Art & Language Arts Online

K-5 Teachers Discover Strategies for Helping Students to Draw

July 31st, 2012 Theresa Sotto 6 comments

During the second day of the Art & Language Arts seminar, we were drawn to drawings! We explored different drawing tools, experienced a special VIP talk by a curator in our drawings department, and tried an activity that made us feel comfortable drawing—even those who were most skeptical of their artistic abilities.

For those who participated in today’s program, please share a strategy for helping students to overcome the fear of creating a drawing that doesn’t meet their expectations. How do we help students move past the idea that their pictures need to “look right”?

: Today’s media exploration encouraged teachers to build their own drawing vocabulary using different drawing tools and then create a collaborative work of art.

: Even at 8:30 AM in the morning, teachers are all smiles. Is it because of the art activity…or the delicious breakfast burritos? (Note: There’s no trace of the breakfast burrito on the plate!)

: Teachers are armed with cups of coffee and Art Stix—a winning combination!

: A painting by John Everett Millais sparked a lively discussion about what is going on in the picture. What IS going on in the picture anyway?

: Teachers spend time analyzing the clues in a painting.

: We look closely and admiringly at Joseph Mallord William Turner’s depiction of turbulent waters.

: In partners, teachers share what they see in a painting and then describe their partners’ observations.

: After discussing what they see, teachers share what the painting makes them wonder about. Then they think about possible responses to their wonderings. It’s an adaptation of the See-Think-Wonder thinking routine.

: Teachers view animals in our collection and select one to draw.

: It’s not so intimidating to draw an elephant when you break it down into different shapes.

: Two teachers successfully took on the challenge of choosing one shape and varying its size in order to create fantastic turkeys.

: A cow made up of a combination of triangles!

: Teachers discuss possible directions for their arts-integrated language arts lesson plans.

: We’re hunched over not because it’s the end of the day, but because we are imitating the pose of the figure in Jean-Francois Millet’s Man with a Hoe.

Categories: Art-making activities, Getty programs, Reflections on Getty workshops

Tags: drawing, Getty programs, lesson ideas, painting, summer seminar

Final Day of the Seminar: Tableau, Landscapes, Portraits, Gardens, and More!

August 16th, 2011 Theresa Sotto Comments off

Sorry for the delay in posting the final photos from the Art & Language Arts Seminar. Getty staff members have been swamped with preparations for the Art & Language Arts Alumni Event, which was fun-filled and action-packed (more on that soon). Better late than never, right?

It was inspiring to see how teachers incorporated the strategies and works of art we explored all week. So many great ideas were packed into a short amount of time.

: Teachers enjoyed their last morning with breakfast sandwiches and garden views.

: We played with a variety of recycled materials such as bubble wrap, paper plates, and scraps of paper to create original works of art.

: Teachers let their creativity shine, as seen in this imaginative dancer made out of recycled materials.

: Teachers revisited works of art they journaled about on Monday, and they found that they knew so much more about art after this five-day training.

: Kindergarten teachers modeled a warm-up activity in which students demonstrate different kinds of lines by moving their bodies.

: We created a water symphony and dance inspired by water depicted in a painting. While some created rippling sounds, others made rippling motions.

: Jacques Louis David’s painting of sisters inspired a unit on family and family portraits.

: Participants were encouraged to create a rectangle in the air with their fingers to denote a self-portrait.

: This lesson incorporated tableau to foster close-looking. The audience was invited to guess which work of art the teachers were demonstrating.

: Third grade teachers compared Joseph M. W. Turner’s Modern Rome—Campo Vaccino and Caspar David Friedrich’s A Walk at Dusk to differentiate between warm and cool colors.

: Teachers had fun posing like the characters in Renoir’s La Promenade, which was the inspiration for a 3rd grade painting activity.

: In a lesson related to the theme of problem-solving, we mimicked the poses and facial expressions of characters in a conflict, then worked on conflict resolution.

: Fifth grade teachers suggested using the entire paper when sketching a character. To show how artists create the illusion of space, the next step is to add small details to the background.

: Fourth grade teachers compared the garden depicted on a tapestry with Robert Irwin’s Central Garden at the Getty Center.

: Teacher Trina Gasaway leaves the Getty Center with a free poster, an original work of art made out of recycled materials, and a huge grin!

Categories: Arts-integrated language arts lessons, Getty programs, Reflections on Getty workshops

Tags: Getty programs, lesson ideas, painting, summer seminar

Teachers Create New Lessons from Old Artworks: Day 4 of the Seminar

July 28th, 2011 Theresa Sotto 7 comments

After three jam-packed days of tours, art-making activities, and discussions in the galleries, teachers worked hard to develop an arts-integrated lesson with a very challenging deadline—that is, by tomorrow!

If you participated in today’s program, leave a comment based on tonight’s reading assignments. What is one idea for a meaningful art-making activity that is developmentally appropriate for the grade level you teach?

: Cheddar scones, pecan scones, mango tea bread, fresh fruit = YUM!

: Intern Jocelyn Cheung demonstrates how to create cyanotypes.

: Teachers arranged a variety of shapes to “print” onto the light-sensitive paper.

: No dangerous chemicals are necessary for this photographic process! Water is all you need.

: Third grade teachers look closely at one of our newest acquisitions, Joseph M.W. Turner’s Modern Rome–Campo Vaccino.

: Educator Theresa Sotto shows teachers examples of “closed” questions that shut down conversation rather than provoke further discussion.

: Teachers work together to write discussion questions about Van Gogh’s Irises.

: Educator Veronica Alvarez discusses the art of developing good questions about works of art.

: A teacher reads background information about a painting in order to help him formulate good discussion questions.

: Educator Kelly Williams introduces teachers to resources available to them in the Education Resource Center.

: Teachers work in teams to develop their own lesson plans inspired by Getty works of art.

Categories: Reflections on Getty workshops

Tags: Getty programs, summer seminar

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