Drawing Magic

Rosalie Claussen and Tabi Zimmerman Lincoln Public Schools Lincoln, Nebraska March 2007

Lincoln Public Schools Lincoln, Nebraska 32,500 students 7,000 employees 2,800 certified teachers 36 elementary, 11 m.s., 6 h.s., 1 alternative h.s and 3 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

What third graders say…. start an idea save ideas  To define the problem / plan practice  To incubate / “cook” and idea get ideas try an idea find more ideas  To research to remember  For a history / look back, compare

Why I use sketchbooks in my classroom  A tool for the Creative Process Thumbnail sketches  Practice, practice, practice drawing  Assessment tool  Because “real artists” use them  Convenience

Who uses sketchbooks All grades (K - 5th) st - 5th nd - 5th rd - 5th

 I purchased 50 page spiral bound sketchbooks with 50 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.

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 5th grade. (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

 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

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

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 time they 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 Lifes Some rotations I use multiple still life items so all tables draw the same 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 through fifth 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 some of the drawing time to set out other supplies 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 their work and the work of others using the language of art. 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 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 addresses Core Ability #2 and #3 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 Pad 100-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 #: Your Price: $4.79 Applicable Quantity Breaks: 1 $ $ 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 Quantity / Price /each /each 30 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 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

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 Say I 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 more Make it harder I 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!

LINCOLN PUBLIC SCHOOLS / LINCOLN, NEBRASKA DRAWING MAGIC Rosalie Tabi