Tag: teacher

Teaching Abstract Art: When the Simplest Concepts are Actually the Most Complex

How to create an abstract work of plus how to teach it to high schoolers.

Abstract art is one of my favorite types of art and it’s an art form that I always include in my high school art curriculum. It can be hit and miss, some years they get it and run with it, other years it’s like pulling teeth. Despite my mixed results I am committed to always including it in my lessons because it can be under-appreciated by those who don’t understand it. AKA, please don’t tell me “I could’ve done that.” Because guess what, you didn’t.

Abstract art may look simple, but it is in fact one of the most complex forms of art and reflects a much higher level of thinking (yes, there is a lot of thinking that goes on in art making). Because of this fact I was very wary of doing an abstract art project with my advanced class this year. They are a wonderful group of kids, but overall their technical ability and creativity level is lower than what I typically have in my advanced classes. My tried and true projects were very hit and miss this year, and I felt like a failure of a teacher. I just couldn’t figure out my “in” with them.

So of course, knowing all of this information I decided to develop a new abstract art project that was bigger than ever and more open ended than over. I was convinced it was going to fail miserably, but I continued down the path anyway.

I attribute the formation of this new lesson to watching cartoons with my two year old. We were deep into watching Inside Out for the 1000th time when the abstract thought scene came up. If you have never seen it, Google it, it’s an amazing explanation. The characters show the progression of abstract thought through verbal and visual explanations. The characters literally abstract before your eyes. The light bulb turned on.

I put together a PowerPoint including a link to the clip (plus a few other video clips) and three abstract artists to show examples of the three main elements in abstract art: Piet Mondrian for line, Wassily Kandinksy for shape, and Mark Rothko for color. The only guidelines I gave my students were it must emphasize either line, shape, or color (all three will be included, but one will be showcased) as well as balance, unity, and a focal point. The three elements are the building blocks and the three principles are what make it a successful work of art.

I was so worried. Typically with my abstract projects I have my students start with a concrete base, such as a photograph of a landscape or an object, and I help them simplify and abstract it before they start painting it. But this project took it to a new level, it was high level problem solving. I set them off to work and as always with a new project I worked on my example along with them.

Each student got a 36″x48″ canvas. This was the largest any of them had ever worked. I sent them off to sketch and I began to work on mine. I decided I wanted to focus on cool colors, with pops of warm, incorporate an acrylic pour somehow and emphasize line. In my head I wanted the organic shapes of the acrylic pour pattern juxtaposed with the geometric lines. First I painted the entire canvas using the cool colors I planned to incorporate into the stripes.

Next, I used a ruler to create a line pattern. I had a loose idea to focus on diagonal lines, but from there I started laying the lines out and made adjustments as I went.

Once I felt confident with my pattern I began filling it in.

How to create an abstract work of plus how to teach it to high schoolers.

I wanted the bright orange to help create a focal point.

How to create an abstract work of plus how to teach it to high schoolers.

Again, I had a loose idea of the colors I wanted and would scatter them around the canvas before starting another. I would periodically take a step back to make sure the colors looked balanced before adding more.

How to create an abstract work of plus how to teach it to high schoolers.

I wanted the background to make up some of the stripes and as I began filling in the lines I decided I wanted to have more of a variety of shapes, rather than the same width lines covering the entire piece. To create that look I didn’t fill in large chunks of the lines and instead left the background showing through.

How to create an abstract work of plus how to teach it to high schoolers.

I waited until closer to the end to add more orange stripes to make sure they remained the focal point. At this point I loved the piece. I began questioning whether or not to add the acrylic pour aspect. But, I decided to follow through with my plan. The organic look of the pour would either elevate it, or hurt it, but at least I had photographic evidence of this point in case I hated the final version. Plus, you can always paint over what you don’t like.

How to create an abstract work of plus how to teach it to high schoolers.

I didn’t want the acrylic pour to look like a paint spill on top of my piece. I wanted it to look intentionally included. To achieve this I decided to let it fill in some of the strips, but have clean strips cutting through it. I carefully taped up specific sections and tried to visualize where the paint would fall.

How to create an abstract work of plus how to teach it to high schoolers.

At this point I had never done an acrylic pour before. One of my students was familiar with the process, and she did some on her abstract acrylic. I read a few how tos, watched a few videos and carefully watched her technique before trying it on my own (once my class had dismissed just in case it was an epic fail). I put my acrylic paint colors in individual cups and mixed it with water, floetrol, and tested some rubbing alcohol on a few. I poured the smaller cups into a larger one, alternating the colors.

How to create an abstract work of plus how to teach it to high schoolers.

Full discloser, the first pour was a HUGE failure! I didn’t thin the paint enough and it ended up being a huge glob of paint that would not spread. I quickly wiped all the paint off and had a moment of silence for the wasted supplies. Attempt two went much better. I still sweated a bit as I tried to spread the paint while maintaining the beautiful cells, it’s way harder than it looks.

How to create an abstract work of plus how to teach it to high schoolers.

After layer one I decided I wanted a little more, so I did a final pour on the lower half.

How to create an abstract work of plus how to teach it to high schoolers.

After letting it dry overnight the moment of truth came and I began peeling off the tape. I was slightly disappointed, the paint still seeped under the edges of the tape, which meant a lot of clean up, but I was excited about the potential. After a lot of cleaning up edges I decided I was very pleased with the end result.

How to create an abstract work of plus how to teach it to high schoolers.

And the best part is the tape will make an amazing visual journal page in the near future.

How to create an abstract work of plus how to teach it to high schoolers.

In case you are wondering this project ended up being the most successful project of the year. All of my students excelled and these large scale abstract acrylics made beautiful and impressive additions to our annual art show. I don’t know if I can attribute the success to my enthusiasm for it, working along with them, breaking it down into basics, or my Inside Out clip, but whatever it was I will take a win at the end of the school year.

If you are interested in learning more about this project check out my Teachers Pay Teachers lesson plan here. It is designed for advanced or AP art level high school art students, but I believe the basics can be kept and it be sized down for earlier high school or middle school students.

Thanks for taking the time to check out my blog! Check out more visual journal pages here and more of my TPT products here. Help spread the word by sharing with others. Thanks for stopping by!

How to create an abstract work of plus how to teach it to high schoolers.
How to create an abstract work of plus how to teach it to high schoolers.

Visual Journal Page 33: The Bee Incident

This visual journal page reflects my attempt to enjoy a beautiful spring day.

My former classroom was large with a lot of windows and natural light. While it isn’t as beautiful as my current set up (I am so spoiled) I did have a door to the outside, which was a huge perk.

There was something about the ability to walk outside and take a breath of fresh air that felt freeing. It was also functional in classes that often used spray paint, fixative, and other hazardous materials. Many days I would prop the door open, letting the fresh air into my stagnant room, and more often than not, pretend I was not stuck in a classroom with a bunch of wild teenagers.

Every now and then a creature from the great outdoors would find its way into my classroom. It would cause momentary chaos until it found its way back out again, but it was worth the risk to have fresh air.

Or so I thought.

One particular day I was standing by my desk talking with a student, a class full of kids working hard behind them, when all of the sudden I felt an odd sensation on my leg. It started off with a tingle and quickly escalated to a burn. I immediately looked down and discovered the culprit, a bee had decided to attack me.

I resisted every urge to yell, curse, jump up and down, and cry. As calmly as I could I stated the obvious “A bee stung me!” and sent my student back to their seat. I was slightly incredulous, I was just standing there, that bee came into my room, why did it feel a need to sting me?

As the pain began to subside I couldn’t help but feel bad for the bee. All I wanted was fresh air, and instead I got a stinger in my leg and a dead bee on my floor. For the rest of class I walked around helping my kids and couldn’t help but bring up my injury. They smiled, nodded, and patiently waited for me to answer their actual art related questions. I’m sure they thought I was being dramatic but until I could no longer feel the stinger in my leg, I couldn’t help but discuss it.

My takeaway: at least I didn’t curse in front of 35 teenagers.

SUPPLIES

  • Visual journal
  • Glue
  • Paper
  • Pencil
  • Watercolor
  • Paintbrush
  • Water
  • Thin sharpie
  • Book pages
  • Scissors

HOW TO

This visual journal page was created shortly after the incident. I felt I needed to express my feelings, since my students weren’t interested in listening to me complain about my injury. I knew I wanted to focus on the bee since it was the cause of the incident, but also because insects are very interesting to draw and paint.

I started by sketching the bee shape out on a separate sheet of paper. I then began filling the bee in with watercolor. I quickly decided I wanted to splatter the the paint away from the bee to create a strong focal point and sense of movement. As soon as I filled in the color I would blow the watercolor away from my drawing. I did the painting in sections. I painted all of the black first, then let it dry before moving to the next part. This prevented the color from blending together. Watercolor will only stay where the paper is wet, if it’s surrounded by dry, for the most part, it will only stay in the wet section.

After painting my bee and letting it dry, I cut it out. I began playing with placement on my visual journal page, but had a hard time figuring it out. It was too simple to just put the bee down, but I didn’t want to fill up another page with ripped up book pages. I decided to pull two pages from different books and played around with overlapping them. I thought about gluing the bee down to one, cutting it out, then repeating to get a wider paper edge around the painting, but had also been using that technique a lot in my visual journal up to that point. I finally laid the full pages down on the right side page and liked the look. It almost looked like the bee was laying on paper left on the floor (a common occurrence in my classroom).

Next, I began brainstorming ways to incorporate the text and add some visuals to the left side page. I eventually landed on creating a line out of book pages that would mimic the bee’s flight line, until it’s untimely demise. I used the line as a space to incorporate my text: “I had a very difficult time trying to maintain my composure.”

CHALLENGE

Create a visual journal page about a bug. It can be an incident with a bug, a study of a bug, or your favorite bug.

Thanks for taking the time to check out my blog! Help me spread the word about my blog and visual journals by sharing with others. Thanks for stopping by!

Visual Journal Page 32: Panetta Makes Me Think of Butter?

A visual journal page made using colored pencils.

Before I was a Panetta I was a Ward. For 23 years I had a simple, four letter, easy to pronounce last name. There was never any confusion or stuttering over letters. I never realized the benefits of a simple name until I got married and became a Panetta. While I do sometimes have fun with the “Are you related to Leon Panetta?” question, dealing with mispronunciations have already gotten old. I’m no longer Whitney Ward I am Whitney P-A-N-E-T-T-A, Panetta. You have to spell it out. Every time.

Over the past nine years of my teaching career my students have come up with many creative nicknames for me. They always stay pretty close to the original: Mrs. Pinata, Panera, Picasso. I’ve also had shortened versions, Mrs. P, Mrs. P-Net. My students get the Italian heritage. I once had a student decorate my white board with a drawing of spaghetti and baguettes because, according to her, Panetta made her think of spaghetti and baguettes (check out that visual journal page here).

All of those nicknames and thought processes made sense to me. But one day a student told me my last name reminded them of butter. Panetta, butter, Panetta, butter, I just don’t see the connection. And since I couldn’t figure out the logic behind it, I dealt with this new interpretation of my name the best way I know how. I made a visual journal page about it.

Panetta reminds me of butter?

SUPPLIES:

  • Visual journal
  • Colored pencils
  • Pencil
  • White paper
  • Book pages
  • Glue
  • Scissors

HOW TO

To create this visual journal page, I decided to keep it simple. I opted to use colored pencil and book pages to create a simple collage that got to the point.

First, I used colored pencils to create lines in the background.

Next, I sketched out butter on a butter dish and a knife on a separate sheet of paper.

I filled the sketch in with colored pencil, slowly building up the colors in thin layers. With each new layer I tried to vary the color and add shadows and highlights to create depth. As I built up the color in the butter, I used darker shades of yellow to create text in the butter: “Panetta reminds me of butter?” While the text blends very well into the shape of the butter, it is difficult to read. Looking back, I would’ve cleaned up the text to make it more legible. Check out a lesson that goes in depth on using colored pencils here. 

Once the colored pencil drawing was complete, I cut it out, and glued the two pieces on top of old book pages. I cut the drawings back out, leaving an edge of book pages around both drawings.

I glued the butter dish down first, then overlapped the knife to complete the page.

TIP: use a credit card to push paper into the crease of your visual journal book.

CHALLENGE

Create a visual journal page about your last name.

Thanks for taking to the time and checking out my blog. Help spread the word about visual journaling by sharing it with others. Are you interested in teaching visual journals in your classroom? Check out my visual journal bundle here and my how to worksheets here. Thanks for stopping by!

 

A visual journal made with colored pencils and book pages.

 

Visual Journal Page 31: Atlanta Adventures

A visual journal page about a lifelong friendship and a trip to the aquarium. Visual journal tips, techniques, and challenges are included.

So far, my best friends have been made in high school and in college. These are the people I know will be in my lives forever, the ones my kids will refer to as aunts and uncles. The difficult part of developing these deep friendships during this time, is its a pre-root time period. My friends scattered across the US for college, and even more after college. As we all graduated from college some stayed and some left. As we moved onto our adult jobs and adult relationships, adult roots also began to take hold.

Nick and I ended up settling near the areas we grew up. Luckily, some of our good friends decided to do the same, but some others opted for new scenery, 3,000 miles away.

One of our dearest friends is a friend we each met separately before Nick and I began dating. I knew Jared in high school. Although our friendship didn’t develop until our senior year, we quickly began hanging out in the same group of friends and got to know each other better. Jared was my senior prom date and we ended up attending the same college. I always felt comfortable with him and could talk to him easily. I was excited to have such a dear friend be a part of the next journey in our lives.

Nick lived on the same hall as Jared freshman year. The tiny UGA dorm rooms forces students to spend more time hanging out in the hallways and spilling into hall-mates rooms. Jared and Nick hung out more and more as the year continued on, they kept in touch sophomore year after moving into apartments, and ended up living with each other the last few years of college.

Nick and I began dating our sophomore year of college after meeting at a party at Jared’s apartment. With Jared being such a huge part of both of our lives, it was inevitable that the three of us would spend a lot of time together. When I think back to college I always think of Nick, Jared, and Elly (my other dear friend who also moved to LA. You can read about the visual journal page I used to process my feelings about that move here). It wouldn’t have been college without them.

After college Jared and his girlfriend, Ashley, moved to LA (very much against the will of Nick and I). We were both sad to see them go, but excited for their new adventure, on what felt like another planet.

Every year, at the very least, Jared comes home for Christmas. This particular year, we decided to meet up and do some stereotypical Atlanta tourist things: visit the World of Coke, the Atlanta Aquarium, and eat at a downtown restaurant. The three of us spent the day together gallivanting the city, and it felt like not a single day had passed since we graduated college. That was when I knew no matter the distance or length of time between catching up, we would always be friends.

Jared and Ashley are now the godparents of our first born, little man Cooper. Now they are forced to be a part of our lives forever (a very selfish, calculated decision on Nick and my part). The best friends are the ones that feel like they never left when they move far away and come back and visit.

SUPPLIES

  • Visual journal
  • White paper
  • Acrylic paint
  • Paintbrushes
  • Water
  • Shallow cup
  • Straw
  • Dawn soap
  • Scissors
  • Sharpie
  • Glue

HOW TO

One of my favorite parts of that day was looking at the jellyfish at the aquarium. I decided I would focus on that as the visual for the page. I recently began playing with bubble paint prints, was slightly obsessed (check out my visual journal worksheet on making bubble paint prints here),  and this would provide another way for me to use them.

I wanted to paint the background blue and green, so I ripped two pages out of my visual journal, painted them, then set them aside to dry. By ripping the pages out and gluing them back in, it prevents the paint from bleeding through the paper onto other pages.

While the background was drying, I working on painting the jellyfish. I looked up a few pictures to reference, then loosely painted them. I kept the colors warm, to contrast the cool background. Once they dried, I cut them out.

Once the background dried, I added the white bubble paint prints on top. To do that I took a shallow dish, added white acrylic paint, water, and dawn soap. I mixed it together, then used a straw to blow bubbles. Once the bubbles were just over the rim of the dish, I lightly placed the background paper on top, causing the bubbles to either stick to the paper or pop on the paper. I popped any bubbles that stuck to the paper after lifting it. The white coloring in the bubbles created a print of the bubble shape on the paper.

After the bubble paint prints dried, I glued the pages back into my visual journal. I simply glued them on top of the next two pages of my book. Next, I glued the cut out jellyfish paintings down. Last, but not least, I added the words using sharpie.

CHALLENGE

Create a visual journal page about an important person in your life.

Thanks for taking the time to check out my blog and read today’s post! Help me spread the word about visual journals by sharing this post with others. If you are interested in teaching visual journals to your art students, check out my visual journal handouts here and yearlong lesson plan pack here.  Would you like more visual journal how tos delivered straight to your inbox? Become a subscriber: fill out your e-mail address in the form at the bottom of the page. Thanks for stopping by!

A visual journal page about a lifelong friendship and a trip to the aquarium. Visual journal tips, techniques, and challenges are included.

Teachers Pay Teachers Valentine’s Day Sale + My Top 5 Wish Listed Products

I hate to admit it, but I can be a bit of a Valentine’s Day grinch. I have nothing against love, chocolate (or any candy for that matter), or cards, but I just don’t feel the need to go all out for Valentine’s day every year. I didn’t actually have a valentine until the first year I dated my now husband, when I was just 19 years old. As the big day approached, I was excited. I had waited 19 years to actually have a boyfriend over the holiday that celebrates being in a relationship. When the day finally arrived, we exchanged gifts, ate a delicious meal, and although I had fun, I thought what is the big deal? We can do this anytime.

So, sorry Valentine’s day lovers, it’s just not for me. Every year my husband and I make sure we spend time together and make an extra delicious dinner at home. But we opt to save our babysitting and eating out money for a day that doesn’t include cost premiums.

This year for Valentines day I will give my hub an extra hug and I will also be celebrating by participating in the Teachers Pay Teachers site wide sale. Everything in my store will be 25% off. If you like any of my bundle packs, that can equal a decent amount of savings.

While prepping for my sale, I decided to check out what my top wish listed products are. Read about the top five below:

Seven back and front worksheets that cover the elements of art.

This is on oldie, but a goodie. It has held top spot for sales, traffic, and wishlists for some time now. This was my very first bundled item, and I am so happy other art teachers love it as much as I do. It is a staple in my high school Intro to Art course. The bundle pack includes seven back and front worksheets that cover the elements of art. Each worksheet has visual examples and information about the elements: color, line, value, form, shape, texture, and space. The back of the worksheets have activities to complete to show their understanding of what was covered on the front. This worksheet pack is great to have on hand for substitute days, early finishers, or to test your students’ understanding of the elements of art.

This bundle is listed for $10.00, you save $4.00 by purchasing the bundle rather than the worksheets individually. You can purchase it for just $7.50 on 2/14/18 and 2/15/18. Check out this product here.

A pack of eight worksheets that cover the principles of design.

With my elements of art worksheet pack as #1, it’s no surprise that my hand drawn principles of design worksheet pack is my second most wish listed item. I began working on this worksheet set as soon as I completed my elements of art pack. Like the elements of art worksheets, this has visual examples and information on the front and an activity on the back. I also use these in my Introduction to Art course. They are great for late elementary schoolers, middle school, and high school art students. There are eight back and front worksheets in total. Check out the pack here.

This bundle is listed for $10.00, you save $6.00 by purchasing the bundle rather than the worksheets individually. You can purchase it fur just $7.50 on 2/14/18 and 2/15/18. Check out this product here.

My third most wish listed item is also my most expensive. It’s my year long Introduction to Art curriculum. It’s priced at $100.00 for the pack, but you save $86.00 by purchasing the bundle rather than the lessons individually. This is a great product to purchase during sale days because it costs more than my average item. It will be marked down to just $75.00 on 2/14 and 2/15.

You won’t need to plan a single day for an entire year in your Intro to Art course. There is also a timeline included if your class is only a semester long. All in all this file includes: yearlong timeline, semester long timeline, first day items (syllabus bathroom passes, tell me about you sheet, art survey, letter to parents, artist to know table, and behavior contract), art notebook set up (table of contents and worksheets), 20 lesson plans  (includes big idea, essential questions, goals, objectives, supplies, vocabulary, step-by-step instructions, national standards), 17 rubrics, 6 critique worksheets, 16 PowerPoints, 42 worksheets (includes elements of art, principles of design, visual journal, drawing, color theory, perspective, contour line, and many more).

Check out the lesson plan and PowerPoint I use to introduce visual journals to my students every year.

My #4 wish listed item is my visual journal lesson plan and PowerPoint pack. This is what I use to introduce visual journals to my students every year. This is a project I do in every single class, and it lasts the entire semester or year depending on the length of the course. It’s always one of my students’ favorite assignments because they have so much freedom in the assignment. They get to choose the materials and topics, they just have to have a certain number of pages complete by the end of the course.

I obviously have a passion for visual journaling, it’s the entire reason I started this blog. I love sharing my inspiration and methods; it’s no different in my classroom. I encourage every art teacher to give this project a try. I love seeing my students take it and run with it. Also check out my visual journal bundle pack, which includes all of my visual journal how to handouts as well.

My #5 most wish listed item is also one of my cheapest, my general shading handout for just $2.00. I use this handout in both my Introduction to Art class and my Drawing class. It’s a great refresher or introduction to basic shading techniques. It covers shading using hatching, crosshatching, stippling, scribbling, and blending techniques. The front shows examples and the back is full of activities for the students to complete that tests their knowledge of the information covered on the front.

Check out the rest of my top 10 wish listed TPT items below:

#6: Zentangle handout

#7: Elements of art worksheet pack #2

#8: Shading using hatched lines worksheet

#9: Elements of art poster pack

#10: Yearlong visual journal bundle pack (lesson plan, PowerPoint, and handouts)

Don’t miss the Valentine’s Day sale, this will be the last one until the end of the school year. There are so many amazing products available on TPT to help make our lives easier and further enrich our students, I hope you give the website a try if you haven’t yet.

Thanks taking for taking the time to check out my blog! Help spread the word by sharing with others. Thanks for stopping by!

 

A shading handout with information on hatching, crosshatching, stippling, scribbling, and blending. It's perfect to introduce drawing basics or refresh them with your art students.
Visual journals are easily one of my students' favorite projects of the year. Check out the lesson plan and PowerPoint I use to introduce it every year.
Eight back and front worksheets that cover the principles of design. Visual examples and information on the front, activities for the students to complete on the back.
Seven back and front worksheets that cover the elements of art. Visual examples and information on the front, activities for the students to complete on the back.
You won't have to worry about a single day of the year in your Introduction to Art class with this yearlong curriculum. It includes 20 lessons, 42 worksheets, 16 PowerPoints, and 14 take home projects.