Cadavre Exquis

“The exquisite corpse shall drink the new wine.”

Some of you may be thinking, “What in the world is this woman talking about?” Sounds strange, doesn’t it? Apparently I don’t get around much because the exquisite corpse is something that has been around since possibly before the 1920’s.

How did I not hear about it? I don’t know. But luckily the student teacher I mentored this semester taught me how to use it in my art classes.

“The exquisite corpse” is a fun activity to help you come up with fresh ideas. Surrealists used the game to create some crazy art work. There are many websites dedicated to playing the game in some manner. The exquisite corpse can be played with words, images, and even video.

My student teacher gave my Art II students a brief introduction to ” the exquisite corpse” with a power point presentation. The presentation showed some art work that was created or influenced by the exquisite corpse.

If you want to read more about the exquisite corpse go to the sites below:

Wikipedia Article

ExquisiteCorpse.com

For Poets

The students were shown one site that is really quite fun and can be addicting if you are not careful. It is Corpsify.com. If you go to this site you can see images in the gallery of art work that has already been created. It takes three artists to create one piece of work and you are not allowed to see the other artists work until it is finished. If you have time, check it out!

So what did my students create? They created drawings of some crazy looking creatures. This is an easy activity. All you need: pencil and paper. If you want to create colored drawings, then the students could use colored pencil or markers. 

The students were given a piece of paper, 12″ x 18″. The paper was folded into thirds. Each student drew a head in the top third of the paper. I had to remind them to cover their work up when they were done. They also had to make sure at least two lines came down into the middle third of the paper so the next artist could see where to start their drawing. They traded papers.

The next artist drew the torso and arms making sure to make two lines into the bottom third for the third artist to attach to. I taped each section of the paper closed so that people would not be tempted to peek. Then the papers were traded.

The third artist was told to create the bottom portion of the creature. It could be feet or whatever their imaginations came up with. At the end of the class, the students were very anxious to see the artwork that was created. I had different students come to the front of the class and reveal the work. Then the creations were displayed on the bulletin board for all to enjoy.

 In introduction to this activity, my students played a word game. I wrote three words and then covered up the first two. The next person wrote three words after seeing my last word. They covered all the words except their last one. We continued adding words until everyone had been given a chance to contribute.  Some of the things we came up with were:

Blue Polar bears jump rope fast and furiously.

Foxes fainted in the heat .

Burning red leaves falling into my pockets .

Hot, buttered, yummy cookies make you fat.

Little fingers tickle pink kittens.

Slim, tall little pigs bite sweet delicious candy.

Do you get a visual from reading those? I do. Now all the words we put together did not make sense. Another way to play with words is to have a system. The way most people do this is to combine words from many people in a certain order. The order is:

The adjective noun adverb verb the adjective noun.

That is how the saying at the top of this article came to be. The originators of the game came up with that saying as they played the game.

So if you are having trouble coming up with some fresh creative ideas you might want to give “the exquisite corpse” a try. Have fun!

Detail of a Seurat Painting

Georges Pierre Seurat’s work has been a source of inspiration for my Art I classes. I created a power point showing his work and gave a general definition of pointillism. The students were then given an assignment to create a watercolor painting of a flower or butterfly using this technique.

I chose flowers and butterflies as the subject matter because I felt they were well suited for pointillism and relatively easy to draw. I found numerous images on the web of flowers and butterflies. I printed out two photographs of each and made a class set for the class to use a reference. To save on ink I printed them out in black and white with only one copy of each subject in color. The color images were posted on the wall for the students to refer to if they needed help with color choices. Most of my students did not really care about having color influences. They easily came up with their own color themes.

The students drew their chosen subject on a piece of 9 x 12 inch sulphite paper. Then they were told to paint the subject using Q-tips dipped in watercolor. The painting had to be created with dots on the page. This was difficult for some students because it did take more time and patience. The students were also instructed to only use the primary colors. So if they wanted to have green leaves on a flower, they had to paint yellow and blue dots. The combined dots would create the green for them. Many students found this impossible to comprehend and they used the secondary colors in their watercolor palette.  I could easily tell which students followed directions.

All in all the art work produced was vibrant and fresh. I am very pleased with the results of this project and will definitely do this one again next year. I was so inspired by the project, that I started a large watercolor of my own in pointillism. I wanted to see if I could do the assignment myself. I used a paintbrush instead of a Q-tip so I had dots that were much smaller. Plus, I cheated and actually mixed my colors. I have been working on the painting for at least two months now. I really like the way it is coming along. When I get finished I will post it here. In the meantime, enjoy viewing the finished products of some of my students. Maybe you will be inspired to try creating using pointillism.

Cover of Altered Book

In order to give my Art II students something to look forward to at the end of the school week, I have given them an altered book assignment to work on every Friday. The assignment is something that I have always wanted to do myself, so I am also creating an altered book at home in the evenings. I have found that having an example of an assignment that students can hold helps them understand what I want. So each Friday I bring my altered book to show them.

So, what exactly is an altered book? It is a book that has been altered with various art media in order to change it from a book to an original work of art. The theme for my students’ altered books is ART. That theme is not exactly original, but I feel it is a great theme in order to stress the elements of art, the principles of design, and various art techniques.

Our school librarian donated numerous hardbound books for us to use. The books are old obsolete encyclopedias. It feels good to be able to recycle these books. I asked my students to look for things at home that they might be able to use in their books. Some of the items I mentioned are:

junk mail, coupons, puzzle pieces,
magazines, feathers, ticket stubs,
stickers, old postmarks, stamps,
ribbons, yarn, thread, old jewelry,
beads, shells, and candy wrappers.

Design with Markers

The altered book counts as a major test grade. This nine weeks the students are being graded on the cover design and three double pages. When I say “double page” I mean two pages facing each other when the book is open. The cover design is 40 points and each of the 3 double pages counts as 20 points each for a total of 100. I will grade the student on their creativity, originality, effort, following directions and craftsmanship.

Last year I gave my students a similar assignment but the students were allowed to pick their own theme. That did not work well because many of my students lacked motivation and self-direction. So I learned from my mistake. This year, not only have I specified a theme but I have also told them certain requirements for their pages. I have also set a deadline of October 7. This deadline will be the first of several since the students will work on their altered books for the full semester.

Pages of Texture

The three double pages required this nine weeks are:

• drawings that express the students interests and personality,

• a creative design using markers,

• and a page that incorporates collage with pictures and words.

I have quite a list of altered book pages that I will assign in the future. I will let you know how it goes and will post some of the pages from the books for you to see as they get turned in.

Sculptor J. Payne Lara of Navasota, nationally recognized for his talent in sculpting bronzes; small bronzes, large bronzes, and MONUMENTAL bronzes, has added a couple more hats to his hat rack. Alongside his cowboy and artist hats, he now adds those of inventor and manufacturer. Payne has created a new line of products that I believe, someday, will become the standard in sculpture supplies, and this will happen in the near future.

This is not his first invention, but it is the first one to go into mass-production. Payne has improved, and made affordable, the sculpture armature for the human figure… and is working on one for horses as well. Now a sculptor can buy sturdy, flexible skeletons that give them the basic form for several different sizes of human figures, attached to a strong, adjustable steel post that holds the sculpture in a variety of positions. Each skeleton has been slightly reduced to anticipate the addition of clay that will become the muscle and skin and thus the final surface, making each sculpture as accurate as possible.

Long acknowledged as the premier bronze sculptor in the Houston area, Payne has always made accurate anatomy an essential element of his work. As he perfected his own requirements for a decent armature, he invented something other artists need as well.

Payne is understandably cautious about revealing the process he has invented which allows relatively swift molding of fairly fussy materials. The final result was the product of months of experimentation, and not a few beers, as he smilingly explains. He has now manufactured and shipped out scores of the new product, to artists and art supply distributors around the country. He presently employs two crafts persons who help in the molding and assembly.

As a sculptor myself, I cannot wait to try this new product. In fact I will try to keep you posted as I use it in the near future!

So, an exciting product has hit the market that will revolutionize the sculpture process. Congratulations to Payne for years of diligence and successful product development, and for sharing his improvements with the art world!

Artisans craft lifelike foam skeleton parts, stored here until final assembly.

Underneath every figure he sculpts, Payne begins with the armatures like the ones he now manufactures.

You can learn more and contact Payne about these products on facebook. Just go to facebook and search for TruForm Armatures.

It is that time of the nine weeks. Sketchbooks are due. I both dread and look forward to this day. I look forward to seeing some really wonderful art work. I dread seeing some really badly scribbled drawings that took all of five seconds to complete.

You think I am kidding? I am not. I have watched some of my students scribble a drawing out in the hallway between classes and then turn it in expecting to get a good grade on it.

Grading sketchbooks can be time consuming and difficult. It is so subjective. I had to have some way to show my students what I was looking for in a sketch. So I spell it out for them when I give them the sketchbook list. I tell them how many points each sketch counts and how the points are broken down by value, effort, following directions, etc. If you want to download a PDF file of my sketchbook grading sheet click here. You are welcome to use this system for your grading.

I make copies of this sheet and cut them in half. Each student gets a half sheet and places it inside their sketchbook with their name and class period at the top of the page. If the sketchbook is turned in late the student must put the appropriate deduction at the top of the paper. For example: if a sketchbook is 1 day late, the penalty is 10 points off.

Here is how I break it down:

I require 5 sketches each nine weeks. Each sketch is worth 20 points for a total possible of 100 points. If I see work that exceeds my expectations I will give extra points.

Each sketch is graded as follows:

6 points possible for effort.
4 points possible for shading with at least 4 values.
4 points possible for following directions.
4 points possible for using the whole page.
2 points possible for paying attention to detail in the drawing.

As you can tell, I am not grading on talent. I have many students that would not pass if I graded any other way. I try to give my students a chance to succeed due to effort. The sketchbook counts as a major test grade. You would be amazed at the number of students that will not turn one in.

I would love to hear from other art teachers about this subject. Do you require a sketchbook? How do you grade their sketches? Do you give a list of required sketches or let them turn in what they want? Drop me a note and let’s start a conversation.

You might also like to read: Sketchbook Ideas For Children

I didn’t have a very good day with my students today. I was pulled in every direction. Students were at different stages of their work and demanding attention. I was completely worn to a frazzle after 8th period. Yes, I am an art teacher. Today was just one of those days. The days are not always like that. Some days are worse. Some days are awesome.

What gives me incentive to continue teaching art other than the obvious financial benefit of having a job? It is the fact that I get to give my students a taste of art that they might not ever get. This exposure may or may not affect their lives. I most likely will never know about the majority.

Yes, I agree with Robert Motherwell. I can’t imagination life without art. In my opinion, Art is nourishment for the soul. 

Prayer:

Dear Lord,

Thank You for the gift of an art filled life. Thank You for the ability to create. Thank you for inspiration. Thank you for sending encouragement when we get worn down. Please bless each and every person that reads this devotional.

In Christ’s Holy name,

Amen

Since I am back teaching in public school I have had an opportunity to think about my decision to teach art again. I have had several people ask me why I teach art. So here is a short list of my reasons. I would love to hear from other art teachers around the world to get their input. So, if you know an art teacher, please let them know about this post.

Why I Teach Art

1. I absolutely love the process of creating artwork. Being around that process on a daily basis is inspiring.
2. I enjoy not having the pressure of teaching a core course where students are required to take the TAKS test or end of course exam.
3. I get excited when my students get into a project and lose all track of time.
4. It feels wonderful when my students gain self confidence through the artistic process.
5. Art class can be a little more casual than core classes. I am able to let students create projects that evolve through their own creativity.
6. I get to decorate my classroom with beautiful student art work.
7. I get to share my love for art. Knowing that some of my students have developed that same love and want to continue their education in an art career makes the years teaching art worthwhile.
8. I get to meet other art teachers and learn inspiring teaching methods from them.
9. I enjoy being able to teach without written tests. This makes my special education students have a better rate of classroom success. 
10. Getting paid to do something you love is a bonus!

I could go on and on with this list, but I want to hear from you. So, I am calling on all art teachers to share.

It is that time of year. If you are a teacher, it is time to give semester finals and get all your grades together. Plus it is time to get ready for Christmas. Putting the two activities together could be an overwhelming experience. Notice the word “could”. I have learned throughout my years of teaching to make things easier on myself during this time of excitement.

I used to give written tests in Art class. Not anymore. I got smart. I changed my teaching philosophy. I started grading students as I watched them work in class. I assigned projects in place of tests.

I found this is a much better method of teaching a subject that I love. An added bonus is that my students seem to do really well. My special education students flourish in art class. I can see great progress in their art work and their self-esteem. Seeing them do well makes me very pleased.

The semester final is a drawing. I give each student a large piece of paper with a mark on it. The mark is drawn in marker. This year I used a blue marker and drew the mark with my eyes closed. The students are told to incorporate the mark into their drawing. Their drawing can be realistic or abstract. The whole point is to get creative.

I suggest that the student take a moment to look at the mark from every angle. The student is allowed to work in pencil, colored pencil, marker, or oil pastel. Students have free rein to do what they want. I watch them as they work. Not over their shoulder, but from a distance.

The purpose of watching is so I can see how much effort is put in to the drawing. I can see if they struggled. I can determine if they put their heart into the project. I can also see if they just sat there staring into space.

Determining effort can really be important for those students that have low grade averages. I remind them that their effort can determine whether they pass or fail the course.  Many times a student will raise their semester average if they give me incredible effort on their semester final.

After the allotted time, I ask the students to look at their drawings before turning it in. I ask them to then write a number grade at the bottom of the page. I want them to tell me what they think they deserve. You might ask, why would you do that? Wouldn’t the students just give themselves a 100?

I have been amazed at the results of asking the students to evaluate their work. They are almost always candidly honest. The grade they give themselves is often lower than what I end up giving them. The kids are extra hard on themselves. Now I do have a few that write 110 on their paper, not taking me seriously at all. But, that is not the norm.

Semester finals have a definite time limit which I have found to be good to use in art class. If I do not give a definite time limit for certain projects the kids would drag them out all year. So time limits are good. Short timed projects are a great way to get grades and good work from your students as well. That could be another article.

When my students begin their final I like to joke with them. I tell them, “No cheating!” It takes them a minute to realize that it is pretty much impossible for them to cheat on this type of test. How great it is not to have to monitor for cheating during a test!

Anyway, these are just a few thoughts from a high school Art teacher. I hope everyone has a wonderful and safe Christmas.

Other articles you might enjoy:

Teaching Art

How to Make Display Panels for a School Art Show

On the Lookout for New Ideas

Hi! Some of you may have been wondering where I have been for the last month and a half since I have not been updating the blog. Well, I have had a few things change in my life.

Back in June as I was finishing my series of articles about the book, The Creative Call, I got a call about a job opportunity. During this study, I had been diligently praying about my art career and what direction I should be headed.  So when I got the call, I thought, “Really, Lord? This is what you want me to do?”  I couldn’t help but think that the whole thing was the answer to my prayers. But I was not planning on this type of answer.

So what is the job? Art teacher. I am going back to the classroom. I took the position of art teacher at Navasota High School. Exciting!!!! So, my husband and I had a lot to do to get us moved and down to Texas from Oregon in time for teacher in-service. We made the drive from Portland to Plantersville, Texas in three days pulling a trailer with our belongings. It was a long, hard trip. I had one week to get the house in order before starting work.

Now school has started and I am in full swing teaching. We have been in session for two weeks. I have approximately 175 students. It is an adjustment getting back into the classroom. The first week or so I have been trying to get used to being on my feet all the time and talking so much. That seems to be the norm for all teachers at the beginning of the school year.

Teaching full time is going to make it more difficult for me to write for My Creativity Blog. Obviously, I have taken off so I could move  and get settled in. My plan is to continue with the blog. I want to continue writing three times a week like I did before, but I do not know if that is possible. I will have to play it by ear. Thanks readers for hanging in there and waiting for me to get back writing. As always, I would love to hear your comment! Leave me a note.

Ever find a book you did not know you had? I was cleaning out my bookcase when I ran across an old book titled, Creative Teaching in Art.  I have no idea where this book came from.  It may have been given to me by someone when I started writing my creativity blog. I must have put the book on the shelf and planned on reading it some day. I guess today was the day. Weird how books come into your life when you need them.

Creative Teaching in Art was written by Victor D’Amico.  The copyright for my particular edition is 1960.  After doing a little research I found that Mr. D’Amico, a native New Yorker, was considered a pioneer in art education for children. He was director of the education department at the Museum of Modern Art for more than 30 years. He died in 1987 at the age of 82 years.

Victor D’Amico believed that the creative experience is necessary for the healthy growth of all children. His book is written to help teachers in the practical aspects of running an art classroom with actual situations and descriptions of art processes. The book is divided in to nine chapters. D’Amico discusses the child as a creator, painter, mural painter, sculptor, potter, graphic artist, inventor, designer and craftsman.  The last chapter of the book focuses on choosing age appropriate art materials for the children to work with.

Mr D’Amico said, “Experience, and not the product, is the precious aim of art education.”  Victor wanted to give that experience to children. He had a vision for a teaching facility for summer classes in the country.  Mr. D’Amico’s vision came true when he had a retired World War I Navy Barge moved and anchored in place in Napeague Harbor in March of 1960. The Victor D’Amico Institute of Art, a summer art school, holds classes every June through September on this remodeled barge.

I am glad I ran across Creative Teaching in Art. D’Amico had a passion for teaching children how to be creative.  I look forward to reading and learning more about his thoughts on art education.

More information about Victor D’Amico can be read at the following links.

New York Times Obituary

The East Hampton Star Article on the Art Barge

The Art Barge