All of the things! And Observing in Wisconsin: Day 1

So another semester/school year comes to an end and I am... counting down the days to MY graduation! This semester has shown me that I can do pretty much anything after I sit down and decide to do it. I will be receiving my grades back in the next few days and I am feeling confident.. though also a bit annoyed. I took the Animation class for fun and that could bring down my GPA for the semester just a hair.. but enough about that. I have updates!

I was asked by my professor before classes ended to help him install and prepare an art exhibition of local work from high school students. We were given the opportunity to display the work we produced with students from all across Marquette - pretty excellent opportunity for myself, my peers, and of course the kids! There is another student art show occurring at the local library but we have the great honor of installing work into the Oasis Gallery, which is owned and operated by local artists. It's a cozy space and it will be a happy home for our students' work.

preparing labels, consolidating work...

I felt kind of cool when my gallery director skill sets were put to good use. I was able to hang more than a few pieces in the same time as my professor lol it's not really fair to compare considering I install and tear down work almost monthly... but yeah :)

Hanging the work

Elementary I Projects from college students and high school students from another school..
can you tell which ones are which?

My current problem to solve is how to install the work I completed with my students at MAHS. They are all differently sized, shaped, colored, and some of the statements are attached to the work as well. My responsibility is to come up with an arrangement for the work and to hang each piece, label, and organize those projects. No small task! But after hanging over 20 pieces in only a few hours I would say it is definitely doable.

Starting to come together.. on the far wall there are pieces from one of my Art Education classmates. her project pertained to portraying the self with non-conventional materials. Students used assemblage and gathered found objects that made up their personalities and used up the space that made up their profiles. They had to compose artist statements about the portraits as well - pretty neat idea.

I will take more pictures when I return tomorrow...

In addition to a high school art show there was also an 'adult artist?' (that just looks ridiculous when I type it..) show at a local brewery. The show was called "Culture of Cult" and had work from artists all over the place. Everything was organized through an NMU Alumnus and some local businesses and all the work was about popular culture. It was a really excellent idea and the work was impressive! Unfortunately my phone was on the brink of death so I could only snap this one picture of a painting....... 

because Pizza!

Fast forward to yesterday...and to the Laona School k-12 art room in Wisconsin! Over Easter my aunt, a superintendent in Wisconsin, suggested a couple of her art teachers to observe with and learn from. She and I did some scheduling and I requested observation assignments for this week.. somehow everything worked out swimmingly :) Yesterday was the first time I have ever observed/been in a k-12 art classroom and it was an eye-opener. In Michigan I will be certified to teach k-12 Art and I really want to utilize every shred of my degree in my teaching experiences. That also goes for observation so I figured it was time to jump in and learn from some master teachers in Wisconsin. Bonus: I am able to stay with family and visit them at their farm which I have been visiting since I was a wee Breanne. I can never get enough of that ! 

Space for student work, easels hanging on the wall, storage ahhh beauty

Mr. S was first on the Wisconsin observation..travel..list. His room is super colorful and FULL of student work of all shapes and sizes. He encourages his students to cover the brick walls in his art room with paintings of popular characters, designs, and figures. His background is in wildlife and landscape paintings but he has some serious skills with figure drawing/paintings as well. I was impressed by the amount of range and ground covered by his curriculum with his many students. 

LOTR is always a big hit.. but Stuart Little? Okaaay.

The first class I observed was Computer Graphic Arts and the first thing I noticed was how small the class was.. not that that's a bad thing! In fact, if I had the choice between a large class and a small one to teach something as involved as Graphic Arts I would choose the latter. There is so much ground to cover with graphics and software and computer navigation.. yikes. The students were relocated from the art room into the computer lab and Mr. S was up and at 'em, ready to help each of his students with their individual concerns and projects. Two students were working on basic animations using Adobe ImageReady, an add on from an old (old old) version of Photoshop. Their basic goal was to make an object move across or through a background image - basically to create a kind of gif image. The students accomplished this project by utilizing layers in Photoshop, taking the layers into ImageReady and the animation options in Photoshop, and manipulating the images through both programs. The software crosses over with itself so students didn't have to make changes twice, which was probably a relief for both students and teacher!

Another student in the classroom was working on the senior photo slideshow and trying to format (and reformat) a movie to burn onto DVD. So much troubleshooting.. so much rendering.. I could feel her pain. But it was cool to see Mr. Seiler's range with the technology and his understanding of process.

Mr. S explained to me the addition of the Graphic Arts program to the school and expressed some concerns. Mainly that students could replace their 'hands-on' art classes with Computer Graphic Arts. He didn't think this was a good idea and I agree with him to a point.. as an art teacher nowadays I am learning as much as I can about technology and its learning applications and potential. Students are given more and more access to technology, tablets, computers, even cell phones - and I think if we do not offer those options for learning we will fall behind as teachers. THAT is one of the main reasons I am such a Twitter freak now.. but we're getting off-topic.

The next class was a prep period where I was able to help Mr. S prepare work for the student art show. There was some pretty good work in those piles and our task was to remove ALL of the tape from the backs of the work. So much sticky...

9th Grade arrived soon after and BOY were they full of energy! Mr. S had a solution for idle hands: project choices! Board notes:

Coptic Vessel:

- reference hieroglyphics 

- cut top, build insert (ring or other shape for rim)

Paper Making:

- cut papers, cotton, soak

- blend

Clay Face/Mask:

- parts secured (slip/score)

- smooth seams

- aesthetically interesting

Whistles/Ocarinas:

- basic form

- function

- convert to object (animal) MAKE IT COOL

9th grade had SO much energy! Another aspect of this grade level.. there is a lot of differentiation in ability. One student could take a week to accomplish a project goal while another could only need a day or a couple of class periods. I sensed that in the amount of work students were turning out and picking up. Quite a few students had already made 2+ versions of the same project in order to stay on time and on-task. Mr. S challenged one of the most high-strung students to complete a whistle in 4 minutes. He had already completed 4 other whistles but said he had left them at home! Convenient, right? Anyway, this student did his very best to accomplish everything except a well-made, functioning whistle. He 'wedged' (threw) clay chunks, balled up other sections of clay, struggled to even remove more clay from the bucket.. he was not having a productive day. I, on the other hand, really wanted to learn how to make a whistle since I had never done that before. I tried to engage the student in teaching me because in previous observations that has worked to bring students back into work mode... no go! He suggested other students help me instead while he continued to ball up clay, throw it at the table, and chat.

teacher sample - didn't quite make it through the kiln in one piece but it's a FISH

Other students in this same class were working diligently on other projects. Two girls painted plaster masks that they had constructed themselves. Another girl worked on polymer clay (sculpey) bead creations and experiments. Her work was really coming along nicely amidst the clay-tastrophe. One thing I noticed as well... Mr. S tried not to acknowledge the disruptive student's behavior. I have seen this strategy before in the high schools in Marquette: ignore the behavior, praise the successes.. but this was frustrating for me to watch. The students also ignored it for the most part.. 9th grade boys and their antics. They always encourage each other!

 Mr. S helped me make a very VERY rough whistle...something I will need to experiment more if I am going to add it to my curriculum..

Clay mask, pinch pots, some whistles, clay fish.. lots of variety!

The day continued with an RTI period for a student with an Emotional Disturbance classification.. Yesterday was a good day for him so he was eager to help Mr. S and I work on art show pieces and taking down work. He was faster than me taking all the tape off the work.. and he knew it haha

AND THEN LUNCH... because food is important. Lunch was an open work hour for students to come in. Many of Mr. S's advanced students came in to catch up on work but some of his other classes trickled in as well. A few of the 9th graders stopped in just to visit or check on their projects.

Can we just talk about how AWESOME Olaf looks?!

After/during lunch the advanced art students came in and I was introduced to Mr. S's coolest project by far: The Assemblage Self Portrait. Students are required to symbolize and depict aspects of their personalities using found objects and assemblage. They are NOT supposed to use traditional portrait media or techniques.. THESE ARE SO COOL. The subject matter can be kind of sensitive - as you can see below, a lot of the students struggled with bullying, suicide, and home life. But these are the kinds of lessons my professor has been talking about - except these are in practice! Some of these images are a little graphic so read/view at your own risk.

each drawer had a different quote or saying on it

quotes were painted all over the sides

This student has struggled with bullies throughout her life. Each drawer in the dresser has a different type of bullying featured on the front with symbols and objects associated with each one. 

Example: Cyber bullying had a keyboard in the drawer with blacked-out letters and red sides..

each drawer in the chest had different items inside..
this one was what she was working on when I was observing

This project had obviously become the main focus for these girls.. they were completely engaged in working and adding elements to their pieces. Again, the themes were very personal and meaningful.. some of the explorations were expected but others were not...

again, use of quotes

each shelf had a different personal significance and meaning

This student covered many different parts of her life and personality. One shelf was about "Why she is weird" (Michael Jackson and Alice in Wonderland) aka her own self-assigned identifying characteristics.

Another had photographs and hands in a defensive position. She created the hands with molds and paper mache.

The next shelf had a noose, an altered book, a hand with slit wrist... very dark objects and the painting of the shelves reflects the mood and messages.

Mr. S allows the students to deeply explore and work with these themes because he understands they are a large aspect of the students' lives. He works with them to edit content for the k-12 art shows but there is not a whole lot of censorship that occurs. The works are powerful and the students are unafraid of experimenting with media, text, connections, and color. Every little piece has meaning and personal ties.

Alice, altered book, a creepy hand (left) that is going to be crawling out of the pages of an altered book!

One familiar project I saw with these two was Altered books. Mr. S has the students use them as journals throughout the semester so some of the entries were fairly recent. The girls were writing about their insecurities concerning prom, graduation, and acceptance..

sand, glitter (EEK), paint, marker

Self portrait

The altered books were a safe haven for all the ridicule, thoughts, ideas, dreams, and nightmares the students wanted to share. Mr. S gives the students free reign over content in their altered books but makes sure to take notice of anything that could be harmful or a warning sign. He makes it his business to inform parents and keeps the communication lines open between parents and kids. I think that is the main takeaway from this project: your students are going through a lot and making sure the lines are defined and communicated is key. If you see something, ask about it and determine the reasoning.. then investigate further.

cool use of found objects and assemblage! buttons! evil glitter...

quotes as journal entries complete with paint

self analysis and expression through text and paint

The ONE boy who was in this class yesterday was working on his self portrait. He decided not to do the assemblage approach and instead painted a traditional portrait. I looked over his work and he asked for advice and pointers. Yay Ms. K being useful! We talked a bit about facial proportions, placement of features, and he decided the best way to solve his problems was to paint.. .upside down!

After he flipped his painting he began to see the little changes he needed to make. What was cool was witnessing his "aha!" moment after he initially turned the canvas over. He went over the places that were causing him the most problems with ease because he was not seeing them as 'the forehead, the lips, the nose'. Now they were just values and shapes on the canvas. Pretty neat :)

After the Advanced students left it was time to get elementary... 1st grade that is.

Now.. I have not had a lot of experience with 1st graders but they are HILARIOUS. Whether they mean to be or not.. I guess I kind of found their attitudes funny. They can be pretty sassy.
1st graders were painting their ceramic pieces and/or painting pictures during a 'free hour'.

Pinch pots, masks, shoes, horses, oh my!

Quite a few of the students were done painting their ceramic work so theydecided to play with clay or paint.
Most of the boys in the class wanted to stab their clay. Yes. Stab. They would make little men out of the clay and stab them repeatedly with the sculpting tools - again! I could say nothing because I was an observer. Uhh... stabbing clay is not how it works but anyway.
The other students (mostly girls) opted to paint pictures with acrylics. Most of them painted flowers and outdoor scenes but one girl, my hero, painted a big red dinosaur. I didn't snap any pictures - the kids were really shy and they moved FAST. I was gonna snap a picture of one of the paintings and it was swooped off to the drying rack before I could even ask! Quick little fingers...messy little fingers, too.

Some memorable quotes also occurred during 1st grade... such as, with one of the boys,
Me: Oh, what are you making? It kind of looks like Olaf!
Student: What?
Me: Olaf, from Frozen. Have you seen Frozen?
Student: [Intense staring. Silence. Heavy sigh.] That is NOT what I am working on.
Me: Oh... *
*Note to self NEVER assume you know what the student is drawing/sculpting/painting/writing. NEVER EVER. The minute you question them some of them go on the defensive and assume you doubt their ability. NOTED.

Same student.. after the not-Olaf incident,
Me: Okay, so what are you making?
Student: It's a BULLDOZER. SEE?!
Me: COOL. SO what else can you make?
Student: I'm going to make a party hat. [Proceeds to make a turd-like shape out of clay and puts it on his head] I'm going to a party!

Ooookay

Another moment, one of the girls this time..
Me: Looks like you are running out of space on your plate.
Student: Yeah it's really purple.
Me: Well maybe you could mix some paint on your newspaper?
Student: [Silence.] I. Don't do that.
Me: Neeevermind

SERIOUSLY these kids are like little firecrackers haha They have a response for EVERYTHING! That class period was pretty amusing and the kids all wanted to talk to me and tell me their birthdays.
Apparently that's a thing. OH and they sang Frozen. A lot.

The elementary students and kindergarteners were cranking out clay pieces the week before. Clay fish, pinch pots, easter eggs, and other shapes were all over the tables.

I liked the fish

NEED TO DO THIS. It's a coil cut into sections and shaped as you go.
You use a cardboard tube to keep the arch of the horse intact while firing. AND IT'S A PONY.

The last class of the day was a combination: 3rd grade and Study Hall/ Work time for students.

There were a LOT of people in the classroom. The seniors came in to work on the slideshow. The two advanced students came back to work on their assemblage portraits. And then there were the 3rd graders - ready to do whatever we had planned. Lucky for me, Mr. S said I could teach the lesson! We   were going to make braided bracelets using looms. Mr. S went over the lesson with me during the lunch hour and I felt pretty confident in my abilities.

Step 1: Create template for loom: A small square with a circle in the middle.

Step 2: Draw lines from the corners into the center as well as from the halfway points into the center. DO NOT CONNECT/CONVERGE LINES. Draw triangles at the end of the lines to make cutting easier (zoom in for clarification)

Step 3: Draw dot in the center of circle where lines would meet. Cut in center of dot to make a hole through the middle.

Step 4: Cut notches (lines) and triangles, which will create pizza pieces.. or pie pieces.

Step 5: (and the funniest part) measure 7 equal-length pieces of yarn. Our method of measurement was nose-to-thumb. The students had to hold one end of the yarn on the tip of their nose, stretch out an arm, and have the yarn follow that arm to their thumb. Then they had to cut it. It was like watching a bunch of sobriety tests haha

Step 6: tie all strings into a knot at the top. I was surprised at how many students didn't know how to tie a basic knot.. aka I tied a lot of knots yesterday!

Step 7: Lay strings across hole in middle and using a dowel or pencil tip push the strings down through the hole until only the knot is showing

Step 8: Flip loom and insert one string into one notch each. You should have an extra notch left over!

Step 9: going COUNTERCLOCKWISE, count to three. The string you end on is the string you will insert into the open notch.

Step 10: TURN loom and repeat step nine. 

Step 11: make sure to periodically pull DOWN on knots to tighten and straighten the braid. The braid will appear beneath the top of the loom.

Step 12: Continue steps 9 - 11 until length desired is reached.

My loom - in progress!
I need to do another shot of the finished product.

I was excited to teach the lesson but the kids were hopping ALL OVER the place and we only got to step 8. Mr. S was walking around helping students get closer to the end steps but we ran out of time. The looms will have to wait another day. I will be using this activity at camp with my little scampers! It was just time consuming enough to not be frustrating haha

At the end of the day I thanked Mr. S and went back to the farm.. where more work awaited!
My uncle and I finished off a bunch of rugs on the large loom in the barn and we were able to pull them off the loom as well.

Weaaaving!

Removing the tension to take the rugs off the bar..

cutting the rugs! Nervewracking because so much weft goes.. wonky.
You have to kind of pray it doesn't all come undone.

LOOK at all those rugs! So many colors :)

A panoramic shot of just how much we have woven in the past few weeks.
Craaaazy.. complete with cat friend. Her little cat feet made quite a mess of the rugs.

 That's it for now - I have another loom to take care of and set up and then I need to watch the BLACKHAWKS (Woo!) and then I need to sleep. Today I went to another school in the area and I will write about that tomorrow :) 

Until then!

--Ms. Kanak