INTRODUCTORY NOTE, for those who haven't yet experienced an art class with me, about what to expect: 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 product-oriented class - this isn't it! On some class days, your child will spend the whole class period exploring the possibilities of a new medium, and on those days there might not be any 'product' whatsoever to speak of. But please rest assured: even if you don't always end up with something you'd want to hang on your refrigerator, your child will be engaged in joyful exploration, learning concepts as they go. My goal is for students to learn very early on 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 YES!
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For the 2020-21 school year, I'm offering three trimesters of weekly art classes for early elementary students (ages 6-8), during which young artists will use different art media while weaving in discussion about the elements and principles of art. This is the winter trimester, and although we'll touch back on what we've explored this fall, new learners are welcome! I'll continue to reinforce concepts as we go. 

This winter, we'll focus mostly on form - creating art that has 3-dimensionality - using different media. (In the spring, we'll move back into 2d art.)

WHAT WILL WE DO OVER THE 10 WEEKS?
As mentioned, we will be focusing primarily on the three-dimensional art element of FORM, though that will be combined with discussion about line, shape, and pattern - it's all intertwined! We'll explore: what makes a form? How is a form different than a shape? How do artists use forms to different ends? We'll explore form through art media like paper, household items, wire, and air-dry clay. 

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: intro (material TBA: string, then something like pipe cleaners or twisteez wire) - taking line into 3 dimensions
Weeks 2-5: pattern and symmetry exploration in 3d with paper and simple objects (eg found objects, craft sticks) 
Weeks 6-10: exploring form and color / texture / pattern using air-dry clay with markers or paint; we will spend a day or two getting used to the possibilities of the media, and the others working on single-day projects, which we'll finish by adding color with markers and/or paint

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.
-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).
-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 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: 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.

WHAT SKILLS WILL LEARNERS DEVELOP?
My goals for learners are:
-Gain familiarity with different art materials - the trimester we'll stick with clay, wire, paper and found objects, 
-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.

WHAT ART MATERIALS WILL I NEED?
I will post a more specific supply list in the classroom but you'll need to buy some supplies that, if you have nothing, might run you about $20-25 at most. See the "Learner Supply List" section for details, but I'll save all the nitty-gritty for the classroom. 

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!