Re: [art_education] Ideas for Professional Development for staff using art as focus
- How about asking them to paint something from their own school experiences????? A classmate, teacher, book they read, class trip, locker, hallway, playground....and then explain why that sticks out in their minds regarding memories of school.I would not use white paper. Perhaps beige. White is intimidating to those who feel they need to fill every inch. Large brushes help, too, in case some educators don't want to use smaller ones. Large brushes will fill space faster;-)Good luck!LaurenLauren R. PerlmanFounder/DirectorMummies and MasterpiecesSent from my iPhone
On Mar 9, 2011, at 5:12 PM, Kathleen Maledon <kmaledon@...> wrote:
how about making a scrapbook page with photos and other stuff from their teaching?Have them texturize the page (lots of art techniques) and add the rest. They can hang it in their classroomsas a reminder and inspiration. One of the more fun activities I've done with teachers is have everyone drawa picture of themselves. These anonymous portraits are hung or tabled and labeled with a #.Other teachers guess who is who. It's amazing the hidden talents and insights. Rule: nostick figures. kOn Mar 9, 2011, at 4:58 AM, barb wrote:
- I have had great success doing mandalas with adult school groups including staff, administration, PTO, Board members and faculty. I begin with a short history of how mandala has been used throughout history - throughout the world. I have them choose either a black or white paper and they trace a circle from paper plates I provide, or draw a freehand circle. I give them a choice of colored pencils or oil pastels. All of this takes about 5-10 minutes. Once everyone is settled down with the materials ready to go, I have them close their eyes and do some deep breathing.
I find that giving them a theme makes it easier for them to get started. For instance, I have them think of a place they enjoy spending time in and imagine the colors and shapes that go with that place. Or, they can imagine a flower that describes who they are, again, imagining what colors and shapes might come to mind. Once I've suggested an idea, and we have done some breathing, I tell them I will be putting on some background music. When they hear the music, they can open their eyes and begin their mandala.
I remind them that there is no right or wrong way to do this. If they are stuck I suggest they begin in the middle and let the colors and shapes grow - without too much concern.
There are always a few that have a difficult time beginning - too much of a critical eye - but once they get started, they immediately become engaged. I like to leave 10-15 minutes to share the work and talk about what it was like for them to experience art making in this way.
It is a great example of how art can help integrate the brain. They will notice that they are much more relaxed at the end of the exercise compared to the beginning.
Shelley Bloom, MFT, ATR
Director of Counseling, Art Teacher
Chatsworth Hills Academy