To the Parents

I had a revelation last week. It might not seem a great one to many but personally it has added to my development as a teacher, my awareness of the child's learning as a whole and not just in the class...the Whole Child - what I was fundamentally interested in back in my PGCE days. 

It has occurred to me that that these inspired, imaginative, wonderfully wacky, mostly so un-selfconscious little artists that are in my classroom might not feel so inspired and imaginative and wacky and un-selfconscious when they leave the 'art room'. I have just assumed they carry this with them to the home and if the inspiration grabs them, they'll get their crayons and paints and glue and deal with what's in their mind. 

However.

We attempted to make papier mâché bowls last week in year 4. It worked last year, somehow we all struggled a bit this year. Not a problem. We made it an evaluation lesson. This was invaluable actually and I'm glad it happened. Especially for our little perfectionists (including yours truly).

 

I did make (a mistake in hindsight I wonder) the decision to let the kids take their newspaper bowl home and try and do something with it, resurrect it, build on it, start again....basically see this through. The parents' reactions didn't even occur to me. Until one texted me a photo of the thin newspaper rough bowl-shape his daughter had made, 'jokingly' saying that the new art room [with the new school build] couldn't come soon enough.

And that's when it hit me. Any inspiration or motivation for some children stops at the school gates when the parents ask what on earth is that and the child's self-consciousness flames up and they are unable to express what they want to do with their art, their creation. In class most of them were excited about doing something with it at home and I bet none of them have. I'd sent most of these kids home with some scrappy papier mâché with the incentive that they could fix it and be inspired to do something. I forgot someone could be in the car or at the door going wtf is THAT? And this poor child trying to explain. She's just going to put it in the bin. Which child is strong enough to tell them to keep hold of it, they have plans for it.  Maybe one, possible two in that class. And so begins the downward spiral of forever squished creativity and unconsidered self esteem levels.

No wonder adults don't get out their crayons anymore. I have actually seen it in process now. And once it leaves my art room, what can I do? I have no other help to continually boost these kids' creativity and imaginative processes once they put down my paintbrushes. Maybe the grown-ups have little confidence. As Picasso said:

Please, parents, art is just as important to your child's development, not only academic but spiritual and creatively. She may not need it in the career you're seeing her in but she will need mental release and self expression and the space and confidence in which to do this. So what if she brings home a crunchy indescript piece of paper, to you that's what it is. To her she sees colours and shapes and connections, it's art, ideas and thoughts...it's HERS. Bite your tongue. Watch her do something with it, watch her plan, watch her work, watch her think, inspire her yourself if she's stuck, let her reach an outcome of her own, take a photograph before and of the finished article and then you can be done with it, content in the knowledge you have let your child see a plan through to the end. The journey is just as important as the destination. Give them the time and space and above all belief and encouragement to show you what their vision is. Maybe this is all you need to get your crayons back out after all this time...

Pablo and Paloma Picasso: Why not get arty WITH your child?

It's not what they've brought home, that is the final product. Art should never end in my class, let them continue it in their home space. Let them get messy. Let them invent and create. These are the industrial designers, inventors and thinkers of our future society, remember...they need their brains expanded!

I know he's not an artist. Or in primary school. But as a parent I always try and think like Michio Kaku's Mum:

A look at other Art Bloggers

I've just taken a look through my blogs in my reading list...I usually head straight to Cassie Stephens...she makes me giggle...and she has this awesome guitar apron that I WANT!! However, today Olive at Olive ART caught my eye again as she hit on a subject that's at the back of my mind for the year coming up.

I think I focus on it already but I really want the children to start to automatically offer an opinion on a piece of famous art or even an artist's style. I know I encourage discussion and opinion in a structured format that leads into the lesson but would like to find another way that tells them it's OK to ask a question or offer a thought at any time. So I liked this idea from Olive and also this one too that makes up more of a lesson.

Olive ART! Do You???: Looking at Art: She has a bulldog clip with her chosen painting and her bubble whiteboard next to it with some magnetic words. And this allows the children to choose their word that they associate with the picture, whether it is something they see or something that they feel or even the mood of the painting. Whichever it may be, as she says, it encourages the children to learn to 'see' more in art.

Her other recent development I like would to see how she gets on with, has the pupil discussing the quote and the piece of art, do they like or connect with the painting, do they agree or disagree with the artist's quote, and the children concluding from this what it is to make art...it's not just about paint and pencils and making marks. I'd like to do this with my year 6s.

I would have activities like this in an area every week and for every year in which they could discuss, describe, think about a piece of art, a type of art movement or an artist. I used to do things like this with Maths or Literacy and especially Science, around the classroom, for early finishers, say.

(Having said that, I am a peripatetic...well, between the classrooms, not schools...art teacher...I have yet to have my own art room. We are having a new school built and plans were for it to be completed for the school year 2014/15 with me having a room. However...seeing as we're in the Middle East, it ain't working like that. And I will continue to lug that huge not-quite kid-proof Ace Hardware toolbox around, with it's handle and clips held on with bits of string. I'm going to see how much longer it'll last!)

Thanks Olive, you've inspired me to start collecting and creating activities like this for my fantasy classroom! In the meantime, for a plenary at least.

Architecture in Primary Art

I've been having a look at the draft curriculum plans that are due to be bought in in September 2014 in England.

I'll be honest, I'm only coming up to my second year teaching art and so haven't really absorbed myself in any great number of art curriculum documents. Technique and skill have been my focus much like Patty over at Deep Space Sparkle. She feels that, like me, her job is to bring the art world to children, get them being creative and developing their skills at the same time. She doesn’t grade or follow standards and she is not reviewed. She uses the word ‘organic’. I feel I have been allowed that capacity by my school as well. As was always the case when I started teaching, developing self-esteem and confidence, this time in art (mine as well as the kids!) has also been my drive.

The point I'm getting to is that I am not familiar with any previous art curriculum besides that which was incorporated within the various cross curricular frameworks (yay...) as it's not been forced to be my main focus, for which I am thankful.

Was architecture a big feature in previous curriculum incarnations?

I jigged the year 5's Victorian art programme up a bit last year and we all loved it so I want to stick with it. We became architects for the day and studied and designed a Victorian house or building. I want to incorporate a Victorian architect's work and give some personality to the theme.

This summer, I took a purely-educational-and-for-research-purposes-only trip to Alton Towers. From the heights of the Runaway Train, at varying angles on Nemesis and Air and using an interior study of the ride 'Hex' I was able to study the beautiful yet striking Alton Towers house itself (for no other reason, I remind you! Killing Zombies in Duel, going 100kph in 2.5 seconds at 4.7g on Rita and having my stomach removed from me on Thirteen whilst my daughter laughs hysterically next to me was all in my break ;-) ).

Alton Towers itself is an imposing yet beautiful Victorian Gothic building designed by Augustus Welby Northmore Pugin, a rather busy and productive man of his time who actually died of exhaustion at 40 years old.

 

 

He was the architect behind the new Palace of Westminster/Houses of Parliament in London, completed in 1847. Pugin is said to have made over two thousand drawings for furniture, wallpaper, soft furnishings, tiles, woodwork, and metal work for the House of Lords.

There isn’t really anything on him for kids yet he designed many British landmarks. I suppose this is where I remember my kids are primary...maybe there is more to study at secondary level…

But then I remember that we teach them about the great artists so why not the great architects? Of which there are just as many. (Incidentally apparently I'm related to Sir Christopher Wren...I do still need to research this...but it was my Nan's claim to fame I think!). I was taught to be a science specialist with the belief that the children I am educating are future citizens, constructors, designers and engineers of our world and therefore need to start questioning and querying and prodding and understanding the world around them NOW. Why not do this in Art too? A fun look at architecture in Primary school could just spark something in one of those gorgeous minds.

Incidentally, in my research so far for the new curriculum for the UK, if that's what floats your boat:

“…the department published proposals to reform the national curriculum so that it is slimmer, focused on essential subject knowledge and which, especially in the core subjects of English, mathematics and science, compares favourably with the curriculums taught in the most successful education jurisdictions in the world."

“... the current system of ‘levels’ used to report children’s attainment and progress will be removed.  It will not be replaced. We believe this system is complicated and difficult to understand, especially for parents. It also encourages teachers to focus on a pupil’s current level, rather than consider more broadly what the pupil can actually do. Prescribing a single detailed approach to assessment does not fit with the curriculum freedoms we are giving schools.”

“The new programmes of study set out what should be taught by the end of each key stage.  We will give schools the freedom to develop a curriculum which is relevant to their pupils and enables them to meet these expectations.”

"Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents." 

Some useful links outlining the timescale and pathway of the UK curriculum, with particular focus on Art and design of course!

The main link:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a00220600/draft-national-curriculum-programmes-of-study

Art and Design’s Programme of study:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198792/art/ks2
No mention of architecture…only in KS1.

The old Assessment system:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198792/art/attainment

It looks like they’ll be removing that as it is too confusing for parents. Well, I got the hang of it after 4 years, why can’t they? J

Art and Design before the new Curriculum comes in:
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198792/art

“…no longer statutory…” “…free to develop…” in preparation for the new curriculum. Sounds great. Ooh, I’m allowed to do that already!

Draft Art and Design curriculum from September 2014…
Can’t find anything on the gov.uk website, I just get sent to the ICT development committee. Dull. ;-) 

I continue my search. In the meantime, I’ll stick to my freedom to develop the art programme for my KS2ers. Even the government says it ok. Happy days. 

A day off, expat wife style.

I always get two days off in the week at the moment. These tend to be filled with planning, cleaning, and mundane stuff really (although I always make time for my weekly Yoga with Randi). But I always have things to do. I can't remember the last time that I actually had nothing to do.

   So yesterday was Pops' sports day. I did the morning school run for the neighbours and had 20 minutes to spare in the car (Pinterest check? Don't mind if I do). So then an hour watching the cutest kids with the huge egg and spoons, the water relay, sack and running races and general 'I love being a mother' moments.

Long story short, I got talking to a couple of Mums, one I had met once before and the other it turns out lives opposite me and has not long moved in. Anyway, children as a common factor always makes meeting new friends easier and the conversation just flowed.

And it continued to flow over a coffee! I can't remember the last time I had a spontaneous coffee date! We talked about everything I used to talk about with the new friends in our first year or so here and it was brought back some very fond memories of carefree mornings with the Domestic Goddess and The Other Mrs. Mitchell.

I even had time to go window shopping! I had some things in mind but as is always the way, I can never see what I'd like. But it was very nice nonetheless...and has actually resulted in a bit of artistic modification to get what I wanted! (details in another post maybe).

I wasn't on the afternoon pick-up duty either and so I was at home looking ahead to the next few weeks art plans, blogging and personal admin.  And tonight, as hubby's away I can go to my Gaelic Football training session!

But ultimately what I realised more today is how calm and uplifted I was with my own children when they came home. Bear told me she thinks I'm too busy and am always rushing around. If I'm not having time for them then some things just aren't worth it. Chores can wait!

So, to new friends and old here in Oman, thank you for crossing my path and making days like these so enjoyable.

I haven't posted in a month!

I haven't even been surfing Pinterest! (well...a bit...)

I spend all my spare time planning and checking I'm ready for the next lesson. It's becoming a little more than a part-time job now so I need to rein that in a little. I do however, have so much more time for my own children, I see them every day around school and it's a lovely feeling being able to have a little Mummy minute, spying on them in the playground a little.

I'm really taking the time with the lessons as I want to make sure they complete most things so they see projects through. Lessons that are scheduled for one session have led in to two and I'm beginning to deal with that fact - it's ok, I'd rather do that than be stressed trying to rally them to speed up and complete. That's not the point. Enjoyment and a sense of completion are as important in art as is the learning. However, it's put me a bit behind so I still have a sense of worry. But I AM the Art department so as long as I'm not out of control!

That'll be the two weeks before Christmas.

So my new Maori art plans are going very well. It's been great fun! And I swear by playing relevant music in the classroom to try and encompass the whole experience. I will write with the Maori plans eventually.

I have discovered a new art teacher and website - www.paulcarneyarts.com. I found him when trying to find an interesting and different charcoal lesson for Year 6. What's appealing to me just now is his section on Assessment and levelling. Will offer comment on that in another post.

:-D

 

 It dawned on me today that I think I am in love with my job.

(I'm awaiting that dip after the honeymoon period though....)
 
I'm just going through the previous plans for Year 6 and I am starting to really think how I can change it now to create my own plans and put my mark on Art education at the school.
 
So...year 6 have Aboriginal Art coming up according to last years plans (remember that I was just going to settle in to the job, work with what I had and then experiment) but they did an aspect of that in Year 3. I know and appreciate that I can progress and show a different aspect to this art. But hey, why not take the opportunity to introduce them to the art of another nation?

I have been in my element this afternoon. It's a day off and all I've been doing is researching Maori art, myths, legends and history. I am now in the process of creating three lesson plans and resources from scratch as I really cannot see much on TES or Pinterest (I  KNOW!!) for instance.

Anyway, doing it from scratch means I can create what I need. This will be in a couple of weeks so hopefully it will come together and I'll post them here.

For you, Mad Murphy! LOVE this picture!

Year 4’s Monet Introduction

This was one of the lessons that I was quite nervous about...it's all well and good getting the children to practise and produce various art techniques, fun activities and creative sessions but teaching them about the great masters just squeezed a little more pressure on my newbie shoulders. 

How-EVER! This was the lesson that gave me the realisation that teaching Art is just so rewarding and as fulfilling as being a regular class teacher. I proved to myself that I do have the interest and certainly the passion for this subject and especially teaching it. I've got to know Monet through the planning of the lesson and I realised I was reading about him in the end for my own pleasure! I just hope the kids take some of my interest with them! So today was the start of their recreation of 'Poppies near Argenteuil'. 



When I built up to the announcement that they would be creating their own, they reacted how I expected. And how I wanted them to, actually! It was a unanimous "nooooooo/whaaaaaaat???/Ican'tdothat/tooooohaaaaard" etc. What I wanted to start achieving was a turn-around of their initial negative attitude. And we started to by the end of the session!

All today was was an introduction to Monet and Impressionism, how Monet and his contemporaries painted...they ended up being able to tell me how to recognise a impressionist piece, well, certainly what they'd look for. We also started our paintings with our background wash. We experimented with building up the colour, and effects 
using the sponges and the paintbrushes.

    

I've had to take pictures of the kids to make a contact sheet so I can learn their names. I do well in the lesson and then forget a few of them the following week! At least 120 names...could be worse I suppose! And it's only week 2! ************************************************************************************************************** So, week 2 and we’re working on the foreground. I really focussed on them developing and using their observation skills…how far do the field of poppies stretch? do they have stalks? can you see the lady smiling at you? where is she looking? why can you not see her legs or feet? is she really a stick figure? (seriously...) how many people can you see? etc… This was a very interesting exercise…maybe 4 or 5 children thought about the detail from the outset and this was evident in their work.

We laid the finished pieces out and pretended we were walking around a gallery. We talked about each other’s work , encouraging positive words and thoughts. This was a good exercise, I’ll do this again.

They all enjoyed it and were interested to learn more about Monet. When they learned of his eye operation and the fact that he painted with poor vision for a while, two of the girls took their glasses off (much to my panic!) to see how it would go. One girl loved it! She is probably the artist of the class so I think she enjoyed painting like one of the Masters!


   

Preparing for my new job.

It's been quite a contented holiday so far...I've had a huuuuge list of jobs to do but they have been non-essential bits and bobs that I haven't had chance to do whilst working. But time is still going past so quick. I've been preparing for my new job too so I am hoping that our holiday in August will be just that, a holiday.

I wasn't sure where to start with the prepping. I've gone through plans left to me by by predecessor. So really, I could go straight into the job with just a little bedtime reading. However, I just feel a bit of a flutter when I realise I could really try and make this job, this role, my own. I could really set up my own lesson plans to fit the curriculum...my god, there are so many gorgeous, fun and exciting ideas on the internet that i could get quite carried away.

So many super art teaching blogs I have subscribed to; Deep Space Sparkle, Mrs. Brown's Art, Art is Basic, Pink and Green Mama, Cassie Stephens (love this girl, I WILL make her rock guitar apron!)...

And there are the standard topics each year is covering so I will try and vary those a little.

I've been really into the research and collation of  projects and standalone lessons that it's just occurred to me that I am going to have to be a teacher as well! Must remember my skills!

Maybe I'm being a little optimistic and over-excited (it's been known...)...maybe I should just take a deep breath and just find my feet first.

Oooh, and I've discovered my GCSE Art folder! What great fun was that, looking through all my coursework. I loved art at school, I remember. And I think I did a good few pieces. I might put them up in my Art office to remind me of how much I enjoyed art at school and how I'd love to inspire these children.

End of the school year...

Well, that's it. The school year is done. My, I'm exhausted. There were tears and laughter on the last few days as expected. More so when the parents came to give us gifts and cards on Monday.

These children have crawled into my heart and so have their parents. Through my own experience as a parent I see that some class families click and some just don't. This was a class that really did work. And the parents were wonderful. I think having a small class compared to the average of the UK helps as you can really have the time to get to know the child and the family. I've had the few where I sometimes wonder if the maid did everything for them, even the homework and listening to them read. But this term saw a turnaround and a new attitude from the parents...it was brilliant to feel that we had managed to convince them that it WAS a good and vital thing to be a part of their child's education.

These were my gifts. My TA (gorgeous lady, complete star, held me together many times) received similar:

I actually could not read this when I received it...the tears were too close!

A herbal thai massage! YESSSSSS!

Lovely bouquet from work

This was a very special and personal gift from
one of the children's parents.

It's all been about the play and the fun in the last few days so we finished up with some art and craft based (loosely!) on Georgia O'Keefe's flower collage and art.

Even my TA did a piece ready for the new class next year. I will miss her....she's been writing the new teacher's name on all the resources... and I can't stop myself from wondering if I'm leaving too soon...but things happen for a reason. And my own kids were the main reason I am leaving.

So now it's officially the school holidays. Pops has claimed he's bored already. BH has disappeared off up Jebel shams this weekend. I'm trying to start preparing for being an art teacher (so excited!) in the hope of avoiding becoming bored. Friends are starting to jet off for the summer :-(

It's going to be a long one, methinks.

James Rizzi

I am LOVING the prospect of being an art teacher. I am starting to discover some great art and art teaching blogs and sites.

One I was recommended for my Art and Crafts after-school club was Deep Space Sparkle. From here, so far, we have emulated Eric Carle and my neeeeeew favourite, James Rizzi who sadly died last year.

(from the Guardian)

The Heart of The Big Apple 2008

Take the A Train to Harlem 1989

It was so successful that I'm going to do it again in my own class as an end of term activity. I had super fun prepping the paints, mixing the colours and getting the right watery consistency. And it was just as much fun watching the children design their piece, figure out how thick to draw the lines (pretty thick!) and shout out "Miss! The paint doesn't like the oil pastel! It's falling off!" A science lesson too!

This 9 year old girl has a clear talent for art. I wonder...I hope...

I have some very big shoes to fill in my new school...the previous two art teachers were fabulous; the corridors were always alive with colour and texture...things I've strived for in my current class. But maybe it's becasue I have been a class teacher and my attentions need to be divided in so many ways. I can't just focus on one thing - whereas I will be able to from September. Insha'Allah, as they say here.

Does anyone have any tips for newbie art teachers setting out?