Rainforest Adventure Celebrates Adaptive Approaches

Rainforest Adventure  Leads to Froggy Valentine's 
Written by:  Liz Ebanks
National Art Teacher Award Recipient

Liz Ebanks Copyright
"Let's Jump On Recycling"
Gyotaku Demo #2
Close Up
Collage Mixed Media

You guys are the most amazing fans.  Thank you, so very much for joining me on my last post
 RAINFOREST EXPLORERS SPOTLIGHT UPCYCLING: 

http://lizebanksartgallery.blogspot.com/2010/10/froggy-valentines-discussion-questions.html

You really, know how to make a girl feel special on Valentine's Day.  The inspiration for this lesson was I kissed a frog.  Let's make a leap now into how the  Inclusive Froggy Valentine's Lesson outlined below helped boost hospital patient's spirits with students'  heartfelt written messages.  The apprentices repurposed Valentine's Day candy wrappers by integrating them into their traditional Japanese Gyotaku prints.  During our rainforest adventure explorers discovered how adaptations help amphibians evolve.  

My classroom became a haven for discovering adaptations through diverse learning.  All of the learners benefited from selecting among adaptive tools to create their artwork.  I will share with you a few tips on how I designed my rubric to measurably strengthen my young artists portfolios.  Achievement gaps were closed with my Integrated Teaching Approach.  Engaging readers through dramatic reenactment and play fostered confident leaders. 

Grasping the rubber tree frog the champions eagerly participated with delight in reading out loud and role playing. Young writers and actors showcased their skill in character development by composing captions for each frog. Tackling reading comprehension with new found success was a memorable experience for my Special Needs Students. Their quest for adventure compelled a discussion about community involvement in protecting the rain forests for future generations. The explorers contributed to conservation efforts with their new art movement which combines Traditional Japanese Printmaking and Upcycling. 

Imaginative problem-solvers gave new life to candy wrappers by repurposing them into their artwork- Upcycling.  Attendance greatly improved as learners immersed in success during art class.  Focusing on reducing  the lumbering of the rainforest the environmental stewards communicated effectively their feelings about the amphibians extinction with art. The enthusiasm to excel in art was transferred to other academic subjects.  The Exceptional Students' amazing journey to rescue the World's Ten Most Endangered Frog's was celebrated in Washington, D.C. at the Cannon House.

(Gyotaku: The Japanese Art of Fish Printing Transformed)
Adapted by Liz Ebanks
Plan ID: 3661
Featured on:
http://www.artsonia.com/teachers/lesson plans/plan-print.asp?id=3661


  Thanks, for showing your support by joining our Upcycling movement.  Each child can see the number to the guests that have visited the gallery daily. 


Click on this link to your guest pass to the Children's published portfolios in the Artsonia Gallery.
http://www.artsonia.com/museum/gallery.asp?school=105372&sdt=7/1/2009&edt=7/1/2010nd


The direct links to the children's gallery and intro are:
http://www.artsonia.com/museum/gallery.asp?exhibit=263154


http://www.artsonia.com/schools/school.asp?id=105372

Objective:  As Environmental Stewards and Cultural Ambassadors students will: Gain an understanding of the relationship between different cultures and their visual arts. Simulate an traditional art form established by Japanese fishermen centuries ago. Develop knowledge and skill of the processes and techniques of combining Japanese style Gyotaku prints and collage. Develop group skills, working together in buddy pairs and small groups based on abilities to produce individual Upcycled Froggy Valentine’s. Practice reading out loud about the world’s ten most endangered frogs and practice writing Valentine messages to hospital patients. Contribute to preserving the ecosystem by leading the recycling and collection program at the school.

Description:By acquiring knowledge of historical and cultural qualities unique to this particular art form students can gain an understanding of how Gyotaku reflects a part of Japanese history. Students will position a rubber frog, prepare it, ink it, apply the paper, and c complete the frog print for display by gluing it to their handcrafted  lily pad prints. During this process they will also compose write, and edit Valentine messages to place on their preliminary frog’s captions to enhance their rice paper prints. The students will be lead through a discussion about the importance of recycling in their community and how this helps the ecosystem.. Students will collect recycled plastic and aluminum before each class from throughout the campus. In addition, the students will take turns reading out loud about the world’s ten most endangered frogs from the National Geographic Kids web page. Finally, the students will embellish their frog’s warts and lily pads with recycled candy wrappers while mastering upcycling to create Froggy Valentine’s..


Subject Integration » Art History Content Standards:

1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
1-H (9 - 12) Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
1-I (9 - 12) Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
2-G (9 - 12) Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
2-J (9 - 12) Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
2-K (9 - 12) Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
3-G (9 - 12) Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
3-H (9 - 12) Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
4-H (9 - 12) Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
4-I (9 - 12) Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
5-G (9 - 12) Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
5-H (9 - 12) Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
5-I (9 - 12) Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

 
Using the Teacher Assessment Rubric, critique the students’
Firstly, give verbal feedback to the students individually within their small groups often.
Secondly, reinstate the feedback visually by making a grayscale photocopy of each student’s work and circle areas that need strengthening with brief written reminders.

Use Elmer's Glue™ as a tactile clue on the water lily to demonstrate where shading can be darker on the leaf vs, midtones and highlights.
Reward students for reading out loud to the class about the "World's Ten Most Endangered Frogs" with the opportunity to hold the class rubber frog.
Offer Valentine's Day Stamps and Stencils for their Froggy Valentine's Day message caption for the students that are following directions.  Empower your young artists to overcome hand dexterity and fine motor challenges by using stamps and stencils as supports.  Students crave the challenge of being the first participant to select their favorite caption bubble shape.  This encourages students to dedicate more time to reading and writing the caption message. 

Reward students for completing and editing the project with Valentine's Day Stickers.
Make constructive critiques as private as possible by securing the critique behind the students work.  Remember to make your modifications to the instruction to compliment the IEPs.
Ask the artist what they were trying to communicate with their artwork.  Consider asking  students that are reserved if they have given their frog a name or a personality.  Provide the ice breaker by offering these types of prompts.   Young writers and actors can showcase their skill in character development.. Challenge students to handwritten their captions.Materials (what you need):Transparent Markers Rice paper/newsprint/ newspaper/ thin craft paper
Latex gloves
Various sizes of brushes
Retardant
Plastic/ newspaper to cover the work surface
Several brayers
Valentine's Day Stickers
Valentine's Day Stamps
Valentine's Day Stencils for Thought Bubbles & Lined Captions
Baby Wipes
1 Set of Color Copies of "The World's Most Endangered Frogs" (Optional)
Student Computer Access to Internet (Optional)
Water soluble block printing ink or acrylic paint
Rubber frogs (various sizes, shapes, and varieties
Elmer’s Glue ™
Variety of Hand grips (Check w/ American Arthritis Foundation or create some out of clay)
Plastic cups for holding water  


Procedure: Obtain several rubber frogs from an art supply store, toy store, zoo, or order them over the Internet. Nasco ™ and Dick Blick ™ make rubber fish replicas for Gyotaku printing. If you prefer not to use a real fish in the printing process a rubber subject may be an asset to your classroom. As the teacher I selected to adapt my lesson to include a rubber frog because, my classroom was held in a portable without easy access to a sink to clean up after a real fish. Due to, extremely cold weather causing power shortages at the school and greater difficulty getting a freshly caught, fish I decided to use a rubber frog for the lesson. However, I did bring a variety of real lily pads for the students to make prints of during the second class.


Preparation:

Provide a separate tray for each frog and lily pad, so that they can always be placed back on the same tray.

 Once, the lily pad prints are dry tape them, down to cardboard with masking tape. This will give the students a more stable work surface when they try to glue their frogs to the lily pads.

Place the ink/ acrylic paint, brayer, markers, and paper towels out at each small groups table. (Be sure to include various interchangeable hand grips for each group to experiment with if needed by the students.)
Students can wash/wipe off the frog between prints if they want different colors. Just make sure the frog is dried off before printing again. Likewise, if using acrylic paint you may wish to offer retardant to the students needing more time.

Traditional Chokusetsu-ho Printing Technique:
The rubber frog must be clean and dry.
Lay the frog on a dry surface.TIP:    Placement can create a strong composition and contribute to the storyboard in a group of gifted learners.  Facilitate effective problem-solving skills by giving verbal praise. Foster independence by encouraging each student to place the frog themselves in a unique position.  Apply any type of water-based ink to the frog with a soft brush, sponge, or a foam 

Label the tray with the type of frog.

Offer latex gloves to the students to wear. (If there are no latex allergies.)
String a clothesline across the room and have clip type clothespins available, for hanging your prints to dry.


TIP:  Consider accommodating students with difficulty writing small enough within the space of the caption bubble.  Students may excel if given the opportunity to compose their text on a computer were they can adjust the size of the font.  
Demonstrate a variety of ADAPTIVE TECHNIQUES for students to explore as well as how to use each hand grip.


Always recognize the growth of the entire class in receiving and offering constructive feedback during a critique; Offer rewards for completing each stage of the process.

If a student is absent consider asking another classmate to collaborate with them on the background or mid-ground.Be supportive by writing a comment as a fan of the young artists at www.artsonia.com (All comments must first be preapproved by each student’s parent/guardian.) Student Assessment Rubric:
Published on http://www.artsonia.com/

Assessment with Inclusion:

brush.

Apply paint/ink gently but, in all directions. Use a brush for some of the harder-to-define areas such as the toes, eyes, etc.

Place the paper over the inked frog with one hand so it does not move. Then, gently press the paper down over the entire frog with the brayer in a rolling motion. Direct the students to work as a team to make sure that they have pressed all of the parts.

Assign the group to take turns as individuals peeling back the paper slowly at one corner and continuing across. Recommend the other three students work as a group to hold down the other three corners until it is time to lift them.

Invite the teacher aide to assist by working with each team of students. Sometimes it may be helpful to have someone hold onto the frog so it does not slip or slide.

When you look at a smudged print try to translate that into the character jumping or leaping into action.

ADAPTIVE APPROACH TIP:  If you see a blank spot where the ink did not transfer onto the paper or the student did not press hard enough to transfer the ink,  you may wish to suggest the student embellish that area with recycled paper or colored pencil. . Sometimes, these areas can be great opportunities to place recycled foil candy wrapper warts or eyes.  Artists thrive when they discover the possibilites are endless when Upcycling.  Children can harness their imagination to repurpose found objects and give them a new meaning within each composition.  Advocate lifelong learning in reducing waste by focusing on identifying solutions to conserve natural resources and limit the lumbering of rainforests.  Leaders will identify sustainable business practices to trim supply costs.  Guide the students in establishing links to how they can contribute to the raninforests' regeneration to protect the ozone. 

Engage the students in the opportunity to enhance the backgrounds of their prints to reflect the natural habitat of their frog. Offer water-soluble markers, recycled paper, glue, and cotton balls to create reeds, cat tails, lily pads, clouds. Invite fashion designers to design a trendy custom wardrobe for their frog.  Foster success by encouraging students to discover which adaptive tools they can achieve the best results with in the art studio. Experiment with adaptive techniques like straw blowing paint and stamping. Guide explorers along this rainforest adventure with a toolbox loaded with a wide assortment of inexpensive adaptive tools that they can recreate at home.  Confidence and giggles will erupt.  Lead students to discuss how amphibians evolved to thrive in diverse environments by adapting to different challenges like predation.

  

Resources:

Print:

Hiyana, Yoshio, The Art Of The Japanese Fish, Universty of Washington Press, Seattle, 1964

Web:

Arts Edge; Gyotaku: The Japanese Art of Fish Printing

http://www.artsedge.kennedy-center.org/

Eugene Oregon Water and Power Authority

Catch of the Day

http://www.catchofthedayoregon.com/fish_pic/fish_pages/fish1.html

Educational Broadcasting Organizations

http://www.thirteen.org/edonline.nttidb/lessons/sf/fishsf.html

Guardian Co.

http:// guardian.co.uk/environment/gallery/2008/jan/09/conservation.endangeredspecies

National Geographic Explorer (Student Magazine)- Freaky Frogs

http://www.nationalgeographic.com/ngexplorer/0403/articles/mainarticle.html

Follow Up Activities:

"Soda Jerk"

Liz Ebanks Copyright

Collage Teacher Demo #3

Close Up

Recycled Wrappers

Extensions:

• Cut recycled paper into frogs using a template from your favorite print.
• Explore painting by blowing with a straw, or make ink blot butterflies. 
• Add three dimensional elements. 
• Make handmade paper to print on.
• Experiment with different types of paper.  
• Study another printing method in Japan that became world reknown.  
• Create Japanese color woodblock prints. This method can also be used to print crabs, squid, starfish, shells, and plants. 

What type of habitat does it live in? Is it important commercially? On what does it feed? Where would it fit in a food web (chain)? What threats does it face as an endangered species? Are frogs bioindicators? What can we do as a class to help reduce the strain on the ecosystem?

ADAPTIVE APPROACH TIP: Consider offering a variety of adaptive resources and supplies for young artists to explore their approach to adapting to overcome disabilies. These positive experiences with adaptive tools are instrumental in creating confident and independent entrepreurs.

HINT: Now, all I need is an Apple iPad Touch as an Educator for Christmas to assist me in showcasing my talented students.

TIP: Here's a glimpse at my published Rubric showing how I graded students in the excerpt below. Constructing a rubric that is consistent can be an invaluable performance assessment tool to evaluate students. By creating a rubric I helped young artists build an enduring understanding of originality and demonstrating adaptation in their portfolio. A strong rubric provides students with constructive feedback and an opportunity to revise. I highly recommend Teaching Artists review Bloom's Taxonomy and google rubric templates. Simply put, a well written rubric communicates the teacher's expectations to the students in an objective measurable way.

Note:  Temporarily, due to problems with the Blogger Code the Rubric is not displayed in the correct format.  This part of the blog is underconstruction.  Thanks, for your patience.

Originality: Was the student creative in dealing with any holes, blank spots, and smudges?

Poor                              Fair                             Good                            Superior

No Attempt                Copied                 Three Attempts           4 Unique Attempts

compensate

As a National Art Teacher Award Recipient and Wildlife Artist I love helping others as a Collaborative Educator. I am happy to assist you in your training needs at camps, festivals, schools, and museums. I always welcome opportunities to help entertain children with my Award Winning Art Workshops in Tampa. Igniting children's imaginations to triumph over disability is my specialty.
Email: liz@rescueteam.com

If this post caught your attention you might also like this link on Navigational Life Skills entitled, "PIRATE TREASURE MAPS" http://lizebanksartgallery.blogspot.com/2010/09/community-ambassadors-gasparilla-pirate.html

(Gyotaku: The Japanese Art of Fish Printing Transformed)
Adapted by Liz Ebanks
Plan ID: 3661
Featured on:
http://www.artsonia.com/teachers/lessonplans/plan-print.asp?id=3661

Thanks, for showing your support by joining our Upcycling movement. Each child can see the number ot the guests that have visited the gallery daily.

Click on this link to your guest pass to the Children's published portfolios in the Artsonia Gallery.
http://www.artsonia.com/museum/gallery.asp?school=105372&sdt=7/1/2009&edt=7/1/2010nd

The direct links to the children's gallery and intro are:
http://www.artsonia.com/museum/gallery.asp?exhibit=263154

http://www.artsonia.com/schools/school.asp?id=105372