Process Art Class: Tempera Painting! Ages 6-8

PLEASE NOTE if you're considering registering but don't yet have different colors - you only need black paint for the first week! :)

INTRODUCTORY NOTE about what to expect from me and my classes: my classes are very process-oriented, moreso than product! 
I do not offer instruction to create step-by-step artwork; each child's art will be fully unique. 
To me, emphasizing process - particularly in the younger grades - is paramount to creating a child who wilingly engages in art-making. 
If you are looking for a step-by-step specific-product-oriented class - this isn't it! On some class days, students will spend the whole class period exploring the possibilities of a medium, and on those days there might not be any 'product' whatsoever to speak of, except pages full of lines and color (which can look beautiful and amazing but aren't clearly 'something'). But please rest assured: even if you don't always end up with something you'd want to hang on your refrigerator, my students will be engaged in joyful exploration, learning concepts as they go. One of my goals is for students to learn very early on in classes with me that they never have to ask, "Can I do (insert anything - draw a car? draw a flower? do something different)?" - because the answer is always a resounding "YES!" Even when I suggest a concept for the day - I'm totally okay with students wanting to deviate from that because they are burning to make something different. 
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WHAT WILL WE DO OVER THE 10 WEEKS?
This trimester, we'll focus on color, through the medium of liquid tempera paint in the three primary colors and black/white (note: if you have 'poster paints,' those are often a similar consistency and should work, so long as they aren't acrylic). A lot of the class will be devoted to exploring color mixing and color relationships and quite a bit of it in the first weeks will involve a lot of creating abstract art.   Students will learn how to use liquid tempera paints - how to blend and mix colors and tints and shades, and how to care for their brushes. One of my goals is for them to develop familiarity with the process and materials so that when the class ends they'll have a better handle on how to use these art materials on their own, and they can create whatever they like moving forward - and will want to keep painting! 

The rough schedule is as follows, but is subject to change - things may shift depending on the class itself. Although I have a structure in mind, I remain open to the idea that student work or discussion in class may spark a whole new direction for exploration!
Week 1: tempera paint basics using black paint only
Weeks 2-5: mixing and exploring secondaries, tints, shades
Weeks 6-10: exploring cutting in, painting over drawings, creating expressive artworks using those skills - abstraction, animals, landscapes - adding oil pastels

WHAT WILL A CLASS SESSION LOOK LIKE? 
Our 45 minutes together usually works out to be 5-15 mins discussion/demo; 20-25 mins working; 5-10 wrap-up and sharing (though often the sharing happens throughout the class, as students hold up what they are working on).
-I start each session with a quick review of the prior week's learning. 
-Next, I'll introduce the day's idea. Sometimes we will begin by looking at and discussing artwork related to the topic at hand (please note, though, we won't be looking at famous artworks with the intent of creating our own version of them) - and/or children's books related to what we're doing.
-I'll demo, using a document camera to highlight my hands working. 
-Students will spend around 20-25 minutes working.
-We'll spend the last few minutes sharing and reflecting on our work (whomever would like to share - I never make kids share).

I strive for an interactive environment; I ask questions and hope learners will respond! During demonstrations, I highlight my hands using a document camera, and offer clear instruction about what I am doing. I check for comprehension throughout work time. 

A note on sharing: as mentioned, I ask students to share, but never insist - I don't believe in forcing anyone to share their work or their thoughts! I will ask them if they'd like to, and learners are always welcome to volunteer, but I understand that some kids are more shy than others and, having myself been a kid who didn't like to speak up too much in class, I know what it feels like when teachers push you to share. It is my hope that any learners who feel shy initially will eventually feel brave enough to share their work and speak up. Parents can feel free to email me about their child's needs in this regard.

WHAT ART MATERIALS WILL I NEED?
I will post a more specific supply list in the classroom but you'll need liquid tempera paints & brushes that, if you have nothing, might run you about $25. Ideally, for later in the semester, you'll also have oil pastels (though crayons can work if you don't have oil pastels). I will post a more detailed list in the "Learner Supply List" section below, and if you register I will provide specific supply lists along with links for places to look for supplies. ***Please make sure you will have liquid tempera available for class. Watercolor or acrylic paints are very different materials from liquid tempera paint and require different instruction, so you can't substitute one for the other.*** 
Also note - this class will be messy! I recommend a smock and table covering!

WHAT SKILLS WILL LEARNERS DEVELOP?
My goals for learners are:
-Gain familiarity with different art materials - the trimester we'll stick with tempera paints
-Learn some art vocabulary, and gain comfort in talking about art: as a museum educator, I love facilitating conversation about artwork with kids! Looking at and discussing the work of ourselves and others (peers, or established artists) is an important skill to develop in tandem with art-making. 
-Demonstrate understanding of different art elements/principles.

WHO AM I/WHAT IS MY TEACHING APPROACH?
I'm an enthusiastic teaching artist, museum educator and bookmaker, and I've been teaching art for more than 20 years in NYC in a huge variety of settings, including private schools, public schools, libraries, homeschool groups and some of the best art museums in the world. I delight in sharing in student discovery.

One word highlights what's important to me in art education: inquiry! Making art is about exploration, and I emphasize process over product. That means that although students will create "finished" artwork during our time together, skill-building and creative exploration are a critical part of this experience. For example, some class sessions may be spent doing things like figuring out ways to mix colors using different media, or creating elaborate shapes with scissors. Each student's creative expression is unique, and though I'll be guiding them through project ideas, every student's work will look different. 

To illustrate further: let's say I wanted students to make a piece of art about a rainy day (this is not going to be an actual class project; this is a random example). Instead of saying, "Ok, we are going to all make a picture about a rainy day! I am going to show you how to draw an umbrella; everyone copy me," I might ask students to think about what a rainy day feels like; show them photos of rainy environments and/or relevant artwork and ask questions about what they notice; and ask them to explore what kind of marks or colors they could make on their page that might feel that way. I might demonstrate my own process doing this, then ask students for feedback and ideas for next steps. 

As you can imagine, the two approaches would yield very different results: in the step-by-step umbrella example, every student would have a drawing of an umbrella.  In the open-ended inquiry example, one student's artwork might be fully abstract, full of tiny blue lines, while another's might be a page covered with trees surrounded by gray swirls, with the shape of a person hiding between.
This is not to say that every project will be completely open-ended, but I allow a lot of creative freedom in students' individual interpretations.

OUTSCHOOL RULES OF NOTE:
-Although siblings are welcome to share a camera, each individual learner must be registered.
-Cameras must be on to verify students and as mentioned earlier, I request they stay on for the duration of class.
-Parents may not appear on camera. You may sit near your learners, but please stay offscreen.

I hope to see your learner in class!