kidsmartnola
Arts Integration Field Notes
Insights and updates about arts integrated collaborations within public schools across New Orleans. www.KIDsmART.org
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"My New Orleans" art book project
ReNew Summer Camp
Paul Malbrough Jr/ Mrs. Thompson
As a multi-week project, we have worked with the students at Renew Summer Camp Schaumburg Campus to create their own art books about New Orleans culture and their relations to it. New Orleans culture was broken down into different topics including Music, Food, Super Sunday and Mardi Gras Indians, Parades and Floats, Buildings, and Wild Life. Each topic was lead by a 10-15 minute lesson on its cultural impacts to the city. The students were then allowed to draw what that topic meant for them. The students were also brought into the school library to look at examples of book covers and how they convey what the book is about before creating their own covers. It has been a great joy to see the students take ownership of their own personal connections to the city and while expressing those connections in the form of art books that they can share with others after the summer camp is over!
youtube
Here is a video of New Orleans food from the Simpsons that the children loved during our food day!
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Langston Hughes Academy
Kindergarten/ELA/Theatre
Ms. King/Ms. Ceazer
We're at Jazz Fest!
We were so excited to perform at Jazz Fest! Here's the play, courtesy of Ms. Ceazer's Kindergartners!
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Langston Hughes Academy
Kindergarten/ELA/Theatre
Ms. King/Ms. Ceazer
We're On Our Way To Jazz Fest!
Ms. Ceazer's Kindergarteners had the rare opportunity to perform at Jazz Fest! We have been studying Settings & Characters, so we thought it would be a great idea to do a play! We chose to do Too Much Talk by Angela Shelf Medearis
A play involves consistent rehearsal - learning lines, movement, and characterization. We had to do the play over and over to be sure we would be comfortable and confident in front of an audience.
Stay tuned for the results of our hard work!
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Weaving and the Industrial Revolution
ISL Uptown
4th Grade Social Studies
Ms. Eliza, Mr. Jean, Ms. Geraldine, and Ms. Sonia
In 4th grade Social Studies at ISL Uptown, students have been learning about the Industrial Revolution and how it changed the landscape of the US and the world. A few technological innovations that had a huge impact during this time period were the spinning jenny and the mechanized loom. To learn about the importance of these inventions, I introduced students to rope making and weaving. In the first section of this class, I introduced students to the art form of textile art- creative fashion runway shows, unique home goods made from textiles, fabric collage, installation art based on textiles and more.
The next class we learned about the Spinning Jenny and its impact on the textile industry. We learned about spinning by creating rope by twisting together yarn made from cut-up t-shirts. After we made the rope, I had students reflect on the process. If they liked the handwork of it or if they would prefer a machine to do the work for them. The students were really able to grasp the concept and the physical movements of this process. One student said “I liked this assignment because I am good at video games and can do this motion very easily.”
The next class we learned about weaving. We watched a video explaining how looms were revolutionized during the industrial revolution and how that impacted both the cottage industries as well as the textile industry. We handed out pre-cut paper plate looms and showed students how to warp them using string. We then wove the rope that we made along with extra cut up t-shirt yarn and roving. This was an intricate process and I encouraged students to help each other out during difficult moments. One student said ““I liked this project because we got to weave and we got to help our friends.”
When leading reflections about this project, I guided students towards reflecting on the process of weaving and rope-making- what part of the process did they enjoy the most? What part of the process was difficult? I also asked if they could envision themselves doing this process everyday or if they would prefer a machine to help out. I think this allowed them to reflect on the importance of the industrial revolution and their own process as artists. Their work was beautiful, colorful, and textured!
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Hynes UNO Kindergarten, Language Arts & Visual Arts, Ms. Brigid/Madame Berthelot
Madame Berthelot's kindergarten class spent the semester gaining familiarity with the relationship between sounds, letters, and the everyday things that they represent - as well as with drawing letters themselves. They also had the added challenge of doing all this in French! We created a multi-week project that helped students meet the academic objective of learning letters and their sounds, while also learning to use collage and drawing to create images that correspond with those sounds.
First, each student was assigned a letter. We spent a day exploring the sounds that each letter makes, and each student came up with a thing or creature that corresponded with their letter — "I" and "igloo," or "E" and "elephanté," for example. They used lines and drawing to create an image of that object.
Next, students used collage to create a large card of their individual letter. They created the shape of the letter using glue and scraps of paper, and became familiar with the routine of using a glue stick.
The following class, students returned to their original drawings and added them to their individual letter cards.
Over the course of a few classes, Madame Berthelot and I worked together to record each student speaking the sound of their assigned letter, as well as the word that they created an image of. I edited these together into a video, and we were able to watch it together and celebrate our young artists' collaborative alphabet. Bravo, la classe de Madame Berthelot!
#kidsmart #languagearts #Hynes #kindergarten
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Moton Charter School
3rd Grade, Science + Film
Mr Glazebrook / Ms Simmons / Ms Chambliss
OCTOPUS VS SHARK - the 1st movie shown at the Moton Student Short Film Festival and one that the students worked on carefully to explore the use of different perspectives as well as camera techniques.
As you watch the film, note the use of wide, medium, and close-up shots. As we learned in class, you can use different types of camera angles and settings to help tell your story. So if you want to offer the audience a surprise, you build tension by showing only part of your scary character - in this case the shark - until it's time to reveal him to shock the audience.
In addition, you can note the way that the students worked to use over-the-shoulder shots/reverse shots in an effort to showcase the octopus and shark facing off before the octopus escapes to hide in a cave.
What camera choices can you notice?
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Moton Charter School
3rd Grade, Science + Film
Mr Glazebrook / Ms Simmons / Ms Chambliss
Today was the (hopefully 1st!) Moton Student Short Film Festival. 3rd grade students at Moton worked closely with their KID smART TA Mr Glazebrook as well as with their academic instructors Ms Simmons and Ms Chambliss to brainstorm, develop, prepare, and create short student films.
Students were asked to put on all hats throughout the process. They worked as writers, designers, crew members, camerapeople, actors, and editors - to name just a few roles. They worked to integrate their learning in science (in this case an examination of habitats and ecosystems) into entertaining, wildly creative scenarios. We enjoyed films as widely varied as "Shark vs Octopus", "Fish Escape", "Teacher Shark", and, of course, "Fast and Furious and Dinosaurs" involving a road trip with dinosaurs attempting to find a home.
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Moton Charter School
3rd Grade Science+Film Integration
Ms Simmons/Ms Chambliss/Mr Glazebrook
Student Directors
At Robert Russa Moton Charter School, students have been learning how to script, storyboard, act in, film, edit, and revise short films as they learn about marine ecosystems and the various animals that use their surroundings for protection and food. In this short film, you can see students operating the camera, acting, working on lighting, setting up each take, and acting as directors.
In this course, we have learned how the use of greenscreen technology can allow us to create movies in settings we could never otherwise create in the classroom. When teaching film, my philosophy is to get kids working with the equipment and materials as quickly (and safely) as possible; I try to follow an apprenticeship model where students can experiment, make mistakes, and hone their skills. As you can see, students in this scene are playing an octopus who is hiding in a cave (where she can be safe from predators). A scary shark shows up and the octopus quickly makes her way to safety before the shark can have a meal!
Once students have filmed the basic scenes they need in front of the greenscreen and using the camera technology that KID smART has provided through funding from our generous donors, they can begin editing their films where they add sound effects, visual effects, camera angle cuts - and where the final story comes together. Stay tuned for the full short film to be posted shortly!
#science#moton#film#student film#apprenticeship#creativitiy#drama#comedy#artsintegration#joyfullearning#creativelearning#lifeskills
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Einstein Sherwood Forest
5th Grade, Math & Visual Art
Ms. Chiarizio / Mrs. Thompson
As an end of the year project, Mrs. Thompson’s 5th grade math class used their knowledge of volume and art to construct a sculpture from paper rectangular prisms. Beginning by choosing a subject to depict, students made artistic decisions involving color, lines, texture, and whether to make their piece representational or abstract. They constructed five or more rectangular prisms, measured the length, width, and height, and calculated the total volume of their project. The subjects of their works included a variety of plants, buildings, vehicles, self-portraiture, favorite foods, a menagerie of animals, and several abstract pieces depicting concepts such as travel, home, and the elements of nature.
Students also wrote artist statements about their processes and pieces and engaged in individual and whole class reflection after they completed their work. Ashton shared, “We made magical and mysterious sculptures! It was so much fun!” Vanik reflected on how he learned more about math and himself throughout the process of the project. He said, “I liked [writing] the artist statement because it taught me something about myself” and, “I learned that you can find volume in anything, like sculptures. I learned I like to help people and when I need help, they are here to help me.” Many students noted that the work was more challenging than they had anticipated, but it was also enjoyable. Samantha said, “I learned that when you make a sculpture, you work hard. Also I learned that everyone is an artist or can be if they at least try.”
To celebrate the work that each student put into their math masterpieces, the completed sculptures were displayed in the school’s foyer. The 5th graders took a gallery walk during which they admired each other’s work, gave positive feedback to their classmates, and enjoyed light refreshments.
Mrs. Thompson and Ms. Chiarizio are so proud of the 5th grade students, their work, and all the ways they have grown this year as mathematicians and artists!
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Energizing Collages!
ReNEW Schaumburg
Middle School Community Based Instruction & Autistic Support
Ms. Mia & Ms. Wildy
Student Artists in Ms. Wildy’s class have been working hard to learn and comprehend new vocabulary. For this arts-integrated lesson, we learned about the different types of ENERGY and how they can change things in our ENVIRONMENT! After checking in by sharing if we were feeling HIGH ENERGY or LOW ENERGY, we reviewed our vocabulary and read a story about characters using heat energy and electrical energy. Using the ASL sign for energy- we applied some of our creative dramatics skills to create PANTOMIMES for what happened in the story when energy was used to change something. We then created a SYMBOL for energy and students broke up into 2 groups to create a collage to demonstrate what happens to a flashlight or a pot of water when energy is applied. Students chose color palettes to represent light and steam to finish their pieces!
#Arts Integration#ReNEW Schools#Schaumburg#Creative Dramatics#pantomime#collage#Energy#Vocabulary#Visual Art#ASL#accessibility#MsMia#SEL#Social Emotional Learning
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What is Home? Ogden exhibition- Finding Themes and Connections in The Crossover
ReNEW Therapeutic School
7th & 8th graders ELA & Social Emotional Learning
Ms. Mia & Mr. Robertson
7th and 8th grade student artists from RTP have been developing their creative skills with Ms. Mia for 2 years and were finally able to see their own work hanging on the walls of the Ogden Museum of Southern Art (thru May 22nd https://ogdenmuseum.org/exhibition/home-is-a-sense-of-place-a-sense-of-self/ )
After reading the Graphic Novel- The Crossover and learning about artist Tyrrell Winston- students answered the prompt “What is home?” by designing and painting halved basketballs. Infusing elements of line, color, texture, shape, and symbol- these dazzling pieces uniquely expressed each artist’s response. Together we created a collaged "Backboard" of printouts from a google image search around a discussion on the theme of the book. Overall, this was a lengthy process and required planning and perseverance (even some virtual classes when we couldn’t be together in person) but it was that much sweeter when the artists were able to visit their own work alongside some of the most talented artists in The South.
Many thanks to Alicia, Jamal, Renzo, Derrick, Patrick, Mr. Robertson, Mr. Holmes, RTP, the staff at KID smART and The Ogden for bringing this beautiful project to fruition!
#Arts Integration#ReNEW Schools#RTP#community#collaboration#Ogden Museum of Southern Art#What is Home?#Visual Art#The Crossover#Basketball#Tyrrell Winston#MsMia#SEL#Social Emotional Learning
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Printmaking Positivity!
ReNEW Laurel/Sci-Tech CBI & ReNEW Therapeutic School
Social Emotional Learning & Visual Arts
Ms. Mia & Mr. Robertson, Ms. Boyce, Ms. Davis and a wonderful support team!
As testing season is upon us and many students and teachers are feeling the exhaustion of a challenging year- we turned to our social emotional learning toolbox to talk about words, visuals, colors, and phrases that AFFIRM us or remind us of things that make us COMFORTABLE or ENCOURAGED. After exploring those big emotional vocabulary words we shared about things that people have said to us that have made us feel proud, loved, cared for, special, excited and positive. From that brainstorm, we pulled out specific words and sketched on our planning document- adding elements of line, shape, and symbol to support our visions. Each student chose a background color that was comforting and we proceeded to transfer our planning sheets to styrofoam to carve out our words and designs. We used the process of BLOCK-PRINTING to create flags to inspire and comfort us in the days and weeks ahead.
#Arts Integration#ReNEW Schools#SciTech#ReNEWLaurel#RTP#printmaking#MsMia#SEL#Social Emotional Learning#Block Printing
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ISL Dixon
Kindergarten Science and Visual Arts
Jeremy Marie and Paul Malbrough Jr
The kindergarten classes were learning about the effects of pushing and pulling. So i decided to do a lesson incorporating pull string art. Zeb observed me do this lesson earlier in the week and gave me some great feedback on how to improve it. I specifically went over contrast with the students before allowing them to choose two contrasting colors for their inks. I then allowed the students to play around with the arrangements of the strings while watching how said placements affected the outcomes of their fellow classmates. The students were so excited to pull the strings and see what the results that their decisions produced. I then told them to add other drawn elements to the works in either similar or contrasting colors. The students then played a game of describing what they saw in each other's art. This lead to some interesting conversation on perception in the following class.
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ISL Uptown
4th grade Social Studies & Visual Art
Ms. Eliza / Ms. Sonia / Mr. Jean / Ms. Geraldine
In 4th grade Social Studies, students have been learning about Westward expansion and manifest destiny. In this particular unit, they have been learning about the transportation systems that revolutionized travel and encouraged settlement out west- the National Road, Erie Canal, and the Transcontinental Railroad.
We introduced students to the idea of postcards- how postcards are used to paint a picture of a certain place and slogans can be a way to advertise these places. I had students pick one of the transportation systems they learned about and create a postcard based on it. We then brainstormed slogans that might help advertise these modes of transportation to potential users. Students then created a postcard that featured the mode of transportation, some natural resources that could be expected on its path, and wrote a slogan about it advertising it to the world.
The next class we looked at pictures of the Transcontinental Railroad to jump start our writing. We then brainstormed descriptive nouns and adjectives about the surroundings, the trains, and the different people depicted. Each student then wrote a letter embodying someone interacting with their chosen mode of transportation- these people ranged from workers, to travelers, to fish, to captains. They chose an imaginary recipient and wrote to them describing their time on either the road, train, or boat highlighting the nuances of westward travel.
I loved to see the imagination that students brought into their images and letters-they wrote to people that were important to them or added in images that they related to. The exercise allowed students to imagine what it would be like to travel on these systems- why these modes of transportation were both beneficial and had extreme consequences.
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Einstein Sherwood Forest
1st Grade, Social Studies, Visual Arts
Emily Chiarizio/ Erin Straub
The 1st graders in Ms. Straub’s social studies class have been focused on being careful observers of the world around them and showing their observations through artwork. In this lesson, students learned about the features of different types of landforms. After an introduction to the terms plains, desert, mountains, and several types of bodies of water, students made connections to when they have observed these landforms in real life. We then looked at photographs of each landform and discussed the types of lines we saw, noticing that the horizontal lines in the plains, the zigzag lines of mountain ranges, and the wavy lines seen in bodies of water.
Students then used their observations to illustrate a book showing each landform. Looking at photographs and working with colored pencils to draw the line types we have been studying, students created colorful drawings on each page, labeling each landform. Students were excited to share their completed books with their classmates and teachers. Ms. Straub said she is so happy with how arts integration has increased both grades and engagement in social studies!
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Edward Hynes Lakeview
5th Grade
ELA + Visual Art/Poetry
Mr Adam & Ms Maher
Ms Maher's 5th grade class has been learning about the elements of poetry including lines, stanzas, rhyme, rhythm, and meter. Through independent writing practices, students used an ABAB rhyme scheme to write poems about an impactful event in their lives.
Through collaging with Mr Adam, students were able to visually convey the events and emotions from their writing. These creative artists sought out new ways to change their pieces and express the intentional mood of their poems. Some students used ripped scraps of paper, some included only clean edges with bright colors, and others intentionally frayed their pieces to convey distress or power.
The most exciting moment for a majority of this class was the chance to share their work. The presenting student used their stage voice while their classmates practiced active listening in a safe studio space. Both Mr Adam and Ms Maher continue to be proud of the enthusiasm and dedication exhibited by these KID smART students!!
YAY, JOYFUL LEARNING!
#kidsmartnola#visual arts#poetry#collage#ela#5thgrade#hynescharterschool#nola#joyfullearning#new orleans#kidsmart#artwork#studentartwork
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Hynes UNO Charter School
2nd Grade, Social Studies & Visual Arts
Ms. Brigid / Ms. Russell
Last semester Ms. Russell's social studies class explored ways to learn about our neighborhoods and communities using the visual arts. One of our projects was a landscape print made from styrofoam stamps.
We began by brainstorming different things that see everyday in our city's landscape - bridges, the Superdome, cars, houses, towers - and practiced drawing our own. We then transferred those drawings onto a piece of styrofoam by applying pressure with a pencil.
Students then spent a class working individually with Ms. Brigid and Ms. Russell to create their prints, rolling their own ink with a brayer and placing their stamp onto a colorful piece of paper.
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