Post Modern Art.

I had to go to a day of training.  Now, when I’m gone I don’t like to leave any art supplies art because as a rule they are trashed or gone when I return.  I’m not suggesting it is the substitute teacher’s fault, the kids get squirrely when they have supplies without constant supervision.  So my students watched a video about post modern art movements and took notes.  We reviewed a part of the video when I came back and then tried to create some of our own po-mo art with oil pastels.  This was with the low level 8th grade class, which comes with a host of challenges I do not have with my other 7th and 8th grade classes.

In the style of Jackson Pollock

In the style of Jackson Pollock


Today was the upper grades.  A fire drill went mostly well, color pencils were the theme of the day along with markers for a pop art project.  This is a picture from a 7th grade student, whose Japanese notan was absolutely amazing.  You can find the lesson here.



I’m rethinking this blog.  A picture a day, more or less, showing something I see at work.

Today I worked with 1st and 2nd grade students.  We finished lessons about animals in the jungle and a pre-drawing before we learn about how to show depth in a drawing.


Pattern making lesson plan

by Autumn Bates

Grade Level: kinder-1

Supplies: paper, crayons, math manipulatives (the wooden geometric shapes that are painted colors, they have squares, diamonds, hexagons, etc)

Intro:  We revieved what a pattern is and they gave me an example of a pattern, which I drew on the board.  patterns are a big kinder standard that they are learning in their classrooms right now, so doing the lesson in the first month or two of school will really help reinforce what the classroom teacher is doing.

We make patterns on the board, they suggest shapes and colors and then copy the pattern (ABABAB) onto their paper too.  You can do the same shape and different colors, but I like to ask them what shape they would be if they were that color crayon so that they have different shapes and colors.

After making patterns on the paper, hand out buckets of manipulatives to the groups and practice making AB patterns (ex: square, diamond, square, diamond or blue, green, blue, green)

Because I saw so many students who just wanted to build with the manipulatives I went ahead and showed the more advanced kids how to create an all around, radiating pattern and about half the class really took off on that once they understood it.  The results were beautiful!

What I learned: Kinder’s are very kinesthetic, which is something I am not.  By allowing them to play with the manipulatives and make on their own for a bit I was able to move the lesson in a new direction that expanded their knowledge of patterns and allowed them to build and play at the same time.

Poor kidlets were so happy to have me take their pictures and I went and cropped their faces to protect their privacy…

My school, Hoover, is next to an Orthepedically Handicap school in the district.  One day in my bi-weekly art schedule is spent over at that school working with the OH kids.  I have had a hard time developing lessons that they are able to all do.  I’ve found on the crayola website resources for teachers, including a section about teaching art to special needs students that I feel would be an aid to us all.

Crayola Success Guides

-Autumn Bates

I’m hoping that everyone has had a chance to come onto the site and check it out.

As a reminder, progress reports need to be sent out by Friday for all students who are failing or in danger of failing.  I don’t think the question “What fits in those categories since we don’t have an A-F report card?” was answered so I will answer it to the best of my ability and what my parameters are.  Any student who is basic, below basic or far below basic will be getting a report card. (a 3, 2, or 1)

My reasoning for this is that a student who is barely meeting our standards and requirements is in danger of slipping down to a failing grade easily if they don’t turn in one large project.

I’m doing this project with students grades k-2.  Checkedd out the book “Where the Wild Things Are” by Maurice Sendak and read it to them. We examine the pictures and look at the monsters and their different characteristics, like fur, scales, horns, claws and after we are done reading the book, I lead them in drawing the body shape of the monster (where do we put arms/legs/eyes/nose?) and then they color their monster any way they want.  Afterwards, if there is time, they have to fill in the entire background and explain where their monster lives.