More about Artsonia

For my art, I used orange.
I have ghost, witches and pumpkins

My older students are requested to write an artist statement for every completed project on Artsonia.  I have always worked with younger students in this area as well but not with the same expectations.  I was really unsure when I began Artsonia, just what a younger student would be capable of writing.  For my Kindergarten students, I have them talk to me about their work and I generally write a one sentence statement based on their explanations.  This is not for every project but periodically throughout the year.  After talking with a first grade teacher a few years ago, I was encouraged to write a prompt on the board and have students complete the prompt. Naturally, I received a lot of repetitive statements.  Those of you who use Artsonia know that repetitive artist statements get kicked back at you.  This year I decided to try another approach and I have been very happy with the results.  I write a word bank on the board for students to help them with spelling and to review the vocabulary we have used during a project.  Students in first and second grade are asked to write one very good sentence talking about their work for the Artsonia artist statement.  I have been both surprised and thrilled with the sentences I have been receiving with this new approach.  Many students only give me the one sentence but others write multiple sentences that really give me insight into their interpretation of the project and what learning has been taking place.  I'll share a few with you....

Piet Mondrian used primary colors.
He was an art maker.  He used black.

I like to ride in shot air balloon
because it is fun.

Me and my dad went on a air balloon

My pumpkin patch has a bloody gnome,
candy man, ghost, and lots and lots of pumpkins.

I used the primary colors.

Organic Shapes are really monsters!

After reading the book "Jeremy Draws a Monster" by Peter McCarty, students tore an organic shape out of lightweight paper.  I used some donated paper, the type with the pin feeds once used in printers.  Students were instructed to tear their paper by keeping thumbs close together to control the tear and by not looking so as to not plan the finished shape.  Students actively participated in making a list of what characteristics might determine the aspects of a monster.  From this list they began to plan ideas for their personal monster. Instead of beginning to create the monster immediately, they were encouraged to turn the shape around and over to visualize what might be hidden in their organic shape.  Monsters were created using markers with a focus for vivid color and detail.  When completed they were set aside as students designed a habitat for the monster.  These were drawn with crayon for added contrast to the colors of the markers.  Thought was given to the practices of the monster as the habitats were created.  Finally students answered a series of questions while reflecting on their monster to write an Artist Statement for their Artsonia exhibit.  Here are a few completed works.

Student Work

student work

student work

student work