First steps into Arts Education (Frank)

Hi all!

  It's been a while since I've posted on Twinning the Arts, my apologies. I promise that it is not because I wanted to avoid sharing what's going on, but rather that I have been given the opportunity to start creating Art program initiatives for students who's school has either cut down their art programs or dismissed them entirely.

   I am currently an intern with Project Focus here at SUNY Purchase. One of my responsibilities includes organizing an art program initiative for a day for a school that has either partially or fully lost their arts department. Myself and Cara Gullotta, another intern, have been asked to create art activities 2nd-5th graders at John F. Kennedy Magnet Elementary School in Portchester, New York. 

Here is what we will be working with:

-two 2nd grade classes, two 3rd grade classes, two 4th grade classes and one 5th grade class. (total of 140 students) mostly of Latino decent.

-A staff of 13 (other mentors working with Project Focus this semester) as well as any teaching staff at the school who would like to be involved. 

-two time slots: 3:30-4:10 and 4:10-4:50

-A budget of $500.00

What we planned:Cara and I came across a blogspot titled "Arts Projects for Kids" by Kathy Barbro (artsprojectsforkids.org) that had day to day art projects that are created for K-5 and beyond. Using these ideas as a template, we expanded and created two activities that use the same materials but differ in the objectives.
For the 2nd and 3rd graders, we have created an activity called "Wild Side/Calm Side Self Portraits". Below is the project instructions that will be handed out to the mentors who will be assisting us with this program:

4/30/12

Project Focus Arts Day (2nd and 3rd grade)

Activity: Wild Side/Calm Side Self Portraits
Materials:

-Cardstock Paper
-Magazines

-Crayons

-Markers

-Colored Pencils
-Scissors

-Glue Sticks

Objective:

1.      Students understand how colors, sounds (optional), and images convey emotion.

2.      Mentors spend as much one on one time with students as possible. Engage in conversation.

Instructions:

1.      BEFORE HANDING OUT SUPPLIES, Take 5-7 minutes to introduce and then ask students about what colors they believe represent different feelings or moods. (ex. Yellow = Happy… hence why the ‘sun’ is always smiling)

2.      Explain that today we will be using colors and images to show our ‘wild’ and ‘calm’ sides and that each students ‘sides’ are specific to them.

3.      Each child should receive a cardstock paper and the supplies should be shared in groups of 5-7 (depending on space).

4.      Start with all students focusing on creating their ‘calm’ side. (Playing “calm” music-optional). 15 minutes

5.      Continue to students focusing on their ‘wild’ side. 15 minutes

6.      After the activity, encourage students to share their portraits and for them to explain why chose the colors and images that they did.

For the 4th and 5th graders, we have created an activity called "Code Switching" Self Portrait. It does have it's more 'serious' title, but I haven't been able to come up with something more creative. Nonetheless, here is the project instructions: 

Activity: “Code Switching” Self Portrait

  Code Switching is defined as using different languages or forms of language depending on social context. Code switching is a term used by anthropologist to study people in different social situations and how they act in different social groups. For this activity, we want to ask the students to reflect on how their home life and school life differ.

Materials:

-Cardstock Paper

-Magazines

-Crayons

-Markers

-Colored Pencils

-Scissors

-Glue Sticks

Objective:

1.      Show students that everyone is different in their own way, specifically fellow students.

2.      Art can be used as a reflection of ourselves and life in a quick, easy activity

Instructions:

1.      Students are given a head and shoulder template to trace in pencil on a sheet of paper.

2.      Tell students to draw a line down the middle of the head.

3.      Students choose one side and draw face features and hair in a manner that represents home life. Lots of zig-zags and energetic lines may be used or interests at home (ex. Video games). The remaining side of the face is for school life. This can represent the way the students view school work or extracurricular activities.

4.      Students fill in each side with colors and objects that represent each corresponding side.

5.      Make sure the students fill in the background. Remind them that the goal is for both sides to look very different.



So as you can see, both activities are similar, however for the older students, we are pushing for them to analyze their life and use their artistic abilities to portray it to the rest of us. I believe it's arts programs that go beyond arts and crafts and allows students to do critical thinking that survive. This is my first attempt to see how far this way of thinking goes. There will be pictures and a blog post to follow the event to let you all know how it went. As always, thanks for reading!

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-Frank