Morning Song- You’ll Always Be

The fears, anxiety, hopelessness and control who doesn’t struggles at one point or another with any of this? Give this songs a chance to listen.

Here’s a song for you… You’ll Always Be – Live by Kim Walker-Smith https://youtu.be/uhjiG3Ns6W0

This other song is not as genital but still ask give it a listen

Excited About 2

I cannot believe how fast time does with beloved little ones. My beloved, child EAR will be 2 years old. I am actually excited about 2 year old. My son is learning to have more freedom which I get to teach him how to be self regulated. He has joyous laughts and loves tickling and snuggles. I want to enjoy my child as he seeing the world in his childlike awe and wonder.

It humbling to think nothing my son does to earn my love. I simply love him and want to bless him. I delight in my child. The heart of God is love. He loves us because he loves us. He delights in his child.

Think Upon His Word:

Whoever confesses that Jesus is the Son of God, God abides in him, and he in God. So we have come to know and to believe the love that God has for us. God is love, and whoever abides in love abides in God, and God abides in him. By this is love perfected with us, so that we may have confidence for the day of judgment, because as he is so also are we in this world. There is no fear in love, but perfect love casts out fear. For fear has to do with punishment, and whoever fears has not been perfected in love. We love because he first loved us.
1 John 4:15‭-‬19 ESV
https://bible.com/bible/59/1jn.4.15-19.ESV

Summer Mini DIY Project: Faux Sea Glass Light

This summer for my mini craft project I created a version of a sea glass floating light.

My DIY sea glass floating light

The items are from the Dollar Tree: Terrariam Planter, LED Hanging Lamp, and Bath Brush mash. I already had glue gun and glue sticks, jute twine but that too is from the Dollar Tree store.

1. The large opening on the terrarium used hot glue gin to adhere the led hanging lamp.

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Glue the led hanging lamp onto the terrarium.

2. Disassemble the mesh of the bath brush. Then cut about 12 to 20 inches in length. Next pull it over the whole lamp and bottom of the plastic terrarium and tie a knot at the top and bottom. Repeat for a double the layer of mesh aover the existing mesh over it.

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3. I don’t have specific techniques or way to show you the rope part with the twine. I had started to wrap around the top, then go to the bottom, the middle section random wrapping the whole thing. Used glue between wrapping on the twin itself. Tip and notes with using the hot glue gun do not let the tip or glue drops o the net yet because it melt it.

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4. I have a bulky extra mesh at the top so I trimmed it off and remaining The lose twine wrapped around the top and glued down.

Must say very pleased with the results for a dollar store project. I need to give create to me niece for our 3-4 dollar store challenges with Gramma. My niece made a bathing suit cover from dollor tree scarf and Grandma idea was to made ice cream cone cupcakes.

Thank you for reading this blog.

Lesson Plan Big Idea- Looking in Landscape Project (Open Ended Art Project)

I found this old but good art lesson from my first year as an art teacher that I got from Florida Art Education Association (FAEA) conference workshop I had attend in 2013 or 2012? (I think). Looking back at this lesson the students responded were amazing deeply profound and meaningful artist statements. Sigh, never saw this depth of artist statement again, not knowing that when a student has more ownership they have way more to say in their art hence they have more say about their art and ideas. The student results did not know bu it turn out to be unique to each student and related to their interests, skills, and ability levels. The lesson was open ended,”a lesson where the child can choose their medium and decide how to convey their idea”.

I did not do it again, I guess because it did not fit the current mold at the time. A quote from Deep Space Sparkle that had the same questions as a non-tradition teacher: “But what about teaching art in a school environment where standards are imposed and classroom management valued? Is allowing children to choose mediums, supplies, subject, etc., teaching them art? Should every art project be open-ended? How does an art teacher do this?” The art project finished did not look as polished when we did a step by step art lesson with an expected results. I was a new art teacher that did not have the typical educational training so wanting to be a good teacher adhere to the educational training systems or strategies. Yet part of me desires to go back to that new art teacher without those education training because all those courses, I felt like a thriving art teacher, where as those strategies and new thing to implement over time the different philosophies, limited choice art. I realized those courses were amazing and great resources that was designed for the other academic classrooms. The art classroom is a whole world of its own special approaches that meets the needs of the student that is not in the traditional setting like the other subject areas of academia. Now there are Professional Development that are specifically for the arts. FAEA Florida Art Education Association is a great resources, event opportunities and PD. Okay, so back to the main topic of this blog the Big Idea Art Lesson: Looking in Landscape.

This lesson was from a FAEA Annual Conference workshop was about open ended art lessons. This is worth repeating this year and allow the opportunity for Elementary student more chioce and ownershipin thier artwork.

Looking back when I had done this open ended lesson the first time the admin and other teacher passing through my art class see the students work on posted on the wall and would read one than another to be astounded as I was with the symbolism this students had created through their art. The students created themes like man vs nature, statements of overcoming adversity, and each had a story telling artwork. I could not and did not teach these to students they had it already inside them, I only provided a safe place, gentle guidance and tools to express themselves. Be aware every students are will be unique and look like children art as to mirrored/mimicing adult finish product.

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Title:  BIG IDEA: Looking in Landscape

Class Time: 8 Weeks (50 minutes classes on a 6-day rotation schedule)  Grade Level:  Fifth (10 -11 year olds)

Concept:  Landscape

Suggested Materials:: Choice ( what you have available or able to offer your students)

Lesson Overview:  Students will make connections between their personal experiences and landscapes.
 Objective- Students can define a landscape, and identify how artists visually evoke the feeling of a place.- Students use landscape vocabulary and will write about personal describe visual imagery.

UEQ: How can I use space? (I know “Can statements” for some schools are requires so you can easily flip UEQ (Unit Essential Questions to “I can use space in art”)

Acceleration/Previewing: (Key Vocabulary, Reading Strategies)
Vocabulary  1        Contour drawing      Background Horizon line            Middle ground Positive/Negative     Foreground Perspective      Depth Point of view	Vocabulary          2 Value                     Color Shading                 Hue Blending               Opaque Highlights             Tint/Shade Contrast                Warm/Cool Texture

Lesson:

Looking in Landscape Project:

Activating Strategies: (Learners Mentally Active)

Ask students to close their eyes and think about an outdoor space that means something to them. It can be a place they have visited, their homeland, or a place they have lived in the United States. Ask them to think of all the details they can remember about a typical day at this place, such as the time of day, the weather, what was nearby, who they were with, what they were doing, etc. Ask them to “freeze frame” that image in their mind’s eye (make it still, unmoving).

• –Interpretive skills and explore diverse resources to inspire artistic expression will be open to students: How I can create a landscape that evokes my emotions of their ideal place.
• -Student has choice of dry and wet materials to create a landscape with the new vocabulary.
• -Student will have choice of paper for creating a landscape that audience would look into.

Part 1:

Learn about focus point in landscape. Demonstrate and follow along on how to create a landscape with foreground, middle ground, and background.

Have the class go out doors with clip boards, papers, and pencil so that the student practice various gesture drawing of landscape. Point out to student the different vegetation and various sky’s appearances.

Part 2:

– Explain that we are going to look at a landscape. Explain that sometimes artists plan and research the subject to help convey, to communicate or express their ideas in art.

       QUESTIONS: What do you think of this place?

• Does it seem like a place you would like to visit?

• If you were in this landscape, where would you be?

• What would you be doing?

• What would you see, hear, smell, and feel in this place?

• Where did the artist sit while making this image?

Part 3:

Build of understand of the types of landscape by viewing seascape, cityscapes and landscape.

– Display the images so the class can view it.

– Student will answer the open end art to create a response of emotion in a landscape. Student use decision and interpretive skills in choosing art material that they feel best express the idea.

– Ask students to answer the art critique questions while looking at this landscape.

– Give students time to work on their answers.

– When students have completed the activity, ask them to share their responses.

Assessment:

Points	Aesthetic Perception	Creative Expression	Art Critic
3	The student accurately identifies/apply visual texture and depth in his or her landscape.	The student’s texture clearly illustrates good use of texture and depth.	The student thoughtfully and honestly evaluates his or her own work.
2	The student shows emerging awareness of texture and depth but cannot consistently identify it.	The student’s texture shows some awareness of depth and visual texture.	The student attempts to evaluate his or her own work, but shows an incomplete understanding of evaluation.
1	The student cannot identify depth and visual texture.	The student’s landscape shows no understanding of depth or texture.	The student make not attempt to evaluate his or her own artwork.

Student got to practice and use choice of art materials. The student shared ideas, there some started out looking alike but in the end they all made it personal and not one looked alike or have the same art story.

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  5th Grade- graphic drawing

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  5th Grader- Color pencil drawing

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  5th Grader- Mix Media

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  5th grader- Oil pastel and watercoor

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  Each student working with their choice of art material.

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Florida Standard:NGSSS

C	S	O	H	F
VA.5.C.1.1  VA.5.C.3.1 VA.5.C.1.2 VA.5.C.1.3 VA.5.C.2.3	VA.5.S.1.1  VA.5.S.3.1 VA.5.S.1.2  VA.5.S.3.2 VA.5.S.1.4  VA.5.S.3.3 VA.5.S.2.1 VA.5.S.3.4	VA.5.O.1.1 VA.5.O.1.2 VA.5.O.1.3 VA.5.O.3.1	VA.5.H.1.2 VA.5.H.1.4 VA.5.H.3.1.	VA.5.F.1.1  VA.5.F.3.2 VA.5.F.2.2 VA.5.F.3.1 VA.5.F.3.4

Big Idea VA.5.C: Critical Thinking and Reflection
Enduring Understanding 1 VA.5.C.1 : Cognition and reflection are required to appreciate, interpret, and create with artistic intent. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 2 VA.5.C.2 : Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 3 VA.5.C.3 : The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. read more
Date Adopted or Last Revised: 12/10
Big Idea VA.5.S: Skills, Techniques, and Processes
Enduring Understanding 1 VA.5.S.1 : The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 2 VA.5.S.2 : Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 3 VA.5.S.3 : Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. read more
Date Adopted or Last Revised: 12/10
Big Idea VA.5.O: Organizational Structure
Enduring Understanding 1 VA.5.O.1 : Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 2 VA.5.O.2 : The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 3 VA.5.O.3 : Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. read more
Date Adopted or Last Revised: 12/10
Big Idea VA.5.H: Historical and Global Connections
Enduring Understanding 1 VA.5.H.1 : Through study in the arts, we learn about and honor others and the worlds in which they live(d). read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 2 VA.5.H.2 : The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 3 VA.5.H.3 : Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. read more
Date Adopted or Last Revised: 12/10
Big Idea VA.5.F: Innovation, Technology, and the Future
Enduring Understanding 1 VA.5.F.1 : Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 2 VA.5.F.2 : Careers in and related to the arts significantly and positively impact local and global economies. read more
Date Adopted or Last Revised: 12/10
Enduring Understanding 3 VA.5.F.3 : The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. read more
Date Adopted or Last Revised: 12/10

**I not able to find some of the artist statements but I will keep looking and will post an update if I find any from this open ended art lesson.