Below are some examples from 1st graders a Hamilton:
Monday, October 19, 2009
Picasso portraits
Last week students were hard at work on their self portrait projects. This is one of my very favorite activities - students love getting to work with their own image, and it’s a great lesson to emphasize the ongoing theme of identity and self that we have been working with the last few weeks. We lead into the lesson by discussing notions of abstract art, how colors and shapes can convey a feeling, and how we can use those tools to express how we feel about ourselves. We then look at some of Picasso’s abstract work, thinking about how he stylistic choices conveyed feelings and ideas. From there, students dive in on their own images, creating a version of themselves as they see fit.
Below are some examples from 1st graders a Hamilton:
Below are some examples from 1st graders a Hamilton:
Thursday, October 1, 2009
Animal Masks and Identity
This past week, we've been focusing on two new concepts: symbols, and identity. We've really tried to push the concept of a symbol being something that stands for something else and have tried to connect that with different ways to represent who we are through the use of symbols. Symbolism is such an important concept that we will be returning to throughout the year, so we're introducing it now so that the kids will be familiar with it later on.
The project for this week is creating animal masks that represent something about ourselves. The students were to pick an animal that had some connection to their personality (i.e. some may pick a lion because they feel that they are courageous, loud, or strong). Using the concept of symbols, our students were to decorate their masks with this idea in mind; they were told that anything that goes onto the mask must represent a part of themselves. Here are some pictures of their progress:
They are slowly starting to understand more of these concepts - explanations for their masks are moving away from "I picked a monkey because they like to climb things, and I like to climb things" to "I picked a monkey because I think they are silly, funny, and active...and I think I am like that too!"
The project for this week is creating animal masks that represent something about ourselves. The students were to pick an animal that had some connection to their personality (i.e. some may pick a lion because they feel that they are courageous, loud, or strong). Using the concept of symbols, our students were to decorate their masks with this idea in mind; they were told that anything that goes onto the mask must represent a part of themselves. Here are some pictures of their progress:
They are slowly starting to understand more of these concepts - explanations for their masks are moving away from "I picked a monkey because they like to climb things, and I like to climb things" to "I picked a monkey because I think they are silly, funny, and active...and I think I am like that too!"
Saturday, September 26, 2009
Student work
Below are some photos of student work from this week. These were made by 4th graders in Tiffany and Krisztina's class. Students are making portfolios to help organize their work they will produce this year. We discussed the concept of 'creativity' and how that helps one come up with solutions, ideas and what not, and how it's important to value what we create, hence the portfolios.
We then asked students to design their portfolios around the idea of 'discovery' and 'exploring', since that is what the creative process is about. We had them pick one image from a stack of magazine pages we had that to them represented one of these ideas. Narrowing down the process to picking an image and then designing the rest of the portfolio around that image helps on lots of levels: it teaches students about symbolism and representation, our topic next week, it helps them learn collage techniques (young students tend to want to just cut out a bunch of random photos, paste them and be done with it, this helps them learn more about the design process and the thought process behind it), and it helps them conceptually grasp the idea of a 'theme'. We asked them to try to draw the rest of their photo; if they cut out a picture of a forest, for example, we ask them to try to show what else was in that forest, to show how it was about discovery.
A few examples are below - I really love how some of these turned out!
We then asked students to design their portfolios around the idea of 'discovery' and 'exploring', since that is what the creative process is about. We had them pick one image from a stack of magazine pages we had that to them represented one of these ideas. Narrowing down the process to picking an image and then designing the rest of the portfolio around that image helps on lots of levels: it teaches students about symbolism and representation, our topic next week, it helps them learn collage techniques (young students tend to want to just cut out a bunch of random photos, paste them and be done with it, this helps them learn more about the design process and the thought process behind it), and it helps them conceptually grasp the idea of a 'theme'. We asked them to try to draw the rest of their photo; if they cut out a picture of a forest, for example, we ask them to try to show what else was in that forest, to show how it was about discovery.
A few examples are below - I really love how some of these turned out!
Thursday, September 24, 2009
Portfolios
This week was a really productive one at Hamilton. The Kinders I work with are such a great group - seriously one of the mellowest group of kids that age I have had in a loooong time! They are already getting into the rhythm of our class, and come in ready to get to work in their journals, and area able to do so without much fanfare. So this week, we came into our room, journaled, shared our work, then got to business making our portfolios.
There are several ideas at work behind this project: 1. To introduce students to the idea of creativity and expression. 2. To teach them to value their work and creations. 3. To introduce them to collage and symbolism. Doing ‘collage’ work with kids might seem like a natural, easy thing, but it’s actually a fairly big concept for them to grasp. They tend to want to cut and paste a bunch of pictures of things they like - which is fine of course, unless you have a specific theme or concept you want them to work around.
So, for their portfolios, we asked each student to pick one image that to them represented (and we had an accompanying brief conversation about what it meant to ‘represent’) ‘discover’ or ‘exploring’, the idea being they were going to use their creativity to explore and discover their voice and capabilities this year. It went over surprisingly well, with even my young K and 1st grade students grasping the concept and getting into it. The first day this week was about explaining it, picking an image, cutting it out and pasting it, and some initial drawing. The second day was a bit more involved, but they LOVED it: we did painting, more collage, drawing, coloring, stamping, etc.
The portfolios themselves are turning out great, and the students really liked to get a chance to do such hands on ‘messy’ work so early in the school year!
As I mentioned, I am also working with a 1st grade group during my days at Hamilton this fall. Being 1st graders, they are a bit more ‘busy’ than the Kinders, but they are actually responding really well to the class. The first week was a bit chaotic, but by the end of this week, they seemed to be mellowing out, understanding the class, and engaged. In fact, out of the 7 or so groups of kids I work with at various groups, they are probably the most excited about journaling - the second I walk into the room, they ask me about it! I also did some of the Yantra/meditation designs with them this week (more on that in another post!) and it also seemed to make a positive impact and help to focus them a bit.
We’ll see what next week brings!
There are several ideas at work behind this project: 1. To introduce students to the idea of creativity and expression. 2. To teach them to value their work and creations. 3. To introduce them to collage and symbolism. Doing ‘collage’ work with kids might seem like a natural, easy thing, but it’s actually a fairly big concept for them to grasp. They tend to want to cut and paste a bunch of pictures of things they like - which is fine of course, unless you have a specific theme or concept you want them to work around.
So, for their portfolios, we asked each student to pick one image that to them represented (and we had an accompanying brief conversation about what it meant to ‘represent’) ‘discover’ or ‘exploring’, the idea being they were going to use their creativity to explore and discover their voice and capabilities this year. It went over surprisingly well, with even my young K and 1st grade students grasping the concept and getting into it. The first day this week was about explaining it, picking an image, cutting it out and pasting it, and some initial drawing. The second day was a bit more involved, but they LOVED it: we did painting, more collage, drawing, coloring, stamping, etc.
The portfolios themselves are turning out great, and the students really liked to get a chance to do such hands on ‘messy’ work so early in the school year!
As I mentioned, I am also working with a 1st grade group during my days at Hamilton this fall. Being 1st graders, they are a bit more ‘busy’ than the Kinders, but they are actually responding really well to the class. The first week was a bit chaotic, but by the end of this week, they seemed to be mellowing out, understanding the class, and engaged. In fact, out of the 7 or so groups of kids I work with at various groups, they are probably the most excited about journaling - the second I walk into the room, they ask me about it! I also did some of the Yantra/meditation designs with them this week (more on that in another post!) and it also seemed to make a positive impact and help to focus them a bit.
We’ll see what next week brings!
Thursday, September 17, 2009
A new school!
Hamilton is a new site for us, so we were very excited to get started! We are working with a K, 1st, 4th and 5th grade group there. We got things started by introducing each group to what their Living Histories class was going to be about: art, creativity, writing, community.
We then introduced them to the idea and process of journaling: again, with an emphasis on the creative aspect of the process, the down time it affords, etc. They seemed really eager and excited about the journals - we’ve found that students of all ages love having this book that is all theirs to do anything with!
Like our students at Longfellow, our Hamilton students started the year doing two of our favorite ‘intro’ projects: group murals, and ‘illustrating’ flower pots together. For the murals, they worked on giant sheets of paper together - another thing we’ve noticed all students seem to love! - and depicted all the things that they knew to do to help their community, which was one of the key words they learned this week. Their other new vocabulary word was ‘ecosystem’, and in turn, they drew, in groups, images of ecosystems on their flowerpots. We put a great emphasis on making sure students understood the connection and similarities between the two terms, and the key idea that in each system, very individual is critical and important, and that only through co-existing and working together are things accomplished.
I particularly love the flower pot activity - it’s always fun to grow things, and I like the symbolism of us ‘growing together’. We are still identifying a good place at Hamilton for our flowerpots and work to go - we are spoiled at Longfellow by having the whole cafeteria to turn into our art gallery! - but I’m sure we’ll have something figured out soon with plants following shortly after!
Our first week at this new site went great - really smoothly, and we are excited about the school year ahead here!
We then introduced them to the idea and process of journaling: again, with an emphasis on the creative aspect of the process, the down time it affords, etc. They seemed really eager and excited about the journals - we’ve found that students of all ages love having this book that is all theirs to do anything with!
Like our students at Longfellow, our Hamilton students started the year doing two of our favorite ‘intro’ projects: group murals, and ‘illustrating’ flower pots together. For the murals, they worked on giant sheets of paper together - another thing we’ve noticed all students seem to love! - and depicted all the things that they knew to do to help their community, which was one of the key words they learned this week. Their other new vocabulary word was ‘ecosystem’, and in turn, they drew, in groups, images of ecosystems on their flowerpots. We put a great emphasis on making sure students understood the connection and similarities between the two terms, and the key idea that in each system, very individual is critical and important, and that only through co-existing and working together are things accomplished.
I particularly love the flower pot activity - it’s always fun to grow things, and I like the symbolism of us ‘growing together’. We are still identifying a good place at Hamilton for our flowerpots and work to go - we are spoiled at Longfellow by having the whole cafeteria to turn into our art gallery! - but I’m sure we’ll have something figured out soon with plants following shortly after!
Our first week at this new site went great - really smoothly, and we are excited about the school year ahead here!
Monday, August 24, 2009
Welcome to our blog...
The school year is soon to be underway, and this blog will quickly become full of updates from both teachers and students from Living Histories after school program at Hamilton Elementary in Pasadena, CA. Add us to your RSS feed, and check back again in early September...
In the meantime, visit http://www.living-histories.us for more information.
In the meantime, visit http://www.living-histories.us for more information.
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