Last year I had the privilege of assisting in the Upper Elementary classroom, which helped me gain a deeper understanding of Montessori education and how our students learn during the morning work cycle.
I noticed that in all areas- math, geometry, science, language arts- Quest students are inherently creative beings. They love to make, build, create, share, and remain hands on all day. This was apparent in art class, but it was energizing to observe that their creativity stretches beyond designated art time, and is really an integrated part of their learning experience. Every content area is a potential opportunity for art class.
So what does it mean to be a Montessori art teacher? Art, in and of itself, is naturally Montessori so it’s fairly easy to implement the same curriculum one would anywhere else and have it fit the mission of a Montessori school. You introduce concepts and materials and the children instantly take the inquiry-based, hands on project and run with it so fast you need a personal fitness trainer to follow the child.
For me, the role of “Art Specialist” has been to help the children speak in a unique visual language that they can use to better understand their world. A visual child may better understand a geometry lesson if they’ve recently learned to draw in perspective or vice versa. Concepts that are hard for a child to express verbally may manifest much easier visually. Plus, art is just really, really fun.
This fall I decided to try an experiment in connecting art to The Great Lessons, in particular, The Story of the Universe. I’ve observed this lesson twice. Last year I observed Kathy deliver the lesson to Upper Elementary, and this year I joined the Lower Elementary class to observe the third years assist Justine in her lesson. Both times I sat in the back of a darkened room, listened to the teacher’s calming voice, and let my imagination illustrate the story.
“A long time ago there was nothing. Nothing. No stars, no mountains, no Earth. Nothing. There was only a great space which had no beginning and no end. There was darkness and cold, and there seemed nothing more. We think that the night is dark, but our night is like daylight compared to the darkness then. When we think of ice, we think of cold, but ice is positively hot compared to the coldness then.”
It was easy for me to let my mind develop images of a developing universe. Out of the darkness Justine described, I saw light emerge, colors burst, and shapes form. I began to wonder if it was easy because I’m a visual person. Or was it easy because I’ve seen a lifetime of space imagery from books, television, and the internet? Was it as easy or difficult for the children to imagine? How can we use art to visually communicate the abstractions we just heard?
In the following art classes with Lower and Upper Elementary I asked the students “Was it easy or hard to imagine what was happening in the story you heard about the formation of the universe? What did you see in your mind as the teacher was speaking?” The answers varied. For some it was easy and some it was difficult. The younger children had a hard time articulating what they were visualizing.
“I saw a big swirl and stars and glitter!”
“I saw smoke and a volcano coming out of the ground.”
“I saw black. You know, like my eyelids.”
“I saw the solar system and all the planets moving around so fast.”
“I knew what she was talking about, but I couldn’t see anything.”
“I’m not really sure.”
“I saw a blast of color.”
“I remember it was very dark and so cold that it was hot.”
In both classes we discussed that the beauty of visualizing this story is there is no right answer. None of us were there. So anything we imagine, any illustration we make is valid. What a perfect opportunity to create art without risk.
The students and I have been referring to the demonstration that followed as “The Milk Experiment.” I explained that I was going to share what I believed the formation of the universe could have looked like as I imagine it. It wasn’t meant to be accurate or to discredit their visions, but if someone was having a hard time visualizing, maybe this could help. It could also serve as inspiration for making their own images of the universe.
We put a pie plate full of whole milk under a black light. Using it as a canvas and a straw as a brush we dripped watered down neon paint onto the surface. Students then manipulated the paint on the surface of the milk, swirling neon blobs and splotches together. When they were ready, they placed a drop of dish soap on the surface of the milk and watched the interaction between degreaser, fat, and surface tension create a reaction of cosmic illustration.
The elementary classrooms have been working on art that is inspired by their experiences with The Story of the Universe and “The Milk Experiment.” I look forward to sharing their creations with you in future posts. You can currently view Lower Elementary’s universe paintings on the walls here at Quest!
Hera Gallery in Wakefield invited Quest to submit ten works of art from Lower Elementary for their 26th Annual Children’s Art Exhibition.
Ten LE students were chosen at random and their marigold paintings were sent to Hera this week.
The exhibition opens this Saturday, February 1st with a reception from 10am-2pm and runs until February 22nd. Please feel free to stop by and support our wonderful Quest art program!
For more information visit www.heragallery.org.
The Providence Comics Consortium teaches comics and cartooning at Community Libraries all over Providence and they publish work by kid’s and comic artists of all stripes!
On day 3 of camp we reviewed the animations that the students made on Monday and Tuesday. We talked about what they accomplished so far and what they wanted to learn to do better. We brainstormed ideas on how to make smoother animations, such as keeping the camera and tripod still or marking positions with tape on the floor. Then the students practiced these skills by making the animation called “In Your Face.”
Then the students were given the goal of working together to create and animation that was longer than a few seconds and challenged their editing skills. The result was the animation called “In Other News.”
Today’s prompt was a scavenger hunt. Students were broken up into groups and given the following list of stop-motion exercises to complete:
- Give life to an inanimate object.
- Turn a person into someone else.
- Disappear and reappear while walking.
- Photobomb the other group.
- Float over a picnic table.
- Slide backward across grass or down a long hallway.
- Make a talking hand.
- Do something creative on the playground.
- Defy gravity or teleport on the hill.
Greetings from the first session of Quest’s Summer Animation Camp!
Our introductory class was inspired by “Prank Call” by PES. You can see the animation HERE.
After watching the video we played a brainstorming game that helped us think of crazy creature heads. Then we broke into groups, created faces out of materials we found around the classroom, and practiced subtle changes to create movement.
I read Life Doesn’t Frighten Me by Maya Angelou this winter with both the Kindergarteners and LE. The poem was illustrated with paintings by Jean-Michel Basquiat. We talked about Basquiat’s style and used oil pastel, chalk pastel, and bold paint to create scary and not-so-scary creatures. You can listen to Angelou read the poem here.
Here’s some documentation of a LE winter project. We read “The Big Orange Splot” by Daniel Pinkwater – a story about expressing individuality and a diverse community – and made dream houses inspired by the story.