Pewabic Pottery

My next time teaching for Saturday Art School is next Saturday. My students will be creating ceramic relief tiles and as I have been preparing for it I was reminded of Pewabic Pottery.

Pewabic Pottery is a historical landmark on the Eastside of Detroit. It was founded in 1903 by Mary Chase Perry Stratton as her studio during the Arts and Crafts movement. Many installations can be found around the country. Today the studio is also an education center, museum, and exhibition. Tours and classes would be great to take my students to. If this was not possible I could suggest it to the parents of my students to do on their own.

Here is a link to Pewabic Pottery for more information: http://www.pewabic.org

Ceramics is one of my favorite mediums. I can get lost in it for hours. I can't wait to introduce my students to it and see what they create!

Here are a few of my favorite pieces that I have done:

Art History

As I was studying for the MTTC Visual Arts Education Exam last week I decided to write information on index cards. I had reminded myself that the more ways I do something, the better I will learn it. I was reading about the information through notes. I wrote down that information on index cards and looked up all the art online so I could see it visually, too. Then studied more...

The cards were all shuffled together as I began to study. I rearranged the different eras of art in chronological order, which helped a lot. During that time I came up with a plan for teaching art history to students.

My idea is that I will introduce the timeline of art to the class and we will make a huge one for the room. Students will be assigned different eras or art movements to study about. They research and write a few paragraphs about it. Two artists of that time will need to be included. The students will then have to create a mobile like this:

to represent what they learned and present it to the class. The mobiles will hang from the timeline for the rest of the term. We will then go through art history again, but this time we will learn the different art mediums and processes used in those eras.

For example: For Pop Art we will learn screen printing.

Art history timeline taken from: http://www.lorenmunk.com/portfolio.html

Mobile picture taken from: http://splatsscrapsandglueblobs.blogspot.com

Higher Order Thinking Skills

Taken from: Web 2.0

John Dewey

John Dewey's Theories of Education

Equip children with the qualities and capacities required to cope with the problems of a fast-changing world. It would produce alert, balanced, critical-minded individuals who would continue to grow in intellectual and moral stature after graduation.

The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows:

1. The conduct of the pupils shall be governed by themselves, according to the social needs of the community.

2. Interest shall be the motive for all work.

3. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters.

4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development.

5. Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors.

6. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities.

7. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture. These rules for education sum up the theoretical conclusions of the reform movement begun by Colonel Francis Parker and carried forward by Dewey at the laboratory school he set up in 1896 with his first wife in connection with the University of Chicago. With his instrumentalist theory of knowledge as a guide, Dewey tried out and confirmed his new educational procedures there with children between the ages of four and fourteen.

Written: 1960
Source: International Socialist Review, Vol. 21, No. 1, Winter 1960.
Transcription/Editing: 2005 by Daniel Gaido
HTML Markup: 2005 by David Walters

Taken from: http://www.marxists.org/archive/novack/works/1960/x03.htm

Live a Good Story

"Live a Good Story" is a saying that I got from reading Donald Millers book, 'A Million Miles In A Thousand Years.' It is a saying that I will make a banner of for my class and hang above the door. As students leave my room, I want them to be reminded that they choose the path they take in this life. Some peoples stories are better than others. We need to make the better choice to make our story good. Instead of sleeping all Saturday afternoon, why not go on a hike through nature and experience something worth remembering? I try to make my story exciting and I hope my students will be inspired to do the same.

Italy Scholarship

In 2010 I was selected to get the Italy Scholarship from Wayne State University. It was a dream come true to visit the country and get to explore the culture, art, and architecture with my own two eyes, instead of in a book. I can appreciate it much more now and the information involved with everything is now engraved in my mind. It was an amazing experience that I am very grateful to have.

Pinterest.com

One way that I find inspiration for creativity is through Pinterest.com . It has all kinds of crafts, art projects, home projects, etc. Here is a link to my board that I collect ideas for my future classroom: http://pinterest.com/amber722/art-class/

Clay Figure Sculptures

For our second unit of Saturday Art School, my group is focusing on the Art of Africa. For our first lesson the students learned about the Dogon people of Mali. They create ancestral figure sculptures and so our students did the same. They made figure sculptures with clay that represented someone in their family.

Learning Center

I have been going to the Learning Center at Wayne State University to observe the Emilio Reggio approach they use with the children. These students are three and four years old and have a awesome opportunity to be learning there.

One thing that I observed that was interesting was how visual images helped the children stay focused. The first day I observed the teacher used words and pictures to describe what to do that day in class during the Morning Meeting. On a different day she only talked about what to do that day. I noticed that the first day, the children were more engaged with what she was trying to tell them. They sat quietly on the floor, trying to figure out what she would draw next. On the second day the children were load, talking over her and getting out of their seats.

Having multiple things to do around the room during free time allows the students to explore things that they are interested in at a higher level. Everyone is different with different abilities and talents. We need to let children discover what they enjoy and encourage them to learn more about it.

I liked the small group that I observed because it involved having children asking questions and processing thoughts about the questions. It got their attention, made them curious and at the end they get to discover the answers to their questions hands on. This encourages learning. The students will develop curious minds. Curious minds ask questions and then seek to find the answers.

Patience that I saw in the teachers at the Learning Center is another thing that I will need to use in my own classroom. They were calm throughout the all conflicts, asking questions to discover the problem, stating what should be done and what the consequences are if that action is not taken, and being persistent. Some children were easier than others to resolve conflicts with, but in the end justice prevailed.

The Heidelberg Project

http://www.heidelberg.org/

We can make a difference and here is the proof! The Heidelberg Project started twenty five years ago. Tyree Guyton was encouraged by his grandfather to "pick up a paint brush instead of a gun" to fight against the violence in the streets of Detroit's east side. He lost three brothers to the streets and in order to stop the violence in his neighborhood, he along with his grandfather and kids from the area, started creating art. The art attracted viewers to this street which made the bad guys go away. It's awesome to have such an impacting creation just down the street.

My first time teaching

For my first time teaching, I taught paper sculpting collage animal masks. First the students had to pick an animal that they would like to become. I had them think about a skill that an animal might have that they too would like to have. I wanted to be a whale so that I could hold my breath longer under water and as a result, swim faster.

Poster with animal examples:

Poster showing masks that represent animals:

Poster showing different animal features:

Me with some students showing off our animal masks!

From left: Panda, Wolf, Whale, Tiger, Cheetah, Tiger, Cat, and Horse.

Abstract painting

This semester I've been in a class called Methods and Materials of Painting. It's an abstract acrylic large scale painting class. This is my work so far:

Acrylics are new to me. They dry really fast, which is so different than oils. I like how fast it is because it is easy to layer paint. It makes it harder to mix and blend paints though. I've been experimenting with different ways of how to use the paint.

Abstraction is also something that I am not very familiar with. Most of my previous work has been more realistic looking. It is really hard for me to not think while painting and just do.

Life sized self portraits

Our elementary students for the Saturday Art School are in first through fifth grade. Our first art project with them was to paint themselves at a life sized scale! They loved it! First they sat down on the large paper and traced their own legs. Some had a little bit of trouble with this. They then had someone help draw their upper half of their body. They drew in details and then got to paint! Each student got to select two extra colors other than primary colors to paint with. They loved working BIG.

Getting to know you

Whenever a new term starts and new students enter your room, it will be essential to get to know them. For my Saturday Art School class I have been working with elementary students. My team wrote a letter to the students and parents to let them know a little more about us. Mine said:

Hello Student Artists!

My name is Miss Amber. When I was really little, I made a huge mess with all of my toys and my mother grounded me. She took away all of my toys and gave me paper and a pencil to play with. I drew all sorts of things and have loved art ever since. I'm excited to meet and get to know all of you. I want to learn why you love art too.

After we met all of our new students we used some ice breaker activities so that they would open up to us. They had a lot of fun and got to each other as well. Here is a list of the activities we did that day:

Ice Breakers for Elementary

Name Tags: Fold paper in half. Write your name in one side. Decorate the name tag with things that let us know more about you. -What is your favorite sport? -Use your favorite colors. -Do you like music? Etc.

Dance Off: What’s your name? Tell us about the favorite thing you did this summer. Show us your favorite dance move! (Play music)

Guess what?: Draw an image onto a card. The cards will be scrambled. Each student will get a card taped to his or her back. Other students have to describe the image on your back, without using its actual name until you figure out that it is.

Have Your Ever?: Describe something that you have done. If other kids have done it, they will join you at one side of the room and the others go to the other side.

When I start to work with older students, I think I will introduce caricatures. Every student will have to create a caricature of themselves and incorporate things that describe who they are and what they like. They will then have to give a brief introduction of their self to the class. Here is my example:

This is my caricature: I am riding a bike, which I've been doing more of lately. The world underneath me shows the continents that I have visited. My goal is to visit each continent before I die. So far I've made it to four of them! I love to travel and see new things. To the left is the skyline of Detroit. I currently live downtown and love it! Also I am a "big city girl," and this represents that. Underneath the world is a swimmer. I was a swimmer from 3rd grade till the end of High School. Received my letter jacket as a Freshman, and was Most Valuable Swimmer my Senior year. And, for the last two years I was the assistant coach of the Girls Royal Oak Ravens Swim Team. They were awesome and won Leagues those two years in a row! To the right is an oil painting brush and palette because I am an artist and my medium of choice is oil painting.

'The Little Boy' by Helen Buckley

Sharing a poem my Grandmother shared with me.

Once a little boy went to school.
He was quite a little boy
And it was quite a big school.
But when the little boy
Found that he could go to his room
By walking right in from the door outside
He was happy;
And the school did not seem
Quite so big anymore.

One morning
When the little boy had been in school awhile,
The teacher said:
"Today we are going to make a picture."
"Good!" thought the little boy.
He liked to make all kinds;
Lions and tigers,
Chickens and cows,
Trains and boats;
And he took out his box of crayons
And began to draw.

But the teacher said, "Wait!"
"It is not time to begin!"
And she waited until everyone looked ready.
"Now," said the teacher,
"We are going to make flowers."
"Good!" thought the little boy,
He liked to make beautiful ones
With his pink and orange and blue crayons.
But the teacher said "Wait!"
"And I will show you how."
And it was red, with a green stem.
"There," said the teacher,
"Now you may begin."

The little boy looked at his teacher's flower
Then he looked at his own flower.
He liked his flower better than the teacher's
But he did not say this.
He just turned his paper over,
And made a flower like the teacher's.
It was red, with a green stem.

On another day
When the little boy had opened
The door from the outside all by himself,
The teacher said:
"Today we are going to make something with clay."
"Good!" thought the little boy;
He liked clay.
He could make all kinds of things with clay:
Snakes and snowmen,
Elephants and mice,
Cars and trucks
And he began to pull and pinch
His ball of clay.

But the teacher said, "Wait!"
"It is not time to begin!"
And she waited until everyone looked ready.
"Now," said the teacher,
"We are going to make a dish."
"Good!" thought the little boy,
He liked to make dishes.
And he began to make some
That were all shapes and sizes.

But the teacher said "Wait!"
"And I will show you how."
And she showed everyone how to make
One deep dish.
"There," said the teacher,
"Now you may begin."

The little boy looked at the teacher's dish;
Then he looked at his own.
He liked his better than the teacher's
But he did not say this.
He just rolled his clay into a big ball again
And made a dish like the teacher's.
It was a deep dish.

And pretty soon
The little boy learned to wait,
And to watch
And to make things just like the teacher.
And pretty soon
He didn't make things of his own anymore.

Then it happened
That the little boy and his family
Moved to another house,
In another city,
And the little boy
Had to go to another school.
This school was even bigger
Than the other one.
And there was no door from the outside
Into his room.
He had to go up some big steps
And walk down a long hall
To get to his room.
And the very first day
He was there,
The teacher said:
"Today we are going to make a picture."
"Good!" thought the little boy.
And he waited for the teacher
To tell what to do.
But the teacher didn't say anything.
She just walked around the room.

When she came to the little boy
She asked, "Don't you want to make a picture?"
"Yes," said the lttle boy.
"What are we going to make?"
"I don't know until you make it," said the teacher.
"How shall I make it?" asked the little boy.
"Why, anyway you like," said the teacher.
"And any color?" asked the little boy.
"Any color," said the teacher.
"If everyone made the same picture,
And used the same colors,
How would I know who made what,
And which was which?"
"I don't know," said the little boy.
.And he began to make pink and orange and blue flowers.

He liked his new school,
Even if it didn't have a door
Right in from the outside!

Meijer Sculpture Garden

Sketch of Horse by Leonardo Da Vinci

Sculpture done from the sketches of Leonardo Da Vinci
by Nina Akamu

I have wanted to go see this sculpture garden that I heard about in Grand Rapids, Michigan. I've lived in Michigan all of my life and my best friend went to college across the street from it, but I never knew it was there.

For my first student teaching experience I will be with the students of Anderson Middle School in Berkley. I went in to meet the teacher, Mrs. Tomaro and her students. On her desk, she had a picture of the sculpture done from the sketches of Leonardo Da Vinci by Nina Akamu. I mentioned that I wanted to go to the garden someday. Coincidentally her classes were going on a field trip there the following week. She invited me to come with them and I couldn’t pass it up.

by Marshall Fredricks (same guy who did the Spirit of Detroit, and many others)

The students had an assignment to sketch a sculpture of their choice for 30minutes. I joined in.

Arch of Grand Rapids (self-supported)
by Andy Goldsworthy

by Alexander Liberman

'Eve' by Rodin

Many more sculptures to see. Go check it out for yourself:

Link to the Frederik Meijer Gardens and Sculpture Park

Color Theory

Reference: www.paper-leaf.com/blog/wp-content/uploads/2010/01/ct_1440.jpg

When I grow up

I recently found this at my parents house:

"What do you want to be when you grow up? "

Children are asked this question almost every year. I wanted to become a lot of different things when I grew up. I wanted to be a scientist, a chef, or a fire fighter. Teaching, however, was something that came naturally to me. I am an oldest child and used to teach my sister how to skip rocks, I am a leader and headed up a club in my high school, I was a nanny and taught the children the ABC's, and I was a swim coach.

Art is the language of vision.

Every child starts drawing the same way. Before a child can speak they begin to draw lines in their spaghetti sauce that they spit on the highchair at dinner. They scribble lines with beautiful colors on crisp white paper. Starting to observe shapes they draw a circle for a head and then extend lines from it to symbolize arms and legs. Eventually stick people emerge with details like hair, necks, fingers, shoes, etc. Shapes start to become real human forms and in an art class we learn how to draw facial features. We all start at the same spot. We observe as we grow older and the way we see something reflects how we produce art.

Here are pictures of my progression as a visual learner:

I believe this last one is from about 6th grade.

A piece of paper and a pencil.

Being a creative person runs in my family. My Grandmother used to paint, my Uncle used to do graphics and photography, and my Dad can paint, draw, sculpt, etc. When I was younger I was always one of the better students in the art classes. My mother tells me that when I was only four years old, I made a huge mess with all of my toys. My Mom grounded me by taking away all of my toys and gave me only a piece of paper and a pencil to play with; I drew musical notes. Everyone in my family was amazed. In 2nd grade I was the only kid to remember to draw a neck and ears on my self-portrait. But, if you had seen my honors art paintings as a senior in high school, you would never have thought that I would pursue a career in art.

My undergraduate degree in is graphic design from Grace College in Indiana. Although my degree was in Graphic Design, I mostly developed my skills in oil painting. Since then, it has become my favorite medium to work with. This was my first oil painting in college:

Our assignment was to find images in black and white that we would like to paint monotone. I went out with my camera and shot a few pictures of what was around me in black and white film. The railroad was right by my school and was my favorite picture that I took.

The rocks in this painting took me forever! I believe the bottom right corner took me about ten hours... This is when I learned how to look really, really closely at the color and it's shades within a form.

My secret to a happy, successful life.

I believe that all people have diverse talents that they were created to do in this lifetime. Parents should take the time to figure out what these talents are in their children and encourage them to pursue and develop it, even at a young age. I wish that my parents had done this for me. They always knew that I was a good artist, but they never inspired me to take it to next level. In fact, they actually discouraged it more than anything. They didn’t want me to become a starving artist.

Art is a part of who I am. When I went to Grace College, I got a degree in Graphic Design because it was an acceptable career with job opportunities, but was still in the art realm. After graduation I realized that I didn’t enjoy graphic design and never pursued it. I then got stuck working at a coffee shop for five years with a low salary and hardly any time to create. Finally, after years of contemplation, I decided to go back to school. Now at Wayne State University, I’m pursuing my Masters in Art Education. I would rather be doing something that makes me happy than be miserable doing something lucrative.

Teaching will give me an opportunity to encourage younger generations to be the best that they can in what they were made to do. I want my students to see the beauty in everyday things. I want them to know that they are unique and have a purpose. I will be the teacher encouraging children to pursue their dreams like I did, because that is the secret to a happy, successful life.