Portraits and Self-portraits

What a week! Every class that saw me this week practiced a fire drill- very important since we're all the way up on the 3rd floor. With one 5th grade class, we were about to do our practice run when all of a sudden the REAL fire alarm was going off!!

Despite having to spend time practicing we still had time to finish our self-portraits. I asked kids to review their work and check that they had used a variety of materials, had an interesting background, had added a few extra details this week, and had their NAME on it. It will be so exciting to put these up on the wall next week in time for our back-to-school night. Here's a hodge podge of efforts from the "red" table from various classes:

 As this was the first finished project, I wanted to make sure that kids who finished at different rates would have plenty to do. So I took the Frida Kahlo and Mona Lisa posters that I had first use to compare and contrast the differences between a portrait and a self-portrait, and pinned them to the wall with two empty speech bubbles attached. I asked kids to imagine what the two ladies would say to us or what they would say to each other. They were invited to get a paper from the free-draw table and create a Frida and Mona cartoon for me. At the end of the week I sorted through the submissions and picked a winner from the 3rd grade, using his idea to fill my speech bubbles. Frida says, "Mona Lisa, Why did you smile in your picture?", and Mona replies, "Frida, I'm not telling because nobody knows!". His original submission included an extended series of "pleases" and "Noooo!s". I also chose a few runner-ups who will receive a little prize, and gave all kids who had made a thoughtful submission a few extra points on their projects. I was really excited that a few children brought back submissions they had done for homework!!

For my little ones, I introduced the free activity table for those who finished. I have paper, crayon boxes, "chunky rainbow" crayons, plastic tanagram shapes, and wooden pattern blocks. It was beautiful watching them have free creative time, drawing, arranging shapes, and building. One 1st grader called me over to see what he had made with the blocks, and said, "Look Ms. Elcin, I made YOU!":

What an excellent validation for me that he had learned the idea of portrait and self-portrait, and also that my students are beginning to feel comfortable with me as their new art teacher!

A peek inside the table folders

 I thought I'd try out using table folders for collecting and passing back artwork. I've got 5 tables labeled with 5 colors to help students identify where they sit. Even though I took great pains all week to check that ALL artwork had names, I know a few sneaked by me. With all students' artwork tucked inside the folders, I won't waste any time trying to figure out whose work is whose next class. One unanticipated problem with folders..... if the helper table kids don't carry the work carefully, all the work spills out.... We'll be doing some demonstration on how to pass back and collect supplies next week.
While most of our time was spent on going over all the rules this week, we also managed to squeeze in some artmaking time. I'm having the whole school K-5 do small cartoonish self-portraits to fit together in a mural of all our young artists. I sorted some crayons, markers, and colored pencils into baskets for each table. Some kids were upset that they couldn't have another color, but they adapted. Here are some of the Kindergartners' efforts:


from the "orange" table

 I'm really astonished with how well this project serves as an artistic development assessment. Can students follow directions (like draw with the paper in a vertical orientation, and fill in the entire paper with color)? What stage of people-drawing are they at (sun heads, shape bodies, stick arms and legs, or contour lines)?

from the "blue" table

With every class I encouraged students to persevere and fix any "mistakes". Part of my rules explanation included the statement, "We turn mistakes into Opportunities" and "Try your BEST". I explained how crumpled up artwork makes me very sad, and shows me that you're not really trying. It was a tough concept for some kids when markers hit paper, but we're all learning.

from the "green" table

It was fun to watch some kids brighten up when they realized how open the assignment was. I love those questions like, "Is it okay if I use black?" or "Can I draw myself in a dress?" Of course you can! As a result, I have some VERY interesting and creative "self-portraits".

from the "red" table


 I had originally planned on letting kids use pencils to sketch their picture out first. BIG mistake! My first class got way more stressed out about messing up, and got nowhere. From then on I said NO PENCILS! It drove home my "fix the mistakes" idea and worked out a lot better.

from the "yellow" table

 It will be exciting to see these all finished and put up together. Next week we've still got to do fire drill practice, and then we'll have a little more time to add some extra details. Hopefully we'll also be able to start combining the classes' efforts.
It's been an exciting first week!