P is for playing, peppers and Photoshop

Today is Art Everyday Month, day 16!

I have had a busy day. I taught 18 kids in my Young Rembrandts class this afternoon and spent the morning prepping. 

There was grocery shopping, dog walking and dinner prep in the mix too. By the time I am getting around to making my everyday art, I am out of ideas, and out of energy.

But, I am determined to do something everyday, so I opened Picasa and started scrolling through my pix seeking inspiration. Last summer I had a huge harvest of wild looking peppers - I took many pictures of them, and even drew some. One of my favorite photos swam into my vision. OK - P is for peppers.

The pepper in the photos are bright bright red and green and shiny  - somehow the colors are not grabbing me tonight - but the wild curvy shapes are interesting. So, I opened the image in Photoshop and just started to play - there is lovely music playing in the background, and frankly, trying filters and effects on photos with Photoshop is my idea of relaxation. I think the results are relaxing too - and so different from the original image. They have gone from garden reality to undersea abstraction with just the clicks of a mouse.

Once again this brings me to the value of this challenge - I am amazing myself with the variety of approaches I have at my fingertips. I feel like I am stretching and building my art muscles each day. Today's image suggests an idea for a painting .... so, who knows what tomorrow will bring.

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.

Humor and Fun: Essential Elements of Creative Thinking

“Laughter is the shortest distance between two people.” Unknown

“Play is the highest level of child development. It is the spontaneous expression of thought and feeling … the purest creation of the child’s mind …” Friedrich Froebel

Young Rembrandts has been posting tips on their Facebook page to encourage creativity in kids lately. This week they suggest that we “encourage ingenious humor.” This is a fine fit with the theme of the work we have been doing in class this term – cartooning.

WHY: Research on humor and play in everything from National Geographic study of animals in the wild, to studies of highly gifted and successful adults in business point to the same idea – laughter, combined with learning, promotes creativity, complex thinking, positive social interaction and increased self-esteem. Laughter in the classroom (or family room) has a way of diverting attention from difficulties, reducing stress and promoting well-being. Laughter relaxes kids and helps them feel at ease. A classroom or home environment that encourages humor and inspires kids to view and show the world through their unique perspectives is a place that stimulates creative expression.

So, cartooning is not only an opportunity to learn new drawing skills, but also a way to encourage kids to think about story structure (characters, place, situation), and to consider the possibilities … what might happen in the next drawing? Most of all, drawing cartoons encourages an essential element of creative thinking … humor (and its sidekick, fun). As an added benefit, cartooning also provides a way for kids to strengthen relationships and self-confidence through play and laughter.

Howard Gardner, author of Frames of Mind, The Theory of Multiple Intelligences, would define kids who love to draw as Visual/Spatial learners. They are responsive to the visual/spatial world and are often able to recreate it. (One look at their drawings makes it clear who these kids are.) This type of learner enjoys making art and loves to have access to art materials (paint, pens, markers, clay, scissors, paper in many colors, glue sticks, etc.) This kid may also be a map maker. So, if you have a visual/spatial child, encourage her to draw what she sees, and, create maps of the places she has been.

Of course, many of the kids I work with show multiple abilities, including Verbal/Linguistic intelligence (kids who like to play with words and language. Jokes really appeal to these kids, even when told without words.) I also see lots of kids with Intrapersonal and Interpersonal intelligences, characterized by the ability to understand emotions and what makes people “tick”). That is why they “get” what is going on in the cartoons with just a glance.

It is because of the diverse abilities I see in my classes that I am so delighted to be teaching cartooning. Creating a series of drawings is, as Elizabeth (age 9) point out, “making picture books with only pictures.” So, when we draw cartoons, we not only create characters and establish a setting, but we learn to show motion, emotion, and story arc - all without writing a word (unless you are like AJ who adds thought bubbles to every scene.) Best of all - we laugh. One of my favorite parts of every class is posting the pictures we are going to draw and asking, “What’s going on?” I love that even my shyest kids giggle at the pictures. I also love listening to them talk about what’s happening, and watching them enhance their drawings with their own ideas and jokes, most of all I love how they share their ideas, and make the other kids (and me) laugh. Simply put, cartooning is fun.

Personal Creativity Comes from Considering How to Stimulate Creative Kids

I am getting ready to teach a Young Artist's Studio over Spring Break. I want to have really fun and interesting projects to offer my students, and I want them to be grounded in the work of famous artists.

One of the things I am always struck by in my Young Rembrandt's classes, is how much young kids love to look at fine art books. Even tiny kids ooh and ahh over Monet and Salvador Dali. So, with this in mind, I've been scouring the library for art books written for young readers. I've noticed that Paul Klee, with his vibrant colors, simple shapes and imaginative images is a very popular subject for these book. I've now spent several hours looking at his work, seeking ideas for the art classroom.

My study has resulted in what I hope will be a totally lively and engaging curriculum, and it has also resulted in a spate of creative production for me. One of Klee's pictures that absolutely grabbed my attention is called, The Groom's Arrival. It is essentially a doodle of overlapping lines loaded with color - that creates the image of a man in a hat - a groom. I knew I had an idea for a lesson - but then, a question popped to mind ... What Would the Bride Wear?

This picture is my answer. WHAT FUN! She seemed to just pour out of my pen. She is colored in oil pastel (a nice medium for kids) on heavyweight drawing paper.

BLOG RECOMMENDATION One outstanding source of inspiration I have found is a blog called Art Projects for Kids . The creativity and sheer artisticness of the projects offered and described are wonderful.

For more info or to Register for my upcoming class:

REGISTER NOW for Spring Break Young Artists' Studio

Art and Culture: A Natural Connection to Build Understanding

What better way to encourage kids to learn about and appreciate the values, skills and practices of another culture than to look at the art produced by its people?

Art has always played an important role in shaping and recording cultural history and lifestyles. Art also plays an important role in making kids happy and comfortable in school. I know that for lots of kids, the opportunity to create art can help engage him or her in school, and open a door to learning across disciplines.

Recent visits to some schools in Portland make it clear that art is happening in the schools, but for some kids (kids like I used to be) there is never enough art in a day.

Here are some ideas for strategies that teachers, instructors and mentors (especially in after school programs) can use to stimulate interest in other cultures, while also providing opportunities for students to see and experience many forms of art.

Bring samples of art into your space. Bring objects, slides, photos, posters, fabrics. You get the idea. For example, a unit on African art might include masks, wood carvings, beadwork, jewelry, fabrics and more. Any of these can become a starting point to open a conversation about both the art, and its uses in its culture.

Talk about what you see, ask:
- What are these things used for?
- What materials are they made of? Where do these materials come from? Can these materials be found in a store?
- Are they part of every day life or are they meant to be displayed in a museum or a temple?

Teachers may want to pose some questions as research. Invite kids to visit the library, explore books and art sites on the internet, and talk to family and community members to find out what they know about African art. Then, encourage them to share what they’ve learned - in words, or by creating a piece of art.

Mentors (and of course, teachers too) may want to take advantage of parents or other community members to take part in the conversation, and share some of their favorite art as well.

In the course of a conversation about African art, kids may learn that in most African cultures art is used to express religious beliefs, to teach behavior, to communicate history and to proclaim an individual’s status in the community. What about art in other cultures?

RESOURCES
There are so many wonderful resources to help you bring Art and Culture into your classroom or program; you may find your biggest challenge deciding where to begin. Here are two really good ones:

Global & Multicultural Resource Center The centerpiece of the World Affairs Council’s statewide K-12 program is the Global & Multicultural Resource Center. Housed at Portland State University, the Center enhances international and multicultural education in both schools and the community. Our resources and programs are available to teachers, students, parents and organizations in both Oregon and SW Washington.

Be sure to check out the Culture Boxes provided by this program http://www.worldoregon.org/more/education/resources.php
“Our Culture Boxes on over 90 countries are brimming with maps, lessons, and hands-on treasures from musical instruments and traditional clothes to toys, games and easily transportable props.

A typical box or set of boxes contains:
Books, lesson plans, maps, audio/video tapes, posters, CultureGrams, files, newspaper clippings, AND hands on items in the following categories: food, shelter, daily life, arts & crafts, dress, beliefs, toys & games, music & dance, language, and more…”

For more information on our Culture Boxes, Reference Library and programs, please see our website: www.worldoregon.org/more/education/index.phpDonations to the boxes from your travels are more than welcome!

Multicultural Lesson Plans Art based lesson plans written by teachers. These are great recipes for success.

TELL US:What do you do in your classroom or program? Share your ideas for projects and resources on this blog?

Art Every Day: M is for Magic

Day 13

I started painting in pastels one year and one month ago. Before that my artistic life was filled with self-conscious struggle. I had the confidence to use my skills as a graphic designer and craftswoman, and loved the images I created digitally, but painting and drawing was not something I thought I could do.

Then I took a class in pastels. I had worked with them before, and enjoyed the experience. But, this time, something changed. I fell in love, not only with the pastels, but with the process of making art 'by hand.'

The best way I can describe what happened is that every time I started to draw, I felt MAGIC! And I still do. For me now, it is a form of magic to sit down in front of a blank page, and watch (almost like a bystander) as something amazing appears.

Today's piece is cut paper, and was it FUN! The idea comes from a combination of inspirations. The idea for working in paper came from an activity in the lovely book Paint Happy, by Cristina Acosta. It struck my fancy because I have boxes of wonderful collection of colored papers in my stash closet, some from my years as an art student at Pratt Institute (a very long time ago.) Once I had the idea for the medium, I needed an image. I walked around for days trying to decide what would work. Then, among the lesson plans for my Young Rembrandts students, was a tree image that teaches foreground, middle and background. I had it.

My next worry was how to get the shapes just right. After fussing for a while I simply started cutting and pasting (something I, as a former art student, am highly experienced at doing) and the scene took shape. I love the simple shapes and the colors. Most of all, I liked playing with the paper and seeing what appeared. Magic!

Art Everyday: B is for Bowl (of Apples)

Pastels, finally, on red canson mi tiente (paper). I love the way the apple green just jumps off the page.

It is interesting to note the carryover from yesterday's project As a teacher, I am trying to determine what my students are learning from the step by step drawing and coloring projects. I can tell that they love what they are doing, but what are they taking away?

In this instance, by following the steps, I learned some new things about how to color the simple forms in the basket of apples to create roundness, establish shadow and highlights, and blend the colors to look like 'real' apples. I will have plenty of ideas to share with them today.

Art Every Day: The Challenge Begins

Let the challenge begin at A. A is for Apples.

Though I've posted a few images in the last week to give myself a taste of what it will be like to do this, the Art Everyday challenge officially begins today, November 1. The goal is to create and post something everyday this month. I am already feeling the pressure to find subjects to paint, and more to the point, paint something I am willing to share. I hope to learn a great deal, and to work even more than that.

Funny, though I mostly work in pastel, most of my recent work has been in other media. There are several reasons for this: First, I do what I am told in class :-), also, I am trying out project ideas for classes I am developing to offer this spring, and, I am currently teaching classes for Young Rembrandts, a program that teaches drawing to young children.

For these classes, I receive a curriculum packet that specifies all the details and every step for each lesson.This week, we draw a basket of apples using colored pencil. It took me several hours of uninterrupted drawing and coloring to even begin to get the richness of color I associate with apples (and art) I am curious to see how my students do with this project. They surprise me every week - so we shall see.

This image is actually my practice for the lesson I will present this week. It was interesting to layout the fruit in a circle, consider the light source, and have fun with the color. One of the advantages to teaching these classes is the opportunity to see how someone else approaches drawing different subjects. Not surprisingly, I learn as I teach.

I plan to keep with this apple theme a little longer and see what appears. See you tomorrow.