Archives for category: self esteem

IMG_2090Now that the 4th of July holiday is behind us, it feels like summer is really in full swing. If you’re a teacher, and I suspect many of you reading this are, how are your plans going so far? Did you tell yourself that this would be the summer break for some professional development, but you still haven’t done anything about it yet?

Have I got some great news for you!

My distance learning, professional development art classes are affordable, convenient and self-paced. And you can register any time — like right now! Here! — and work like crazy to finish within the 3 week minimum, or take up to one full, leisurely year to complete your work. Visit my page on Fresno Pacific University’s site to read all about the art classes I offer, and to see what your fellow teachers have had to say about them — and me!

Drawing Magic

Bulletin Boards and Room Environments

The Magic of Paper

Building Self Esteem Through Elementary Art

Ideas To Draw From

No art experience is necessary — or required — for any of my classes, so picture yourself having fun, making art in your pjs or your swimsuit, all while earning some professional development credits from the comfort of your own home. (Sounds good, doesn’t it?!) Since every experience in every class I teach is immediately ready for use in your classroom, you’ll also be armed with some outstanding lessons to share with your students come fall.

If all that isn’t enticing enough, right now, each course of mine that you register for will earn you SIX entries into an “Art Kit” giveaway I’m running this year. This kit is valued at more than $100, plus includes a lesson plan that uses all of the supplies in your kit. You can read all about it here.

I hope to see you in class soon!

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IMG_1809With graduation season upon us, and another school year drawing to a close, this is a great time to help students think about where they’ve been, where they are, and where they’re headed. The “My Life” pop-up book is a small, three-section book that invites students to think about significant events/people/places from their past and present, and to imagine their future. Breaking the book down into these three main time-frames will enable your students to more easily focus on significant details without being overwhelmed.

Here’s what you’ll need: Sheets of 9×12 inch construction paper in a variety of colors, construction paper scraps, scissors, tape, staples, glue, and markers. You might also want to include other materials such as brads, cotton, yarn, buttons, ribbon, string, fabric scraps, hole punches, and construction paper sheets larger than 9×12.

Each child will ultimately need 6 sheets of construction paper — 1 sheet for each of the three pop-up sections, and 1 “backing sheet” for each section. Because this book will consist of 3 separate sections, students may begin on any section they choose — past, present, or future. After all sections are complete, the book may be assembled in the correct order.

Begin by demonstrating how to make a simple pop-up tab. Fold one sheet of 9×12 inch construction paper in half, and make two parallel cuts along the folded edge for each pop-up tab you want to have, like this:

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After cutting, open your paper, and push the tabs you just cut to the “inside” of your folded paper. Close the folded paper with your tabs inside. When you open the folded paper back up, your tabs should stand up like this:

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Elements that will pop-up when the book is opened will be attached to the front of these “tabs”. Encourage your students to get fully involved in the surface decoration of each section of their book using construction paper scraps and any other materials that you have provided. For example, if their own birth is the significant event from their past that they want to represent, perhaps they will have a small crib as one pop-up element, with another being a large cut-out of the numbers for the year they were born. The “background” of the scene could be decorated like a wall in the baby’s room, and the “foreground” area decorated like the “floor” of that room. In other words, encourage the creation of entire settings or scenes to fully represent their significant event/place/person, etc.

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Depending on the age and ability levels of your students, a bit of writing for each section can be included to add depth and description to what they’ve created visually.

After a section is complete, a second sheet of construction paper should be folded in half and attached to the back of the section sheet like this:

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Once all three sections — and their backing sheets — are finished, the sections can be connected together using staples, double-sided tape, or glue. (Hint: you’ll need to be very patient if you use glue!) If you desire, you can have the students decorate the “cover” sheet of their book. For a more finished look, you can wrap a larger sheet of construction paper around the outside of all three sections of the book, and after attaching it, trim off any excess. (A 9×12 sheet won’t be large enough once you’ve connected all three sections of the book together.) This then can be decorated as the cover.

Not only will you learn a great deal about your students during this process, but they will love sharing the highlights of their lives with you and with their friends.

Interested in more fun art ideas like this one? Check out the affordable, self-paced, and convenient professional development art classes I teach through Fresno Pacific University here!

IMG_1778It’s never too early to encourage students to begin thinking about careers that interest them. This simple, yet powerful art experience called “Career Cubes” is a fun way to do just that, while incorporating critical thinking, writing and even a little research if you desire.

You will need the following materials: Light-weight cardboard — used file folders work great here, masking tape, construction paper scraps, scissors, glue, color pencils, crayons, and markers. Additionally, things like yarn or string, staplers, brads, and discard magazines could also be included.

Each child will need 6 light-weight cardboard squares. They can be any size, but I’ve found 4 inches by 4 inches to be a nice, workable surface. Depending on the age and ability level of your students, measuring and cutting out their 6 squares can be great math practice. You could also provide a template for tracing, or you could provide the squares to them already cut out. (The more carefully the squares are measured and cut, the better the resulting cube will fit together.)

The reason 6 individual squares are used, rather than a “cube pattern”, is that the separate squares provide a more challenging set of 6 individual compositions, and a more interesting approach to cube construction.

I would suggest deciding ahead of time what your expectations are for each side of the career cubes. (Your specific requirements for your students will vary greatly based upon the age and ability levels of your students, but even for the very young, I would be sure you have some sort of guidelines established for them.) For example, if your students are older, you might require the following: One side devoted to “naming” the career, three sides will be visual representations of that career, one side will be a written statement about why the student has chosen that career — or is interested in that career — and one side devoted to some basic research on the career such as schooling required, etc., for a total of six sides.

Before handing out the first square, encourage discussion and brainstorming about what types of careers your students are interested in. Talk with them about how different careers could be visually represented… for example, what sort of symbols might one make if they wanted to become an architect? A nurse? Make a list if you like of the many possibilities your students come up with. After you feel your students have been sufficiently motivated, concentrating on only one square at a time, have your students begin the process of surface decoration. Depending on your available art supplies, the squares could be decorated with a variety of materials, or you might limit them to just using cut and/or torn construction paper. The choice is yours. If you decide to require a written component, you might like students to write in their own best handwriting, or perhaps you’d like them to write and compose something on the computer that they can attach to one square. Depending on your schedule, you might have students work on this in one, uninterrupted block of time, or perhaps you might break the process into smaller, shorter work sessions. (Squares, along with bits and pieces, can be easily stored in ziplock bags while in progress.) Lots of options here to make this work for your students, your curricular objectives, and your time frame.

When all 6 sides of a student’s career cube are complete, the cube can be constructed. First, lay out four sides. Be sure to leave a small amount of space between squares to serve as a “hinge”, and tape with masking tape like this:

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IMG_1780Then attach the remaining two sides to the four you just taped like this:

IMG_1782Now bring all sides together to form a cube and tape securely.

IMG_1785Masking tape used neatly on the “outside” of the cube is fine and can become part of the surface decoration. Once complete, each student will have created a unique, concrete representation of his or her desired career choice. Career cubes are fun displayed individually on student desks, stacked up as a group, or can even be hung from the ceiling if you are clever. Your students will love not only making them, but looking at them as well!

DSC01110As a teacher of professional development art courses for the past 17 years, I’ve noticed one consistent truth: teachers are reluctant to teach art because they are afraid. Afraid that to effectively teach art, they must “perform” artistically in some way for their students. They repeatedly tell me things like, “I can’t draw” and “I’m not an artist”. My message to them is twofold. First of all, experience has shown me that everyone is creative to some degree — we all just have different levels of art experience and exposure. Secondly, and perhaps most importantly, a teacher doesn’t need to be a trained artist, or to be able to draw, in order to present successful, meaningful, and powerful art lessons in their classroom. In fact, I would argue that the most important thing a teacher needs to be when teaching art, is what I would call a “monitor/motivator”, and one of the most profound phrases in the motivator’s toolkit is, “take another look”.

Just as adults can be intimidated by art, so too are the students we teach. It’s no surprise that the higher up in grade level one looks, the more fear and trepidation one will see in the students. This is where the power of the “monitor/motivator” role comes in. By closely monitoring your students as they work on any given art experience, you will be able to support and motivate them as needed, helping to build their confidence. Actively move around the room offering constructive, encouraging words and comments while you closely look at what they are working to create. When students ask for help and want you to solve an art problem for them, resist the urge to do so and suggest that they “take another look”. Ask questions that will encourage their thinking and analysis of their own work, and of the problem at hand. This is critical thinking made manifest.

Because of a limited exposure to art among other things, students often think they are finished with an art making experience long before they really are. This is the crucial point where you can acknowledge what they’ve already accomplished by saying something like, “That’s a really great start!” and then offer the empowering questions, “What else can you do here? Take another look… what else can you explore?” This suggestion to “take another look” lets the student know that there is still more to see and to do, and that your expectation is that they will continue to search for it. You are challenging them to push past what might have been a quick, simple, and safe solution on their part, while letting them know that you have faith in their ability to go beyond it. As you consistently monitor and motivate your students during art experiences, you will see your students look to you for answers less and less, as they begin to trust themselves more and more.

As Maria Montessori once observed, “The children are now working as if I did not exist.” Helping your students develop into inquisitive, self-directed, life-long learners is possible, and connecting meaningful, authentic art experiences to your curriculum can foster this development. Please click here to see the affordable, convenient, and self-paced professional development art courses I teach through Fresno Pacific University. (* No art experience needed or required!)

IMG_1649With February right around the corner, here is a simple and fun art lesson that will teach your students some important lessons about giving, and about the value of working together, all while challenging them to be creative.

The basic materials required for the Bouquet of Hearts lesson are things I’m sure you have on hand already such as, construction paper, glue, tape, staples, and scissors. For extra embellishments, check around for any fun and unusual materials you might have for the kids to work with like, glitter, ribbon, yarn, buttons, rhinestones, cotton, lace, brads, and so on. You’ll also want something to use as “stems” — like small wooden skewers that can be found in most grocery stores.

Begin by talking to your students about flowers and bouquets. Talk with them about Valentine’s Day as being a day traditionally reserved as a day to proclaim love for others, and tell them you have an idea for how they can participate in this. Tell your students that they will make their own “flowers” out of hearts using all of the fun materials you have provided for them, and that you will be gathering these special paper “flowers” that they make into bouquets that can then be given away. At this point it would be a good idea to have decided how you’re going to distribute their bouquets… will they be going to someone at your school such as your principal, or maybe to a local senior citizen’s center or hospital? In my experience, the students love knowing who the recipient(s) will be. I’ve also found that it’s important to ask them before they even begin, if they are ok with the idea of making their art specifically to give it away. They always are.  🙂

So using heart shapes as the basis for their “flower”, allow students the freedom to explore both cutting and tearing construction paper. They might want to use layers of heart shapes to create their flowers, as well as combine several different colors of paper. Once the foundation of the heart “flower” has been established, encourage your students to utilize the variety of decorative materials you have made available for their use. Once their “flowers” are complete, and have been allowed to dry if necessary, attach their “flower” to a stick or “stem”. You may also want to have them use crepe paper to wrap the stick and perhaps even make construction paper leaves.

When all of the “flowers” have been completed, stand them in a container such as a vase or flower pot. If desired, you could place a small ball of clay in the bottom of the container first to help the “flowers” stand. Lead your students to see that while each of their “flowers” are fantastic on their own, when grouped together, they become magnificent! Each individual “flower” makes an important contribution to the whole bouquet.

At this point, the bouquets are ready to be presented to the lucky recipients. For a meaningful language arts connection, students could be asked to write a brief note to the recipient(s) of their work. I did a project very similar to this one with my continuation high school art classes, and I’m telling you they worked harder and with more focus on this experience — that they knew was going to a local residential facility for senior citizens — than on anything we did before or after it. They encouraged each other to keep working so that every person at that facility would get something from them. It was touching and inspiring.

Welcome to the WeAreTeachers Blog Hop Stop #7. If you’re just joining us, head back to the BLOG HOP LAUNCH POST to find out how the Blog Hop works so you can collect all of the necessary clues for a chance to win an iPad, a $50 gift card and much more!

As a participant in this blog hop, I’ve been asked to write a review of my favorite educational gift. I’ve chosen:

Products: My First Crayola Triangular Crayons in Storage Container, Crayola Colored Pencils, and Melissa & Doug Sketch Pad

Age range: 3 years and up

Subject areas: Art — and virtually any other subject!

Hot Deals: On Amazon.com

In the high-tech gadget oriented world of today, why not give your child something refreshingly simple and fun this holiday season? (Not to mention, deceptively educational!) Offering limitless opportunities for creativity and self expression, the gift of crayons, colored pencils, and drawing paper is sure to surprise and delight your recipient. Though these tools might seem a bit “old school”, consider the fact that they are completely user-friendly, are one-size-fits-all, and don’t need batteries, or require an electrical outlet and a charge to be played with. Brilliant!

Children of all ages will benefit from time spent exploring their creative potential with these simple yet empowering art tools. Not only does drawing and coloring help develop small muscles and fine motor skills, but it also helps kids learn how to approach and solve problems. Countless decisions are made while drawing, whether the budding artist draws something they are observing, or develops creatures unknown and lands unseen. Stories are created and imaginations are strengthened. All of this helps develop critical thinking, which is an essential component of the Common Core State Standards being implemented in schools across the country.

While any type of crayons or colored pencils will do, Crayola is a trusted brand in the industry and one can be assured of their product quality, which ultimately results in a more satisfying experience for the artist. The triangular nature of the crayons in this pack means they won’t be rolling around the work surface, and the storage container keeps them tidy when not in use. Colored pencils are still fun for little hands, yet will allow the more mature artist to add detail to their work. Having lots of paper on hand for your young artist is a must! With 50 sheets of 9X12 inch paper, this sketch pad ensures the fun and creativity can go on and on.

As a teacher, and as an artist, I believe meaningful art experiences play an integral part in discovering who we are as individuals. Art helps us see ourselves and the world we inhabit more clearly, while also helping us to imagine future possibilities. Giving the gift of creativity through the tools of artistic expression is a gift that is truly priceless.

WeAreTeachers Blog Hop Clue #1: BUT

The next stop on the blog hop is: Teacher Gear We Love

More chances to win: What’s more, as part of this blog hop, I am offering a $10 gift card to Amazon! To enter, do one or both of the following by 11/23/12:

If you’re an elementary school teacher, you know that young students are very enthusiastic about art. They are willing to try just about anything, and they are willing to try it with gusto. The older children get, however, the more reluctant they become to try their hand at art. When art experiences are authentic, they usually say a great deal about the artist, so by their very nature can make one feel vulnerable. By the time students become young adults, many have completely shut down artistically.

As a teacher at both the elementary and the secondary levels, it has been my experience that the single most important way to engage the reluctant older student in art, is to first meet them where they are. Initial lesson designs should rely heavily on skills that they likely already possess or will find less intimidating. (For example, painting a still life realistically using watercolors would probably not be a good first lesson choice, but using a pencil to create an abstract design using thick and thin lines might be.) Beginning with art experiences that virtually guarantee success, and showing students that you value their authentic efforts, will build their confidence and enable them to move on to ever more challenging art production.

A second approach that I used time and time again was that of providing a specific age context for the work they were doing. For example, while keeping expectations for involvement and exploration of materials very high, I would ask my high school students to imagine they were creating a particular piece of art for a viewing audience of very young children. This would allow them to “play” with images and design like a child, while still remaining their “cool”, older selves. It consistently produced wonderful results.

By presenting thoughtful lessons, and by demonstrating interest through questions and constructive suggestions, the teacher can create an atmosphere where otherwise reluctant older students will feel safe and are willing to take creative risks as they explore new materials, skills, and concepts in art.

If you’d like some tried and tested lesson plans that are sure to engage students of all ages, please check out my professional development class offerings through Fresno Pacific University.

So I’m wondering how many of you out there might not need Professional Development, but would really love some fantastic field-tested lesson plans in art? How many of you don’t need or want any PD credits, but you would love the opportunity to learn how easy it can be to incorporate art into your classroom curriculum? How many of  you see the potential that well developed art experiences could have in supporting your efforts to teach the new Common Core State Standards, but you feel intimidated by the subject?

If any of these scenarios sounds like you, would you be interested in purchasing the content only of the Professional Development courses I teach? My course books would be offered at a reasonable price, giving you immediate access to all of the research and theory behind my art experiences, in addition to the lesson plans themselves. (The one thing you wouldn’t get are the Professional Development credits.) I think this might be of particular interest to those of you who homeschool your children and who don’t need any graduate level credit or units, but who would love some fresh, powerful art ideas that could be connected to the rest of your curriculum. These could even be fun for Sunday School teachers and for parents looking for meaningful and creative experiences for their own children!

I have written five different books — two are specifically related to drawing, one to the many interesting things that can be done using paper, another is geared toward the creation of exciting and unique bulletin boards, and one is devoted to the topic of using art as a tool to create and enhance self-esteem. Each of my books was specifically written for the person with little or no art background and/or experience, so do not be afraid of the subject matter! Also, none of my lessons require any “exotic” supplies, which makes them even easier to implement.

I imagine I’d make my books available for purchase right here on this website, probably using something like paypal. Books would be sent electronically as pdf files for you to print out, use on a device, or some combination of both.

So let me know what you think about this, I’d love to hear from you.