Wednesday, August 31, 2011

Sharing Ideas at the PCPS Inservice Training

     Every year during the pre-school week our county has one day of county wide in-service training.  Usually the art teachers are placed in some boring, non applicable, session with other core teachers.  Not often do we have a specifically "Art" related training.  This year I called the assistant superintendent for instruction and offered to lead a session for the art teachers.   One of the best parts is that because I am a teacher in the system they wouldn't have to pay me.  Just give me re certification points.  This was a big selling point as the county really has NO money. 
     I presented 2 options for training.

Option 1 - Lesson / Technique Exchange
      - 2 Groups (k-6) and (7-17) Each Art teacher brings in their favorite lesson/project or media technique to demo and share.  Notify teacher prior to work week for them to bring in 1 paper copy of the lesson or instructions and to bring necessary supplies for demo and practice.  Lessons/Instructions are to be photocopied during session so everyone has a copy of the lesson to take back to their school.
Option 2 - Printmaking and image transfer techniques and projects
      - For this session I will demonstrate how to do a variety of image transfer techniques and how to incorporate them in to larger art projects.  I will also demonstrate different printmaking techniques with a focus color mixing and value variations that can be done without a printing press.

 About 4 days prior to pre-school week she notified me that she would like me to do both options with all the art teachers together.  So out went the email to the art teachers to bring in a lesson and on I went to plan the hands on training.

Visual Arts In-service Training
Session 1 – Play with purpose
Rational – Art teachers often do not have the time to “play with purpose.”  Rather the art they create usually amounts to project examples for their students.  During the pre-school week of teacher in-service training and planning the workshops and meetings teachers have to attend usually do not relate to the visual arts.  Most meetings and trainings are geared toward the core curriculum, technology, policy and procedures, or curriculum alignment.  The art teachers are often assigned to a course that does not relate to their field. 
The purpose of this in-service training during pre-service week is to give art teachers an opportunity to experiment with media and allow them time to brain storm how they could apply these experiments to the own art and the lessons they develop for their students.  These exercises are a direct reflection of my summer studio course work at the University of Florida in July of 2011.
The sessions consists of 8 art teachers (3 elementary, 1 middle, 1 jr. high, 3 high school)

Session Outline

1.     Wax Resist Watercolor Painting Memory Book
a.       1 8x12 piece of watercolor paper. (substitution: white drawing paper)
b.      Single color, very diluted water color paint in a jar
c.        Wax paper
d.      Tape
e.       Marking tool (Ball point pen)
f.         Fold paper in ½ (Hamburger) then fold edges in to the half fold. Crease edges.  Unfold paper then fold it in half again (hot dog)
g.       Place wax paper (over watercolor paper with the waxy side down)
h.      Tape papers to table
i.         Prompt – Think back over your summer and visualize your favorite moment, place or activity. 
j.         Draw the scene or the feeling it brings to mind on the wax paper with water color paper underneath it. (fill the space)
k.       Cover the entire paper with watercolor.  Allow to dry.
l.         Cut the centerfold but leave the two end sections attached.
m.    Push together to form a book.
n.      As a warm up to water color painting
o.      A book for poems
p.      Intro to wax resist as in batik

2.     Frottage – Printmaking by rubbing – Focus on Line and Color Mixing
·         Red, Blue, Yellow Printing ink
·         Plexiglas for spreading ink
·         Brayers
·         Marking Tools
·         Papers (watercolor, or drawing)
·         Wax Paper
·         Newsprint
·         Music
·         Tape
·         Contact paper – or any other thin paper for blocking ink
·         Roll out 9 inking stations (3 each color)
·         Place 1 piece of paper (gently) over each plate of color (secure with tape)
·         Place wax paper and newsprint over the printing paper.
·         Draw your response to the music heard. (1-2 minutes)
·         Gently peel back the paper
·         Re-ink the plate
·         Go to the next color (Place contact paper cut outs on inked surface)
·         Place paper over plate
·         Draw your response to the music heard (1-2 min)
·         Repeat process with the third color
Applications / Variations
·         Color mixing – the areas resisted by the contact paper preserve the original color.  The other areas blend.
·          Variation – Rather than re-inking surface you could use the ghost of the ink as an exploration of opacity/blending
3. Image Transfers – Experimentation with transfer mediums
·         Glue, Modge podge, Acrylic medium, Gesso
·         Packing Tape, Contact Paper, Transparency paper
·         Mat Board, Watercolor Paper, Drawing Paper
·         Water
·         Tracing Paper
Process 1:
·         Place packing tape or clear contact paper over image
·         Soak in water 5-10 minutes
·         Use a gentile rubbing motion to remove the paper backing from the image
Process 2:
·         Cover tracing paper (watercolor paper, or drawing paper)with glue, mod podge,  gesso, or acrylic medium
·         Place images face down on paper
·         Burnish the back of paper image
·         Allow to dry
·         Use water and a gentile rubbing motion to remove the paper from the back of the image.
·         Tracing paper should be stiff in the end 
4. Experiments in Posative and Negative Space
                          * Wet Erase Markers,  Rubber Bands, Paper, pencil
                            1. Drop a hand full of rubber bands on to the paper.  Draw the negative space created by the overlapping bands and their shaddows.
                            2. Demo how to use the wet erase markers
                            3. trace the pencil lines drawn with the markers and use water to spread the color and add design.
                             4. The negative space now becomes the positive space.
1. Exploring positive/negative space, line designs, abstraction,
2. Exploration in making something complex from something simple
3. Exploring the power of chance in the creation of art.

My Reflection:  When it can go wrong it will.  I got to school and realized that we had no yellow or red printing ink and there weren't enough wet erase markers for everyone.  I left the contact paper at home, and all our brayers wouldn't roll.  Ok.  So time to improvise.  I ended up mixing acrylic paint with gell medium so it would flow better and not dry so quick, and found some sponge brushes to spread the ink on the plexiglass. At one of the teacher's suggestion we tried out the crayola markers.  Wow.  They work just the same as the wet erase markers, and they're less expensive!
    I decided to switch up the order of things and do the hands on session first and the lesson exchange in the second session.  This worked great.  After the opening session with all teachers the art teachers were ready to do something creative.  I skipped the opening session to get the room set up for the art teachers and do some print samples.  They weren't working the way I had hoped.  The paint substitution was too think and I couldn't get an even print.  This is one process I really need to work on before I attempt it again.  With that in mind, I decided to do that process last.  As it turned out we ran out of time in the first session so we started with that after lunch.  While the teachers liked the process, the results weren't that great.  The good thing about it was that we all began brain storming how we could use the process, alter the process, and make it relate to Va standards of learning at different grade levels.  So maybe it actually was a success.
Everyone liked the wax resist memory drawing, and the idea that it could be made into a book for use in writing memories, poems, or for sketching.  The rubber band activity was quite a conversation starter.  How the activity could be used was explored by us all.  I call that one a success.  From there we went onto the image transfer techniques.  I showed the examples from my sketchbook class, how to use the glue, modge podge, gell medium, tape and transparency.  I skipped the gesso as only the high school teachers used it.  I explained that we were experimenting with different media that did the same thing to explore how we each could utilize the concept on varying budgets.  Through trial and error, everyone discovered how much of each transfer media was needed as well as how much rubbing would work and not take off the image too.  Again, I call this exercise a success.
We ran out of time after the image transfers and had to break for lunch.  Refreshed we came back for the printmaking.  This was not as good of an outcome as I would have liked.  Lesson learned: Make sure you have all the needed materials on hand before offering to do a project, and practice more before doing the demo.  We spent more time that I had thought on this process so we had to rush through the lesson sharing.  The success of that was in that we all found out what each other was doing so we did not duplicate at a different level, but built on each lesson in the following grades.  Lesson Learned: Give a media or process topic for the lessons teachers are to bring.  Such as, today would have been great if I had instructed everyone to bring a lesson they use for printmaking.

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