Find inspiration in the work of artist Kim Abeles and in poetry lessons that connect to works of art in the Getty Museum’s collection. These videos were excerpted from the 2012 Culminating Event of the Art & Language Arts program.
Artist Kim Abeles Discusses Her Work at the Getty Center Los Angeles-based artist Kim Abeles addresses social, political, and environmental issues in her innovative works of art. In this video, she describes her work, process, and inspiration.
Elementary Teachers Share Arts-Integrated Lessons at the Getty Center
Elementary teachers present their unique ideas for how to connect Impressionism, a still-life painting, and poetry to their classroom curricula.
A Poetry and Art Lesson by Paula Rucker
Teacher Paula Rucker describes how she engaged her fourth and fifth grade students with Impressionist paintings and then discovered that she, and not just her students, could create art and make it a part of her life.
Over 90 teachers gathered at the Getty Center on Saturday, August 13, to play games in the galleries and discover playful art-making activities. The 12th Annual Art & Language Arts Alumni Event, which focused on the theme of “Play & Pastimes,” brought out the playful spirit in teachers and Getty staff alike.
Educator and author Laurel Schmidt listed words that teachers think of when they hear the word “play.” The circled words relate to what our brains do when we engage in playful, new activities.
Laurel Schmidt shared so many playful and meaningful strategies, such as letting students use sidewalk chalk in the playground to practice writing.
Teachers had a blast participating in an improv game inspired by Ellsworth Kelly’s sculpture Untitled, which was led by museum educator Jennifer Li.
Jennifer Li discussed Rembrandt’s Abduction of Europa and then led teachers in a lively improv game.
Museum educator Kelly WIlliams demonstrated how to use a toy squirt gun to create wacky watercolors.
Teachers created a “mystery painting” with white crayon on white paper and then switched their drawings with a partner. Partners completed the works of art using watercolors.
What a colorful array of watercolors! Participants used experimental techniques such as adding salt and using squirt guns.
Museum educator Flora Ito led a tour of “crazy” containers such as decorative potpourri vessels created to look like ships.
The newly installed Boy with Frog by Charles Ray was the focus of an activity developed by Burbank Arts Coordinator Peggy Flynn.
Peggy Flynn’s session, “A Playful Process for Imaginative Molds,” was packed with enthusiastic teachers.
Teacher Moira Hanson was very focused on the task of creating an imaginative mold.
After viewing a fanciful clock in the Getty’s collection, teachers created imaginative clocks of their own.
Hickery-dickery-dock, colorful vines run up this clock.
Teacher Nora Felix was all smiles during museum educator Sandy Rodriguez’s clock-decorating workshop.
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!
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