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  • Blog

Testing a color-field "portrait" interview project

4/18/2022

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What if you had to get to know someone but could only choose 3 questions to ask them?  You then had to create a "portrait" of that person to demonstrate to what you understood and appreciated about their responses.  That is the essence of a project we are testing for ArtSEL.  
The three questions, from the We! Connect Cards, that I chose were,
  • "What brings you joy?"
  • "What is one thing life is teaching you right now?" and
  • "What is something you would like to do more of?".  
The first two questions provided the most insight about the person I interviewed.   
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The "portrait" will use either an abstracted or non-representational approach.  Since color conveys so much emotion, color will be the visual art element emphasized in this project.  Color field painting came out of abstract expressionism; here are some examples. ​
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Mark Rothko
​Green on Blue (Earth-Green and White) 1954
Clifford Still
PH4
​1952
Helen Frankenthaler
Sacred Theater
1973
The artists, as shown above, who explored this approach to painting, were pushing back against representational art and often striving to represent emotions and ideas simply through color, texture, shapes, and lines. 

The person I interviewed seemed to radiate positivity which I envisioned as yellow/orange colors with a background of gray and blue, much like the rainy weather we're having today.  The first image I made was intended to be this pure golden colors but other colors of oil pastel fell off the colors I was using.  I didn't expect this and worked these discordant colors back into the artwork.  In the end, this reminded me of our discussion of "letting go of control" which was their answer to the "What is one thing life is teaching you right now?" question.
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Taping paper to work surface
Front of the "portrait"
Click to view larger image.
Back text: "I started this thinking only of the yellow-gold color I think of with your desire to find the good in people. As I was coloring, bits of black & gray fell off the pastel that I hadn't planned.  This reminded me of the "letting go of control" we discussed and how beautiful that can be in the end."

For the next two iterations, I wanted a simple shape to help better represent the ideas from person I spoke with.  
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Post-it notes helped me work through several ideas which I then drew on the paper.  ​(Envision multiple possibilities)
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Ideas sketched onto paper

​(click any image for larger version)
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Image prior to blending the colors
Blending the colors using a light oil pastel, here are the other two iterations of this portrait project.
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Front of portrait ​ (click for larger image)
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Back "Your words encourage people...you look for the good & help people find their passion." 


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Front of portrait ​ (click for larger image)
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Back: "Keep lifting people up." ​

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Sophie Taeuber Arp at MoMA NYC

3/5/2022

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Looking at the Sophie Taueber Arp exhibit at the MoMA in NYC, one can't help but notice how literally elemental her work is.  Every piece seems to explore the most basic aspects of the element of visual art she's working with at the time.  

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Take one of the most basic elements, line or the movement of a point through space.  Notice how these two pieces explore this concept so simply but beautifully.  In the case of the second piece, the four individual line segments are almost exactly the same each time;  the only changes are the color and subtle shifts in the path of the line.
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Click images for larger view

When a line returns to where it begins, the enclosed area is called a shape.  Again, notice how deeply Sophie explores shape and the intersection of shapes in this series.
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Shifting to color, Taeuber-Arp explores both colors and materials.  Paint, stained glass, and fabric each lend a different quality to the color exploration.
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Within her 2-dimensional pieces, she sometimes set up "rules" for herself such as "divide the space into 2, 4, or 6 equal pieces and explore this division."
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Finally, with form, she plays with the simplest of 3-dimensional concepts- creating wall pieces, stand-alone sculptures, and a series of delightful marionettes.  
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Artists of all ages can fall into the trap of thinking "more is more... my artwork will be better if I add to it" and Sophie Taeuber-Arp reminds us this is not true.  Sometimes exploring the simplest of ideas, in depth, can lead to beautiful, elegant artworks.  
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Sophie Taeuber-Arp  
​(1889 –1943) was a Swiss artist, painter, sculptor, textile designer, furniture and interior designer, architect, and dancer.  Despite being overlooked at the time of her death, she is now considered one of the most important artists of geometric abstraction of the 20th century. Critics have said that Taeuber's artworks are "joyous abstractions", created as part of the Dada movement and has been called "revolutionary for its influence challenging the established conventions of art by "playing with blocks and blobs of colour, moving them around randomly, letting patterns emerge by chance, in a kind of visual jazz."
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Comparing math prompts on 2/22/22

2/22/2022

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Compare these math prompted from 2/22/22.   An effective way to increase engagement is to increase ownership. Which of these prompts feels teacher-centered and which feels student-centered?  How does the open-ended nature of the one on the right compare to the five closed tasks on the left?  Which do you feel more engaged with?  
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Seasons Rap by Zach Lehner and his class

9/18/2020

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ACI teacher and Humboldt rapper Zach Lehner was considering his arts-integrated project for this year which may include having his students collaboratively write a story and break up that story into parts for different teams to individually produce the script, voiceovers, acting, and artwork. Each of their separate videos would all be stitched together into one longer video.

To start the process of preparing his students for this project, he wrote a rap about the earth's motion as it affects the seasons andasked each student to take a lyric and find a graphic or image to represent the meaning of that lyric.

Here's the resulting video that they completed today. You'll enjoy their creative collaborative effort.
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Ouisi-a visual thinking game

7/31/2020

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We have found a terrific "card game" that stimulates creativity and visual thinking.  It's well worth checking out if you want to support discussion, imagination, looking closely, and evidence based reasoning in a highly accessible, fun, visual way.  A variety of both competive and non-competitive "games" are included in the manual.

• There are seven creative activities like Storyboarding, Eye Spy and Dominoes. Playable solo or cooperatively (ages 4 and up).
• There are two competitive games that demand visual acuity and strategic thinking (ages 10 and up).
• Also included is a guide to unconstrained play, and another for mindfulness.

From the manufacturer:  ​
I see. You see. OuiSi!

OuiSi is a set of 210 visually-connecting photo cards, with games and activities that foster creativity, build mindfulness and ignite wonder.  The name of this inventive set of photo cards is “yes-yes” in French and Spanish, pronounced “we-see” in English. Fun, isn’t it? It’s a nod to our belief that pictures are a language almost all of us speak, regardless of age or background. For example, while the photo cards below are different, most of us can see that they look like each other.
That's the magic inside OuiSi. Each lush photo card connects visually with other cards in the deck, based on similar patterns, shapes, colors - really, anything you can imagine. There are more than two thousand connections waiting to be found, each providing a wonderful "aha!" moment.

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More information here.  
Free "print and play" activities here.
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Visual Thinking Strategies by Philip Yenawine-a book recommendation

5/1/2020

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"What’s going on in this picture?"

With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art.  It is a key strategy used with both the Create Humboldt and Arts & Creativity Initiative teachers.

This method provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way.

Philip Yenawine, former education director of New York’s Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art—as well as poems, primary documents, and other visual artifacts—to increase a variety of skills, including writing, listening, and speaking, across a range of subjects.

The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centered environments where students at all levels are involved in rich, absorbing discussions.

Link to book on Amazon here.
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Making Thinking Visible-a book review

5/1/2020

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For those looking to increase the cognitive load and intellectual stimulation in classrooms, I highly recommend the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners.
​
 Click here for my complete review of this title.  

From the publisher: Making Thinking Visible is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study.  Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines, small sets of questions or a short sequence of steps, as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon.
  • Helps direct student thinking and structure classroom discussion
  • Can be applied with students at all grade levels and in all content areas
  • Includes easy-to-implement classroom strategies
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Student to Student Feedback

2/4/2020

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Students in Ms. Stengl's class at Alice Birney are creating personal art based on memories and learning about abstract art.  They have been practicing abstracting images through simplifying, exaggerating and distorting the original image.   After their first iteration, students shared their work and got feedback from classmates:
​-you could take out some details to simplify the people
-maybe make the ball bigger to exaggerate something on the field
-add lots of colors to the background
-you can make the arms wiggly
-you could exaggerate the Golden Gate Bridge
-you filled in the space but make the background a different color than that guy or make that guy a different color
-add more fins to your shark
-less details, simplify it
-you could make his eyebrows bigger
-you might want some more shapes, it looks like all background
-it's okay if it doesn't look like a thing, that's not good or bad

When creating their final artwork, students have many considerations.  They can use the feedback from peers.  They might keep elements of their first iterations or change something about their work that didn't work well for them.  
It is exciting to see their creativity and the diversity in their work.

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California Missions Project Brainstorming

2/4/2020

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One of the best things about creative education is reimagining curriculum in collaboration with others.  A fourth-grade teacher came to me with a California Missions project she had done in the past.  The project had worked okay in the past, but she wanted it to be more creative and original on the part of the students.  She also hoped it could be more integrated with the social studies and/or English Language Arts.  We are still brainstorming ideas with each other and here are some initial thoughts.

 Her previous project had students trace a photo of a mission.  This created a class full of almost identical images. I suggested a 'viewfinder' approach.  A viewfinder is a rectangular opening in a piece of cardboard that allows the artist to crop or reframe the scene-zooming into one area for artistic effect.  Even if a whole class of students used the same original image, it is unlikely any two students will crop the new scene in exactly the same way.  This process emphasizes the Creative Skills of "Envision-Imagine multiple possibilities" and "Create-Make something original" as well as "Engage-Make it yours". For a demo project, I cut a viewfinder from a piece of cardstock, but empty slide frames are ideal viewfinders.  The demo project shown here is done in oil pastel with a watercolor wash, but any medium is suitable.

We're still brainstorming integration concepts for this project.  For example, what if students not only used 'point of view' for creating the visual artwork, but also used 'point of view' when writing?  How would poetry sound from the viewpoints of those affected by the California missions?   How would the colors, mood and tone change in the artwork change when viewed from an Indigenous viewpoint as opposed to a Catholic missionary viewpoint?   Could students collaborate to create a two-voice poem with separate artworks that represent each voice?  

Step 1: Students use the viewfinder to find the scene they would like for their composition.  Here concepts of symmetry and balance can be useful and natural discussions.  
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Step 2: Use the proportion of the viewfinder opening to create a similar sized canvas.  In my case, the viewfinder opening was 2cm x 3 cm or a 2:3 ratio.  I set up the canvas as 10 cm x 15 cm to preserve this 2:3 ratio.  This can be done by the teacher if the mathematics is outside the grade level of the student.  If the canvas is a different ratio, the final artwork will be distorted which can be interesting.  
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Step 3: Set up a grid.  Since this image was so simple, I cut the space in half vertically and horizontally creating 4 quadrants.  If the image was more challenging (a portrait, for example), smaller sections might be needed. For example, 6 vertical divisions and 4 horizontal divisions.  As shown below, the original image has 4 quadrants and the larger canvas also has 4 corresponding quadrants. 
Step 4: Draw the image lightly on the canvas.  Here is where the grid can come in handy.  For example, the building had a dark line exactly on the horizontal division line, and the tree occupied the entire bottom right hand quadrant, the building is about 2/3 the way across the left-hand quadrants, etc.  
Step 4: Erase the quadrant division lines from the canvas and complete the image using the media of your choice.  In my case, I used oil pastels and then a wash of watercolor to fill the white spaces on the paper.  To emphasize the hard edges of the architecture, I used a cardstock 'blocker' to create the straight edges of the building and the curve of the archway.
Step 5: Add framing, poetry or reflection.  How artwork is displayed often determines how it is perceived.  The artwork is perceived as a thinking activity when writing, revisions, reflection and curriculum are part of the display. 
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Personal Narrative - Abstracted Memories

2/3/2020

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Students in third grade at Grant School created art with chalk pastels.  They used techniques like distortion, simplification or exaggeration to abstract images from significant memories.  
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Students React to Abstract Art

2/3/2020

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Fourth grade students in Mr. Magnuson's class studied the abstract art of Wassily Kandinsky.  They looked at examples of abstract art made by other fourth graders.  Here's what they had to say about abstract art:
-can't tell what it is
-it's fun because you can't recognize all the things
-emotional
-random
-exciting
-confusing
-a way to show your feelings
-hallucinating, like it's moving with shadows
-it can be beautiful
-can be an escape from stressful reality
-illusions and nauseous
-if you're going through something, you can get it out
-it can have images you can recognize but are distorted
-a gateway to freedom
-it has things that might remind you of something but reminds someone else of something else
-images you can recognize but they are distorted


-
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ACI Winter Training @ Humboldt County Office of Education

1/16/2020

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About 50 teachers from Humboldt and Del Norte Counties came together on January 11 for the 2020 Winter Training.  The day was spent learning about Adobe Spark Video, Visual Thinking Strategies, Math Arts Integration, Collaboration Skills, and ways to help students reduce the apprehension they have about being wrong or different.  
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Collaborative Art Underway!

10/21/2019

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Students across Humboldt, Del Norte, Mendocino and Lake counties are practicing learning to share their ideas, justify why they suggest their idea, compromising on one idea, planning, and woringk together to create these artworks.  The process of learning how to collaborate is critical for all group learning.  
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Notice/Wonder

9/19/2019

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Here's what students in Ms. Holland's class had to say when looking at examples of student art:
I notice...

they have 3 colors
there are different textures on each one
the designs are different in them
some look smooth and some look not smooth
the lines look like they used tape
all the different shapes
some parts are so dark
I wonder...
how they stopped the color from spreading
did they use paint?
Are we going to do this?
how the paper didn't tear
who made those
how they mixed the colors
if they used a lot of water
how it's going to turn out and if we can do that
who is in my group for making this

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Droop Capone Hip Hop Residency 2019

9/11/2019

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In Spring 2019, Droop Capone (dr. Oop for short) did a teaching artist residency as part of the North Coast Arts Integration Project at both Trinity Valley Elementary and Hoopa Elementary with 7th and 8th graders.

Click here for more information
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Start with Collaboration

9/5/2019

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Teachers across Humboldt, Del Norte, Mendocino and Lake counties are beginning their school year with students learning how to collaborate.  Teachers use the "How to Collaborate" poster/protocol to teach students the six steps of working with others towards a common goal.  

Cutten 6th grade teacher Ms. Cook remarked, "I noticed that the students were quickly able to collaborate on what color palate, texture and design to use."  When asked about her students' use of the Creativity Skills, she added, "Develop Craft was developed as we broke down techniques for watercolor, color families, and texture. We used Notice and Wonder when we examined the student examples prior to and during the project. The students Reflected as they co-wrote their reflections. Envision and Create was used as the students first developed their own ideas about the project and then, through collaboration, were able to create a product that was greater than any one idea. The students were Engaged in the project and Persisted, even when the tape (which they had linted) started peeling up the paper. They found ways to keep the damage minimal and to even repair artistically. Ideas were Integrated when the lesson linked mathematic areas and patterns with the art space and design."
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Create Humboldt 2019 Summer Institute

8/27/2019

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Melanie Rick from Focus 5 facilitated Day 1 of the summer institute.
These dedicated teachers are enhancing the lives of children by providing them with a safe environment to build relationships and express their learning in diverse ways. 
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Creative Education Skills

8/20/2019

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Many have written about what compromises creativity, but what skills can be taught that support becoming more creative?  This question is at the heart of the work of Create Humboldt and the Arts & Creativity Initiative.  We have identified eight concepts which are at the heart of the units and the work we do in schools.  This graphic, in English and Spanish, explains those eight ideas.  

PDF of the skills in English and Spanish here

If you would like a vinyl sticker of these skills, send a self-addressed, stamped envelope to Bill Funkhouser-sticker request/ Arts & Creativity Initiative/ 901 Myrtle Ave./ Eureka, CA 95501
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Student-created original hip hop songs to air on KMUD and KHUM

6/20/2019

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7th and 8th grade students at Trinity Valley and Hoopa Elementary Schools created two original hip hop songs with teaching artist Droop Capone (dr. Oop for short). Catch the songs on the radio this weekend! Friday 6/21/19 on KMUD between 3-5:30 pm and Sunday 6/22/19 on KHUM between 10 am-3 pm. Thanks to Cory Goldman and Jay Tilghman of The MARZ Project for audio recording and video editing and Piet Dalmolen for mixing the tracks!

"My Destiny" Video by Trinity Valley students

(Open the audio tracks in a new window to download.)

"My Destiny" by Trinity Valley students

"Life is Just The Dopest" by Hoopa students

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Art Exchange

6/7/2019

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Students at Arcata High's Arcata Arts Institute collaborated on a sticker project by exchanging stickers they created with ones that 5th graders created at Arcata Elementary School.  These photos show some of the AAI students receiving their sticker from the younger student and reading the letter that was written to them about the artwork.  
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And here are some of the 5th graders working on their stickers.  
Here are some of the stickers from the high school students in AAI.
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