I Wonder …

…what my Kindergarten artists will think, do, and feel when we work on this art process and product.

I am super hopeful …

  • their big beautiful brains will be filled with ideas and wonder.
  • they will jump in with confident hope.
  • they will experience the joy and excitement I feel when I create art.
  • they will know they are artists who can make decisions about their art.

 

These are my practice, and inspiration pieces.

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After making the first piece, I tried another using the new stamp pads I bought for my Kindergarten artists. As I prepped the page, I wondered what it would look like if I added a piece of tape down the middle.

I like it, and am adding it as an option for my Kindergarten artists.

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The boarders are created using frog tape. It creates a nice sharp edge, and even more importantly, can be removed without harming the paper. The circles are stamps created from some tubes one of the students brought in. I cut them on our bandsaw so I’d have enough to give each artist a small stamper and a large stamper.

My rules for the project will be:

  • Everyone needs a boarder.
  • Circles are colored with crayons.
  • The background is filled with watercolor.
  • Sign your work! (Which, by the way, involves many artistic decisions.)

My suggestions will be:

  • Consider overlapping the circles and letting the circles extend beyond the boarder.
  • Practice stamping on a scrap paper so you feel comfortable working on your piece.

My artists’ options and decisions will be:

  • What colors will I make the circles?
  • What color will I make the background?
  • Will my background be one color, or many?
  • Do I want a piece of tape to intersect my paper – creating two pieces?
  • Where will I put that piece of tape? (The options are endless!)

My jobs will be many:

  • To show the artists that unexpected things (tubes from shoes, painters tape) can be used to create art.
  • To expose them to the idea of combining various mediums into one project.
  • To encourage them to think.
  • To empower them to make decisions about their art.
  • To explain the rules … and the options.
  • To enjoy my artists, their process, and their products.
  • To document their process and work.
  • To be open to their interpretation of the process.
  • To be willing to allow them to modify the process … depending on their interpretation, desires, and/or needs.

All my jobs are important, but those last two, they are paramount.

If I want my students to know they are artists, and to actually BE artists, I need to give them the freedom and respect artists need, crave, and deserve. If I want them to learn to make decisions, problem solve, wonder, and create, I have to give them the space, empowerment, and opportunity to actually DO IT!

 

 

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Expected, and Unexpected, Process and Product

“Would you come up with something creative we can do together at our next ELA meeting?” That simple question was the beginning of what would become, for me, a fabulous process and product!

It was a crazy time of year. We were all a bit stressed, with tons to do. “Perfect!” I thought. “Let’s take all that angst and struggle, and use it to make something beautiful!”

Our tools:

  1. sharpie markers (preferably black)
  2. old gift cards or credit cards
  3. acrylic paint
  4. canvas panel
  5. old magazines
  6. white glue
  7. bravery
  8. boldness
  9. openness
  10. joy

Our process:

  1. Think of all the things that are making us crazy, or cranky or stressed. As the end of the year approaches, that list can become very long. I encouraged myself, and my colleagues, to think of things from all areas of our lives.
  2. Write them down, in permanent, bold, black ink, all over the canvas. Be free! Write them one on top of the other. Make lists. Write big. Write small. Print. Write in cursive. Cross them out. Make them bold. Add lots of exclamation points. Curse if you like. LOL!
  3. Remember this is for you, no one else. No one gets to check it before you add the next step. No one sees it unless you choose to share. Be bold. Be brave. Be honest.
  4. When done, put the cap on the pen, and set it aside. Look at the canvas. Good? Anything else you want to write? Anything else you want to add? If so, pick up that pen again, and add it. If not, move on to number 5.
  5. Choose some colors. I like to be free, but mindful, in my color choices. Some colors become mud when blended. Sometimes muddy is good, but other times, not so much, hence the mindful part.
  6. Put  small dabs of the paints on a paper plate or tray.
  7. Using one of those old cards as a palette knife, pick up some of the paint and get it on the canvas. The card allows for a thick or thin paint application. Thick application can add texture or the possibility to completely obscure your words. Thin application allows for more layering of colors, and causes the texture of the canvas and the written word to be more prominent.
  8. Be free with the paint application. Don’t fret about mixing colors. Use only one card for the entire work. If you have too much paint on it, or want another color free from any other, grab a paper towel and wipe off the card. Experiment with thick or thin. (I like a thin application so the handwriting can be seen, but when it is your art, use your own preferences.)
  9. Flip through the magazines to find words or images that are the opposite of the words you wrote on the canvas. Find ones that inspire you. Search for beauty, peace, breath, love, laughter, or whatever else makes you say, “Oh, this is good!”
  10. Tear them out of the magazine! Experiment with different angles, with how much space you leave around the words, and with tearing in different directions. You might be surprised with all the variations you can get.  (If you must, lol, you can cut them out. But, if you can live with the possibility of ripping something wanted, and the less than perfect edges of the tear, then please, tear them. I promise, the results can be beautiful, and meaningful.)
  11. Once your canvas has dried, place these images and words on the canvas. Explore varying layouts. When you find one you like, use the glue to make it permanent. Be aware, if you haven’t cleaned your hands you may end up with some unexpected color. Don’t worry if that happens, there is one more step!
  12. When the glue has dried, add one more layer. Find or make a stencil and use it. Add color with your fingers. Grab a stamp and see what you can do with it.

Here is my final product.

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Or so I thought!

This is my product, and I love it, but it turns out it was not my final product. There was more. There was the unexpected process and product, and it was fantabulous!

As I drove home, my thoughts returned to the meeting, my colleagues, our process, and our product.  So many thoughts, observations and wondering. And then, my thoughts turned to my product.

“I wonder if I can read what I wrote? Maybe if I look really closely?”

There was definitely part of me that wanted to read them again. Hold on to them. Feel them again. Experience their power. Another part of me speculated it might have been better to have completely concealed my words under a think coat of paint. I resisted any urge to pull over and examine my canvas, lol, and reminded myself that the point of the process – outside of pure creativity and joy – was to let things go!

When I got home I pulled my canvas out of my bag, and spent some time with it.

I liked it. It wasn’t perfect, but it was interesting. It wasn’t flawless, but it was beautiful. And those imperfections and flaws? They added to its interest.

I couldn’t read my words, but I could see my writing, and I loved that! The writing added depth and texture to the work.

Then I had an aha moment … my final product (at least for now).

The piece was just like my life. Multi-layered. Not perfect, but pretty fabulous. And those things that make me anxious, stressed or cranky? Endured, survived, embraced, laughed about, cranked about, talked about, prayed about, and released – even if they remain in some fashion – they make me better, more interesting, more awesome, more me.

 

 

 

 

 

 

 

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Courageous Creativity

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Sometimes we have to show a little courage in order to encourage it in our students!

Our math coordinator felt, I think, a little left out of my Kindergarten classroom. It is a lovely space, rich in the opportunity to do math, but not so rich in the “in your face, obvious, look this is math” kind of way! I love math, yes, for real, I really do. So I thought “Let’s go all out!”

I pulled out two canvases. They were beautiful! Big, thick, pristine, white canvases. I was excited to make some sort of creative, statement piece. Something that was fabulous artistically and aesthetically, and actually said something about math.

You may recall, I’m sometimes a bit of a chicken when it comes to the big, blank, white page! And, let me remind you, this was not a only big, blank and white, it was a canvas, and not a cheap one at that. But I had no time for timidity! I had two days to create two canvases. Eeek!

I flipped through a couple mixed media art books, and came upon many ideas I thought I could use – putting paint on the canvas with an old credit or gift card, creating layers with stencils and cut paper – and perhaps most importantly, not being afraid of the process.

A deadline is not always helpful when you are being creative, but this time, it was incredibly helpful. I didn’t have time to entertain my fear of the blank page, or the possibility of destroying the canvas. I had to trust the process, the colors and me, and just do it! So I did.

It was super fun and super freeing. Hopefully it will inspire parents and students to wonder, investigate, think, share, strategize, question, problem solve, reason, make mistakes, try again and learn … even if they are feeling a bit trepidatious!

math canvas 2

 

Gustav Klimt and Kindergartners

Gustav Klimt is a favorite artist of mine. I enjoy finding ways to share his work with my students. Take a look at this work of his.

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It is beautiful! Clearly it’s a masterpiece, and yet in many ways it is a work accessible to my kindergarten students. It is a combination of shapes – both in the detail and the figures.

I always have the girls work on a mixed media project when we are inspired by Klimt. I find it helps them express the detail he expresses when they have many mediums with which to work. Plus, it allows them to explore various mediums at the same time.

Typically, I bring in some of my art materials to share with them. They love the chance to use “real art mediums and tools” and treat all my things with the utmost respect. I love that my sharing expresses my respect for them as people and artists, and, hopefully, encourages them to be generous with the things they value.

This year I introduced them to Klimt while we were exploring shapes in math. I showed them full pieces, but spent most of the time drawing their eyes to the details and shapes found throughout his work. The girls enjoyed finding spirals, circles, squares, triangles, diamonds, rectangles and the many combinations of shapes Klimt created.

I decided to have the girls work on a trio of small art-pieces instead of one large piece. I hoped it might help them be more able to fill the paper with shapes. While I love having them work on large canvases, sometimes the size overwhelms them. We worked on 3×5 inch pieces of multi-media paper. When the girls were finished I mounted their work on a black background to create a triptych.

It was fabulous to sit and work with them. We shared pencils, artist markers, sharpie markers, a travel water color set, gel pens, crayons, pastels and security envelopes (fabulous idea I learned from Dar Hosta and Deb Barends).

“Oooh, I like that!” “Can I try that?” “How did you do that?” “Oh I never thought of that!” flowed across the tables as we admired each other’s work, and were inspired to give the new ideas a try. While they sometimes need a reminder, they are learning to see “copying” their ideas as a compliment rather than a transgression. I encourage those who “copy” to truly be inspired, and to make subtle, or large, changes in order to make the work their own.

I was, as always, impressed by their process and product. They have great, big, beautiful hearts and often it seems that beauty just flows out onto the paper. We learn from each other to be free with our work, loving the process and each other.

While I was working on a piece, one of the girls asked if I would like her to help me. “Sure!” I said, although I wasn’t sure what might be created. Her additions to the piece were wonderful, and made the piece much more beautiful than if I had done it alone!

I’m not sure anyone would realize we were inspired by Klimt, but we were, and we too created beautiful works of art. Here are a few from six of my students. Enjoy and be inspired!

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Resources:

Klimt Museum http://www.klimt.com