How should I budget for these classes?
Choose lessons that rely on disposable or recyclable materials and save your $ for what you cannot avoid obtaining by any other means. I will also buy materials, if it will save me a considerable amount of time or if it will keep kids from fighting. Some materials can be shared, and others should not. I go to the dollar store in Berkeley and SCRAP in San Francisco. I visit the garage sales I see on Nextdoor, and I use social media to ask my friends for donations. I plan most lessons around natural, freely available materials such as sea glass and eucalyptus seeds.
I want to reuse art supplies to make multiple projects and avoid waste.
This noble goal is beyond the scope of this Q and A, but if you have already chosen the type of lesson you want to do I might be able to help you individually. In general, it is best to plan a lesson around a material that is plentiful, disposable and free, such as cardboard, plastic pieces, donated yarn, old books, etc.
How do you you plan meaningful lessons they can take something away from?
A lot of this is covered in Five Great Principles. But you can also involve the students’ cultures, if you feel confident and knowledgeable in them. Or, you can ask them for input on topics they care about (“What if we made a sculpture of Sonic the Hedgehog?” “What’s the deal with this neighborhood? How can we represent it?”). The use of exit slips is also tied to better planning because you learn more about your students and that info helps you make adjustments. The elements above, and giving them enough time to work on something, will ensure they will care more about what they make. If your students put it on display or take it home, you will have achieved your goal.
How much activity is realistic for one day?
Not as much as you think. You can get ahead of it by observing your students, because your first teaching experiences with that group will show you what your students can do. To give yourself breathing room, choose activities that can be completed by different types of individuals, in flexible amounts of time. For example, a mosaic-making activity is an open activity because it is very adjustable. It may be done freeform or made to fit increasingly intricate patterns or shapes.
Some of my students had to leave early. What now?
Even if you’ve been told you have 45 minutes, your lesson will have to be shorter, say 30 min. Even adults leave early for one reason or another, so plan a shorter lesson and some supplemental activities for those who are left.
My students finished early and I didn’t have anything planned for them!
Teens who finish early can get an art extension activity. Here are some tips for elementary level students who finish early. For middle school students, I like to bring different art-making books that I let them browse or use. Themed drawing instruction books (“Learn To Draw Manga”) are very popular. Or you can have a simple, ongoing project that they pick up if they finish early, for example, weavings or mosaics. For very young students, I try to avoid this as much as possible by organizing the lesson in stations. Scroll down for resources on how to do this. Adults who finished early can be asked to help clean up.
I feel awful I planned a lesson that was too demanding.
Everyone plans lessons like that sometimes. Don’t panic. The key is to acknowledge the feelings this might generate. If working with adults or teens, be honest right away. Don’t let anyone struggle for longer than necessary. Lay out your plan B: “Uh folks, We have fifteen minutes left and I just realized I should have explained how to connect the wires to the armature. I am so sorry. Let’s take the rest of our time to go over this, and we’ll finish next time.”
If working with kids, stop the presses. If several are struggling because the activity is too hard, use a focusing tool to get their attention then redirect them to a different area. Then take the responsibility for how things are going, so that they don’t think the reason they can’t do it is that there is something wrong with them. Tell them you made a mistake, and that you are going to change things around so that they can finish what they are doing. Then give them their new instructions.
Not all of our lessons have to be two-dimensional. Found object sculpture gets your students to “tinker” with discarded small objects until visual ideas arise. You play the role of facilitator and cutting expert.
Duration for Adults: Several sessions (2-4), depending on available time.
Adult Objectives: Complete a recognizable sculpture with found objects.
Duration for Teens: Two to six sessions, depending on the degree of “finish” the students want.
Teen Objectives: Complete a recognizable sculpture with found objects.
Duration for Children: At minimum, needs to last three to six sessions.
Child Objectives: Complete a recognizable sculpture with found objects.
Prototype: The success of sculpture with found objects depends on how much you help your students see the possibilities of the medium. In addition to several prototypes, you should bring books and images of sculptures done by the age group you are teaching.
For the lesson itself: Pliers, glue guns, masking or painter’s tape, small pieces of plastic (broken toys are ideal), pieces of EVA foam, twigs, florist wire, cardboard, foam board, small plastic and paper boxes, easter eggs, ping pong balls, small cylindrical containers, small pieces of wood, string, rubber bands, metal nuts, buttons, pom poms, toilet paper rolls and tongue depressors.
To finish the sculptures you can use spray paint or papier maché and tempera paint.
Cover all tables and ensure that you have enough outlets for the glue guns (if you are using them). Use various cardboard boxes to make the sculpture pieces available at several stations, and plastic containers for the smaller parts. Instead of grouping materials by type, make sure you have enough of every kind at each station. Students cutting wire must use googles.
Children under fourth grade attach their pieces with tape, while older children and adults may use a hot glue gun to attach parts. To prevent conflicts, each child must have their own roll of tape. Kindergarteners can attach tape but have a hard time cutting it directly off the roll. Either precut all pieces of tape, use the tadpole tape dispenser, or make sure another adult can be around to help with this.
Cut large parts into smaller parts, so that the need to cut is eliminated or at least minimized for all age groups. Not only is it difficult to supervise multiple teens cutting, it is expensive (and wrong) to provide each one with a box cutter. Young students who wish to cut something can come to you for assistance. Carry your cutting tools with you, so that children are never alone near them.
Procedure for Children
Show your prototypes and pass them around, but also spend as much time as you can spare talking with the kids about the prototypes, showing images of sculptures, and if possible, showing books that include images of “sculptures with found objects.” This is very important, because most of your students will not imagine what’s possible until they are visually stimulated.
At this age, students don’t plan much and in fact, for this sculpture lesson, the more they are able to tinker the better. Allotting time to manipulate 3D objects into a sculpture is the best thing you can do for a young student. After they have made their first sculpture, you may give them some paper and ask them to plan the next one. The experience they had will guide their drawings and this context will make planning easier.
Divide the room into stations:
If you have more than ten students you can have more than one of these stations. Lay down a few simple ground rules for your stations:
Finishing a sculpture might be difficult for some kids because they will be totally absorbed in the creative process, so you will need to agree on a signal that will let them know you are going to make a coupe of announcements, the announcements being the amount of time that’s left.
Procedure for Teens and Adults
Here too, it’s all about how much effort you place in introducing the concept of sculpture with discarded materials. The more you sound like you have a passion for it, the more intrigued they will be. The more images they see, the safer they will feel in trying it out. And the more prototypes you pass around, the more they will understand that this is not about creating a “pretty” product.
Teens and adults also benefit from stations because most enjoy being able to work at their own pace, creating their own design. Even though this is a loosely structured lesson and your students are older, placing a big cardboard box full of materials in the middle of the room can lead to friction or chaos. Take the time to find appropriate containers for each table (big boxes that stack) and bring them with you since the site won’t have them. For this lesson, the key to peace is to decentralize everything. Place a variety of materials at each table, along with tools, fasteners and a couple of glue guns (if there are outlets nearby).
At each middle school program, find out the rules about cutting tools at the site where you have been assigned. Can teenaged students use wire cutters? How about pliers? Dollar stores sell a mini-saw that is the perfect tool to cut balsa wood and foam board, but some sites do not allow them.
It will be hard to stop them so give them plenty of warning before their time is up.
Discussion for Children
Visual Thinking Strategies is an inquiry-based teaching method created by cognitive psychologist Abigail House and museum educator Philip Yenawine. It is the leading method used to discuss art in museums across this country and it is also used in many private schools. After giving the students a chance to look at the art, a teacher will train the children in this protocol by showing a large image and asking questions. A good summary of the method can be found here.
The reason I bring up VTS is that very often, when we do manage to save some time for a discussion of the children’s work, we are aware that the conversation could be deeper but we lack the skills to conduct a child-centered discussion that goes beyond the “so what.” From VTS, I have learned to
For this lesson, save a few more minutes so you can comfortably try using the three basic questions from VTS to help your young students discuss the sculptures made by their peers.
Discussion For Teens
Please read about Visual Thinking Strategies, the inquiry-based teaching method in the section above. While you can use this exact same approach with teens, I would suggest a variation, which is to have teens individually write what they notice about each sculpture, and then write one question they have for the maker. They have to write their names on their card. You read each post-it or card and ask follow-up questions to those observations, then the student who made the sculpture answers the question, for as long as the question is not evaluative (i.e. “what made you turn its head in that funny way?”)
Discussion With Adults
Discussions such as the ones generated by the VTS method might give some adults the impression they are on the “hot seat,” but you could teach them valuable Visual Thinking Strategies by introducing work made by others (for example, an artist off the web) after they have had the experience of creating a sculpture. In this way their observations will be richer because they have some context to guide their thoughts.