When Adults Engage in Learning, by Darcy Hicks

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Mrs. Romanello sketching and writing with her students
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Ms. Williams drawing in her journal with her class
Ms. Mahieu with her class at the Yale British Art Center

This year, the teachers at the Read School in Bridgeport actively engaged in the the Visual Literacy partnership with the Yale Center for British Art. As teachers, we all know how hard it is to let go of the management role…and sometimes it is simply not possible, especially if the students require oversight and assistance. However, whenever possible, the teachers at Read participates in the process of discussing, drawing, and writing with their students. The effect has been powerful: the students take themselves and their creative work much more seriously, and are eager to work alongside their teachers. As a result, less oversight is needed and the role of task-manager becomes a background job in many instances, which is a welcome relief for teachers especially.

In the Fall, when sketch journals were introduced to the students, the teachers began using theirs also. I find that adults are much more nervous about sharing their drawings and writing than the kids, so it sometimes takes courage for the teachers to share their journal entries with their students. But the message the teachers send when they do this is that challenging ourselves, taking risks, and improving our skills is a lifelong journey.

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Ms. Scali’s journal entries

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Ms. Scali, a fourth grade teacher who came to the Summer Teacher Institute at YCBA last year (http://britishart.yale.edu/education/k-12-and-teachers), shared her journal pages with her students, explaining that there are times when she is proud of her drawings and other times when she is not as happy with how they turned out. But she said, “I never tear out my pages because I always learn from all my work, no matter what.” As a result her kids use their own sketchbooks with pride and care.

When the time came to visit the Yale Center for British Art, the parent chaperones were given their own journals, and asked to participate along with the students. During those trips, one of the biggest impacts was the strengthening of their community of artists/writers/thinkers, and the inclusion of more adults into their creative world.

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Parent chaperones drawing with their kids’ class at the Yale British Art Center

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At the Read School, parents and students and teachers alike work alongside each other, sketching, writing, and sharing their thoughts. This gives them the powerful understanding that there are many ways to see the same thing. Working together across generations, combats rigid thinking, exercises empathy, and generally opens our eyes to one another. And we all need more of that.

YCBA Gallery Visit with 3rd and 4th Graders, by Darcy Hicks

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Five teachers from the Read School in Bridgeport, CT brought their students to the Yale Center for British Art last week, as part of their Visual Literacy partnership. They were divided into groups and headed off into the galleries with their parent chaperones and their group leaders (either a docent, their teacher or myself). Each group visited two paintings, and discussed what they saw in the paintings as well as what they thought might be happening.

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The children were equipped with pencils and their sketch journals, which they have been using in the classroom for drawing and writing as they engage in Visual Literacy. They drew what they saw in the paintings into their sketch journals. Drawing the paintings forces them to observe carefully and they see things they would have missed. As Donald Graves said, “We see with our hands.”

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There are a number of things that happen when children talk about paintings. First, as they tell what they see, they share and build vocabulary at a rate I never see in other conditions. One child says “The horse has a seat on his back,” and another says, “It’s a saddle.” I kept notes as they shared new words, but could barely keep up!

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The other thing that always surprises me is the easy connections they make to these paintings, which at first glance seem so distant from their lives today. Looking at these scenes allows the children to share their own previous knowledge and life experiences with each other. One little girl said, “I think it’s morning because the sun is shining some pink, and that’s what I see in the morning.” When describing a dog in a hunting scene, a little boy said, “I think he’s trembling because he is about to enter the woods and woods are dark.” Note the vocabulary: words like “trembling” catch the attention of us teachers, who are often surprised that they know these words.

For the last half-hour of our visit, the children met in the Library Court and wrote in their journals about what they saw. They were given choices for writing. Some told a story about a painting, others described it. Some also chose to write from the perspective of one of the people or animals in the paintings. A few wrote poems.

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"The sky is blue and the sun is out. It is a sunny day. I'm feeding my horse Pumpkin. But then I began to sweat. It's humid outside. I see the clouds reflecting in the sparkly lake."
“The sky is blue and the sun is out. It is a sunny day. I’m feeding my horse Pumpkin. But then I began to sweat. It’s humid outside. I see the clouds reflecting in the sparkly lake.”

The kids are learning to live in the paintings, and write from there.

"It looks like the horse is trying to turn away because the lion is trying to kill the horse. And the lion is biting his neck and that makes the horse not to breath. And his mouth is open trying to breath. And if I was in that painting I would hear the loud roar and last but not least I would hear him running!"
“It looks like the horse is trying to turn away because the lion is trying to kill the horse. And the lion is biting his neck and that makes the horse not to breath. And his mouth is open trying to breath. And if I was in that painting I would hear the loud roar and last but not least I would hear him running!”

These journal entries are seeds for all sorts of writing: personal narratives, poems, stories, informative essays, expository pieces, etc. The paintings are the bridge to their authentic topics and voices.

Drawing and Writing

Practicing visual literacy skills throughout the year opens opportunities to explore new combinations of reading and writing. In this exercise I wanted to explore creative writing using a film, a painting, and drawing. As a whole class we had recently watched a film. I spent some time looking through the online collections at YCBA and I chose this image due to the film’s content concerning the inner workings of a court life.  The first part of the exercise was to draw the whole picture in their journals.

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The North Prospect of Hampton Court, Herefordshire by Leonard Knyff, 1650-1721, Dutch, active in Britain (by 1681)

The following day we used the painting as the setting for a scene between characters in A Midsummer’s Night Dream and the film we watched. They had to pick at least one character from each story. Inside the painting they had to choose a place for their scene to take place and draw a mini-scene.

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The story was opened ended, but had to be accurate to the characters in the stories. Each student chose their own characters, imagined what characters from two different stories would say to each other, and then chose the best visual location for the story to take place.

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The creative writing prompt gave them very specific tasks. Each student had to draw the whole, but then within that whole had to choose a specific location that would be meaningful for their story.  The writing had to construct a story with characters from two different stories (and mediums) and place these characters (in character) into a third space.  Within these requirements the students were free to imagine and explore.  Although some students chose similar characters, no one story was the same.

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–James Shivers

Physical and Emotional Techniques

Our class has been studying stars and space, and while looking for space themed paintings, Sylvia and I came across John Hoyland, an abstract expressionist.

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John Hoyland, “Space Warrior”

After viewing several of his paintings and making observations, the children in our class learned about Hoyland’s techniques. He generally used very large canvasses and “stained” the backgrounds first, and then he poured, puddled, squirted, or splashed paint onto his canvas. He generally did not mix colors on a palette or apply the paint with a brush. In addition, Hoyland brainstormed a list of topics/themes that got him excited about painting. Our students did the same. Some of their ideas included “riding on a falcon”, “water bending”, and “skiing and chairlifts”. Next, we found out that Hoyland’s application of paint tied closely with his emotional state that day. The children brainstormed a list of possible emotions and surprised us by not only giving the expected “happy”, “sad”, or “mad”, but also including “confused”, “frustrated”, and “disappointed”. Our students loved experimenting with new painting techniques in Hoyland’s physical/emotional style.

After painting, the children  about wrote their own titles by stating an emotion and a noun that described their paintings:

Excited Sky by Grace Powerful Abstract by Patrick

Ode to Rousseau

By Hallie Cirino, 5’s teacher, CHT Preschool, Westport, CT

One of the great joys of teaching in a school which embraces an emergent curriculum is finding artists whose works reflect the interests of the children. Recently, my co-teacher, Sylvia Grannan, and I noticed an emerging curiosity in jungle animals, so Sylvia said, “Why not study Rousseau?”

We hung colored copies of a small selection of Henri Rousseau’s vibrant paintings on a classroom wall, and waited for the children of our pre-K class to take notice. Our students were immediately drawn in, informally pointing and discussing Rousseau’s work. “Look at those monkeys!” “I like the flowers.” “The moon is full.”

The next day, we set out blank white paper, markers, crayons, pencils, and pastels, and asked the children to “write” what they notice about the paintings. Every one of them first drew what stood out to them, and then wrote a sentence about it. The students each took a turn to share what they had drawn and written. 

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A few days later we revisited their writings, and decided to write a collaborative class poem. The children started the poem by making a list of all the things they noticed in the paintings. We told them that these words are called nouns. The students then added action words to express what the objects/animals were doing in the paintings. Finally, they added descriptive words (adjectives). This was incredibly challenging yet fun for our five-year-olds!  Here is their Ode to Rousseau:

Feathered owl resting

Happy monkey swinging

Leafy flower growing

Red plants waving

Tall trees bundling

Round orange sitting

Furry lion sniffing

White moon glowing

Tired girl sleeping

Stringy guitar laying

Serious person standing

Fun city spinning

Along the way, we read parts of a biography about Rousseau, which included the interesting fact that he had never seen a jungle and painted largely from his imagination.  At the end of our artist study, we put out paints in the colors of Rousseau’s jungle paintings. The children were invited to use their imaginations, and paint whatever Rousseau had inspired. One of the children wanted to entitle his, and pretty soon they all had titles, from “Beautiful Flowers” to “Hiding Jungle”.

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The students of our class are now showing an emerging interest in sharks…

 

 

Cultivating the Desire to Write: Teacher and Students Journaling Together

Kindergartener journaling in Daron Cyr's class
Kindergartener journaling in Daron Cyr’s class 

What if kids were exposed to writing in the same way a trailer exposes us to a movie that isn’t out yet? How do we create that feeling of anticipation, so that rather than force-feeding our lessons, we are quenching their thirst to communicate?

At the Brennan Rogers Magnet School in New Haven, Daron Cyr sits with her twenty-five kindergarteners on the rug, gazing up at a Smartboard image of Renoir’s painting The Umbrellas. Daron says, “Remember, we read a painting like we read a book.” She tells them to take a Think Minute: “Our eyes are on the painting. I want to know what you see, but also tell me the story that you see. Put your thumbs up when you’re ready.”

The children take turns sharing their thoughts about the painting. They focus on the weather, the characters, the details, what’s going to happen next. After a while Daron asks them to get their sketch journals. They make choices about where to sit, what art materials to use, and whether to copy the painting or make a picture of something the painting made them think of from their own lives. There is no scribbling, there are no blank pages, and the noise in the room is from the kids talking about their pictures, sharing and building vocabulary: pre-writing at its best. I record their quiet chatter in my own journal: “These are the ladders on the playground, and this is where the water goes down the slide.” “It was raining and I saw a rainbow.” “She’s wearing her party dress.” At the end, they share their work by having a Gallery Walk.

If you’ve tried this kind of lesson – especially with a challenging class of 25 four- and five-year olds – you may know how easily it can fall apart (I certainly do). Afterwards, my burning question for Daron was, “How did you introduce their journals to them?” She picked up her own journal, saying, “I started by sharing mine.” Before giving her students their own, Daron spent weeks enthusiastically showing her kids pages of drawings and writing from her own journal. She also uses her journal in class, to scribe what her students say to her, often reading their words back to them. By the time Daron gave them their own journals, “they were so excited. They knew how important they were.”

 

"Capturing the every day" from Daron's journal
“Capturing the every day” from Daron’s journal

 

"Playground" from a kindergartener's journal
“Playground” from a kindergartener’s journal

By sharing her journal with her students, Daron is teaching the most important message to children about writing: that their thinking can be captured, recorded, and shared. This is giving her tiny students the most important ingredient for writing: the desire and anticipation to be a part of the writing world.

Do you have experiences with a sketch journal to share? Please post in comments!

Twilight Comes Twice

The book Twilight Comes Twice by Ralph Fletcher, illustrated by Kate Kiesler is a wonderful book to use in conjunction with our Clouds and Skies Pinterest Board (found here).

This book, through eloquent text and lush paintings, explores the magic of dusk and dawn.  Fletcher’s text is simple and accessible to children, yet rich in its imagery:

                                     “With invisible arms

                                      dawn erases the stars

                                      from the blackboard of night.

                                      Soon just the moon

                                      and a few stars

                                      remain.”

The illustrations are equally appealing. The pages depict common daily activities such as early morning walks, streetlights flickering off and spiders rousing themselves from the night.  The colors are calming; yet evoke all the senses as we remember the special time that passes ever so briefly each day. Use the images provided on Pinterest to compare and contrast with the words and images in the book.

Animals in Art

 

The Yale Center for British Art has a vast collection of animal paintings, which you can easily access from the YCBA “animal art” collection search or view highlights here on our new “Animals in Art” Pinterest board. The YCBA also offers a guided tour with an “Animals in Art” theme where students will explore the many different ways and reasons animals are portrayed in art. By identifying and evaluating facial expressions, gestures, and other details, students practice observing details, describing what they see, and drawing conclusions. Look for more posts as we continue to share our vast collection with the Pinterest world!