Stonehenge in Kindergarten

The Neolithic/Bronze Age, perfect start for  the year in Kindergarten Art, right?
If you said yes, you totally get the power of Stonehenge, rocks, building, and sculpture for five year olds.
This lesson was broken up into two 35 minute periods. In the first lesson  large boxes and drawings were the materials we used. The second lesson's materials included small rocks and blocks.
Our vocabulary included; post and lintel, Great Britain, rocks, horseshoe, arrange, and Stonehenge.

In our first lesson, we looked at the Stonehenge structure on the Pinterest board I made.

My Stonehenge Pinterest Board.

I showed them the formation of the large prehistoric sculpture, along with the tools they probably used to build it with, a post and lintel, and what a horseshoe looks like

We looked at our inflatable globe to find Great Britain. On our globe, it is a little pink island. They never forgot the pink part.

"What country is Stonehenge in?" I ask.

"The Pink One!" they shout.

We then practiced building Stonehenge by acting out using the tools we saw on Pinterest.  When I want them to repeat something, I just point at them and pause and they repeat whatever I say or do. I had them repeat and act out hammer, chisel, dig, and pulling rocks up with ropes.

Transitioning to arranging blocks as a group was something I really thought out. I know how kindergarten works, YOU HAVE TO HAVE A PLAN FOR EACH LITTLE TRANSITION (learned the hard way).  I had several cardboard boxes rescued from the recycling at school, and I had the students make themselves into a circle with the boxes around us. They took turns adding the boxes and they were all excited about their turn to build. We started by asking questions like, "Does Stonehenge have a post and lintel? How would we build that? How would a horseshoe look with boxes? How would a circle on the outside look?"

They also had time this year to draw Stonehenge. It is very interesting to see what they have retained. Their perspectives were all different, some were drawing it as if they were looking straight at it, some from a bird's eye view. I find that interesting.

In the second lesson, the students used rocks(Dollar Tree) and blocks to build their own mini Stonehenge. I also had some leftover pieces of some kinds of little sculptural materials I found in an old art closet. This is the their favorite thing to do! Every year, I have excited little people working hard to form mini Stonehenge and other sculptures that happen along the way. Their classroom teacher adds the rocks and a picture of Stonehenge to their centers for more work in the classroom.

To get students to remember vocabulary, I often have them repeat words with me at the end of class while they are standing in line. To make it memorable, we use different voices. Daddy voices, mommy voices, baby voices, puppy voices, they are all fair game. When a student came up with "Meowhenge" I was thinking, "This kid is brilliant!"

I script lessons. if I just write down "Stonehenge”  in my lesson planner, I will never remember exactly what I want to teach. So I script for myself. It's always great because I can go back in and change it if something doesn't work great. Then it will be ready for the next year. Here is the shortened version of the lesson and how a script works for  me.

Stonehenge, Lesson 1

vocabulary: Stonehenge, stones, arrange, post and lintel, Great Britain,

Visuals: Pinterest pictures, Globe, rocks

Supplies: CARDBOARD BOXES, PAPERS, PENCILS

Take a look at Stonehenge!!! (I am very dramatic with Kindergarten-this is where I turned the TV on-of course the board was already on the computer and showed a photo of Stonehenge)

The stones are arranged in a circle with horseshoe inside. Arrange means putting things in place. Like I put these rocks in a circle. The rocks on the side are posts and the top are called lintels(insert call back  here with practice saying words)

Some rocks weigh as much as a dump truck(of course, that is huge to them)

Act out making Stonehenge(I said the words below while we acted it out)

"They made them with hammers and chisels and split the cracks of the stones

They dug a huge ditch for them to sit in so they wouldn't tip over

They worked together and pulled the stones up with ropes"

Let's make a giant Stonehenge today and next time we meet, we will make our own small Stonehenge. We have to work together!

Use boxes to make a post and lintel, add the rest to make a circle, horseshoe

When we are done, I will say  5,4,3,2,1 and we will sit down where we are at.

At your tables, draw Stonehenge on your papers, a horseshoe in the middle, and a circle around.(this is where we transition to the tables, like NINJAS)

Stonehenge, Lesson 2

Vocabulary, Texture, Post and Lintel

Materials: rocks, blocks, photocopies of Stonehenge

Let's look at Stonehenge again. How much do these rocks weigh? dump truck

How did they make them?(hammers and chisels and wood)

How did they put them in the ground(they dug a big ditch)

How did they pull those big rocks up(with ropes)

Where is Stonehenge at? Great Britain

What is this piece on top of the stones called(a lintel)

Take a look at the bumpy texture of the rocks

Today we are going to feel rocks and arrange rocks.

What does it mean to arrange something? put in place

Each stone we handle  is special because of its size, shape, texture, color,

How could we sort these?

Look at your stones and decide how you want to arrange them

Can you put them on top of each other?

Can they be side by side?

A piece of paper is on your table to help you remember what Stonehenge looks like

As they work, take pictures of their Stonehenge. Share with the class when you see a student arranging a horseshoe, circle, stacking blocks on top, or putting blocks beside each other.

 

 

#InstaART #artaroundus

Over the summer I was trying to think of a new way to engage my older, middle school students, and get them looking for art around them. On my Instagram, I sometimes post some interesting texture, pattern, color, etc., that I’ve spotted when I’m out for a walk, and I began wondering if that might possibly be a way to get them looking for art principles, elements, or ideas. I like to use the hashtag #artaroundus, so I guess that’s my main objective, to get students looking at our world. Students need to see that art is everywhere!!! So let’s get them out and find it!

Knowing that not everyone has technology at their fingertips, or can send me a quick DM on Instagram, I have modified this task for those students. They can choose to find examples of what I’ve assigned online, or in a magazine. Why, some have enlisted their parents in sending their images to me on Messenger or in an email. Some students have even printed theirs and brought in a hard copy. It’s all good.

Our first InstaART assignment was for them to find an interesting texture in nature. I, myself, was inspired by this tree I walk my one-year-old Cockapoo by almost every day. I took a picture of it, he tried to do other things to it. 😏

As you can see, some interesting textures were sent my way from my seventh and eighth grade artists as they grabbed their iPhones, iPads, or whatever technology was at their disposal for the first InstaART assignment of the year. I overheard some of them talking and they think “it’s gonna be okay.” That’s a win in my book! Plus, now I have them looking!!!

The First Phew Weeks of School

Tam: So Pam, How are the first few weeks going for the Art Instructor Extraordinaire?

Pam: You know they say there’s no tired more than end of the year teacher tired…, that’s not true. I’m way more tired at the beginning of the year. It takes me a few weeks to get back into it, so definitely not extraordinaire.

Tam:  I have been excited, exhausted, and having a blast.

Art Teacher = Rock Star

Pam: Of course you’re a rock star! You used to do some mean lip sync in college!

Tam: But you were the one who rocked the Partridge Family air band on the keyboard.

Pam: Nope, that was Shelley…,she was better than the real Lori Partridge. I was Danny.

Tam: Minus the red hair and annoying negativity

Pam: I think I’m feeling not only tired, but old now.

Tam: My back and my feet hurt and I always wear purple now(would anyone but old people get that?)...but enough of that granny talk, I have been learning so many new things to use in my art classroom this year. Our staff is rolling out restorative practices so I have been doing brief class meetings, conferencing with students, and working to get to know them better. And...I have a grateful tree in my room. They are adding grateful leaves and apples.

What have you been doing that is new?

Pam: We’re full on PBIS at my school, and frantically handing out our incentive cards as the year begins, “Badger Bucks,” for anything students do that is showing good behavior. I’m trying to convince our committee that teachers should get these too! Ha-ha!

Tam: Teachers definitely deserve Badger Bucks, or wine or chocolate or something...

Pam: Agreed. We have a slush machine at school and I’m forever suggesting we have margaritas in it. So far others like the idea, but there has been no implementation.

Tam: I don’t know, but that might be illegal in Wisconsin.

Pam: You know Sheboygan is #12 of the top 20 drunkest cities in America…, not that it applies to me. Anyway,  I started off the year with an “Art Chopped” collaborative project - being a lover of Food Network, I thought it might just work. Each group got a paper bag with three items (i.e. quilling paper, feathers, sandpaper, or something else I found in my closet) and an art element or principal (line, texture, balance, etc.) that had to appear in their collaborative work. It was a hit, they keep asking when we’re going to do it again.  I was wondering if it might work for an after school art experience and have a tournament to find an “Art Chopped” Champion?

Tam: So brilliant and so beautiful! I would actually love to try that in my classroom. My start of the year was a K-8 collaborative work of 4x4 hearts. We will be creating a giant heart out of them to promote kindness. As Vincent Van Gogh said, "There is nothing more truly artistic than to love people."

We also practiced procedures. I learned some great ideas from Cassie Stephens this summer. We have a gong clean up bell, we walk like Ninjas to our table(heel toe, crouched, silent, and dangerous), and we are using Art Teachers in Training at each table. By the way, no wonder you moved to Sheboygan(just kidding everyone, Pam does not, and I repeat NOT have a problem with the drink.)

Pam: I love that you’re ninjas! I once had my bio on my classroom blog say that I was a teacher by day and a ninja, monkey wrangler by night. One day a mom came in and told me that her son read that, and thought he had the coolest teacher in the world!

Tam: Well, I have to say that she was right, you are the coolest teacher in the world. My students tell me things like, “Mrs. Minnehan, you forgot to shave that one part of your leg,” “I think you have on too much blush today,” or my favorite, “When you bend over I can see your underwear.” Those are true statements, but they do say kinder and nicer things too. The little ankle-biters actually melt my heart.

Pam: I love it when they argue over whether I’m an artist or a teacher. Land sakes, you can’t be both! Another thing I love is getting spotted at the grocery store… where they try to hide behind the pork ‘n bean pyramid spying on me. Then when I get to the next aisle they’re invisibly crouching behind their mom - and playing along, I stroll on by to whispers of, “I didn’t know Mrs. C-G bought Swedish Fish. Can we get some too?”

Tam: Those Badger students must be seriously adorable, funny, and a little confused about art teachers. What in the world would happen if an art teacher actually created ART. That is mind blowing.  I see you have had a great start to your year! I can’t wait to hear more about it in your next blog post.

Pam: I love that your little Rockets are so comfortable with you that they can give constructive  criticism to you…, what I would have done for a little of that one day when I got home and looked in mirror and saw a blue chalk streak going the right side of my nose. I used chalk with a class third hour…, and they let me look that way the rest of the day. To a good start - and more humor, stories, and strategies for our classrooms!