Drawing Magic

Rosalie Claussen and

Tabi Zimmerman

Lincoln Public SchoolsLincoln, Nebraska

March 2007

Lincoln Public SchoolsLincoln, Nebraska

32,500 students7,000 employees 2,800 certified teachers36 elementary, 11 m.s., 6 h.s., 1 alternative h.s and3 focus programs (science, arts & humanities and technology) + 2 elementary and 1 middle school under construction

Art Specialists, full & part-time, in all but 4 elementary schools

Collaborative colleagues and a supportive District

Art Consultant - Nancy Childs

My Background

I have 380 art students - middle to upper class

families

I see students once a week for 50 minutes at a

time.

I teach art three days a week at Pyrtle Elementary

and

I am the Gifted Facilitator at Belmont Elementary

two

days a week

This is my 18th year teaching elementary art for

LPS.

12% free and reduced lunch 14% special Education 11% mobility 4% students of color 8% gifted 37% attend on permit from other neighborhoods 96% average daily attendance

Pyrtle Elementary

The Lincoln Public Schools art curriculum

is based on 7 Core Abilities which are directly

correlated to the National Standards.

Meeting the Core Abilities with sketchbook drawing……….

Meeting the National Standards

Why artists use sketchbooks

The Creative Process

What third graders say….

start an ideasave ideas

To define the problem / plan

practice To incubate / “cook” and idea

get ideastry an ideafind more ideas

To research

to remember For a history / look back, compare

Why I use sketchbooks inmy classroom

A tool for the Creative ProcessThumbnail sketches

Practice, practice, practice drawing

Assessment tool

Because “real artists” use them

Convenience

Who uses sketchbooks

2006 - 2007 All grades (K - 5th)

2005 - 2006 1st - 5th

2004 - 2005 2nd - 5th

2003 - 2004 3rd - 5th

2003 - 2004 I purchased 50 page spiral bound sketchbooks with50 lb. paper.

Each 3rd, 4th and 5th grader received a book.

I teach in a low mobility school. The sketchbooks remain at school until the end of 5th grade or until a students moves.

I purchased the books with district art supply funds, donations from PTO and funds received from an art competition sponsored by the Lincoln Home Builders Association.

2006-2007

This year 2nd through 5th grade have purchased

sketchbooks. I was able to buy 100 page books

for second so we can use them through 5thgrade. (I will talk more about the books later)

Kindergarten and first grades have other“sketchbooks” and use them only for thumbnail

sketching. (I’ll show examples later)

The first year I used the sketchbook

for

thumbnail sketches and convenience. I

also

let students work in their sketchbooks

whenever they had the time in class.

Thumbnail sketches

Core Ability #1

Think Creatively with Art!

Explore theCreative Process:♣ ask the question♣ saturation♣ incubation♣ - !a ha♣ verification

Students liked the sketchbooks. It made them feel like a “real artist.”

It was a very convenient way to keep track of drawings and review papers as part of the assessment process.

Unless the drawing was directed by me a lot of pages were being wasted because students were starting over multiple times, just doodling, and using them as scrap paper.

I discovered

2004-2005

After evaluating the use of sketchbooks I realized I needed to exercise more control and not allow students to use them for “free drawing.” I decided I wanted to emphasize drawing practice along with the Creative Process and thumbnail sketches.

So, the question I asked myself was:

“How can I provide students with drawing time during each class without eliminating

an essential element of the art class time?”

I decided to try drawing the first 10 minutes of each class.

Acquire technical skills in drawing

Core Ability #5(National Standard #1)

Create Art!Acquire TechnicalSkills in:♣ drawing♣ painting♣ sculpture♣ printmaking♣ fibers♣ photography♣ jewelry♣ pottery♣ commercial art

Here’s How it Works! 2nd through 5th grades

Every week I choose a “mini still life” to place in the middle of each of my seven tables.These are classroom items or simple things from home (more about this later….)

Students walk into the classroom.Sketchbooks are distributed.Drawing begins…..

Do not touch items in the middle of the table. (We talk about how that will mess up someone else’s drawing…)

You may only draw what you see on the table (no additional words…not the time for imagination…..)

You don’t have to draw everything you see but you can’t draw what you don’t see

(you are an artist, not a camera)

And the most important rule: No talking

Four easy drawing rules

Other things I ask

use only one page per class and it should be the next page.

date the page I post the date (3/14/07) everyday and for younger students explain what the numbers mean

I ask for their best effort. I emphasize over and over again that this is practice and I don’t care how they draw at the beginning. I’ll be looking for effort and improvement. The student who draws well, puts forth very little effort and does not improve will not receive as good a grade as the student who gives a lot of effort and improves their drawing ability.

If you “make a mistake” you can erase if it is small, draw over the lines, or start again on the same page. No big “X’S over the “mistake.” Use your mistake to see what you’d like to change. This is for learning and practice…………..

Pencils and erasers

I always try to keep sharp pencils and erasers available for students.If their pencil breaks during drawing timethey must raise their hand.

Mini Still Life items

In the middle of each table I place the Mini Still Life on an 12 x 18 piece of construction paper. That defines the area for the students.

They are always items that can easily be removed after the drawing and placed quickly again for the next class.

Mini Still LifesSome rotations I use multiple still life items so all

tables draw thesame thing.

Some rotations I have a different object on each table and rotate

them each week. I have 7 tables so students will draw the

7 items for 7 weeks.

They always come into art wanting to know what is on the table

for drawing.

No talking

I tell the students that we use different parts of our brain for drawing and talking. In order for them to do their best we have a no talking rule.

I have done this long enough now that my third throughfifth graders can easily draw for10 minutes without talking.It has almost become a habit.

Second grade can draw the entire 10 minutes by the end of the first semester. I start them at 5 to 6 minutes and then gradually increase the time.

What happens when it’s quiet

The drawing is better

The beginning of class is very predictable

It has a calming effect after transition

It encourages focus and concentration

Back to the time

Once students learn the routine I can use someof the drawing time to set out othersupplies and get audio/video equipment ready.That way when the drawing activity is complete we are ready to immediately begin our other activities.

From No Talking to Talk about Art!

One of our goals is for students to be able to look at and talk about theirwork and the work ofothers using the language of art.

Core Ability #7(National Standard # 5)

Talk about Art!

Develop CriticalThinking Skills by:

♣ , , looking thinking and

talking about art work

♣ reflecting and assessing

to understand what was

learned through the art

experience

♣ receiving and providing

feedback so that the

total art experience is

enhanced

National Standard #5 and our LPS Core Ability #7

Time to talk

While students are drawing I walk around and observe. I choose three students to share their drawings. I keep track of this so everyone will eventually have a change to share

When the 10 minutes are up we gather on a carpet area so it is easier to look closely at the drawings and them.

Again I teach the rules: Only positive comments Talk about one art element you observe in the drawing

(I limit it to one so others have a chance.)

Know the art elements

Core Ability #4(National Standard #2)

Know the Language of Art!

Know:♣ the art elements

and principles ofdesign

♣ , how to identify interpret and use

the elements and principles in an

artwork♣ how the elements

and principles are connected

Color

Line

Balance

Repetition

Shape

Line

Shape

Texture

Form

Space

Value(no color)

How it works..

I say: Raise you hand if you see something you like about this drawing.

The student artist gets to choose someone.

We listen to the comment and I might add a comment or ask a clarifying question.

The student artist then chooses someone else. If they’ve already shared that day I ask them to no longer raise their hand so others can have a turn.

What I discovered

I started the sharing as an assessment tool. What I discovered was this:

The students like to share. They are disappointed if we don’t do it.

They are very kind and always find positive things to say.

They have become very good at describing the drawings using the art elements and art terms.

For example: I like the value. It makes the pot look 3-dimensional.

It is an easy assessment tool. I do keep track of who has shared and ever so often just call on someone so they also have a chance.

The drawings are much better - that surprised me!

Sharing also addressesCore Ability #2 and #3

Core Ability #3(National Standard #3)

Express Through Art! Explore Artistic Expression:

♣ discover artists ’ intentions

♣ learn to read and interpret artworks

♣ understand choices for effective

communication

Core Ability #2(National Standard #4)

Connect with Art!

ExploreConnections withHistory and Culturesthrough:

♣ art history♣ aesthetics♣ criticism♣ multicultural

education

Criticism

Learn to read and interpret

The sketchbooks

Sources: (what I have used)

SAX Arts and Crafts

NASCO Arts and Crafts

donated folders

purchased folders

spiral notebooks

Sax Sketch Diary, 100-Sheet Pad100-Sheet Pad – 8-1/2" x 11"50-lb. White Sulphite Drawing Paper – Spiral Bound

This budget-priced student sketch diary of responsive, quality white sulphite drawing paper accepts all drawing media and inks. Rigid back.

Item #: 805457583Your Price: $4.79Applicable Quantity Breaks: 1 $4.79 12 $4.31

50-sheet pad 12 $2.33

NASCO Artist's Sketchbook - 8-1/2" x 11" Spiral-bound sketchbooks. Contain 100 sheets of fine, white sulphite50lb. drawing paper. Paper is erasable. Ideal for crayon, pencil, ink, tempera, and watercolor.

Product Number 2100130 Quantity / Price

1-9 3.80/each10-29 3.48/each30 or more 3.32/each

Kindergarten & 1st Grade

1st grade and Kindergarten do not do the 10 minute drawing

activity. They use the sketchbooks only for thumbnail sketching.

1st grade sketchbooks were made from donated folders. I have also used 3-punch folders purchased at a discount store for $.10 each. Each folder has 10 - 15 pages of bond paper.

Kindergarteners are using spiral notebooks also purchased at a discount store for $.10 each.

Let’s Twist It!

I work at Pershing Elementary, also in Lincoln, Nebraska : • 356 total students• 44% free and reduced lunch• 21% Special Ed.•19% mobility• 7% students of color• 6% gifted.

• I see students on a three day rotation, grades k-5.

I tried sketchbooks with two grade levels this year:

2nd and 3rd grade.

The second grade is at the end of the day and has very high needs. One class had 7 students with behavioral charts at the beginning of the year.

The third grade class is at the beginning of the day, not as many students with high needs.

2006 - 2007

What worked (and didn’t)

I have had a lot of success with my 3rd grade students(check out student comments on upcoming slide)!

I had difficulty with my 2nd graders. The students with higher needs had trouble sitting and sketching quietly for 10 minutes and they ended up being very disruptive to the other students. In the future I plan to start 2nd grade with much less time and very easy still lifes to boost their confidence early on.

Subject matter

I change the drawing focus

About half of the time I use a still life, similar to Rosalie.

The other half of the time I give them a specific concept/ idea I want them to draw.

I also have students make thumbnail sketches for projects.

Sketching Ideas: (other than still life)

Worksheets to help draw 3-D objects (Turn this cube into…)

Value drawing a value scale, practice shading spheres,

cylinders etc. with drawing pencils Perspective

overlap, changing size Something extremely close up, have someone guess Creative thinking: What if…. Genre practice

draw a portrait of the student across the table,

the landscape out the window, a favorite place you’ve been.

What Kids SayI asked students the following questions

How does sketching for 10 minutes make you feel?

Happy, Good, Glad, O.K., Great Challenged I like to share my drawings (and 2 students said bored)

Why do you think we do 10 minute sketches?

It helps me get better at drawing Practice It will help me become an art teacher (My favorite) It helps me like my artwork more

What would you change about the 10 minute sketch time if you could?

MORE MINUTES they suggested 2-12 minutes

moreMake it harderI want to use color

What would you change..

My Sketchbooks

I use three prong folders with newsprint.

I look for school sales.If you watch sales you can get them

for 5 to 10 cents each.

If you wait until late Sept./ early October you can find them super cheap. I bought enough for every student in my

building next year for $23.00!

The folder comes in handy for small pieces we don’t want lost between classes.

Live with Art!

Core Ability #6(National Standard #6)

Live with Art!Explore Art in theWorld through:♣ artists and art teachers♣ art historians and museums♣ art critics and aestheticians♣ graphic artists and illustrators♣ set designers and fashion designers♣ advertising and web designing♣ connections with all subjects

ART

http://artweb.lps.org/art/

LINCOLN PUBLIC SCHOOLS / LINCOLN, NEBRASKA

DRAWING MAGIC

Rosalie Claussen rclauss@lps.orgTabi Zimmerman tzimmer@lps.org