We are building our endurance and persistence in all grade levels and specifically in 6th grade.
Exploring color through mono printing a series of images based on one of three themes ( the great outdoors| under the sea| architecture). The students are now taking three of the mono prints and incorporating them into a larger painting. It is so interesting to me how we as elementary level art educators have the opportunity from one rotation to the next to fine tune lessons. We gather data and instruction is driven based on the data.
Here is an example of data driving instruction; and we are still working through it.
Criteria was introduced.
Students gathered their mono prints.
Demonstration was given; careful language was given around choices being your own.
Students went to work and WHOA! They all looked like what I had done in the demonstration. I cut up my mono prints; they cut up their mono prints. I started to paint a tree; they started to paint a tree. And it went like this for the class period. I walked around and talked with students about their choices and came to understand through our conversations that they didn't really have a grounding in what their work was going to be about for them and by them. I put those pieces in storage for the next time this group is back and thought about how I might be able to move the next rotation of 6th graders deeper into their work before they start on their paintings so I could do this with the class I just saw and the 6th grade group I had yet to see.
After a discussion about where and how metaphors can be used in writing and visual arts the students wrote one metaphor or simile about their theme.
Students came up with a variety of things like 'Flexible as an octopus' or 'A wolf pack is like a sturdy tree'.
Then when I demonstrated all I showed was how to glue the paper onto the frame; important first step since the frame will be incorporated into the work. The beginning results of the student work are much more grounded in their personal vision. I stepped back and out of the doing and gave them verbal permission without visual permission (cutting up their mono prints).
I made these choices to step back and take a deeper look at imagery in a new way because the students were trying to understand their theme but needed grounding in a narrative. Looking into and writing a metaphor about their theme gave the students a context for their narrative image.