Saturday, April 25, 2015
Thursday, April 23, 2015
I recently decided to try to draw a self portrait while looking into a make-up mirror and was alarmed at what my eyes were beholding. In just a few short months, talking about since my yearly school picture, my face has added an exorbitant amount of new wrinkles. How have I changed so much in just a few month, I thought with extreme alarm. Immediately, the answer jumped into my conscientiousness - it's the behaviors! This has been a very challenging school year. The top tier students have kept everyone on tippy toes and some days teaching has been impossible. After years of teaching I have found myself scrambling to find new methods and ideas to manage my classes. A first year teacher shared with me a book she had borrowed and was reading and I thought it might just be able to supply me with some answers. Luckily, I also knew of someone who owned the book and quickly sent out an email to see if I might borrow it. If you haven't read it yet, find a copy and give it some attention. The book is Classroom Management for Art, Music, and PE Teachers by Michael Linsin. Linsin had me within the first couple of paragraphs as he explained the purpose of the book. Seems Linsin was a classroom management authority of sorts; even offering professional development on the subject. He had been a classroom teacher for 15 years when he decided to switch over to teaching Physical Education. Within minutes of his first class, he knew classroom management as a specialist had an entire different look than it had for him as a classroom teacher. This book outlines his suggested methods of taking control of your classes even if you only see them once a week. It's a quick read with some insightful ideas and approaches. I found myself reflecting, reevaluating and congratulating myself as I read through each section. Some things I already did, some I definitely need to work on and in some areas I have a need to fine-tune. With that said, I strongly recommend you get your hands on a copy and give it a read. I think I'll be purchasing a copy for myself when I return my borrowed copy, to flip back through as a reference and a reminder. Hopefully, with better classroom management techniques, some of these wrinkles will soften and I'll start looking a little bit more like my old self. Oh, and this is not an advertisement, I received no compensation for this post You can also visit smartclassroommanagement.com for more information.
Sunday, March 29, 2015
|Diamonds of Orange and Blue or Ten|
|I love you 9 X over|
Tuesday, March 24, 2015
Kindergarten students experimented with shapes to create this cute composition of two early birds struggling to capture a worm.
Thursday, March 19, 2015
|student created Oval Man|
|Student Created Rectangle Robot|
For the next drawing, the process is repeated but this time only using rectangles and his relative square for all the designated body parts. Robot Rectangle is brought to existence through this process.
It all comes together in the final drawing when all four shapes can be used to create a more realistic body of a person. No stick people in this art room!!!
|Student work for Strong Body|
Finally, the outlines of clothing are drawn around this final figure so that "Strong Body" will be more realistic. Of course details like hair are added as well. Crayons are used to color in the clothing and the transition has been made to drawing real people in Kindergarten.
Thursday, March 12, 2015
Self Portraits are my chosen project for showing student growth in the art room this year. All grades began the year by drawing a self portrait with instruction the first weeks of school. My intent is to have students draw three portraits this year. Classes are working on the 2nd portrait now. Fourth grade students were given the task of studying a print of the Mona Lisa and recreating it with their own self portrait. Getting them past the intimidation factor was the biggest hurdle achieved by assuring them that I would only be assessing the portrait itself for growth. Here are a few of their interpretations along with the self assessment rubric they were given.
RUBRIC FOR SELF EVALUATION OF PORTRAITS
S- / 1
S / 2
S+ / 3
Student shows no attempt to “look like a scientist” when drawing a portrait. No signs of understanding the mathematics of the face. Features are comic in nature and do not look natural.
Student did not demonstrate an understanding of the mathematics of the face. Eyes are too high, mouth is too small or misplaced. Nose is misplaced or appears to be only a shape. Show no attempt to “look like a scientist”
Student demonstrates an understanding of the mathematics of the face. Most parts of the face are placed well. Shows skills in “looking like a scientist”
Students shows correct placement of all the parts of the face. Shows an understanding and applying the mathematics of the face. Very skill in “looking like a scientist”