ELEMENTARY CLASSROOM
I have not observed a lot of art in the elementary classroom thus far in my field experience (not including the multiple doodles happening on the backs of worksheets and in the margins of notebooks). I know that they do integrate art in the classroom, however, based on conversations with my fifth grade host teacher and art projects that are displayed around the room. My class just finished a unit on the moon phases and a bit of drawing was incorporated during that lesson (i.e. drawing the moon phases and drawing an example of how the moon and Earth travel around the sun).
I would not necessarily say there was a “big theme” behind the drawing of the moon phases. My host teacher did, however, show us a published book on Sherlock Holmes that his fifth grade class created the previous semester. In this book, every student had to work with a partner in order to create his or her own version of Sherlock Holmes. Multiple drawings needed to be included within each partnership’s story. I thought it was wonderful to see how different groups interpreted the story and the settings in so many different ways through their drawings.
Although I have not seen a lot of art integration during my time at Grant, I think there have been a few opportunities for it. For example, in Social Studies, my class is learning about the American Revolution. They were instructed to create their own Declaration of Independence by declaring their freedom from something. I feel like art integration could have been nicely incorporated along with the writing sample. In my opinion, either an art project on identity or relationships would have driven home the idea behind the Declaration. For example, students could have made a collage showing what they wanted freedom from and the story behind it. Or they could have tried to show the relationship between themselves and their opposing party (i.e. Science, siblings, etc). While this is only one example, I believe there have been many opportunities to integrate art within the core subjects.
I would not necessarily say there was a “big theme” behind the drawing of the moon phases. My host teacher did, however, show us a published book on Sherlock Holmes that his fifth grade class created the previous semester. In this book, every student had to work with a partner in order to create his or her own version of Sherlock Holmes. Multiple drawings needed to be included within each partnership’s story. I thought it was wonderful to see how different groups interpreted the story and the settings in so many different ways through their drawings.
Although I have not seen a lot of art integration during my time at Grant, I think there have been a few opportunities for it. For example, in Social Studies, my class is learning about the American Revolution. They were instructed to create their own Declaration of Independence by declaring their freedom from something. I feel like art integration could have been nicely incorporated along with the writing sample. In my opinion, either an art project on identity or relationships would have driven home the idea behind the Declaration. For example, students could have made a collage showing what they wanted freedom from and the story behind it. Or they could have tried to show the relationship between themselves and their opposing party (i.e. Science, siblings, etc). While this is only one example, I believe there have been many opportunities to integrate art within the core subjects.
ART CLASSROOM
Together, the art teacher and the media room teacher are working to help children explore issues, such as homelessness, animal abuse, poaching, terrorism, etc. In the art room, the children’s job is to create a way to represent this issue through the use of silhouettes. The teacher began the lesson by having students examine two examples of silhouettes by students (a cat and a homeless man). She asked the class “what are two things you notice? What about positive and negative space?” The teacher went off of this discussion to help students understand that in order to make outlines more “readable”, they can use positive and negative space with their silhouettes. After this discussion, the teacher pulled up two professional examples of silhouettes on the smart board.
Something the students struggled with in creating their art is how to cater towards their audience. Some of the issues, such as terrorism, tend to conjure violent images. However, the student’s were instructed to think about the kindergarteners and the first graders. Would their images frighten these students? Because of this, the fifth grade class was forced to look at all of their issues through a different lens. It encouraged them to think more like an artist. The students learned that they do not always need to show the trauma of the event in order to get their message across to the viewer.
I feel as though the art teacher was a bit overwhelmed by the fifth grade class. She was very intolerant of small side conversations and was quick to ask students to take a break from the group. However, I feel as though the classroom had a good energy overall. Children were free to think like artists and create their work independently or with the help and advice of others. The student’s were very engaged and this showed through the different works of art they created.
Something the students struggled with in creating their art is how to cater towards their audience. Some of the issues, such as terrorism, tend to conjure violent images. However, the student’s were instructed to think about the kindergarteners and the first graders. Would their images frighten these students? Because of this, the fifth grade class was forced to look at all of their issues through a different lens. It encouraged them to think more like an artist. The students learned that they do not always need to show the trauma of the event in order to get their message across to the viewer.
I feel as though the art teacher was a bit overwhelmed by the fifth grade class. She was very intolerant of small side conversations and was quick to ask students to take a break from the group. However, I feel as though the classroom had a good energy overall. Children were free to think like artists and create their work independently or with the help and advice of others. The student’s were very engaged and this showed through the different works of art they created.