Tag Archives: art

6 Words for the Environment: SOL23 Day 24

I wrote earlier this week about reading the book, I’m Trying to Love Garbage by Bethany Barton. In response to the book we discussed ways to reduce human trash. I followed that book by reading the gorgeous To Change a Planet by Christina Soontornvat. This beautiful book talks about how collectively we have created problems for our planet….and how collectively, we can also make change. Both words and illustrations are beautiful!

I find that students want to do things to help our planet. They are already aware of the importance of keeping the earth clean, about the value of caring for plants and animals, and are knowledgeable about composting food waste. And we’ve also been exploring the power of words and images to inform others about things that need doing.

So after reading and talking about To Change a Planet, I introduced them to the idea of writing 6 words for the environment. This is a version of the 6-word memoir that many of you may be familiar with. In 6 words for the environment, students come up with 6 words about our planet–to express its beauty, to help others understand how to help, to explain a crisis. We started by brainstorming words related to earth–and they had plenty to contribute.

I showed them how I would compose 6 words for the environment–including showing my first attempt that only had 5 words! I rearranged and revised in front of them so they would know that they should play around with the words. And then they opened their notebooks and started writing their own 6 words for the environment.

We then took those words and used black oil pastel and watercolor to create posters with their messages. Honestly, next time I will use a different medium. The oil pastel did not allow the words to be easily read, but the images themselves are quite striking. Here’s a few examples:

Respect the environment with other people.

Save the environment. Animals are important.

Integrating environmental literacy into the curriculum is essential. My students (and yours) are our hope for the future. They will be the stewards of our precious planet. I think it’s in good hands.

Guilty Pleasure: SOL23 Day 19

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Shhh…don’t tell anyone. I am a total competition show addict. I can be drawn into the regular network fare, (think: The Voice, Survivor, Top Chef) and most anything cooking related (although I don’t cook) like Chopped, Kid’s Baking Championship, and Tournament of Champions. But the shows I love best are the quirky off-channel series that come up from time to time on Netflix or some obscure network.

I particularly love art-related competitions. A recent favorite was The Great Pottery Throw Down. I loved learning about the variety of pottery techniques and watching pottery artists realize their visions with clay. I enjoy learning to critique each work and match my decisions about the quality of the works against those of the judges. I love the way these shows help you get to know the artists, learning a bit about their lives and their skills. Have you seen Blown Away? I’ve learned so much about glass blowing and have become fascinated with the interplay of heat and breath that goes into creating these delicate works of art.

I can watch tattoo competitions, make up artists at work, up and coming fashion designers, aspiring models, interior designers… You can see, I’m not overly choosy about indulging in my guilty pleasure. And right now, while I should be writing those report cards that are due later this week, I just watched the first episode of The Exhibit: Finding the Next Great Artist, a show my son (who is an artist and knows how much I love competition shows, especially of the art variety) recommended.

What is your guilty pleasure? And if you have a recommendation of a quirky, wonderful competition show, please share!

Beach Characters: SOL23 Day 18

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I’m lucky enough to walk the beach regularly, which means I’ve become quite familiar with the variety of characters you might come across on any given day.

There are the surfers. They come in all ages and genders and pretty much all wear the same uniform: a black, long sleeved, long legged wetsuit. For the most part, they do not heed warnings about the water (stay out of the water for 72 hours after a rain event), they come no matter what the surf report says (small waves, crumbly waves, rough surf) and seem to enjoy themselves even when worthy surfing waves are few and far between.

There are players. The ocean is their playroom. They often bring toys: kites, footballs, frisbees, shovels…you get the idea. Players give play their full effort and attention. Teenagers are common in this category–especially teenaged boys. Adults, however, are the ones I notice (and secretly admire) who fall in to this category. They clearly derive intense joy from this play…and make me want to try whatever they are doing.

There are the artists. They see the beach as a blank canvas, a place to express their artistic vision. Some create with rocks, carefully balancing stones to create unfathomable towers using only gravity to hold the creation together. Others come armed only with a rake or stick and create intricate designs in the sand, proportions in alignment yet they bring no measurements that are visible–the vision seems to be firmly in the artist’s head and arms and body.

There are also the characters who don’t fit into any category–instead they are their own unique character, like the guy we call the naked guy. This guy walks miles on the beach wearing his private parts in a small bag slung on a string worn around his hips. Today I heard some young boys behind me describing his attire as “a very tight speedo.” The naked guy seems to know quite a few beach regulars, he sometimes chats as he walks. I’m not sure if this is his version of sunbathing, his exercise regime, or if he just enjoys the feel of the.briny sea breeze on all of his skin, but his practice definitely makes him stand out as noticeable on the beach.

I wonder if other places have a similar cast of characters–or unique categories of characters that inhabit the space. I’d love to know about the characters your come across in the places you frequent.

Art…Found: SOL23 Day 7

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I love art. The kinds in museums like the MOMA and MOCA as well as many other smaller and less well known museums. I love the kind of art that kids make in school, especially the versions that allow space for individuality and creativity.

And I love the kind of art that shows up unexpectedly. Like a face peering up out of the sand, a small array of rocks, perfectly arranged to show the flip of the hair, monochromatic and striking in its simplicity.

Then there is the abandoned collection, carefully selected and arranged. Tiny shells and shiny rocks, bits and pieces of sea life laid out to be appreciated.

I love the art that is composed, either by human or by nature, with attention to an out-of-place detail that draws the eye and says, “look at me!” A single delicate blossom, maybe swirled in the briny breeze until it landed, planted in contrast to the worn edges of the sea-tossed rocks.

And the abstract composition that can only be crafted by nature’s hand, reminiscent of the polka dots Yayoi Kusama is known for, carved by wind and water. Is it art or an apartment building for sea creatures, algae, and insects?

I love that art is both made and found, and that it is open to the interpretation of the maker and the viewer. As the mom of an artist, I recognize that art emerges, oftentimes without a fully formed narrative that explains its creation, meaning, and significance. It emerges from materials, from a spark, from a moment…or from struggle, wrestling to free itself to find the light and maybe a new audience.

What art have you made, found, or supported today?

Tulips and Poetry: SOL22 Day 29

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As March comes to an end, National Poetry Month is right around the corner. To get a bit of a head start–especially since we begin our Spring Break next week–I decided we needed to immerse ourselves in some poetry this week.

Poetry is nothing new in our class. We study a poem each week and then illustrate it, creating an anthology of poems we’ve worked with during the school year. We’ve written some poems of our own here and there. But the time is right for a deeper dive.

Daniel Finds a Poem by Micha Archer is a perfect book to get started. The first graders loved that the poem Daniel wrote was a compilation of the answers from all the animals that answered Daniel’s question, “What is poetry?” And it set the perfect stage for our own Poetry Is… brainstorm. After a start yesterday, we took this idea further today, stretching out ideas and embellishing them with vivid description. Here’s a few examples:

Poetry is a glass of warm hot chocolate on a cold, snowy winter day.
Poetry is a grasshopper jumping and hopping and bouncing all around the fields.
Poetry is a coconut with the flavor inside and the outside is so hard and thick like a layer of armor.
Poetry is a slippery fish, as beautiful as a butterfly.
Poetry is the sound of my dad snoring.

And somehow, in my mind, poetry and flowers are a perfect pairing. I had purchased some tulips and daffodils from Trader Joes over the weekend, knowing I wanted students to have a close up look at these symbols of spring (that are not commonly found growing around here). Yesterday students used a black oil pastel on watercolor paper to do a directed drawing of tulips in a vase. Today, we used liquid watercolor to create vibrant paintings of these beautiful spring flowers. The results are stunning!

Watercolor paintings drying on the classroom floor.

I plan to matte them along with the “Poetry Is…” writing. And I think I may have each student contribute one line to create a class Poetry Is poem for a poster to hang on our door! After all, National Poetry Month is right around the corner!

Dot Day Doings

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Yesterday was International Dot Day, a day inspired by the creativity of Peter Reynolds and the power of each of us having the courage and confidence to “make our mark.” To celebrate dots and creativity and confidence, we began our week with the poem What is a Dot? by Laura Purdie Salas. The first graders in my class had an endless list of ideas of what a dot could be and eagerly illustrated the poem with their own “dotty” ideas. Of course, we also read and discussed The Dot by Peter Reynolds.

The week got dottier on Tuesday. We broke out the liquid watercolors and painted a page full of dots. These mostly 6-year-old artists knew that making the dots was just the start of this project. They would be transforming their dots into something else using a black sharpie marker the following day. They joyfully and freely painted dot after dot, experimenting with size and placement. They dripped one color onto another, while carrying on a constant narrative of alternative worlds, descriptive details about color, and oohs and aahs of their own discovery. We ended the day by reading Ish, yet another Peter Reynold’s book and talking about encouraging others and not judging our first attempts too harshly when we draw (or try other things too).

Wednesday was the day…International Dot Day! Students came to school dressed in dots and so did I. I l love their creativity in finding dots in their wardrobe. One child found a solar system shirt, each planet a dot. Another noticed the cat faces on her sweater were dots with more dots showing the natural coloring of the cat. There were polka-dotted masks (COVID makes us creative too), socks painted with dot markers, dotted bows in the hair, and I even found a pair of polka dotted earrings! With wardrobe dots in place, students were eager to get started transforming their watercolor dots from the previous day into beautiful pieces of art.

After a bit of modeling by showing what I might do with my own watercolor dots, I handed out the sharpie markers–a thicker one and a thinner one, and reminded students to start thinking about what story they might tell about the dot creation. I love the artistic freedom and courage of first graders. They uncap a permanent marker and confidently draw whatever is on their minds. Dots turned into chickens with space helmets, planets from unnamed galaxies, insects galore (bees, spiders, June bugs, ladybugs…), jellyfish, dragons, and of course, lots and lots of flowers. Along with the drawing was the buzz of conversation, telling the story of the things they were drawing. Clearly kids need to talk their ideas through as they draw.

Once the pens were capped and the drawings done, we took out our writer’s notebooks and set out to put down words to go along with the the art. We started with the simple frame, a dot can be… I showed how as a writer, instead of a sentence like A dot can be a bee, I could expand that sentence saying, A dot can be a pink bee buzzing from flower to flower leaving a trail of heart shaped pollen behind. (And they could see how that sentence also matched my drawing.) And with that short mini lesson, my students were off and writing.

Here’s a few examples:

A dot can be a bee. And a monkey that is blue and yellow. And a purple dragon and the purple dragon is swooping through the clouds. R

A dot can be a flower garden with a hot air balloon with a chicken and a bee and a sleeping cat. The chicken is looking for food. C

The best part of the writing time was that every student, even those who are less confident writers, were engaged with their writing. I heard lots of sounding out to get the words on the page. And students began to stretch their ideas, adding details that bring writing to life. I hope as the year progresses that they become as fearless with their writing as they are with their artwork, knowing that small mistakes might just become a “beautiful oops” or the stepping stone to something magnificent. Risk taking is essential to learning, as is joy. We had a wonderful International Dot Day filled with playfulness, creativity, and lots and lots of learning.

What might you do with a dot? It’s never too late to make your mark!

Collaboration: Learning from a Mentor Text

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Have you ever written an etheree? I hadn’t–and hadn’t even heard of this particular poetic form until I came across the book Thanku: Poems of Gratitude by Miranda Paul. As I read I came across a poem–an etheree-All This by Liz Garton Scanlon. A poem that begins with one syllable and builds one syllable at a time until it reaches ten syllables in line ten. In All This, Scanlon shows appreciation and gratitude for a small pleasure (or maybe a collection of small pleasures)…the snow, a book, a bubble bath, a cat…

Coming back from our winter break in early January, this seemed like a perfect alternative to resolution making and would ease us all back into writing and reading and thinking and planning. So, in #collaboration with Liz Garton Scanlon, my students and I embarked on some etheree writing…and finally…today, I got their finished Postcards to Myself up on the classroom wall!

It feels like serendipity that this culmination coincided with the #clmooc poetry port invitation #collaboration! I love that I can celebrate my students’ poetry and the power of a mentor text…and my own poem too.

postcard to myself

And here is a a closer view of a couple of student creations (8 and 9 year olds)…the first by H:

Bone

Skull

Fossil

Dinosaur

Bones in the ground

Brushing off the dust

Prehistoric fossils

Putting on the soft plaster

Breaking the hard rock to find bone

T-Rex has a small name but it’s huge

Fossils are everywhere in the world.

Bones

And another by B:

The Art of Folding Origami

Fold

sharp ends

crisp paper.

Origami

the art of folding

take your time, be precise

make sure you use square paper.

I can fold cranes, swords, hats, and more

fold until your run out of paper

origami is hard, so keep trying.

origami

And my own:

Inhale

Beach

with sand

bright sunshine

cool frothy waves

and perky sea birds.

I walk and watch and shoot

camera ready, focused

helping me see the world clearly.

I have so much to be grateful for

and I breathe in: inhaling sea’s bounty.

®Douillard

egret with reflection

Now it’s your turn to join in the collaboration! Will you try an etheree?

What Students Love: #writeout

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As promised, here are some of my students’ poetry inspired by Lee Bennett Hopkins’ City I Love. (For more details, check out this previous post.)

Even before pulling out City I Love, I launched the idea of writing about place by reading All the Places to Love by Patricia MacLachlan and Where Am I From by Yamile Saied Mendez. Students then created heart maps of the places they love (ala Georgia Heard). By this time students were excited about the places they love, eager to tell each other and me all about them. But instead of diving right into the writing, I asked students to “map” themselves. I tried to keep this direction pretty broad, letting students take it in any direction they wanted. These watercolor and black sharpie marker masterpieces are the result!

This map is a wonderful map creature by H.

And his poem:

Morro Rock I love

Looking at the dormant volcano

The fish swarm in the water

The sound of the sea gulls

The smell of the salty sea.

Casting a line

Getting the bait

catching the fish.

It’s just sitting in place

Day after day

Year after year

For hundred of years.

Walking on the beach

looking at the fish and crabs

and looking at the ocean scenery

Sitting on a dock waiting for a fish

like waiting for a train.

And a pineapple map by I.

And her poem about a very special bench that honors her grandmother:

The Bench I Love

On the bench I sit at

Bench I love

I watch the flowers flowers flow

As the birds glide slow as they pass by their home

Through the palm tree garden I go

Past the great sun’s glow

On the bench I sit at

Bench I love

I sit down and watch the tide curl

Up & down it will go

On the bench I sit at

bench I love

The breeze flies past my hair

And chases the ocean’s salty waves

On the bench I sit at

bench I love

I sit down and inhale

Look up and exhale

And a horse map by S.

Accompanied by a barn poem:

Barn I Love

Barn I go to

barn I love.

Horse smelling wonder beyond city.

Gallops of emotion. Races of hearts.

Barn I go to

barn I love.

Each morning a sweet smell of hay .

Each night a thankful nay.

Barn I go to

barn I love.

Morning wet covers the arena.

Full of playful horses running.

Barn I go to

barn I love.

Stardust black mares galloping in the cold moon.

Sunset colored butterflies leave at the end of the day.

I told my students that I would use my blog to amplify their voices (our vocabulary word from last week!). I know they will appreciate your comments. And know that these are just a glimpse of what my students created as they thought about the places and activities that matter to them.

How are you celebrating writing in your classroom, in your home, in your life? #writeout

Temporary: NPM 2019 Day 30

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30 poems in 30 days…poof, April is done.

Today’s poem was inspired by the art I saw carved in the sand on my walk today and the power of fleeting experiences.

Temporary

Swoops and swirls

scratched in the sand

transform the expanses of low tide

into a canvas

The view from above

reveals a seascape

nautilus shells and giant kelp

dwarfing people who mill around

brushstrokes along the shoreline

Like voices spoken into the wind,

laughter shared between friends,

the magic is elusive

rising tides erase each mark

washing the canvas

into the sea

Though seemingly temporary

art experienced,

laughter shared,

words spoken

leave trails in our brains

and on our hearts

A canvas wiped clean

makes space

for reimagined creations

interactions with

space, time

sand and sea

Temporary

is time enough

to make a mark

©Douillard