Saturday, October 19, 2013

Values of Growth Spiral

I decided to identify a series of classroom values that are more personal to me serve to unify the art lessons with meaningful concepts. Cat identified these values as contributing to growth or wholeness. I modified the Studio Habits of Mind to create the Values of Growth Spiral:

                                       Values of Growth Spiral Designed by José D. García
Trust
To have confidence in yourself and in others 
To trust the art process 
To have faith in the human spirit, the universe or anything that makes you feel peaceful

Honoring
To believe in the worthiness of yourself and value those around you respect the work done by yourself and others 
To practice gratitude 
To respect the work done by yourself and others 
To practice self-compassion (don't be too hard on yourself)

 Discovery
To learn about yourself and discover your world
To learn tools and techniques to make art
To learn how and why people make or made art within society 

Joy
To explore playfully and find joy in creating 

Expression
To convey ideas, feelings or personal meaning through art 
To communicate with others effectively

Creativity
To create options and make choices by taking action 
To imagine what may not be right in front of you and imagine possibilities 
To really SEE what may normally be overlooked 

Dedication

To develop focus and a work ethic 
To accomplish a goal and practice perseveranceReflection 
To question and explain your art process 
To evaluate and make judgments about your art and any art you see

             The values are arranged in a spiral because they begin in the center and expand outwards but can also spiral inwards or repeat with each area of growth it will be applied to. I also chose the spiral because it can connect to the image of a portal working inward or a cone radiating outward. It allows for other applications such as the mathematical growth of the golden ratio as demonstrated by the Fibonacci spiral. In a professional development training hosted by East Side Union High School District, the main topic of a session was focused on the work of Carol S. Dweck Ph.D. and her book Mindset: The New Psychology of Success. She states that people are divided into either a fixed mindset or a growth mindset. The fixed mindset believes that intelligence is static and people are either talented or smart or not. The growth mindset believes that while differences among people exist, talent and intelligence can be developed through effort and a commitment to learn (Dweck 2006). Students who are taught the growth mindset improve their test scores according to Dweck and Aronson, Fried and Good’s research, as well as increase their performance in class and enjoyment of school (2002). My intention with the values of growth spiral is to develop students metacognitive awareness of their learning and creative processes. If they apply these values in my art class it will improve their performance. If they choose to apply them in other areas of their lives they will have the framework necessary to guide their growth. Healing occurs when they apply this to change a negative experience or idea of him or herself. Having a unified set of values that develop students’ belief in the growth mindset will empower them and expose them to the healing power of art.

Saturday, June 15, 2013

Art Break Day by Art is Moving

Magical Moments & Memories


As this year's Art Break Day fundraiser enters its final week we would like to take the opportunity to share some of our favorite moments and memories. 




Because there are a zillion magical and treasured moments created each ART Break Day it's really hard to pin one down as a favorite. I am so grateful to be part of such an empowering and altruistic movement.

ART truly does transform.


One aspect I love is the diversity of spirits the saddle up to our free art making tables. Literally, people of all ages who come from all walks of life sit down together and connect through the creative process of making ART together. For me, as a witness, participant, and facilitator this is the real magic that Art Break Day brings to each community. People who would otherwise never even look or smile at each other on the street actually sit down together, talk about art, and connect. I love when I see a grandmother sitting next to a homeless person, who sits next to hipster, who is sitting next to a lawyer, who is sitting next to a toddler, who is sitting next to a police officer, who is sitting next to a street urchin...the list goes on and on.



The consistent reality of Art Break Day is that when people sit down and create together all boundaries dissolve. You can feel the peace between people as they get to just be for a moment in time. This, to me, is the bliss of ART Break Day and one of the core reasons I do this with my heART and soul. Giving people the opportunity to embrace and be empowered by their own freedom of expression is my service as an artist to the world.



Join us at one of our 14 sites and taste the experience for yourself.  It is palpable!



Namaste, 

-Lisa Rasmussen (Co-Founding Director of Art is Moving) 


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There's still time to fund this year's Art Break Day and create a positive impact in 14 locations across the world!


Contribute today by visiting our campaign page here:http://igg.me/at/artbreakday

And, please share our campaign -http://igg.me/at/artbreakday - via email, facebook, and twitter

Thank you for supporting our grand vision to make art accessible to absolutely everyone!
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My Five Favorite Things about Art Break Day

List compiled by Lauren Odell Usher (Co-Founding Director of Art is Moving)


1. Connecting communities through art. For the last 2 years I have been co-leading the San Francisco Art Site with Lisa.  Not only do I watch strangers become friends across our art site tables, but I get updates through out the day from all of our other sites.  I love the feeling that on Art Break Day communities across the globe come together to stand up for art.  To show the world that art creates a positive impact in individuals and communities and should be a part of every person's life.



2. Art is for Everyone. At the same table, at the same time, we get to watch people from all generations create art.  From baby boomers to gen Yers, all are welcome to take an art break with us. What's really great is when an entire family sits down, takes a break, and makes art together.


a mother makes art with her two kids


3. The No-Judgement Zone. A woman wandered over and asked what we were doing.  When she found out we were letting people make art for free she got a bit shy and began judging herself saying, "Oh, I can't do that, I'm no good at art." After a bit of encouragement and one of Lisa's Kitty Bliss drawings as inspiration, this wonderful woman created her own version of a cat drawing.  It is one of my favorite pieces of art we collected.  She stood proudly by it as we photographed her and walked a little bit taller as she waved good-bye.



4. Everyone needs an art break. We hope that one day an "art break" will be just as common as a coffee break. I love when I see folks taking a break from work to sit down at our art tables.  We've had police officers, food industry workers, accountants, and more join us for an art break. It's so fun to watch what making art in the middle of their day does to their mood.



5. Art can be anything.  My mom volunteers and helps during Art Break Day each year.  Last year I overheard her say to someone, "Give it a try, art can be anything." And, it can.  We've had someone sit down and paint his skateboard and another someone take liberties with our Art Break Day banner.  I love watching the creativity unfold at our art tables.


art rules

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Copyright © 2013 Art is Moving, All rights reserved. 
Our mailing address is: 
Art is Moving
630 58th Street
Oakland, CA 94609


I encourage anyone to support this great project and perhaps use it to inspire your own community work. -Sonia

Sunday, June 2, 2013

Manipura- Third Chakra lesson plan


I demonstrated this lesson to two classes of high school students in the Bay Area. They responded excellently. I had to be very brief 35-40 minutes including drawing time. This lesson can be expanded and used as a brainstorming session for a larger project. It can also work as a part of other lessons using the other chakras.

Manipura, 3rd Chakra Lesson plan 
·           Objectives of the class. Students will be able to:
o   Understand what their third chakra is according to the Hindu philosophy
o   Demonstrate exercises that represent the chakra
o   Learn about artists working with memory, and body energy
o   Create a drawing based on their experience of the class (Draw body pose, laughter memory or image describing energy in the body)
·           Content standards (VPA California)
o   5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.
o   2.5 Use innovative visual metaphors in creating works of art.
Introduction
·         I have found that a great way to get inspiration for art-making comes from getting to know yourself and who you are.
·         Today we are going to make some art, do body exercises, meditate and focus on one area of our bodies. As we go through this you want to pull and images that come to mind to use for you artwork later in the class.

Introduction meditation
·         Relax. Close your eyes (optional). Focus on your breath filling your lungs and bringing you warm or refreshing energy.
·         Imagine breathing in the energy from sky and letting it run through your body. (Alternate with pulling from the earth)
*Pass out flyers with images    


Energy and the Manipura
 The idea of energy flowing through your body has been around for a long time. Many cultures understand this and represented it in several ways. In Chinese medicine, it is known as Qi. It has been used to heal using Qigong and acupuncture. In my own culture a Curandera, is responsible for rubbing illnesses out of people through massage.
·         The chakra system originated from India around 1500-500 BC. It represented the complex paths and intersections that the body’s energy traveled through.
·         Chakra means wheel, so if you can think of these as places where energy gathers and swirls moving throughout your body. Each chakra is a place where energy gathers to perform its role.
·         Today we will work on the 3rd chakra. It is the yellow one (refer to handout).
o   The Manipura is commonly known as the Solar plexus. Like the sun its color is yellow. It deals with issues of willpower, ambition and action and is weakened by all forms of shame, embarrassment and self-consciousness. Physically, it supports your liver, pancreas, gallbladder, stomach and spleen.
·        How can you tell if you need to work on your chakra: Inbalance/ Balance:
o   Do you see yourself as powerless or too powerful OR Peaceful strength that is not too dominant or submissive
o   Do you have lots of different ways of shaming yourself OR are you Confient even if you make mistakes
o   Do you see the future as full of danger OR do you see future full of life, hope and that your dreams can come true
o   Do you are generally highly stressed and often comment to others how stressed and busy you are as a badge of honor. Or do you work towards growth and are future focused.
 Ask students: Does anyone relate to these and want to share? 


3rd Chakra Exercises
·           We are going to do another meditation and some exercises to have you feel your third chakra. These you can do with eyes open
o   Breath into your body as we did for the first meditation. Breath into your stomach letting it expand but still stay relaxed. Deep breath into stomach letting that whole area expand, back sides and front
o   Imagine you just had a delicious meal and your stomach is satisfied and full. Put your hands on your belly and rub your full stomach. Rub it really well with both hands.
o   Now I want you to think of your family, think of a funny memory. When was the last time you laughed so hard juice came out of your nose, or that time your friend farted in class or whatever you can think of. *This may not get responses from strangers, only try with a more familiar group.
o   Laugh out loud in any silly way you can think of. How does Santa laugh or Minnie Mouse.
Washing machine: Have students stand up, reach up up and out with their arms like a star. Have them swing their arms side to side twisting their belly area.
·                                             Power pose, sitting or standing, what pose makes you feel powerful (not dominating).   Imagine  that you are the principal or CEO of your company. (Demonstrate some poses where you are expanded)
  Alex Grey
·           Before we start our drawing activity I want you to flip to the back of the hand out and take a look at the art of Alex Grey.
·           He makes art that connects people to their energy and the natural energies around them. His work is very large scale and often life size.
·            He studied anatomy and actually dissected cadavers at Harvard Medical Center to gain a deep understanding of the body.
·          In the first piece Painting, it shows how an artist gains inspiration through a higher spiritual connection. He also created and experiences art with his senses and his heart. As a result the artwork this is hidden is radiant with its own energy.
·         In the other painting Theologue shows how the chakras are aligned during meditation.

          Drawing

Tell students:
Under the artwork you can see some samples of art that can help balance the 3rd Chakra.
The first uses yellow, the fiery warmth represents the energy of the chakra. The woman is also standing in a clam but strong pose.
The second can be interpreted to describe the sensations of energy in the body.
The third has a large sun and positive encouraging messages.
The last one has positive words as well and images of what the artist enjoys doing.

You can use all these as ideas to create drawing to balance your third chakra. It can be a drawing of what brings you joy, what makes you feel confident, it can be abstract and you can even write on the drawing.

Have them begin their drawings. they can share with a partner and then have some share with the class. 
----let me know if you want copies of the handouts, or if you have any questions. Thanks!

Tuesday, March 26, 2013

Paint Over Collage




By Roseanne Fox

This is good for all ages and abilities. It can be as simple or as intricate as the artist wants.

Supply list

magazines-pick a face you want to work with
colored paper
glue sick or other glue that's good for paper
acrylic paints- flesh color and other colors
scissors or exacto knife
something to cut on
brushes
oil based paint pens (optional)
colored pencils
regular ball point pens-black and blue
plain paper to glue your collage on to

Pick your collage elements

Cut out your collage elements and glue them to the plain paper in any way that you like. Often when I am glueing my elements down to the paper, a story starts to emerge from the pieces. But don't worry if this doesn't happen. Just keep going!


Paint
Paint a thin layer of the flesh colored paint over the face
in your collage. You should still be able to see some of the features.
The paint will give you a base from which to work from to create your own face. Paint over any other elements in your collage and or your background. Don't worry if it's not looking perfect. Have fun!


Embellish and changeOnce the paint has dried you can now go over the images with the colored pencils and pens. You can also add more elements to your "story" to create the scene that you want.

*Often I find this kind of work can help me to see what is currently going on for me and can really be insightful. This can also be great if you are working with clients in a therapeutic capacity-it can help them and you have a clearer picture of things that they are working with.

Monday, March 25, 2013

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Monday, February 18, 2013

Amherst Writers and Artists


AWA WORLD300w



Amherst Writers and Artists is a resource for those looking for a method of leading writing workshops. They provide training all over the country.  http://www.amherstwriters.com/

From their website:
*****

The Amherst Writers & Artists' philosophy is a simple one: every person is a writer, and every writer deserves a safe environment in which to experiment, learn, and develop craft. The AWA method, which is fully described in founder Pat Schneider's book Writing Alone and With Others (Oxford University Press, 2003, and available at www.patschneider.com), provides just such an environment.
Peter Elbow, author of Writing Without Teachers, brought the writing process movement into classrooms across the U.S. In his the introduction to Writing Alone and With Others, he called Pat Schneider “the best teacher of writing I know.” The practices outlined in the book have proven effective in graduate school classrooms and in work with the homeless, in children’s schoolrooms, with nursing students, in bereavement groups and in living rooms among friends.
Unique to the AWA method, at the time of the publication of the book, are these two revolutionary practices:
-Everything in the writing workshop is treated as fiction, to minimize the personal vulnerability of the writer, and
-The teacher or leader writes with the students or participants, and reads aloud along with the other writers.

These practices, along with keeping all writing confidential, responding to just-written work with encouragement rather than negative critique, create an environment that is non-hierarchical, honest, and safe. Accomplished and beginning writers learn from one another in a generous atmosphere of both critical craft and personal respect for the value of every voice.

*****


Elizabeth Perlmans "Recommended Reading" list.

Storycatcher by Christina Baldwin
Women Writing for (a) Change by Mary Pierce Brosmer
Writing As A Way of Healing by Louise DeSalvo
Writing Down The Bones by Natalie Goldberg
Bird By Bird by Anne Lamontt
Story by Robert McKee
The Heroine’s Journey by Maureen Murdock
Write from the Heart by Leslea Newman
The Hero Within: Six Archetypes We By, by Carol S. Pearson
Opening Up: The Healing Power of Expressing Emotions by Dr. James W. Pennebaker
Writing to Change the World by Mary Piper
If You Want to Write by Brenda Ueland
The Writer’s Journey: Mythic Structure for Storytellers & Screenwriters by Christopher Vogler


Elizabeth Perlman is a writer, designer, and storyteller, committed to the creative process as a catalyst for positive change. As group leader in the AWA (Amherst Writers & Artists) writing method, she has recently launched The Intuitive Writing Project, a Bay Area non-profit that facilitates creative writing workshops to empower teenage girls. You can learn more at www.intuitivewritingproject.org





Tribes Learning Communities in an Art class

 I was introduced to Tribes Learning Communities as a student teacher. My first year teaching I implemented a modified version in my art classroom. I bought the book on learning communities and pulled info from there and made my own modification. It is a good resource and has a listing of activities for all ages and subjects.

Visit tribes.com for more detailed information. From the website:

                                                                             ***
                                                 How It Works

Tribes is a step-by-step process to achieve specific learning goals. Four agreements are honored:
attentive listening
appreciation/no put downs
mutual respect, and
the right to pass

Students learn a set of collaborative skills so they can work well together in long-term groups (tribes). The focus is on how to:
help each other work on tasks
set goals and solve problems
monitor and assess progress
celebrate achievements.


The learning of academic material and self-responsible behavior is assured because teachers utilize methods based upon brain-compatible learning, multiple intelligences, cooperative learning and social development research. The teachers and administrators in a Tribes school or district also work together in supportive groups. They too enjoy the participatory democratic process and creative collegiality.
***


In my art room I started off the class placing students into their tribes which I named based on a color. Each tribe name was unique to those students, the included names like Alizarin, Malachite, Celadon and each had its specific color. I used the names to teach students where colors used in paint originally came from. I began the class with color theory in the Introduction to Creative Art class so this wove into the curriculum smoothly.






In the beginning I discussed with them what it meant to be in a tribe and went over the guidelines. These were modified for my class. I used tribes to manage the classroom and organize taking out supplies and cleaning up. I encouraged them to work as a team, but also assigned them roles based on where they sit at the table by letters A,B,C, or D.
Throughout the semester I included their tribe color whenever possible. I had them make a logo of their tribe name.

Had them do warm up activities like creating a mandala out of paper with their tribe color, or doing body exercises like having them make a group sculpture that was symmetrical or asymmetrical or expressed an emotion. I had them mix paint and create tints tones and shades of their tribe color. These were then cut out into shapes, strung together and hung on a class mobile to decorate the room.
Alizarin tribe with paper mandala


Student artwork display for open house with tribe colors

Tribe logos



Open house display








At first I was worried that my teenage ninth graders would not buy into it. But I think overall there was acceptance of the system and they liked it. My IEP students especially enjoyed it.

A couple of tips I would recommend:
-Allow students to choose who is in their tribe and move students around if necessary.

-It helped to give a project in the middle of the semester to give them a break from their tribe. I had them do a group paper maché project with a new group of five.

-Change the roles of tribe members and make sure they complete their assigned duties.

-Include whole class activities as well. They all got together during lectures or meditation or visualization activities.
paper group mandala
Luckily this story has a happy ending- Cadmium Tribe