1. ndrummond:

Some of the first few prints from 8th grade! Printed on watercolor paper. Love these!!!!!

Love this idea! Go art teacher go!


    Some of the first few prints from 8th grade! Printed on watercolor paper. Love these!!!!!

    Love this idea! Go art teacher go!

  2. Will be teaching this lesson next week. Never done it, but looks fantastically amazing.

    Nylon Stocking Sculpture

    You stretch a nylon stocking over wire attached to a wooden base. Cover in gesso. Then paint.

  3. Subbed middle school band classes today…

    I took band in middle school (clarinet), and that’s where I really learned to appreciate music, and even though I sucked at playing clarinet (I wasn’t allowed to join the advanced band in 8th grade…I was so heart-broken b/c all my other band friends were in it. I could only move into the “intermediate” class, a mix of 7th/8th grade), I still enjoy listening to classical music b/c we had played so much of that in band.

    Obviously my music career ended at the end of 8th grade, but I wouldn’t mind learning piano one day…

    Anyway, I subbed middle school band classes today and the students were fabulous, enthusiastic, and enjoyed leading each other through the songs. It was a lot of fun.

    And it was at a middle school where I subbed 6th grade for a week, and it was so sweet when a couple of the 6th graders ran over to me to say hi (you rarely get that in high school). That definitely left me with a smile on my face.

  4. A random substitute teacher question…

    but I just thought of asking now, if anyone else experiences this issue or has a solution:

    So usually when I sub middle school, I tend to have the classes where the minute the students realize their normal teacher isn’t there, some of the boys decide to play with the door, trying to lock others out or whatever. I know this sounds like a stupid issue, but I think it sometimes sets a crazy tone for the day.

    My biggest concern obviously, is someone’s fingers will get caught/crushed.

    While I try to verbally tell students to stop and open the door, I don’t know students’ names and I end up having to walk over there anyway and physically open the door myself. Does this mean I should stand next to the door as class is starting to ward off any temptation of this behavior?

  5. I spent the past 4 days subbing for very very difficult students…I won’t go into how difficult they were but I was so appreciative of how helpful their regular teacher was for me (she was on campus for training so I saw her a few times). This was ELD middle school classes (lowest level too).

    So for her 1st period class, because, basically, a lot of the students were acting like jerks, she typed up 3 sheets of notes for them to copy from the overhead. The notes detailed their behavior and what they missed in the assigned readings they were supposed to do (they had 10 pages of reading to do everyday, but about 75% of the class chose to goof off instead).

    I’ve heard of teachers making students write lines but I had never seen it before. The students who did their reading, were behaving and on task, were allowed to keep working on their character posters (this was a project the reading groups were supposed to be working on as well, but again, you could only do this if you had been reading). I also had more opportunities to help them because the other students were taking notes (but even then, I had to keep walking over to redirect their attention).

    Before today, I spent most of that 1st period trying to manage students’ behavior. This made it very difficult to help the students who were actually trying to do the work. Whenever I’d walk to one side of the room to answer someone’s question, I’d hear inappropriate noises (take a guess), giggling, stomping of feet, etc. from the opposite side of the room. Even if I sent one student to another classroom to work, I still had about 9 other students trying to avoid working.

    I don’t even want to get started about the two other cores classes I had.

    I really would love to be a fly on the wall on Monday when their regular teacher returns…

  6. *sigh* Had one of those days subbing where I had to remind myself, “I’m just the sub. I’m just the sub.”…And I get to sub for these buggers for the next 3 days.

    Basically it’s 7th grade ELD (english-language-learners) students, with a ton of behavior problems and a couple learning difficulties. Thank goodness I had aides in each class so at least they could tell me, “They’re normally like this.”

    Almost the entire 5/6 period class was rude, disrespectful, and not even sending students to the office worked (and the office doesn’t want you sending kids to the office anyway…Their regular teacher has them answer questions on a “behavior reflection” sheet, but the kids wouldn’t take it seriously). It’s my first time encountering those types of students. I ended up calling an administrator in.

    I’m trying not to dwell on the negative, but it’ll be interesting to see if we accomplish anything this week.

    At least I had a great day subbing on Monday!!

  7. Since my post about suggestions for ways to quiet a class when you’re a substitute teacher was reblogged (thanks NovicePhoenix), I’ve received MANY responses…some I’ve heard before, a few that sound awesome, others that seem amusing. 

    I appreciate all your suggestions and I’ve made a little list of them so next time I sub, especially middle schoolers, I have an arsenal of prompts to assist me.

    I’m fine with getting a class of high schoolers to be quiet, it’s just those middle schoolers…I like subbing middle school, I know what I’m getting myself into when I accept those jobs. I know they don’t *mean* to be loud, they’re just excited that their teacher isn’t in the classroom!!

  8. Any suggestions on quick ways to quiet down middle school students, especially when you’re the sub and you don’t know everyone’s names?

  9. Object in 5 Ways (A lesson in Synectics) - Summer School

    I’m not sure what to call this project, but I had learned about this lesson from an old issue of SchoolArts magazine, which I find pretty helpful for art teachers. I had finished teaching the students how to create contour drawings of objects and tools, and so for this lesson, they had to use their imagination and problem-solving skills (more specifically, using the method called Synectics) to draw the object in 5 different ways.

    They would be drawn in pencil and then colored in color pencil. Though it was a little tedious, especially for a 2 hour class, I think most of the students enjoyed it because it was a challenge but there were few rules. 

    They had to first draw the object as normal…using contour lines. They could add details but they didn’t have to add shading and value. They then had to “abstract” the object (there are MANY ways to do this!), make the object look for simplified.

    Then they had to draw the object again but make it appear like it’s melting or change the shape of it. I told them to imagine as if they held the object over a candle, how would it melt? (Course I had that one student who said, “But my object wouldn’t melt!”)

    For the 4th drawing, they had to hybridize the object, mix it with an animal or plant. I asked what “hybrid” meant and they all responded about cars…*sigh* I gave a quick speech about hybrid animals and THEN they understood.

    For the 5th drawing, and this one usually had the best results, was to change the purpose or scale/size of the object. My example was of a pair of scissors, so I turned the drawing of my scissors into an amusement park ride.

    This lesson worked well for most students, but for those who didn’t really like to draw (it was only summer school luckily!), this project was a pain for them. What was nice about this project was students could make it as simple or as complicated as they wanted.

     This was a glass candle holder.

  10. Summer Memory Self-Portraits - Summer School

    For the unit on self-portraits, half the class had to experienced some sort of drawing faces activity, but the other half had only experienced drawing faces abstractly (like Picasso style). I wanted to introduce some basic ways to draw eyes, nose, mouth, etc. 

    I lead the class with how to set up the face so everything was proportional, though most of the portraits looked similar in the end.

    I had one student who was very bothered that her portrait didn’t look like her…but I asked her if that was her first time drawing herself (she’s going into 6th grade). She said yes, and so I had to remind her that if she practiced and drew herself every day, her drawings would get better and better. I thought her portrait looked very good, especially for a beginner. 

    For the project, I required the class to think about a summer memory…maybe it was a place they visited, a family vacation, doing something at home, etc. I also had them write about it and include details of that memory. The background for this portrait would be that memory…but the self-portrait would be of them existing within that memory.

    I wanted to try something original, because lots of the lesson plans I looked at for portraits were very similar…

     Yes, those are “mud people”…the student was trying to convey dirty people. I think she was visiting the Dead Sea.

     I love this background! 

About me

28 year old high school art teacher who likes to paint, draw, read, and craft. In my town, there is a street called "Paintbrush Drive." users online