Play

“Such experiences is not just play…. It is work he must do in order to grow up.” 

-- Maria Montessori

I am so proud of the 2013-2014 yearbook cover artist!  (Fifth Grade) 

For most of my childhood, until the middle of third grade, I went to a Montessori school, which is the present day Montessori Country Day School in Flower Mound.  The Montessori philosophy is similar to TAB; the teacher introduces a new concept, tool, or technique to the students, and then guides them as they learn at their own pace.  Play is the work of a child; it is a highly engaging, memorable, whole child experience.  This week Kindergarten did an activity that I had heard of many times before, but had never seen in action until my student teacher tried it (successfully) with the kids last year. 

Dog with Spots (I love that little drawing!!!)

As the kids came in the room, a virtual tour of the Lascaux caves was playing on the projector.  We discussed what we saw on the cave walls, who might have drawn pictures there, and what tools they would have used.  I love telling the story of the four boys who found the cave when they were out playing one afternoon.  The kids recognize the animals on the cave walls, and understand that the people needed the animals for food and clothing.  They loved the hand prints on the cave walls, and when we got out the brown butcher paper, the kids immediately started tracing their hands.  Many also drew their pets, or their favorite wild animals.  Then came the best part:  I taped the butcher paper to hang on the sides of the tables to create caves, and the kids took turns with the flashlights to explore the cave walls.  Though this is not a TAB lesson, I believe it to be a valuable one.

I also believe in unstructured play as a means of storytelling.  Last year I watched a group of fifth grade boys act out an intricate battle scene with K'nex, "flying" them above an arena made from blocks.  When they were finished I asked the boys to document their battle in a drawing or written story, and they happily recorded, with rich details, the dramatic scene.  Clyde Gaw's chapter "The Art of Boys" in The Learner Directed Classroom was very thought-provoking, and influential in shifting my thinking on this type of play.  In past years I may have said, "Okay, enough playing, keep building with the blocks, or go draw what you have built", but when we lost Drama at our school two years ago, I began searching for ways to fill the void.  My young artists need the opportunity to learn empathy through role playing, and to express and develop their ideas through improvisation.  The young artists then reflect on their learning through artwork, and artist statements.

Great Conversations

During one of my second grade classes this week, I overheard the following conversation between two boys as they worked on their drawings:

"I want to be an artist when I grow up."

        "I want to be a football player and an artist."

"I know!  You can be the person that designs the football stadiums."

My students surprise me constantly, and this exchange was a delightful one.  Not only was the main speaker enthusiastic about making artwork, but he was also being a supportive and encouraging friend.

Kindergarten Still Life

Most grade levels began using the drawing center this week, and each class had a ribbon cutting ceremony to commemorate the event.  The students gathered around the drawing center, and I made a speech:

"Welcome to the first ribbon cutting ceremony of the 2013-2014 school year.  I am extremely happy to have you all in attendance as we begin to open the Vickery Art Studio.  Today we will be opening the drawing center.  After the ceremony, you will have the rest of the day to explore the resources and materials therein.  Before we cut the ribbon, does anyone have any advice on drawing to share with the rest of the class?  ________ will now cut the ribbon on behalf of the entire ____________ class.  (the ribbon is cut, then claps and cheers)  Thank you Vickery Voyagers, the drawing center is now open."

I asked the students questions about their art as they worked, and in the next few weeks 3rd - 5th graders will begin to write artist statements when they finish an art piece.  It is difficult to interpret a student's authentic artwork by simply looking, and assumptions are usually wrong.  Being able to express their thinking behind the marks on the paper is more indicative of knowledge than the forms themselves, similar to when a child is learning to write.  

To reflect on our time in the drawing studio, we discussed "What do artist draw?"  Though many drawings overlap in category, students were asked to identify their work as Memory, Observation, Imagination, or Experimental Marks on paper.

This week we also talked about "What is art?"  or rather, "How can you tell if something is art?"  I would have liked for students to write on the post-its themselves, but I didn't want to take time away from their art making, so I sat with each table for a few moments and interviewed the groups.

First Days of School

The drawing above is by a 3rd grader.  Sea World!

Over the course of the week I sat down with each of my 567 students and asked them what they did over the summer, which is something that I had never done before.  Many of my students traveled all over the United States, as well as to Mexico and South America. Their stories were exciting and hilarious, at times bizarre, and some were sad.  It was fun to tell all about my summer, too.  In past years with DBAE (Discipline Based Art Education), I sacrificed personal relationships with students for assignments with limited materials and time restrictions.  The group of students that were in 5th Grade last year were my first group to have from the time they were in Kindergarten, and I regret that I did not take the time to form a closer relationships with them.  Being the only art teacher a child has, and maybe will ever have, is a massive responsibility.  Knowing what motivates each of my young artists is essential in the TAB studio.

Next week I am going to introduce the drawing center. Looking back, I should have tried to do that on the first day with most grade levels, and I am going to keep that in mind for next year.  I asked my new Kindergarteners if any of them were artists, and the majority of them said that they were, and gave specific examples.  I am very encouraged.  In one class, a kindergarten student walked in my room, saw my Picturing America print of an Abraham Lincoln photograph, and shouted "It's my favorite president!"

Kindergarten Self-Portraits