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Overall, art club was a blast. I fell in love with the students that would come to my station. Brayden and Melanie would come find me at the start of the club and ask what I was doing for the day and would pick their chairs before it even began. I had never worked one on one with students with exceptionalities and both of these two captured my heart. They would come in with such excitement and make their art for each other. Brayden would go to another station and bring back whatever it was he had made with "to: Melanie" written at the top and Melanie would hand her art to him for the day. I've always known I love kids more than I probably should, but watching them learn and interact with each other in art club just reaffirmed that even more. Really the only downfall to being a teacher is not being able to follow each and every student and watch them learn and grow for their entire lives.

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For a little while in my observations, I thought that i was observing a teacher that was completely opposed to the idea of TAB teaching. There was something about her teaching style I liked but I couldn't quite name it so I opted to continue going to her classroom. Throughout my time there, she spoke of TAB and the research she was doing on it and how to implement it into her structured Drawing 1 and 2 classes. She later explained that she was afraid to use a teaching style without having enough knowledge on it, which I can't blame her. Her classroom management skills were beyond successful. She knew each of her students like the back of her hand, including their artwork. Many students didn't write their names on pieces and she would return it to them to double check if it was theirs and 99% of the time she was right, even though each of the students were doing the exact same assignment. She knew how to bring the class back in when they were getting restless and would explain to me how she sensed they were losing focus. Though, this wasn't a TAB classroom, the students were acquiring and mastering skills I didn't realize would come from some of their assignments. There was one class Donna would reiterate "know your humans" throughout the semesters and this teacher definitely knew her humans without a doubt.

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One student, that wasn't too inclined with creating jewelry wanted to make a brain. She went as fart as texturing the brain and painting it pink to then place it on a stick to put into he ground. As she was doing this, it made me think of maybe another lesson, not necessarily for this unit, but something around brains and the growth of brains and how beautiful our ideas can become. Just as by planting her "brain" to then sprout flowers.

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More watermelon pieces.

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the beginning steps of creating "beads."

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"watermelon and berries"
I had one student want to have all of her 'beads' to be fruit themed.

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the students seemed more interested in this activity than I originally anticipated and didn't necessarily take away what I had intended. My intent was for the lesson to be around the idea of how plants grow and what we can do so they grow stronger and healthy in different soils and how much sun they might need. I chose wildflower seeds because, unlike some flowers, they didn't need to be tended to as often as some. As I explained all of the materials we were going to be using, they became more interested in what makes materials biodegradable compared to other material. We used clay, string, food coloring, and the flower seeds as our main materials for the lesson and they loved the idea that when they were finished with the jewelry, they could plant it into flowers. sSome students were so excited to see everything be planted, they didn't want the jewelry, just to see the flowers grow.

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I found with this lesson, the students needed a lot of reassurance that it was OKAY to make a mistake. I knew it was going to be messy but it was hair gel so I knew it wasn't going to be hard to clean up, I had virtually no worries. I had one little boy who while mixing the glitter into the gel, accidentally was squeezing it too hard and it created holes or explode onto the table and panicked. Every time I tried to act super casual about it and just clean it up and we'd move forward but he always had large eyes and just stared at me almost waiting for me to react. I don't know if that was a correct way to respond but I figured if he saw I wasn't worried about it in the slightest and we just cleaned it up and moved forward, he would see that and react the same?

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I taught this lesson last semester at Jackson Elementary and they loved it so I decided to try it on a second group of students. I highly recommend using water color paper, card-stock and regular paper are so flimsy that they begin to rip and disintegrate after a few minutes of the shaving cream being on it, just reiterating to test lessons before actually teaching them. The kids at Pete Mirich seemed to also enjoy this lesson. At first they were mixing the food coloring in the shaving cream until it was one, solid color but after a few attempts, they say the lesson mixing, the cooler the design transferred onto the paper looked. (Image from Jackson Elementary, last semester.)

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"If we keep thinking that the arts are separate from the sciences...then we're gonna have problems [in the future.]"

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"If we keep thinking that the arts are separate from the sciences...then we're gonna have problems [in the future.]"

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-Mae Jemison (2002)

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Mae Jemison: Teach arts and sciences together

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Mae Jemison is an astronaut, a doctor, an art collector, a dancer ... Telling stories from her own education and from her time in space, she calls on educators to teach both the arts and sciences, both intuition and logic, as one -- to create bold thinkers.

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Artists as Environmentalists (studying rainbows)

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Artists as Environmentalists (studying rainbows)

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I saw this on twitter as weird as that is. I was curious so i began to research how they did it and thought that it might work well for art club. I started to look into rainbows and how I could write a lesson geared towards my lesson. The dispersion of light was where I knew I would be able to relate science to this project and it worked out super well.

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For this lesson, I was fairly nervous being as everything about this was sensitive. We were dealign with egg shells, extremely hot water, food coloring, and salt. The kids were more than careful through this lesson. I explained how hot the water is and what materials I would handle and what materials they had free reign on and not once did they question it. Maybe I just got lucky? I feel like Jesse has already instilled a sense of boundaries in her classroom so that might have something to do with my 'luck.'

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I brought in the three primary colors of acrylic paint watered down along with straws and card-stock paper (so it wouldn't tear when the watered down paint hit it.) i did a small demo on how to blow the paint in different directions and how it spread quickly. Though this lesson didn't go as planned with the study of microbes, the became very interested in what primary colors did when mixed. It ended up being more of a day where they stacked different colors on top of each other to create a new color. They began talking with their peers and sharing their previous experiences to help each other find the colors they were trying to create.

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Relationship -> System -> Routine
-Some common problems can be solved by giving the students a routine.
SIX KEYS
-Freedom & Independence
-Safety
-Love & Belonging
-Success
-Valued Purpose
-Fun & Enjoyment
What matters most at each grade level?

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Artists as Scientists (studying insects)

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Artists as Scientists (studying insects)

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Students were given a broad amount of supplies to invent their own insect and describe why they constructed it the way they did. Some students chose a 2D approach while others chose 3D. Some were large, some were small, some with shells and some with millions of legs.

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TMI isn't always short for "too much information." In the classroom is can be "too much instruction," "too many interruptions," and too much intervention. (Invent to Learn pg. 52.20)"

THINK
-Brainstorming
-Predicting
-Deciding materials
-Setting goals
-Research
-Plan
MAKE
-Tinker
-Play
-Construct/Deconstruct
-Experiment
-Ask questions
IMPROVE
-Find different perspective
-Talk with peers
-Try different materials
-Play
-Relax, sleep on it, come back later

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-Support students through different stages of making with "right now" target instruction.
-To aid future planning by identifying specific needs.
-To communicate progress to people outside the classroom looking in.
-Of course, to follow "state requirements" on their skill level.
-To better myself as their teacher based on my observations with and of the students.

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Microbes that causes sickness, how they look and the variations of what they can be. creating by blowing watered down acrylic paint with straws.

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"Children have lots of ideas, but many do not know that their own interests are appropriate for their art. (engaging Learners through Artmaking pg. 50.4)
Allowing students to create things based off of what interests them is what creates life longer learners and discoverers. Instilling the idea of envisioning doesn't just happen with students, as a teacher we are there to build their confidence in what they're making. Especially at a young age their confidence can be derailed and they can shut down and away from the arts for the rest of their school career and lives for that matter.

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-Drawing
-Painting
Three Dimensions
-Print Making
-Clay
-Fibers
-Digital arts
-Paper Center (altered books)
-Ephemeral
(Engaging Learners Through Artmaking pg. 89-136) sometimes placing a "how to" next to different stations showing them what glue to use on certain material and labeling EVERYTHING.

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-Placement of centers
-Demo area (away from centers)
-Furniture (for class and some for relaxing, safe spaces)

From starting art club at Pete Mirich Elementary, I noticed that her classroom is set up just as this describes. She puts open/closed signs on each station so they students can see right away what materials they have the option of working with for the day.

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Most times we are the only artists in the building and getting out and talking with others in our same position is a must. Sharing inquiry focused on techniques, struggles, questions, goals, ect.

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ALL GRADES:
-What is art? What is an artist?
-How am I an artist?
-What is the relationship between art, justice, and action?
KINDERGARTEN:
-Why do we make art?
-How can we stretch and explore in art class?
FIRST GRADE:
-What do artists do when they make mistakes?
-Why do artists plan their work?
-How do artists decide when an artwork is finished?
-In what ways are we artists and writers?
SECOND GRADE:
-How do artists see?
-How do artists observe the world?
-Why do artists observe their own process and their work?
THIRD GRADE:
-What is artistic voice?
How do artists develop their technique?
-Why do artists express their ideas?
FOURTH GRADE:
-How do artists stretch themselves and take risks?
-What are the ways we can stretch and explore as artists?
-Why do artists affect their communities?
FIFTH GRADE:
-What do I stand for and what stands for me?
-How do artists communicate?
SIXTH GRADE:
-What and who do I stand for?
-How do artists help form communities?
SEVENTH/EIGHTH GRADE:
-How do i deepen my practice in the arts?
-How do I serve my community in the arts?
-Why are the arts important to a life well lived?
(Studio Thinking from the Start pg. 97 table 4.4)

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Being an Artist Outside of the Classroom

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Being an Artist Outside of the Classroom

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Students should see the art everywhere they go and draw inspiration from anything they're attracted to. "I hope that my teaching leads students to have creative and innovative minds that can easily adapt and work through challenges they may encounter in life, as well as the tools and knowledge to express themselves creatively in every environment they encounter."
-Wynita Harmon (Studio thinking from the Start pg. 87.4)

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I've decided to create my unit based around science. I believe tinkering with science and all that comes along with it can go hand in and hand with the arts. We will be looking at things such as insects, the ocean, habitats, chemical reactions, and anything that can fall under the spectrum of science and art.

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-People are constantly building their knowledge base with different experiences built off of previous experience through making, tinkering-experiencing through experimenting, and engineering- forming the bridge between past experience and current experience.

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Through my observations at Jefferson High School, I saw that their situation was not ideal due to the art classes scheduling for the semester, but the teacher was more than willing to work with her students given the hindering schedules. The students were creating face masks and their teacher allowed them to do just about anything with them as long as it was appropriate. Students that were inattentive in previous experiences at Jefferson were now working together and creating these immaculate face masks and actually excited about the process and what they were creating.

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An Insanely Brief and Incomplete History of Making

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An Insanely Brief and Incomplete History of Making

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"I do not think there is any thrill that can go through the human heart like that felt by the inventor as he sees some creation of the brain unfolding to success. Such emotions make a man forget food, sleep, friends, love, everything."
-Nikola Tesla

Throughout my observations, I can see the students get this sense of light within them when they realize what they're creating is meaningful.

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Skill: Can the student do it?
Inclination: WILL the student do it?
Alertness: Does the student know WHEN and WHY to do it?

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Less Choice:
-teacher directed
-focus on product
-explicit curriculum
-learner has the skills to incorporate into future pieces of work.
More Choice:
-learner directed
-focus on process
-emergent curriculum
-teacher is there as a guide, aids in the artists choice of media, size, content, ect.

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Distinct thinking dispositions that artists use.

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1.) What do artists do?
-examine authentic artistic behavior to form curriculum around it.
2.) The child is the artist.
-Giving students the authority to go the directions that interest them.
3.) The art room is the child's studio.
-Creating a safe space for the students to create art.

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Engaging Learners Through Art Making (TAB)

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Engaging Learners Through Art Making (TAB)

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-Curriculum flexible to meet individual needs of students while still conquering academic standards
-motivates students to bring their own ideas into the art classroom
-Working with each child's strengths to develop technical thinking skills
-Knowing your students through the content of their work
-Learners sharing their techniques with their peers to develop a community within the art room
-Genuinely assessing students by their independent work.

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Teaching for Artistic Ability (TAB)

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Wilson, B. More Lessons form the Super Heroes of J.C Holz: The Visual Culture of Childhood and the Third Pedagogical Site.

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Wilson, B. More Lessons form the Super Heroes of J.C Holz: The Visual Culture of Childhood and the Third Pedagogical Site.

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"Through their creations, I have learned amazing things about the complexity of kids' minds, theirinterests aspirations, and just how much they learn when they teach themselves through producing their own visual culture. In turn I have offered them my encouragement and my thoughts about their artwork."