Q is for Quantity or is it Quality?

I have written about encouraging my students to play with the same ingredients to create many images. This is actually a variation on a creative thinking technique - brainstorming - generating MANY ideas - some which will be good, and others which we may discard and move on. All of which are worthy of consideration.

In my classes, I believe that I am teaching more than art lessons - more than techniques and fun projects. I am teaching creative thinking and problem solving skills. And I am teaching kids to learn to trust their ability to find  solutions.

I believe that creativity is as much about attitude and confidence in yourself as it is about talent. I want my students to learn that when we make art, we are not looking for one right answer, or one image that is the same as everyone else's. I want them to be able to look around them and see many solutions to the fun challenges I present - and understand that art (that any creative work) is highly personal. We are all different - why should our art all look the same? And, to be comfortable with the knowledge that it takes practice to learn, to improve and to discover your own strengths and particular interests.

Working in a group - drawing or painting and producing things that everyone can see is a risk. Yet in every class we share what we have created, evaluate what has worked, what could improve, and praise what we like. I want my kids to feel proud of themselves for  being brave enough to jump in and use the ideas they find in their own imagination. And to appreciate effort and originality in others.

To help them feel safe and confident and relaxed, I remind them that it is good  to generate MANY ideas; to test many solutions, to experiment with techniques or materials in different ways, to produce different results, and most of all, to accept that sometimes the results are not what you hoped.

I believe and I teach that mistakes are teachers too. We learn what we might do better. We discover that even work we do not like can include one square inch that is just right. And, sometimes, we put the trash bin to use. (Or, we recycle unsuccessful work into something new.) And we recognize that by doing things many times, by practicing and building skills, the quality of our work and our ideas improves.

The image on this page is from my vast series of sea and sky pics. Taking large quantities of photos absolutely results in several of good quality. Also, the wide open sky and sea speak to me of endless possibilities, and I like it.

O is for Open-ended

o·pen-end·ed

(ō′pən-ĕn′dĭd)

adj.

1. Not restrained by definite limits, restrictions, or structure.

2. Allowing for or adaptable to change.

3. Allowing for a spontaneous, unstructured response: an open-ended question.

This month in my painting and drawing classes, my lessons prompts and rules are open-ended. In other words, I set some rules but leave the choice of subject or pattern or color to my students. They tell me often how much they love this freedom. An open-ended assignment means there are no wrong answers, no one way to work, and many options for expressing ideas. 

Open-ended assignments are a little daunting at first, and then an idea will hit. "Can I do this?" "I don't know ... are you able to do this?" 

They are a way to generate many ideas and explore design elements. This assignment was to create four images, on one page. Each had to follow the same "recipe": 

    3 Triangles, any size

    5 squiggly lines (squiggly to be interpreted by the artist)

    7 circles

    COLORS; red yellow and blue. White for blending if desired and sharpie for outlines.

The results that come from these instructions are strikingly unique. It is so much fun, at the end of class, to look at all the ideas that have come to life on our papers. We are going to do this again next week - but in a new medium and with a new instruction added for a fun twist.

Open-ended assignments are definitely an opportunity for my students, and for me, to discover what we want to create, to stretch our imaginations and learn new techniques - all at the same time. 

The art of this page includes mine (at the top) - I did a full page in prep for the class and then "doubled the recipe" on one to see what would appear. Then I colored it.  Notice how the sky treatment reflects the one in my H is for Hippie post.

 I loved that the kids had the time to complete their full pages. I think they are beautiful. And, they truly demonstrate the idea that Creativity is Intelligence at Play.

Z is for Zentangle

As I mentioned yesterday, I was at a loss for a Z idea. Zugzwang anyone? Zebra? Zebra put me in mind of lines. Thinking about lines, I remembered that I when I posted a line drawing earlier in the alphabet, someone commented that it looked like Zentangles. I never heard of them, so I looked them up.

As stated on the website, "Zentangle is an easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns." Its like the official version of what I like to do ... something that combines design, doodling and finding shapes and worlds within shapes. Only who knew?

Immediately I watched a YouTube video, and understood that there are thousands of patterns and methods - all at a tap of my keyboard. They are incredibly beautiful - like fonts - each expressing a style or feeling. And, like fonts, combined to make words and convey ideas. COOOOOOOLLLLL.

So I have been looking and reading and admiring all day. I drew several patterns into my sketchbook. Looking for a clean page, it opened to a drawing I had begun last year - combining mandala and pattern of lines. I had colored different sections with soft pastel. I saw those empty shapes and I thought, Zentangle sampler. While looking through patterns on line, I tried them out on the spaces in the drawing. I drew with fine point colored markers that coordinated with the undercolor.

I feel as if I stumbled onto exactly the concept that my ideas have been waiting for. I am already well into another drawing and can't wait to see where this discovery of beautiful pattern ideas will take me.

Today's creative leap is the reason I do this challenge. By combining the inspiration and input from other participants, the push of daily practice, and constant attention to the art I will make next, I occasionally come to a place where I feel a have taken a leap. Today was like that.

X is for Experimentation

This painting started was in class last week - it began as an abstracted sunset on the ocean seen from within a room. The painting is warm. There was a table and a bowl of fruit in the room.

I love the colors, and I have been thinking about how to further abstract the abstract all week.

This afternoon I decided to sketch out my ideas in Photoshop. I played with the composition, with the colors and with shapes. Then applied different filters for different effects, This is my favorite  among at least seven variations, all of which are interesting perspectives of the simple shapes that make up this image.

Happy Thanksgiving - I am thankful for the opportunity to experiment with ideas and tools today, to be creative today and every day, and to be able to share what I create with you.

K is for Klee

"Paul Klee’s personal style spanned an astounding range, blending primitive art, Surrealism, Cubism, and children's art. Extremely inventive, Klee created imaginative works filled with wit and references to dreams, music, and poetry ..."

From the synchronicity department this morning, just as I was getting ready to post about one of my favorite artists, Paul Klee, the website Art.com decided to do the same. The quote about Klee is from the site, which includes this link to a full gallery of his images. 

It was because I just love looking at his work, that I had a major inspiration this summer, one that has been 'coloring' all of my art since. It all started as a search for ideas for projects to inspire my young students. Klee, with his simple forms and vibrant colors, and especially his scribble drawings is a natural way to help kids see the many ways that they can create art and beauty. So, I went to the gallery for a virtual stroll and happened upon this delightful image. My first thought

L'arrivée Du Marié, 1933 by Paul Klee

was that even a child could draw this. Then I noticed the name of the piece - which translated means The Groom Arrives. 

This is one more moment when the advice from my teacher about naming an image comes in handy - as soon as a read the name, I saw, not a bright colored scribble drawing, but an Eastern European groom from a past century (what my grandfather might have work to his wedding) -  hat, boots, pantaloons. A question floated up. "What would the bride wear?" 

The answer practically flowed from my pen as I scribbled the lady above. Not only do I love her - (she hardly feels like my own creation - just a gift from the art heavens) - but she is amazingly like the drawings I obsessively created as a young girl - girls in dresses. This drawing is sharpie marker and oil pastel on heavy textured paper.

I taught several wonderful Klee related lessons to my students this summer - with amazing results - but in this instance, it was the teacher who gained the most from this lesson. As you can see from some of my recent posts, the abstract art I am almost compelled to create has a lot of roots in Klee's work. My sketchbook overflows with scribble drawings just waiting to be painted.

So, who inspired you? In what way? Please share.

See You in the Funny Pages: Summer Idea for Cartooning Kids

The school year is coming to an end, and so are our weekly art classes. Parents are asking for ideas to keep kids creating and growing their art skills over the summer. There are lots of classes and camps (including some of my own) available. However a week long class is not enough for some kids - you know the ones - the kids who wants to draw all the time. These are the kids who would rather hold a crayon than a ball, rather draw than read (or sleep).

When I see kids like this, kids bubbling with creative energy, I try to give them ideas for things to do to build their skills. This term I have been inspired by the joy, energy and creativity my students are bringing to cartooning, so to keep these kids involved and growing artistically over the summer, I will share an idea I learned from one of own art teachers.

This man, whose ability to draw figures is simply awesome, surprised all the students in the studio by announcing that he learned to draw by copying comic books! It surely worked for him, and it is working for me, as I now find myself copying comic pages to understand what the artist is doing. I am often surprised at how easy it is, once I understand the basic shapes and style.

So, parents, to encourage creative cartooning, provide your kids with drawing inspiration, and build thinking skills at the same time, give your kids the Sunday comics, or a favorite comic book, some paper, pencils, sharpies, color pens and crayons, and invite them to learn how to draw a favorite comics character. Look at the comics together. Which do you like? Which looks too hard to draw? Which looks easy?

Once you have chosen a character or strip to try, talk to your kids about what they see. Ask about the shapes, (what shape is Charlie Brown's head?) How does the artist ensure that we always recognize Charlie Brown? This video is a great way to help kids understand how to show a character from different angles. Are some things always the same? What changes?

How does the artist show emotions? We've talked about this a lot in our classes this term, so your kids will have ideas on the subject. Encourage them to tell you how we know that characters are happy, sad, scared, etc. (Hint: check the eyebrows for clues.)

Of course a key element of a cartoon is the scene. What do we see in the backgrounds to let us know where this is taking place? How does the artist show motion? How does motion combine with background elements to help tell the story?

In my classes I am always delighted to see kids adding their own touches to the drawings we do, and cracking up as they work. They know what they think is funny, and are completely able to express their humor by adding words and/or pictures. Of course the laughter of their table-mates is a definite clue that they are on the right track.

So, one more thing - whether your kids are drawing cartoons of their own, or analyzing the work in the comics pages, ask WHAT MAKES THIS FUNNY? Their answers may surprise (and amuse) you.

Parents, please share your kids work. You can post them directly to this blog, or contact me for information on how to get show their work on this blog.

Classroom Culture and Creativity: What do you think?

When I work with kids, whether as a teacher of art, drawing or creative writing, (or in former days as a parent), I can always expect lots of questions. In my experience, the questions I hear most often do not relate to the content of the lessons or conversations - they are the "can I" questions. Can I color this red? Can I add a pattern? Can I write about my cat? Can I make this ... bigger, smaller, longer ... ? You get the idea.

In my classrooms, I strive to create a culture where kids feel free to experiment and make mistakes, after all, I am teaching art and creative expression. However, I am often brought up short by how timid and worried even my most creatively talented kids can be, to just do something they have not been specifically told to do. I can't even count the number of times I have invited kids to try out their ideas, to take a risk, to make a mess, and to use the garbage can (someone invented that too.) I regularly point out how every mistake can be a learning experience, and share stories of my own struggles and mistakes.

An interesting blog post I read this morning, What's school got to do with it?put this into a slightly new perspective for me. The blogger, Anne Marie Lei, asks the question How do the patterns we learned in the classroom as kids keep showing up in our adult lives at work---in our meetings, team projects, and relationships with managers and colleagues?

For me, the question is not (yet) about future work, but about day to day experience in school. Her post made me wonder how the patterns we learn in classrooms and at home as kids show up in the way we think and learn at school (or in art classes.)

How does the culture of the family and school, and the style of individual teaching impact a child's ability to think and work creatively? What style of teaching and parenting is most likely to result in creative thinkers, and kids best able to function in a world that demands flexibility and constantly changing skills?

This is an open-ended question (as I believe most should be) - what do you think? How does the culture of the classroom impact the way our kids learn and interact? What kinds of teachers are most likely to encourage creative thinkers? Does it matter in the long run? Please share your thoughts and ideas.

Thinking about Thinking: Core Thinking Skills

Thinking skills are relatively discrete cognitive operations that can be considered the “building blocks” of thinking.
ASCD’s Dimensions of Thinking, Core Thinking Skills Categorized by Intended Outcome for the Learner

Question of the Day: How can we help today’s kids be successful in our increasingly complex world?

Answer: Teach them to think.

The skills that kids today need to succeed and survive are very different from the ones that served their parents. If they are to succeed in school, find meaningful work (and perhaps multiple jobs), and meet the challenges of life in the 21st century, today’s kids need more than just the ability to answer test questions. They need to be able to focus their attention on what is important in a situation, know where to find information, remember what they’ve learned, organize their learning, analyze information, generate new ideas and solutions, put thoughts and information together in new and different ways, and evaluate their ideas and information to be sure they work. In other words, kids today need to ease and familiarity with core thinking skills. I hope you will print the list of these skills (below) and keep them in mind as you plan lessons, and interact with kids.

TIP: A key strategy that teachers, mentors and parents can use to encourage the development of core thinking skills is asking open-ended questions instead of providing answers. Questioning kids encourages thinking, expression, research and interaction. Of course finding the right questions to ask can be a skill in itself. This downloadable page of Thinking Skills/Reasoning Process to Incorporate into a Lesson, is filled with good examples to get you started.  For more ideas, visit Inspiring Ideas: Asking Open-ended Questions

Core Thinking Skills:

• Have a sound basis in the research and theoretical literature
• Are important for students (and teachers and parents) to be able to do
• Can be taught and reinforced at school (and after school and at home)

Focusing skills - directing attention to selected information (What’s really important here? What do I want to know?)

• Defining problems - clarifying problem situations
• Setting goals - establishing direction and purpose

Information gathering skills - acquiring relevant data (How and where can I find information?)

• Observing - obtaining information through one or more senses
• Questioning - seeking new information by formulating questions

Remembering skills - arranging information so that it can be used more effectively (How can I keep what I learn so that I can use it again?)

• Encoding - storing information in long-term memory
• Recalling - retrieving information from long-term memory

Organizing skills - arranging information so that it can be used more effectively (Where does this belong? Does this fit?)

• Comparing - noting similarities and differences between two or more entitities
• Classifying - placing entities in groups by common attributes
• Ordering - sequencing entities according to given criteria

Analyzing skills - clarifying existing information by identifying and distinguishing among components, attributes, and so on (Is this really a dinosaur bone, or just a toy?)

• Identifying attributes and components - determining characteristics or parts of something.
• Identifying relationships and patterns - recognizing the way elements are related.

Generating skills - using prior knowledge to add new information (Have I seen something like this before? When the clouds get like this, does it means it is going to rain?)

• Inferring - reasoning beyond available information to fill in gaps.
• Predicting - anticipating or forecasting future events.
• Elaborating - using prior knowledge to add meaning to new information and link it to existing structures.
• Representing - adding new meaning by changing the form of information.

Integrating skills - connecting and combining information (If this is true and this is too, then, this must be true too, right?)

• Summarizing - abstracting information efficiently and parsimoniously.
• Restructuring - changing existing knowledge structures to incorporate new information.

Evaluating skills - assessing the reasonableness and quality of ideas (Will this work? Why or why not?)

• Establishing criteria - setting standards for making judgments.
• Verifying - confirming the accuracy of claims.
• Identifying errors - recognizing logical fallacies.

I will be posting practical ideas for putting many of these ideas to use in YOUR classroom, so please visit often. In the meantime, TELL US PLEASE: How do you integrate thinking into the content you teach? What kinds of questions do you ask? What are some of the results of encouraging kids to find their own answers?

Adapted from: Dimensions of Thinking, Alexandria VA: ASCD. R. Marzano, C. Hughes, BF Jones, B. Pressiesen, S. Ranking, C. Suhor, (1987)

Stimulate Creative Thinking

Sherlock Holmes was one ... he was a great a detective (and a fictional character), but first and foremost, he was an ASTUTE OBSERVER. He was smart, and he knew a lot about many subjects, but his remarkable knack for solving crimes arose from his ability to use his senses. When he arrived at a crime scene, he sniffed the air, he touched surfaces, he listened for creaks and sounds, he tasted the dust on the table, and he observed - everything, every detail.

If we want our kids to grow their awareness of the world around them, and, as a result, increase their abiltiy to think creatively, we need to encourage them to use their senses. There are many ways to teach kids to SEE, HEAR, TOUCH, TASTE and SMELL, but the following ideas for brainstorms are fun, and encourage them not only to pay attention to the world around them, but to put words to images, and images to words.

To get started:

Present one of the following brainstorm challenges and ask kids to start a list of things they notice that fit the challenge. Have them keep the list open and available so that they can continue to add ideas and observations as they discover them. Remind them that in this activity, as in all brainstorms. creative, original, unusual, different, strange, imaginative, even silly responses are all welcome.

THE CHALLENGE

Brainstorm a list of as many things that you notice or think of that are:

• As round and as red as a red dot (there are so many answers to this one, answers will wake you from your dreams)
• Taller than a telephone pole
• Louder than a cricket
• Smell like a holiday
• Smooth
• Upside down
• Shiny
• Used only in water
• Sour
• Made with carrots

Open-Ended Questions Enhance a Creative Climate

It does not take special kits, programs or materials to inspire kids to think creatively. With the right approach, creativity and creative thinking can be integrated into every aspect of the classroom and the family.

When we let kids know that we value creativity, we tell them, by our words and actions, that we value their experiences, their knowledge, and their view of the world. We make it clear that most problems have more than one solution, that there are many ways to look at any situation, and that finding a solution can be exciting, pleasurable, and an opportunity to discover and learn. And, that every kid has great ideas.

 Whether in the classroom, after-school program, or around the dinner table, an atmosphere open to creative thinking is a great way to encourage kids to feel comfortable. A “creative climate” – one in which everyone is welcome to express their ideas, and all ideas are valued, encourages kids to explore ideas, share passions, and discover new interests. It opens the door to opportunities to work together, to interact with the broader community, and connect several areas of learning and interests. Most of all, it is a powerful way to help kids find meaning in their learning, and value in their own abilities.

 So, what does it take to establish a creative climate?

In my opinion, it’s not that difficult. In my years of teaching, research and writing about creativity one idea stands out above all others – the most effective way to encourage creative thinking is to model the characteristics you are hoping to see - openness to lots of ideas, respect for all views and opinions, willingness to listen, careful observation with all your senses, curiosity, a sense of play, and most important– a willingness to make mistakes and try again.

In other words, in a creative climate, attitude is everything. But, strategies help too.

Asking open-ended questions (ones that cannot be answered with yes, no, I dunno or grunt) is an easy strategy to make part of everyday conversations and activities; they are effective, they definitely stimulate thinking, they offer opportunities for you to discover what and how your kids think, and they are FUN.

Here’s how: Ask open ended questions, such as

• How might we do that? 
• What do you think? 
• What would you do?
• How do you think this story will end?
• How else could we do this?
• Where might you find out what you want to know?

From an educational perspective, open-ended questions allow teachers and parents to:

• Take kids from the role of  receivers of information to the producers of information.
• Facilitate learning by asking questions that direct learning instead of providing answers.
• Build flexible thinking by helping kids see things in new ways and from different perspectives.
• Integrate concepts for making connections between ideas, concepts and/or objects.
•  Encourage autonomy as kids become better able to use resources and find their own answers.
• Improve communications skills as kids express and share their ideas and information.

How might YOU make creative thinking part of YOUR climate?

How do you spot a Creative Thinker?

A graduate student researching the characteristics of gifted students asked this question to kids in a TAG (talented and gifted) classroom.

Answers included: “Use a green felt pen.” “Expose them to measles.” “A pair of binoculars might work.” “Stand next to one on the parallel bars.”

In this classroom, where kids were encouraged and taught to think creatively, funny and unusual responses just kept on coming. The graduate student wrote in her notebook, “The ability to think creatively and generate original ideas is a characteristic of gifted kids."

In these times of budget deficits and program cutting, parents and teachers of gifted kids are finding it more and more difficult to find the time and the resources to meet the needs of kids on the upper end of the special needs spectrum.

But, even in the good old days, when TAG programs thrived, and kids identified as gifted had special classes and services provided, the idea that every kid is gifted, that all kids can and should be encouraged to think creatively, was, in my opinion, never a mainstream concept.

The prevailing attitude seemed to be that creative thinking is something only the kids identified as gifted need to learn. I disagree.

Today, classrooms are increasingly diverse, filled with kids at all kinds of risk, kids who don’t speak English as a primary language, kids who move too often to give us the time to get to know them, kids who perform poorly on tests, kids who try to hide their talents in order to fit in better, the list goes on and on. Even the kids we identify as gifted may only have special gifts in some areas, and be quite average in others.

To be sure that each kid has the best opportunity to succeed in life, I believe that we need to encourage and teach ALL kids to think creatively, and to help them understand the value of great ideas, and the ability to identify and solve problems. What better way to build self-esteem, and give value to unique abilities and points of view?
With this in mind, this blog will be a place for me (and for you) to share ideas and inspirations for simple (and not so simple) things that teachers, mentors and parents, can do to provide every kid, whether identified gifted, a talented artist, a math whiz, a shy guy, a newcomer, or a regular kid, with the tools they need to be able to think creatively, see the world in new ways, believe in their own abilities, solve problems, and maybe, make a difference in the world.

So, how do you spot a creative kid? Just keep your eyes open.

What is Creativity?

Creativity is the ability to transcend traditional rules, patterns, beliefs, relationships, and ways of doing things. Creative thinking can result in meaningful new ideas, a variety of approaches to problems, new ways to get things done, and an open minded approach to life’s challenges and pleasures.

For many of us, creativity is usually associated with the arts and design; it is of course an essential element in scientific thinking, engineering, and cooking, but creativity is also an incredibly useful tool in the mundane areas of our lives – solving practical, everyday problems …

Here’s an example:

On a hot summer afternoon long ago, before cell phones and regular paychecks, a young man was driving along a deserted road when a sudden THUD and loud grating sound made it clear that something, not so good, had happened to his aged car. A quick examination determined that the gas tank has escaped its rusting brackets, and fallen to the ground.

For some people (me) this would be a crisis, cause for panic. For this guy, it was merely a problem to be solved. He found a bag of old ties meant for Goodwill in the trunk of the car, and a stack of wire hangers meant for the dry cleaners. He knew that ties, especially silk, are very strong, and he’d learned to tie knots in a sailing class. He combined the flexible hangers and the ties into a sling, tied the gas tank in place, and drove off to the nearest gas station.

Good thinking! His clever solution demonstrated the characteristics of all creative problem solvers. He :

• Identified and stated the problem – the gas tank fell down.
• Analyzed the different elements of the problem – the gas tank is heavy, tow trucks are expensive, driving like this can create dangerous sparks.
• Developed several alternative solutions – call for help, slide something under the tank, lift it, etc.
• Selected and/or created an appropriate method for solving the problem - knot the ties, shape the hangers.
• Implemented the solution – just do it.
• And, evaluated the outcome of his actions – this time it worked.

So, what can each of us do to help our kids become creative thinkers and problem solvers?

In my opinion, it’s really not that hard. In my years of teaching, research and writing about creativity one idea stands out above all others – the most effective way to encourage creative thinking is to model the characteristics you are hoping to see - openness to lots of ideas, a willingness to listen, observing with all your senses, curiosity, a sense of play, and most important of all – a willingness to fail – to get things wrong and to try a different way. I believe that trash cans are essential tools when teaching creativity.

In other words, when encouraging creative thinking, attitude is everything. But, strategies help too ...

Please keep reading this blog for strategies, activities, resources, ideas all with one thing in mind, inspiring ideas.

Creative Thinking Strategy: BRAINSTORMING

"To have a great idea, have a lot of them."

                                                - Thomas Edison

In our increasingly complex world, our kids need to know more than how to access facts and restate information. They need to be able to make choices and decisions, identify and solve problems, and find answers in different ways. They need to be able to THINK - clearly, creatively, flexibly, and in their own way. Simply put, they need to know how to brainstorm.

The dictionary defines brainstorming as:

• A method of shared problem solving in which all members of a group spontaneously contribute ideas.

• A process undertaken by a person to solve a problem by rapidly generating a variety of possible solutions.

Brainstorming is fun, flexible, relevant to any and all content areas and situations. It fosters the production of a quantity of responses, a variety of options, and the ability to see things from many angles. When done in an open and idea friendly atmosphere (see Rules below), it provides opportunities for kids (and adults) to:

• Think divergently
• Look at problems and situations in many ways
• See a multitude of possible solutions
• Think creatively
• Think critically

TRY THIS: Techniques to Stimulate Brainstorms

 RULES: There are only 3 rules for effective brainstorming:
1. NO WRONG ANSWERS - so all ideas are welcome.

2. The more ideas the better
3. Your good idea may be the jumping off point for mine (this is called piggy-backing).

The following EYE OPENING questions are intended to stimulate the production of lots of ideas - in your classroom, after-school program, or around your dinner table. Choose one or many, and, please, share your results in the comment box at the bottom of this post.

 NAME AS MANY

Ask everyone in the classroom or small group to:

• Name as many EYES as you can think of (responses might include eye glasses, island, eye witness, eye of the storm, eye see you, ICU)

• Name as many tools to SEE WITH as you can (responses might include binoculars, glasses, camera, contact lenses, crystal ball)

• Name MATERIALS THAT CAN BE USED TO SYMBOLIZE EYES IN ARTWORK (peas, pin pong balls, marbles, buttons, bottle caps)

METAPHORS

• How is an eye like a zipper?

• How is an eye like a clock?

• How is an eye like a book?

• How is an eye like an ear of corn?

 IN WHAT WAYS:

• In what ways do artists draw eyes? To make the most of this question, collect examples from as many places and styles as you can. Arrange them. Ask kids - do you notice any patterns, any similarities. Any differences? How are eyes drawn by Picasso like, and unlike eyes drawn by Da Vinci?

• In what ways are the eyes of a cow like the eyes of a mouse? In what ways are they different?

• In what ways can an eye be used as a symbol?

• In what ways has the word EYE been used in book titles and song lyrics?

• In what ways would things change is vision was not one of our senses?

WHAT IF

• What if we had one eye instead of two?

• What is we had many eyes. (The legendary Argus had a head encircled by 100 eyes.)