Friday, May 26, 2017

How to Get Reference Photos Labeled for Reuse

I've made it part of my mission in the last two years to teach students about copyright and fair use. I try to encourage students to...
  • Work from observation or your own photo if possible
  • Start with an idea in your head and then find the necessary references
  • Combine multiple reference images into something new

But SOMETIMES those options don't work. For example, I had a student who wanted to paint a picture of Machu Picchu for her sister who had visited there, but the student couldn't go take her own photo and since it is a real place, it wouldn't work to change the layout. In situations where you need to work from one reference photo, I teach my students to use the search tools built in to Google.

Here is what you need to do:

1. Go to Google and type in your search topic. Select IMAGES. The tools won't show up if you just do a general search.
2. Click the tools button off to the right.
3. Under usage rights, select any of the Labeled for Reuse options.
4. Double check and use common sense to make sure it's really ok to use. For example, if it has a watermark or copyright printed on it, it was probably labeled wrong.

This is not a fool proof method, but it at least gets students to start thinking about it and taking steps to responsibly and fairly use reference images.

Sunday, May 21, 2017

TAB & Seasonal Artwork

One thing that people say they would miss in a TAB classroom is the traditional seasonal projects that students, staff, and families look forward to. I just wanted to share that festive artwork can still come out of choice-based classrooms! 
Last October (yes, I am suuuuuuper behind on blogging) I saw a bag of some cool little pumpkins in the produce section and bought them thinking that some students might be interested. I used the pumpkins for a demo in my 1st grade class, showing how I look at the individual sections instead of drawing a circle, and that observation helps me get the overall form drawn more correctly. I went ahead and reviewed some tempera techniques since students had been asking to paint and then I gave the students the option of taking a break from whatever they had been working on to draw or paint pumpkins or to continue with their own work. All but one student chose to paint a pumpkin. Their grade had recently been on a field trip to a pumpkin patch so there was a lot of excitement. 
I helped distribute requested paint colors and spread out the pumpkins for tables to share and then let students work. Some covered the whole surface of their papers with paint and some were satisfied after practicing the drawing. Some added scenery or turned their pumpkins into jack-o-lanterns and some left the pumpkins simple. The students used a traditional subject for fall art classes, but they chose how to engage with it and were absolutely delighted! I think the moral of the story here is that you don't have to "give up" special things that are important in your school community to TAB. It's about honoring the students as artists- giving them the choice and the voice to do it their way.

Bonus- if you like to incorporate other content areas, I found a great book at our local library that has estimation and counting in it- How Many Seeds in a Pumpkin by Margaret McNamara. If I had more time with the students we could have cut up the pumpkins when we were finished to see how many seeds they have.
I need to remember that there are nice display cases across from the 1st grade classrooms and take advantage of it! My classroom is at the high school so I don't always remember.

One of my friends started using TAB with her youngest students last year. She does a good job of putting out challenges in her centers and she has had some really successful themes! You can see more of what she's up to on her Facebook page or her blog, Ag Wife Artist Life 

Sunday, March 19, 2017

Thin Stix Review

 Kwik Stix sent me a set of their new "Thin Stix" to review, a product they suggested would be perfect to keep on hand for last minute poster projects. I'd have to say that I agree! This product makes poster-making a breeze. 
I've never really enjoyed using markers to make posters. I much prefer the look of a painted poster but sometimes that can be time-consuming when you have to wait on a section to dry so you don't smudge it when moving on to the next area. Kwik Stix are tempera sticks so you get the look of paint with the ease of markers, and they dry in about a minute and a half. The Thin Stix are probably a little more than half the diameter of the regular Kwik Stix so it's easier to get smaller details.
The first poster I made to test the product was for a supply drive that our Student Council hosted to benefit our local Humane Society. I would suggest that you get the feel of the stix before you start on your poster. There are a couple parts where I got in too much of a hurry without practicing first. What can I say, I was excited.
Next, I made a poster that will be used to welcome art teachers to KAEA Summer Camp which I'm really excited to be hosting in my hometown this summer. It's nice and bright and bold and will work great!
 The next time I tested the Thin Stix was to make some posters for my school's Aggie Olympics. What are the Aggie Olympics? I'm glad you asked. We have a very active FFA chapter and during National FFA week, there is a different activity every day. Friday afternoon concludes with the Aggie Olympics where the staff and each high school class competes in different events. This year some of the events included a slingshot contest, milk bottle bowling, horse "apple" toss, and more. The students make posters applauding their class and dogging their competitors and it is SUPER fun. 
I used my Thin Stix to make a couple new posters- Teachers Rule Students Drool (with a Snapchat filter) and Winning the Aggie Olympics Since Before You Were Born! Each poster took no more than 5 minutes to make.
I had students coming in asking for markers at the last minute and I let my TA use the Thin Stix. I didn't get a picture of the posters she made but she liked using the Thin Stix as well and after I let my 6 year old use the rest of the sample for his artwork, she asked if we were going to get some more. It would be too pricey to totally replace all the markers with Kwik Stix but I hope to buy a couple packs to keep on hand for special poster projects.
I will also buy another set for my oldest son who LOVES this product. I kind of love that they clean up so easily. Bottom line: if you can try this product, I have a hunch you'll like it.

You can buy Thin Stix on their website, on Amazon, and from Sax. I haven't looked other places but I'm sure they're around!

Saturday, March 18, 2017

Community and TAB-ish art history

Last summer as part of my graduate coursework, I took a class that was a survey of art history for educators. I LOVE art history, I minored in it at ESU, but I was a little nervous not knowing if we'd be expected to create lesson plans "in the style of" the artists we were learning about. Thankfully throughout my courses at UNK, I found that they had a real interest in letting the students make the program work for their lives- their teaching style, grade level, community, etc.

Throughout the course I tried to develop resources that I would actually use. I figured out how to incorporate art history into my TAB-ish classroom.

Our school mascot is a cobra. 
One unit that inspired an idea was American Regionalism. I always try to boil art history down into the big idea. Regionalist artists were basically painting pictures that represented the people, places, and stories of their communities. Today's communities, even in the midwest where Regionalism was rooted, look much different than in Grant Wood's, Thomas Hart Benton's, and John Steuart Curry's day. Technology and social media have changed how we connect. I wondered how my students would define their communities.

I've been using a mixture of boot camps and themes for my main high school art class. On the day we were due for a new theme, I started off with a slides presentation about Regionalism.

We discussed the slides, discussed the idea of community and how it doesn't have to be a physical community, before brainstorming communities that the students are a part of and figuring out how they wanted to represent the idea of community in a work of art. Some students chose our school as a community, several represented teams or organizations, some used farming or hunting, some chose online communities, some even represented serving the community in the military. The ideas were vast and so were the media the students chose to carry out their ideas.

This student made a rural scene which fits our community but filled in the space with binary code to represent himself.

Two designs with the same composition and colors (our school colors) reversed were woven together to represent our school having a lot of different types of people but we're all one community. Made by a student with some special needs.

Our school has very successful running programs and the students talk about the feel of family and community there. I wish I'd planned for more time on this project. The painting of the team on the top right would have been much improved if the student wasn't rushed to finish before the end of the semester.

Godspell was our school musical last fall so it made an appearance in a couple projects.
This student works at a veterinary office as a kennel tech and represented her job as part of her community.

This was supposed to be a church picnic but the student ran out of time and had to eliminate more of the crowd. 

Representation of the style and sense of humor of this students' community of friends.

Artist Statement: I decided to represent the farming community through the burning of CRP/Grassland. I choose this topic because I grew up in a farming community. Also, I have had experience in burning CRP. In my art I painted the grass being burned, sparks flew through the air and into the fire, and the fire was fully ablaze. I had trees in the background that were about to be caught on fire. Finally, behind the fire I have the burnt pieces of grass that have already been through the fire.
The two students above used their after school jobs as part of their community project.
Artist Statement: I did, for my community project, a couch with four people people, one a Death Eater (from Harry Potter), one a Science Officer (from Star Trek), one a X-wing Pilot (from Star Wars), and a Superhero (The Flash, from DC comics). I represented the Nerd community by putting these four together. I chose this topic because I am very big in this community. I visually represented this by putting them all hanging out together on a couch, in one of their houses. The title also represents the community by being the thing that starts every Simpsons’ episode ever (Couch Gags).

One of my freshmen loves wheel throwing and is pretty good at it. She has a large family that represents community to her so she made a bowl to represent each member of her family.

I think this theme will be added to my rotation. I teach in a small school so my class "regular" art class is like an Art 1, but students can take it more than once so I may have a senior with 4 years of art under their belt and a freshman who hasn't had art since elementary school in the same class. I think I will have to figure out a rotation of themes or some other method to allow students to propose their own theme. My advanced art class has been a full-TAB experiment this year. I'm still finding the right balance for my students.