N is for Nice and Warm

November weather is nasty more often than not. Its grey, its rainy. What could be more comforting that swirling great globs of sunshine colors across the canvas and basking in the warmth.

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.

Art Every Day: H is for How-to

I am sure it comes as no surprise to others participating in this challenge to learn that creating an image everyday, and living the rest of my life, is not that easy. The hardest part, for me, is figuring out what to draw every day.

Add to this the alphabet organization I've given myself, and, in case things are not complex enough, I am also trying to experiment with different combinations of media to create different effects.

And, after working for detail in the last two florals, I feel the need to try something loose and sketchy.

Though I am rarely short of ideas, I am often woefully short of technique. As a teacher/writer, I seek, and frequently write, resources, how-to's (e.g., how to stimulate creativity) and curricula for educators. With this in mind, I did a search on How-to's for artists. Surprise, surprise, I came to a site already listed on THIS blog!

The idea for this drawing of a favorite garden is based on a lesson plan I found on DickBlick.com Resources for Educators. This is a great resource for ideas and How-to's. This is also the place you can go to buy new and replenish dwindling supplies.

The garden is drawn on matte acetate with color pencils (which worked surprisingly well). There is a sheet of metallic paper behind the image that gives it the light. Its rough, but I would certainly try this approach again. I an going back to this site for more ideas to try - for myself and my students.

I am always looking for great instructions and ideas - for myself and to share. Please post your favorite resources here.

Why Do Students Drop Out of School?

When asked this question, most people assume that kids drop out of school because they can’t handle the coursework. In fact, only about 35% of dropouts quit school because it’s too hard.

Some people think that kids drop out because they hate school – and feel alienated. That may be true for some kids, but the fact is, there is no “typical” dropout.

The reasons kids drop out of school are as complex and varied as their faces and their personal situations.
Here’s a list of some of the reasons kids drop out:

• Family trouble; poverty, violence, drugs, alcohol, too many responsibilities, needing to work and support family members.

• A family that moves a lot, especially in the city, so that the kid is forced to change schools often.

• Teen pregnancy.

• A bad attitude about school.

• The belief (not always inaccurate) that school is meaningless and irrelevant.

• Teachers and others who offer no help or support.

• Poor grades, failing, being held back a grade.

• Lack of involvement or motivation.

• Harsh discipline, suspension, probation for bad behavior.

• A difficult transition to ninth grade. (or fifth or third grade – yes the problem can start that early)

• Parents who are uninvolved, and negative about school

• Poor or no communication with families and support people.

• Absenteeism, consistent lateness and cutting class.

• Negative friendships with gangs or kids who hate school.

• Disregard for special needs, unrecognized talents, unencouraged abilities.

• Feeling like an outsider because of a learning disability or physical or other difference.

• Unacknowledged and sometimes untolerated language and cultural differences. It’s hard to learn in a situation where everyone is expected to share the same beliefs and learn in the same way.

Though this long list still doesn’t address all the potential risk factors, its important to keep in mind that sometimes the most unlikely kids succeed, and equally important, sometimes, the one who seems the most promising drops out.

Why? We think we may know.

Research has shown that no matter the situation, whether boy or girl, struggling student or gifted one, child from poverty or wealth, no matter the reason why they drop out, the reason kids stay in school is simple.

If they are going to stay in school and succeed in life, all kids need the same thing - All kids need strong, supportive relationships.

In fact, research shows that good relationships between kids at-risk and their teachers and/or mentors may significantly increase the chance that the student will not only stay in school, but increase their level of success throughout life.

Seems simple doesn't it? Yet forming strong relationships with kids can be one of the biggest challenges an educator or mentor can face. It takes heart and mind, and some creativity. How do you form strong relationships? What has NOT worked.

In the next post I will provide a surprisingly simple idea that does work, and takes no extra time or preparation.

Strategies to Overcome Barriers to Relationships and Open Doors to Creativity

Look at the kids you work with. Try as they might to fit in, they are individuals. with their own personalities, appearances, opinions and abilities. If all kids (all people) are different, why do we expect them to learn and perform in the same way?

Encouraging kids to show their knowledge and demonstrate their skills or talents in their own ways can help them to build on what they already know, provide them with opportunities to interact with others and open the door to success. In other words, its a great way to engage them in school and learning. The following ideas are drawn from the online course, Making Connections: Strong Relationships Help Keep Kids in School. Click here to learn more about the course.

Ideas mentors and teachers can use to engage kids:
•Challenge them. Ask kids to wrestle with new concepts, explain their reasoning, defend their conclusions, and explore alternative strategies and solutions.

•Encourage active involvement. Involvement in learning includes conducting experiments, participating in debate and role playing, or completing projects.

•Create opportunities for collaborative work. Collaboration includes working in pairs or small groups on activities that require sharing and meaningful interactions. Students are often more receptive to challenging assignments when they can put their heads together rather than work in isolation. Mentors, create opportunities where you can work together to accomplish something significant.

•Tie things to the world outside of school. Topics that are personally interesting and related to their lives make learning more enjoyable for kids.

•Encourage students to express their interests. Use kids' interests to guide the topics and activities you select.

•Provide constructive and regular feedback. Use errors as opportunities to point out better ways of doing things without criticizing kids’ efforts.

•Engage kids as active learners. Active learners don’t just memorize—they think. They ask questions, find resources and use what they learn in new situations.

•Connect teaching and curriculum to real life. Focus your efforts on real life experiences, values, knowledge, and needs of students.

•Be a role model. Kids are watching you, so model good behaviors (like honesty, kindness, creativity, etc.) thinking processes, and procedures.

•Put yourself in their shoes. Try to understand their challenges, experiences and emotions by framing situations from the point-of-view of each individual child. Understanding how each one makes meaning is to take a look into the various factors and characteristics that define their individual perceptions of the world around them.

•Demonstrate a wil
lingness to help. Empathy is a key to building relationships that help keep kids in school.

When building relationships with students, you might be faced with circumstances that are out of your realm of understanding. Remember that you can show empathy by simply listening to their stories. Just listening may help you make meaning of their experiences and provide opportunities to build realtionships by sharing similar experiences you may have had.

Wild Geese Guides: A Literature Resource for Young Readers

I posted a blog about author visits and literacy recently, and, as usual, synchronicity took over. On the same day I posted my piece, children's book author Heather Vogel Frederick, posted the following information about a great resource, Wild Geese Guides, on her blog, Set Sail for Adventure (which, by the way, is another great resource.)

Wild Geese Guides is a blog that features "interviews, discussion guides, book club activities and other reading related content for children's literature." It is a great resource for anyone interested in literacy and literature. This is what Heather had to say about it:
"Attention, teachers, librarians, book club members, parents, and everyone else interested in literature for young readers! My good friend Tracie Vaughn Zimmer has uploaded ALL of her amazing teacher guides onto her new blog, Wild Geese Guides.
Discussion questions, suggested activites, multiple intelligence projects, quiz questions and more abound for over 250 books (including several of mine). This is a fabulous resource — stretching from preschool to high school — and one to bookmark, save, follow, tweet and re-tweet (I’m a twit, but Twitter-less), and share with friends."

Everyday lately I see more blogs offering information and resources for teachers. If you are a teacher, tell us, do you read blogs? Do you use the information you find there? Is this a convenient way to access resources? Do you have ready access to a computer in your classroom? What are some of your favorite teacher resources online?
Thanks - I look forward to reading some of your ideas ...

Art and Culture: A Natural Connection

Art is a primary tool for helping kids think and express themselves creatively. My research also shows that art plays an important role in making kids feel happy, engaged and comfortable in school. Providing opportunities for kids to see, experience and create many forms of art is a way to open a door to learning across disciplines and about cultures.

Making art is fun, it can relax, stimulate, change the way we look at things, provide new ways to do things. For some kids (kids like I used to be) there is never enough art in a day.

Here are some strategies that teachers and mentors (especially in after school programs) to integrate art, and many cultures, into the classroom or program. All of these ideas work for parents as well.

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?
- Are they part of everyday life or are they meant to be displayed in a museum or a temple?
- Who made this?
- Have you ever seen anything like this? Where or when?
- Is this art or a useful item? Is it both?

Research
To encourage kids to think about what they are seeing, have them pose some questions as they would like to know about.

• Ask kids to brainstorm a list of places they might find answers to their questions.
• TIP: though the library, books, art sites on the internet are all good ways to learn, encourage kids to talk to family and community members to find out what they know about, e.g., African art.

Present

Encourage kids to share what they’ve learned, in whatever medium they like, - in words, music, or by creating a piece of art.

RESOURCES
There are 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 the website: www.worldoregon.org/more/education/index.php

NOTE: Donations to the boxes from your travels are more than welcome!

Oregon Art Beat at School
OPB (Oregon Public Broadcasting) - A collection of over 100 video profiles, selected from the OREGON ART BEAT television series, featuring musicians, dancers, writers, photographers, and visual artists. Each profile includes arts-focused lesson plans with related activities, resources and projects to help teachers bring the arts into their classrooms and get kids engaged in learning and creating. This is a great resource for lesson plans (written by teachers) that combine art and culture, and make it easy to engage kids in a variety of learning styles and activities.