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.

Creative Solutions for Winter Break

• Art Classes for Kids in Portland Oregon
• Resources for Parents of Creative Kids

With holiday break looming at the end of the week, I offer this list of hands-on creative classes and things to do over the winter holiday. (Editor’s note: In my opinion, an art class or drama workshop is a great gift for the right kid.)

OregonMom.com (Where to go with kids in tow)
Check out this is great website for parents. It covers a a broad spectrum of information relevant to anyone raising kids in Oregon. Specific to this list - the site includes a comprehensive list of art resources for kids.

Here are a few more resources.

Oregon Art & Theater Classes for Kids
Portland/Metro Area

My Masterpiece Art Studio
This site is loaded with things to do - I love to work in a studio atmosphere, and so will creative kids. The website lists fund Art Camp Workshops – click here to see a list of events offered during Winter Break and Spring Break.

Click here for a Winter Break 2010 flyer

Portland Childrens’ Museum
Winter Break Camps
Avoid cabin fever! Let us entertain the kids with cool winter projects. For children age 4 1/2 to 12. December 20-23 and December 27-30 from 10:00am-1:00pm or 2:00-5:00pm.

Winter Camp Ages 6-10 Years
December 20, 21, 22 & 23 or
December 27, 28, 29 & 30
9am-5pm

Portland Art Museum Family Programs
The Portland Art Museum offers tours, demonstrations, performances, story times, and hands-on activities designed to spark the imaginations and creativity of our youngest visitors and their families while fostering art appreciation. CHILDREN UNDER 17 ARE FREE!

No School Art School
1639 NE Alberta St.
Portland, Oregon
1639 NE Alberta St., Portland, Oregon
While the kids are out of school, Art School is IN SESSION. Jennifer Wells Design, DIY Lounge and a wide variety of local artist/teachers are teaming up to offer an amazingly comprehensive art program for kids age 6-12! This camp operates as three art workshops in one dynamic day. Children participate in unique art and music projects, art history education, and cultural diversity, while gaining insight into themselves and the world around them.

In case you still need more ideas - Visit the Omamas blog on OregonLive.com for listings for ideas for winter break camps.

Decisions Decisions

Did you know that decision making is a skill, one you can teach and learn?

In its list, Wikipedia states that decision making “might be regarded as a problem solving activity which is terminated when a satisfactory solution is found.” In myexperience - with kids, and with adults, its reaching that satisfactory solution that is the challenge. For many of us, deciding anything... what to eat for lunch, where to go on vacation, what we want to do with our lives, is a problem to solve.

In our increasingly complicated world, all of us need to be able to make good decisions. The good news is that decision-making is a skill; it can be taught. The process can be surprisingly easy, lots of fun, will teach and build on an array of thinking skills, and be integrated into almost any subject or project going on in your classroom, program or family.

Criteria: A standard, rule or test on which a decision can be based

To begin to make good decisions, we must be able to:

• Recognize situations in which we make decisions and choices (ACTIVITY TIP: Have kids brainstorm lists of the kinds of decisions they need to make every day - what to eat, how to spend time, which book or movies to choose, friends, etc.)Identify conditions, constraints and criteria that are important to the decision
• Identify our options
• Evaluate the information we are considering as the basis for the decision
• Predict effects or outcomes of a particular decision or choice
• Evaluate our options as they relate to all criteria
• Generate or revise decisions in response to new information (e.g., compromise)
• State the information and values on which your decision was based

The following three activities teach how to identify and frame criteria... essential skills we all need to make good decisions. These are fun, and can stimulate lively and interesting conversations on a variety of topics. Because it is one of my favorite topics, I decided to start with an art based activity. Then, I've added two more things to do, but you decide where you want to begin :-)

Gallery Stroll - this activity not only builds decision making skills but is an opportunity to develop language for discussion art. Expect to hear words that describe color, shape, motion, emotion, and much more.

• Arrange ten to fifteen pictures (magazines, photos, paintings) around your room to create a gallery
• Have kids walk around the gallery and study the images on the walls
• When they have completed inspecting each picture, have kids rank the pictures numerically, from their favorite to their least favorite. (Note: Suggest that kids write or sketch a brief “memo” of each image in a notebook.)
• After they’ve made their choices, have kids write out their reasons (criteria) for choosing their three favorites and their least favorite. Then, in small groups, or all together ...
• DISCUSS: What attracted you to the pictures you liked best? Why did you choose the one you did as your least favorite.
• Remind kids that the reasons for their choices are their CRITERIA.

2. Where Should We Go?

• Imagine: You are planning a family vacation (or a class trip) for next summer
• Discuss: Where you might go and the things you might do when you get there
• List: the criteria you will need to consider so that you can make the best choice (these include money, time, interests, transportation, family members, physical limitations, interests, etc.)
• Discuss: How did the criteria you determine affect your vacation planning?

3. Pick a Pet

• Imagine: You are about to select a new pet
• List: Potential pet choices. Everyone can choose their particular favorite.
• Brainstorm: Take five minutes to list all the criteria you can think of that will affect your choice of pet. (Pets you already own, allergies, cost, yard, house size, etc.)
• Discuss: Has considering the criteria about pet selection affected your decision about your choice of pet? Based on what you have considered, which pet would work best for your family.

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.