant giving out the foam to kids. At home I used a piece of cardboard but a spoon is a much better solution (Miss Nigina’s idea:-).
  • Children went on to infuse their bubbles with colour and only now and again someone would should ‘Miss Anka, more foam, please!’
  • Some of the kids named their paintings in the same lesson, some decided to leave it for later (‘Miss Anka, I haven’t finished yet’ as my 5 y.o. artist told me).
  • When we came back after the lunch break, we unpeeled all of the pictures, signed them, named them and decided who is taking theirs home and who is keeping theirs on the noticeboard.

If you haven’t figured that out yet from the first 500 words of the post, I am here to tell you that we absolutely enjoyed this activity.

Yet again, we had an opportunity to learn to keep the pace and to follow detailed (but carefully-staged) instructions. We created these beautiful pieces that you can see in the photos and the kids were fully engaged. It is almost difficult to call it ‘painting’, it seems that ‘a show’ would be a more appropriate term as it was a whole performance that we created with the help of the bubbles and the watercolour. Observing how the paint seeps down, through the bubbles, colouring them and then drying and changing slowly…We literally watched the paint dry and it was an absolutely fascinating experience.

It was only after the lesson when I had a chance to look at the photos that we took during the lesson and the kids in all the photos are so focused, so engrossed, so into it…A beauty to behold!

The study in pink that is the title photo of this post was created by my 5 y.o. firestarter who, when ‘forced’, stops plotting how to destroy the world and sits down to paint and ends up putting together the most amazing pieces. Like that one. I have already had a chance to witness it 6 times and every single time it is a wonder.

There many things that can be done with the finished paintings, with the use of markers or colours or even collage and we will definitely be coming back to it! Bubbles for everyone!

Happy teaching!

Hokusai, waves and watercolours!

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8 y.o. artist

The language

This particular lesson was a part of our summer camp programme devoted to colours and that day was dedicated to ‘blue’ and all the blue associations, namely the sky, the water and the peace. For that reason, the language of the lesson was dictated and aligned with everything that we do in the other days of the session: talking about the things that are blue, miming and guessing, writing a poem about the colour blue and singing songs of which my favourite one is this one here, from Kiboomers, with a catchy tune and the repetition.

6 y.o. artist

The artist

That particular lesson had a whole party of artists as I wanted the children to see a few different ways of depicting water in Art, with Turner, Hockney, Monet, Levitan and, of course, Hokusai. I live by the river and I have piles of photographs of the water and, as a joke, I decided to include one of my own photographs in the presentation. We looked through all of those, depicting a wild sea, a swimming pool, a pond with lillies, a wave and a river. Very briefly, we talked about the water being either calm or in movement and the children noticed themselves that there were no people in the paintings.

8 y.o. artist

The art

For the creative part of our lesson, I chose Hokusai. He has been on my mind for a while, just waiting for the most opportune moment and this moment came. I also wanted something that my mixed age group would be able to handle and recreate. Calling Hokusai ‘simple’ would be offensive but it is a print, with lots of intricate elements but the power of the water can is really shown by the line and that is something that even the little kids can relate to and to act upon. And they did!

The other thing that I wanted to do in this lesson is the use of a variety of watercolour techniques. It was very tempting to go overboard and experiment on a large scale, using everything we worked with before (a post here), but my students are the moment are still beginners in Art and very young, so I decided to be a clever teacher and I chose only three: crayons and watercolours, salty water and what we called ‘a broken brush’.

Before the lesson, I cut up the paper and all the students got three pieces of paper (A5) which I attached to the tables with the paints scotch. This really helped to set up the activity as it was clear, from the very beginning that we are going to paint three pieces. The size of the paper made it possible as they easily fit on the small table and it was perfect as it would not require too much colouring and painting. Three were a feasible number in one 45-min lesson. We reinforeced that by counting the pieces of paper and matching them to ‘technique 1’, ‘technique 2’ and ‘technique 3’ which I wrote on the board.

At the same time, the most important piece of instruction for this lesson was ‘step by step’ that I kept repeating throughout the lesson. I wanted to make sure that no one will draw on all three pieces at the same time or just destroy the paper. Or anything else that a creative pre-schooler can come up with.

I demonstrated each technique for the kids, step by step and we went on to create. I left the salty water for the very end.

There are the techniques that we use:

  • crayons and watercolours: give out crayons, one per child, a crayon of any colour as it really does not matter and any colour will look good and then colour the picture with watercolours which will not affect the drawing.
  • the broken brush: give out crayons, one per child, draw the wave, proceed with colouring the picture but instead of smooth strokes use the broken paintbrush: pick some paint and make small stamps with the paintbrush, mistreating it and leaving prints similar what a duck would leave. When there are many of them, the wave get a wonderful texture, especially when different colours and shades are used. Even if the prints are done inexpertly, the wave is covered in blotches of colour and it looks lovely, too!
  • salty water: I walked around the room, adding water to the pots that all the kids had (in some cases we had to pour some fresh water as it was very dirty) and I asked them to stir it properly and then we used the water to dampen the paper as it is a wet-on-wet technique and then drawing waves and applying little drops of colour and watching how it spreads beautifully. Here, the crayon can be used, too, to sketch the wave but last week we decided not to.

It was a great lesson and I am very happy with the outcomes. The task was easy enough even for the youngest kids, especially that they had three chances and even if some of them did not feel very confident at the first step and the first wave, they all got a chance to do it again and it was visible how their confidence grew. Technically, it was not complicated so the kids could focus on the creativity and on enjoying the process. Which they really did, both my youngest ones and my oldest ones (that’s 5 and 8 y.o.).

We got a set of amazing pictures for all of them. It was interesting to leave the pictures for the lunchbreak to dry and to come back later to check, together, what changed and what they looked like in the end.

It is the camp so, of course, we had some new children joining the group and it turned out that this kind of a task had a lot of potential for the mixed ability groups, who had done nothing of the kind before and the combination of three techniques helps to build the routine even within one lesson. What’s more, this type of a task works very well for staging and getting the kids to listen, simply because we go ‘step by step’ and doing that is the crucial part of the process. It is good to have this kind of an activity at hand.

Sitting here, thinking that Hokusai was a great choice, for the kids and for the teacher, too! Now, I can dreaming of making a real Hokusai-inspired print. And of writing a few more posts that he accidentally inspired.

Welcome to our gallery!

8 y.o. artist
8 y.o. artist
5 y.o. artist
7 y.o. artist
5 y.o. artist

Happy teaching!

Upside down art. White on black!

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Walking tree. Artist aged 4.

The artist

We did have a set of paintings ready for this lesson as I taught it before, as part of our Monochrome March but we haven’t really used it. The reason for that was the fact that our lesson was brought about by the theme of the Camp Week 3 and that was: Wednesday Addams. Not my favourite topic and, definitely, not my choice but that was the brief, as it were, and I decided to go through with it, thinking of the ways in which the dots could be connected. And I found one as I am pretty sure that miss Addams would be a huge fan of the upside down, drawing with white on black.

Inspired by real events. Artist aged 8.

The language

This lesson was a series of four lessons on the day and that is why we could devote each of them to a specific topic and activities. Our ‘strictly English’ lesson focused on ‘I’ve got’ and pets and we really did lots and lots in terms of practice and speaking. We had a proper craft lesson, in which we created our own unusal pets and we talked about them, too and that is who we could easily devote our Art lesson to just creating and experimenting with all the new materials.

The art

I simply loved the look on my students’ faces when I showed them the materials that we would work with in class, on the slide and on my desk, a pile of tiessues, chalk, white pencils, cotton pads, cotton buds, toothpaste and black sheets of paper. It was an amazing and beautifully executed surprised ‘WHAT?! You want us to use THAT?’ When I joyfully announced ‘And tootpaste!’, someone even echoed ‘Toothpaste?’, without any conviction whatsoever in their voice.

We went to the carpet to experiment a little bit with the white pencils and the blending stump pencils. Everyone had a go. I also showed the children a few pictures that I made at home to show them how it is possible to mix a variety of materials in a collage painting.

Then we put on our aprons and sat down to work and I distributed all the materials, the paper, the pencils, the cardboard plates with some tootpaste on them, the tissue, the cotton pads and the cotton buds (to dip in the paste to draw). The kids were told that they could choose any topic for their painting.

Once the paintings were ready we came up with the titles, we cleaned up and we put up the paintings on the board, to dry.

As usual, I was surprised and amazed how my students, of different ages, took to the task. We went from disbelief through first dabs at the new resources and materials to creating all the beautiful masterpieces that you can see in this post. Everyone made their own creative decisions and, as a group, we ended up creating such a variety of themes and approaches. The kids were absolutely thrilled with the process and happy with the result. What more would you want from an Art lesson?

Naturally, we are going to do it again, for sure, and now I am only wondering what else I could add to the list of the white resources to use on the black sheet of paper…

Here are some of our creations:

Artist aged 6.
Artist aged 6.
Artist aged 6.
Artist aged 5.

Happy teaching!

Crumbs #80 A clever drawing dictation

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‘Students draw…’ is one of the YL-related lines that is my personal pet peeve…You can see it in coursebooks, teachers’ books, in lesson plans and on the social media. The idea is that a bunch of seven-year-olds (or younger) will have their teacher give out the pencils and they will hear their teacher say ‘draw (insert your word)’ and they will just sit down, get an idea and complete the job in five minutes without any issues and (AND) afterwards they will be ready to talk about their pictures, to present their work or do whatever goes under the productive part of the project.

What a joke! It looks good on paper and in theory and in a real classroom it is going to translate into a neverending, unproductive, very often full of blood, sweat and tears task because the little people simply do not have the drawing skills, the time management, the imagination and the self-control necessary to complete the task that the adults imagine them to do and, more often than not, they will really want to do it well because they care, they love a project and they love drawing and those zoo animals, monsters and princesses that they were told to create. Or, quite possibly, they don’t like drawing, they are into other creative areas and they will devote precisely a total of sixty seconds to that task having then announced ‘I have finished’ and already on the lookout for other things to do. While their more involved peers are still busy and far from finishing, leaving the teacher with a room full of self-induced mixed ability group.

Is there a solution to that? Yes, there is. There must be. This ‘students draw’ has been on my mind for a very long time and there are some ways of handling it, the first of them – taking the coursebook and the ideas with a pinch of salt. Or two. The second of them, working on the staging and the clever way of keeping the activity in shape and everyone on the ball.

This is one of my solutions. It has worked very well with both groups and I am already thinking how to adapt it to other topics. As soon as I do come up with something and as soon as I trial and test, I will be adding to this post. For now, only one topic: the dinosaur.

Ingredients

  • Paper and pencils or markers for the children
  • A set of cards that help to shape up the drawing process, like the one that I used in a lesson in which we created our dinosaurs.

Procedures

  • It is noteworthy that the lesson in which we actually draw the dinosaur was only one of the series of lessons taught over a period of three weeks and was proceeded by a few lessons in which we introduced and practised new vocabulary, did a mini-research and described the appearance of different dinosaurs. After our dinosaurs were ready, we added a fact file, did lots of quizes on dinosaurs and, eventually, had a role-play aka an interview about a dinosaur. The drawing lesson was just a part of a long chain of activities.
  • The teacher asks the kids to open their notebooks and get the markers or pencils ready or give out the paper for the drawing, depending on the set-up in your context.
  • The teacher tells the students that they are going to create a dinosaur, their own dinosaur and that they will listen to the teacher and make decisions. It might be a good idea to show the children the cut-up cards and to tell them that each card is a decision about a dinosaur.
  • The teacher is supposed to draw their own dinsoaur, either on a piece of paper or on the board.
  • The activity starts with everyone drawing a circle or an oval for the dinosaur’s body in the middle of the page.
  • The teacher picks up the first card (i.e. ‘draw a long neck’ OR ‘draw a short neck’), the teacher reads it out loud and makes their own decision, announces it out loud and draws the neck for the dinosaur. The teacher then checks with all the students, in turns, what choice they have made, making sure they say out loud what they have decided to do. The kids draw, the teacher monitors.
  • The activity goes on, with the teacher doing one more round and then the students taking over and reading and dictating for the class and the teacher.
  • In the end, the student come up with the name for their dinosaur with the suffix -saurus (although it is, of course, not the only suffix used to created dinosaurs names).
  • The lesson finishes with all the students introducing their dinosaurs briefly and only in the following lessons do the students proceed with working on their dinosaurs (facts, role-playes etc).

Why we like it?

  • I loved how this format worked in the classroom. It was well staged and it helped me manage the children and their creativity, without losing control and without anybody finishing ahead of time or going on for too long. It was also a perfect combination of teacher-centred and of individual creative choices for every student.
  • I had quite a few cards to use but I was prepared to use all or not all of them, depending on how focused or interested my students would have been. In the two lessons / groups I did it with, we managed to go through all the cards (aka decisions).
  • The kids were prepared for the task, vocabulary-wise and we also could use it to practise it further, through reading, confirming, checking etc. The words were out there, in the air, throughout the entire lesson.
  • The kids absolutely loved their dinosaurs. Some of them even managed to finish their first dinoasaur, and draw another one.
  • It worked very well also as the preparation for the more productive part of the project, our interviews – role-plays in the following lessons.
  • Kids also enjoyed the fact of being responsible for making the decisions, step by step, while creating their dinosaurs.
  • I will definitely be applying this particular approach to our projects in the future.

Happy teaching!

Self-portraits or the final Art Lesson of the academic year

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The language

Time to confess: I did not plan anything for the language for the final lesson. I did not want to start a new topic and I also knew that our creative stage will require a lot of time to plan, to organise and to execute. However, because of how our creative part was structured, this lesson created an opportunity for a conversation about our hobbies and preferences and anything favourite. We used ‘I like’ and ‘I love’ a lot and we were able to revise lots of vocabulary from different areas. That is why I have filed this lesson as something that I will be able to reuse with any ‘I like’ vocabulary, perhaps toys, food, sports or animals.

The artist

Since it was our final lesson of the year, I decided to invite some of our esteemed guests one more time, in a revision activity, bringing back their great masterpieces and their self-portraits. I was hoping to show different styles of a self-portrait to inspire the kids. I have also invited someone that should have had her lesson but somehow it had not happened until now. Perhaps maybe that was for a reason, because what Frida Kalho was great at was self-portraits))

Once again, we used a set of wordwall pictures and turned into a guessing game for the older kids and a short presentation for the younger ones. The main aim was to present the self-portrait as a concept and to show the children how many variations of it there are and how many there are possible. And, eventually, to help them make their own decisions about their own self-portraits. We have used these two wordwall sets: simple cards and matching.

The art

It was my decision from the very beginning for us not to draw and not to paint. Some of my students are very talented and great at drawing but even for them drawing a realistic depiction of a human face (their own!) and within one short lesson would not be easy and, in fact, would be way too stressful. Then, of course, there are many of my students for who, because of their age and a lack of practice, that would be an impossible task. For that reason, I decided to go for a collage, based on newspapers clippings.

The materials necessary for the lesson were still very basic: paper, glue, scissors and a pile of different journals, magazines and newspapers. That set might be extended by any illustrations, brochures, postcards and stickers and even drawings which is something that I already did in our space lessons which you will also see in that post.

I prepared my model beforehand and I showed it to my students. I said that I can’t draw very well and I chose my self-portrait to be made of all my favourite things which represent me! ‘This is me!’, I said, showing them the picture. We went together through all the bits and pieces, calling them out. When appropriate I added some additional information about these.

Afterwards, I gave out the sheets of paper, glue and scissors and some of the magazines. We started with looking through them to find something that we like and that could represent us. I was also looking through them, looking for interesting things and helping out (‘I’ve got strawberries. Do you need strawberries, anyone?’). When I taught this lesson again, we all sat around one table with magazines and this set-up was very useful. It was easier to exchange the magazines and pictures and it was easier to clean up later on as all the cuttings were on the same table. When we were ready, we took all the ready-to-glue cuttings back to our tables. That is the way to go.

It went great. It started slowly and with some doubt, but it was plain to see as the creative activity was taking momentum as we went on. The kids were getting a better idea of what to include, they were making choices, regarding what they like and don’t like enough, what else they need and they were making decisions about the composition as the colour and the size of certain cuttings had to be taken into consideration. Real artists at work!

The activity was also an excellent choice as regards mixed ability and the different levels of involvement. Some students decided to fill up both sides of their A4 and A3 paper, some others filled in half of the space on the front page but it still constituted a completed task. Which the creators were happy with.

A few days ago, I decided to revisit this task in a camp lesson devoted to space. I do admit, it was a bit of a stretch, trying to drag a self-portrait into that topic but we managed to pull it off. I wanted us to create our own planet which would represent everything that we like in order to revise all of the vocabulary from two units and to have a rounding-up creative task. I brought the magazines and journals but also stickers and just paper and markers. Because it was our space lesson, I prepared a planet / space background that I decided to use instead of a simple white piece of paper. That really made a difference.

Another variation was due to the fact that the batch of the newspapers that I got on the day was not the most exciting one and did not include many relevant pictures. I decided to include our drawings in order to make sure that our planets really do represent us. And guess what? BINGO! This widened the scope and it made our collages a lot more interesting. Just look at the photographs! They are beautiful!

After we were done with preparing the masterpieces, we went on to the presentation. All the students took turns to introduce themselves and then to talk about their pictures using very simple structures (I like…I love…I really like). In the end they asked their peers the question: ‘Do you like my planet?’

Happy teaching!

Erik Bulatov. A word that is also a picture

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A whale!

Even today, after a few days have passed since the day of the lesson, and with other lessons that have happened in-between, I am still simply, well, euphoric, about the lesson I taught and about the art we created. Cloud number 9.

I saw Bulatov in an exhibition more than ten years ago and, my oh my, what an inspiration he was. Really, I cannot think of anyone who had an impact comparable to him. And he stayed with me. For days on end did I draw letters and tried to make them work together. I even turned one of the pictures into a pillow case, in black and white.

A few weeks ago, I got to see his exhibition again and, once more, it was a blast, in every possible way and, naturally, I made an instant decision that we would do it in class, sooner or later.

A pizza!

The artist and the concept

It was with a real pleasure that I got to tell my students that our Artist of the Day is a contemporary artist who is almost 91 years old and who still lives in our city. They got really excited about it.

However, before we looked at Bulatov’s works, I wanted a proper lead-in. It seemed crucial to me that my students start to use the words as images, to have them look beyond the letters and to see the bigger picture. In order to do that I decided to use two tools or two tricks and I am so happy that what I came up with worked wonders.

The first, really easy exercise was to look at the colour words and to read them as words and as colours. There are plenty of resources that talk about the Stroop effect and pleny of resources to use: the online game, the article, the quiz video. I used a super simple visual, like this one here. The kids loved the challenge and I was having fun with them, quietly celebrating the fact that reading (all of a sudden) is an easy-peasy task for my almost-year-2 students.

For the following stage, I used my own illustrations of some of the Portuguese words which you can see the photographs. My students don’t speak Portuguese and I wanted to have them try to guess what they might mean just looking at the visuals. And they did so well here! Preparing those visuals took some time but I loved this kind of a homework and it made for a lovely evening for me. I chose ‘o sapo’, ‘a casa’, ‘o amor’ and ‘os olhos’ (without articles) simply because I had an idea for the illustration and I knew that my students will know these words in English. Obviously, any other words can be used and any other language that is appropriate in the context. I have already decided that when I teach this lesson again, I will use a wider range of words and a wider range of langauges.

At this point it was already obvious for the kids that words are more than ‘just words’ and we were ready to look at what Erik Bulatov created. I chose only five of the paintings. We looked at them and we briefly analysed why these particular words were presented in such a way. The main idea for this lesson was the sentence that I repeated a few times during the lesson and the one that is also the topic of that post: a word is also a picture.

Amor!

The language

The language input was minimal in this lesson as we only talked about the different words that the kids could use. As an example, I suggested using their names, animals, food, emotions and professions (the theme of our summer camp). The kids had time to think about it (as we were getting ready for the creative part, bringing water, getting on the aprons, giving out paints and brushes) and when they were ready, I wrote all the words they suggested on the board.

I was considering showing them a few examples of the English words that were also turned into images such as a few variations of ‘love’, ‘a cat’ and ‘a dog’ but I decided not to put them up, just to see what the students can come up themselves.

It is worth mentioning, however, that, depending the language input can be extended and there is a lot of potential for combining this lesson with a lesson on animals, colours, seasons or fruit and vegetables. I will definitely be going back to it and I am already excited about it. I want to be perfectly honest here, though. I focused on the artistic part because we are at the summer camp at the moment and there are separate English and Art lessons and, hooray, we have more time for English and for Art. Our Art lesson, however, was done entirely in English.

Sapo, casa, olhos!

The art

We used very basic materials: pencils and watercolours. We didn’t even have any real watercolour paper, because we ran out and we had to use the regular photocopying sheets. Not the best choice, but it didn’t stop us from creating.

I gave out the paper and pencils and we started to design our words. It is a good idea to keep a few spare pages of scrap paper for the kids to practice because it might be a bit complicated to get to the ‘acceptable’ level of quality of the letters or the picture, even with a good general idea, this does not happen naturally. I experienced that myself with my ‘casa’ picture and I was just so happy that I kept the drafts because I could show the kids that only practice makes perfect. Next time we are going to create Bulatov, I am also going to include different versions of his paintings that I saw at the exhibitions, either sketches (if they are at all available) or the same painting with various approches to the composition, size of letters or colours that I know exist. They will be a wonderful lesson into the creative process. Actually, here is another great idea for a lesson for me and for us, from the sketch to the masterpiece…Soon, I promise, soon!

A rabbit!

After the sketches were ready and the kids were happy with them, we started to paint. That’s it. The only thing to follow will be only my admiration, love, excitement, awe and multiple rounds of applause and high-fives. My kids did great.

Here is what went well / very well / amazingly well:

  • We went smoothly from the main idea, to Bulatov’s paintings and to our own creations
  • The kids did great, many of them knew straight away what idea they want to depict and they just went for it. They worked very well, they were focused and motivated. Many finished their first original idea and went on creating.
  • Designing the ideal visual was not easy for all the kids and not all of them got there from the first time. Keeping the additional sheets of paper was a good idea, showing my failed attempts was a good idea, too, and it did help some of the kids. I was really proud of those who got upset at the begininng but decided to go on and created real masterpieces.
  • It was interesting to work with this particular group of kids because they were a new bunch, a mix of my students and some new children who joined us only for those two weeks. All of them, however, apart from one, were new to the artistic activity, unlike everyone who took part in our regular Art Explorers activities that I normally write about here. And it was such a joy to teach them and to take them into the world of creativity.
  • We used the simplest resources, the pencil and the watercolours, but I have already started to wonder what else we could use. Perhaps gouache, perhaps acrylic paints or maybe a mix of techniques, paints and a collage, with the newspaper cut-outs…So many things to think about!

The only thing left now is to invite you to admire what my amazing artists have created!

A cat
A jellyfish
A pizza
Love)
A tiger
An apple
Love!

Happy teaching!

The unsung heroes of the YL/ VYL classroom. Volume 2

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I was there first, dear Balenciaga!

This is the second post in the series and the link between them is the painter’s scotch that already futured in the first post but that is still one of my top 5 things in my bag. And here are some more…

The alphabet

We started the academic year with ‘Aa is for apple’ in our handwriting booklets and we spent the first three months on meticulous handwriting exercises. When we got to Zz and we were more or less familiar with the whole set of letters, I would write all of them on the top of the board for the kids to copy. I know that there are a lot of posters available on the market (and my school prints their own, too), but I just didn’t like them as they did not match my set of requirements: big letters, handwriting, font matching what we have been using and some visual representation, too, to help make them a little bit less abstract. With the visuals that we already know instead of some randomness such as ‘N – nest’, ‘Q – quilt’, ‘S – sparrow’, ‘Y – yak’ or even ‘X – xylopohone’ that are either very rare, well beyond the A1 level, not child-friendly or just vile (yes, I am talking about the xylophone that has the randomest pronunciaction of ‘x’ ever).

I made my own. I made two, one for 1A and one for 1B. The only thing necessary was an A1 piece of cardboard, a marker and a set of stickers.

It has spent the second half of the year on the walls of our classrooms and we used it as a reference point in all our writing exercises. The kids used it on their own and I used it, too, to direct them towards the correct letter. ‘Dd is for dog! Look!’. All in all, it helped us made huge progress with our literacy skills. No more than that but so much!

The chalk markers

When I found the Treasure of the Year, I was looking for something else entirely. I was getting ready for the Art classes, White on Black, googling for black drawing paper and white pencils. I found them and the lesson was great (you can read about it here) but what I also found the Solution of the Year and the Teacher’s Love of the Year: the chalk markers.

The thing is for the previous six months I had been forced to use the traditional blackboard and the traditional chalk and I hated every single moment of it, after all my educational like in the Polish state schools, fourteens years as a student and five as a teacher; hatred from the very bottom of my heart, because of the dry hands, because of the chalk dust on your clothes and because of the cloth. And then I found the chalk markers that I had not even known existed!

They are beyond amazing. They last a few weeks, they are just markers and they are quite thin so it is a dream to be writing with them and you can be very accurate and produce intricate letters and drawings. And they erase easily!

The trolley

I spent about three weeks of the academic year being miserable. I had two groups and two classrooms and the whole day was about moving from one to the other, together with everything that I needed in my teaching life: markers, toys, flashcards, cards, stamps, schoolbag, thermos, notebook, my magic wand, glue, craft paper, pencils…Most of the time wasting on it the entire length of the break. Every single time, every single day. The classrooms are door to door but, still, it meant making a few rounds, a few times a day. It’s not that I did not have a place to keep my things in either of these classrooms, I did, but it was still impossible to have two separate sets of cards, two separate sets of puppets, two separate sets of markers for the whole class.

The misery lasted almost a month until I had enough and I looked for solutions. I used to use boxes and baskets in the past, with my preschoolers but these would not work in these new circumstances. This is how I got my trolley, four metal shelves of happiness on wheels. Each shelf has its own theme and I keep there, going from the top: markers, flashcards and storybooks and puppets, cards, packets small scrap paper cards and handmade cards.

It is super easy to move from one classroom to the other or to roll it around the classroom while handing out boxes with markers. It is light so my students can help with it and they love doing it. They actually love to pretend play being flight attendants and giving out things. It made my life much easier.

One more thing! That trolley is getting me one step closer to becoming a Real Babushka!

The cupboards

One thing that I definitely had a chance to find out about myself is that I am thoroughly obsessed with order. It might have something to do with some form of OCD because mess and disorder makes me very unhappy. In the past, I must have lived in some kind of an ignorance but that’s because I was not obliged to share the classroom with another teacher on permanent basis. Until September 2023.

This was when I realised that I am deeply unhappy with the disorder on the table, on the cupbards, on the window sills and on the shelves. This was when I understood that I like my classroom near to empty, without all of these toys, games, books and (omg) candy that children have a full and unrestricted access to, which, of course, has a detrimental impact on the general classroom management. Alas, when you have to share, you just share and try to live to tell the story.

The cupboards made it possible and because there are two that I have got, I can be easy-going with how I organise the shelves and what I put things. In one word, I have room for everything. One full cupboard is filled with books, workbooks and notebooks and the other is my beloved Art cupboard, with all my resources, treasures, aprons and jars. They are all located at the back of the classroom and sometimes, when I teach, I like to glance at one or the other and smile. Peace and quiet, law and order in my resources.

The markers

There are many stationary items in the primary classroom, pencils, pens, crayons, coloured pencils but ‘Nothing compares to you’ is what I would sing to my boxes of markers. I think, perhaps, it might be because of the hours spent in the young learners’ and very young learners’ classroom or, in other words, because of the hours spent with people who are learning to hold a writing tool and people who are learning to use it to write their first words.

On behalf of my students, I prefer them to everything else, because, first of all, they are much easier to handle for an inexperienced hand, much easier to hold, requiring less muscle power to hold and to produce a line, very often much thicker and much lighter than anything else. Not to mention that because of the colours and the excitement of using them, they make the difficult and tiresome task of writing a tiny little bit more appealing and motivating.

We use them throughout the year to colour and, also, in the beginning of the year to write. I cannot really say exactly when we stop and switch to pencils and pens as it varies, from year to year but that is our general procedure.

Happy teaching!