Crisis Drills

Today's world (unfortunately) requires teachers to be prepared for some sort of crisis.  By crisis I don't mean fire or tornado, but an intruder who is intent on hurting children.  First and foremost, I cannot even believe that this topic requires addressing.  When I was a child and also when I sent my own children to school I never would have dreamed that a college would have a monument to teachers killed in the line of duty!  KIA is something that I expected when I was a soldier, but to expect this as an educator is unbelievable! 

To the families and friends of educators who have been executed while protecting your students I cannot even imagine your grief. 

As for myself, I cannot predict what would happen if (God forbid) my school was put into the position of having to defend children from a madman.  All I can do is plan for the possibility of this happening (as all schools are) and assure my school kids that if this were ever to happen that "I've got this" and that they will be safe. 

Crisis drills are different in the art room simply because the students are not actually in the art room for much time during the week.  All of my classes know that we have a plan, and we have discussed that plan and practiced the implementation of that plan. 

When I discuss "the plan" with the students my main goal is to ensure in each and every one of them that if something were to happen I will keep them safe.

I am saddened by the necessity to plan for these events. 

Leonardo and student names

How to remember all those names!!??  I have created several lessons to help me remember student's names while simultaneously working to teach either a concept or some art history.   Leonardo was a fascinating man who contributed much to the world.  Find my lesson here https://www.teacherspayteachers.com/Product/Angled-Names-Leonardo-Da-Vinci-4027463 
This lesson lets you spend some time discussing Leonardo while also focusing on the students names. 

How To Learn All Those Names!!

The number one rule of teaching is.....learn their names, learn their names, learn their names!!  Which isn't too difficult if you have a class of 20-30 kids.  However, Art Teachers, and other Encore Staff have literally hundreds  of students!  Not to mention-the kids tend to "change" or grow up a little over summer break.  This year I had one student that I have known for several years cut 24 inches off of her hair, get glasses and grow (at least) 2 inches over the summer.  On the first day of school I had no idea who she was-even though last school year I had spent many class periods sitting next to her- she always chose the seat closest to me! 

Over the years I have created or "borrowed" many different projects that center around the student's names.  Since I always want them to be learning something, I have modified or changed these projects to emphasis something about the art world. My 2nd graders project focusses on warm and cool colors.  To download the lesson visit my TPT page here...
https://www.teacherspayteachers.com/Product/Warm-and-Cool-Names-For-2nd-Grade-4027315


This lesson is free to you! 

As we go forward into the new year....Learn Those Names!!

Back To School (set yourself up for success)

The week before students arrive at school is a little bit different in the art room than in general ed classrooms.  In elementary classrooms, teachers are putting names on cubbies, writing postcards to their new students, putting parent phone numbers and email addresses into their cell phones and wondering what these new kids will be like.

In the art room life is a little different-I don't have cubbies, and my class list is 6 pages long (in tiny print).  Also I don't focus on just this year with these kids-simply because I will have them for 6 years.  I personally believe that Encore Teachers (art, music, PE, library, title and counseling) have a totally different relationship with their students than general ed teachers.  Neither is "better" and both are good for kids.

Encore teachers see a child's growth over several years.  It's true that we are (usually) not as involved in the kid's daily life-I mean how could we with hundreds of students-however we see how far a child has come over the years, and over time we are quite possibly more invested in a student's success than a teacher who has them every day, but for just 10 months. 

The first thing you have to do as an Art Teacher is figure out a way to learn (and remember) those hundreds of names.  I mess up kids names on a regular basis!  When I do I apologize, and let them know it's not because I don't know who you are, I just have hundreds of names in my head and I have to mentally change the "class list" every hour all day long!

My first year I had each student make a name place card that I had students put at their seat each class.  Some teachers have seat charts, but the idea of 28 seating charts what just more than I could handle.  Instead I let the kids pick their own seats and I reserve the right to move anyone at anytime without any explanation. 

Somewhere along the line I developed the use of "sketchbooks" or "safe folders" if you will.  I use them for many different things, but the main reason is each child has something in the room that is theirs and theirs alone.  For my younger students this is nothing more than a 12 x 18 piece of drawing paper folded in half that they then add their name to and "decorate".  For my older students we add a pocket flap (to hold rubrics, handouts, worksheets and so forth) and staple some blank papers inside for note taking and sketching. 

Find the full lesson here:  https://www.teacherspayteachers.com/Product/Sketchbooks-4001020

Another bonus to this lesson is that when "Surprise!! you just had a new student walk in the door!" happens you instantly have something that you can hand to him or her that will not only give them something to do that first day but will also allow you to assess their prior art skills. 

One time while my Principal was evaluating me I had a new student walk in-and he was so impressed that I had this project waiting for the student that my evaluation only reflected this one small act. 

For my youngers it takes about 3 seconds to grab a sheet of drawing paper and fold it for them, for my olders I keep a few pre-made sketchbooks on hand so all I have to do is grab one and give it to them.

Sketchbooks have saved my sanity more times than I care to admit!!

Always-Always! Take Time for Family!

Today's America, and quite possibly the world, families look a little different then they did just a few years ago.  At my house, it's me and "my two girls", and life couldn't be more perfect.

 I don't know about the rest of you, but when I start to feel overwhelmed, or lose my perspective on daily life, there is nothing like some time with my girls to help me get in touch with what is really important.

 Both of my girls are incredibly smart, successful, and (in case you haven't noticed) drop dead gorgeous.  They keep me grounded, and give me something to reach for!  

 No matter how busy your school life is, no matter how busy you get, always-always make time for your family!!

1st Grade Owls with Patterns

Personally, I feel that my biggest opportunity to "sell" my program and "hook" students is with my first graders.  When students are kinders my biggest goal is simply for them to become comfortable in the art room and with me.  My second goal for kinders is to expose them to as much as possible.  

Once students are first graders I really want them to feel like "big kids" in the art room and I give them many responsibilities.  (More on that in another post).  I also try to have a lot of short projects so that the kids will have many opportunities to practice these new responsibilities. 

 I want each project to introduce the kids to something new, and this project is perfect.  When I pass out the paper the kids are always exclaiming how big the paper is.  It's really not that big the paper is 12 x 18.

 Before we begin the owls we spend a little time making patterns.  We use a 9 x 12 paper and section it off into a 3 x 3 grid.  We then brainstorm to come up with different ideas for patterns (or as the kids call them designs) that we can use to fill a space.   By the time we finish the 9 squares the kids have a pretty good idea how to fill a space with a pattern, rather than simply coloring it in.

 I then take the kids through a step by step directed drawing process to draw the owl.  Whenever I do a directed drawing I give the kids different places in the drawing where they have different choices.  I want them making original thought decisions as soon as possible.

 Once the pencil drawing is done the kids are able to choose as many different skinny markers as they wish to trace over their pencil lines and then fill the spaces with patterns.

To finish the project, the kids cut out the owls and glue them onto construction paper.

7-Habits & Peter Max (plus color theory and double loading)

I think just about every school seems to have a school wide plan of some sorts.  My schools adopted "The 7-Habits" a few years back, and it has been a great experience for students, families, and staff.  If you are unfamiliar with this practice you can learn more here http://www.theleaderinme.org/  

In a nutshell, this is a lifestyle/teaching style to live by.  This is accomplished by practicing the 7-Habits.  Each habit focuses on something different and the theory is that if you adopt all of these habits and make them an integral part of your teaching/lifestyle you will become more successful.  

 Since the 7-Habits is school wide at both buildings the counselor (from the 4-5 building) and I teamed up over the summer to plan a block of lessons that would incorporate art, counseling, and the habits.  The counselor worked with the kids to help them choose a habit that he or she wanted to improve upon over the school year.  The kids then used a worksheet to map out a year long goal and an action plan to help them achieve that goal.

 Meanwhile in art class I introduced the kids to Peter Max.  I mean does it really get any cooler that he?  We use his bright colors, the L-O-V-E artwork, and super thick paint to create the art.

 Each habit has a "buzz word" (that we assigned) to it.  It is far easier for kids to use just one word rather than the phrase that each habit represents.

 The kids had 3 color pallets to choose from-1 secondary color and the two primary colors that create that color.

 They used oil pastels to write their "buzz word" in bubble letters and were given the option to add geometric or organic shapes to the background.  The letters and shapes were colored in with the oil pastels.  They were to use all three colors when using the pastels.

 Then to finish the project they used tempera paint in both primary colors and white.  I could not believe the "ooooohhhhs and aaaaahhhhhssss" when I demonstrated how to double-load a flat paint brush to achieve different patterns with the paint!  I wanted them to experiment with the paint, and different brushstrokes to achieve different looks.

 When the paintings were dry the kids signed the front with oil pastel and taped their worksheet to the back.

 We then laminated the projects and hung them up around the building.  It will be interesting to see how the kids progressed on their action plans at the end of the year.

 I really liked this project for so many reasons.  First-the kids loved it!! Also it gave me many teachable moments about the power of art.  Right now our building has almost 200 projects displayed for the year, and each project is a goal for each student!  Not to mention, I get to introduce an artist, teach technique, several medias and color theory all at the same time.  Last but not least, anytime you can work with another teacher in the building it will enhance the "public relations" of your program, and you will also get to see lessons from another's point of view.