Over the next week I’ll be teaching six Artists in the Schools session at elementary schools across town. Today, I kicked off the marathon with a Water and Wax session with a group of first grade students.
The idea behind this session is to teach students a little science in with the art project–and to make something cool. We discussed the absorption property of water–how it sometimes soaks in to things, and other times rolls off a surface. Then I covered the fact that crayons, made of wax, repel water and led in to the project.
As you may imagine–if you’ve ever worked with elementary school kids–that getting the instructions out to a group of first graders was much more challenging in person than typing the words here on the blog. There was a lot of restlessness while the teacher and I tag-teamed to get papers taped to desks. Once they were down there was peeling of tape…and retaping…and a few threats of revoked participation rights.
Once the paper was out I heard this:
“Once we have a paper can we start?”
I hadn’t even shown them the example.
I explained our first step–find a light colored crayon. Not white–because we need to see our lines. Any other light color: yellow, light green, peach, light pink. Little did I know this would be such a hard step to follow. There were about four students sharing a table and caddy of crayons, so they needed to share their table’s supply amongst themselves. Once I told them to find their crayon, this is what I heard.
“Um, we don’t have a white crayon.”
“Okay. You don’t need one right now.”
“My favorite color is purple, so I’m using that.”
“Is purple a light color–something closer to white than black?”
“I don’t think so.”
“Okay. Pick another color…yellow, light green, peach, or light pink.”
“What about dark blue?”
“What about it?”
“Aaaammmmyyy! Our table doesn’t have light green!”
“Okay. Do you have one of the other colors?”
“Yeah.”
“So….the problem is….?”
“We don’t have any of the colors you told us to use. Can I use green instead?”
I look in the caddy. All the colors are there. I pass one to each child.
Once the color situation was mostly resolved we moved on. I told them to draw the first letter of their first name on their paper. Then I explained how they could add the “dragon scales” to one side of the letter to make it look a little more fancy. “If you understand what to do, you may begin.” Then things took an awkward turn.
“Uh, Amy…I did mine this way.” Dark purple crayon is on the paper. The teacher swoops in, asking why she used that crayon when only moments before, we’d given her a peach color to use. Paper is flipped, crisis averted.
While half the students are still working, the other half has finished and are now leaving their seats one by one and coming to my side {as I’m trying to help someone with a legit question} to tell me they’ve finished. Meanwhile, one little guy comes up and says,
“Well…I did an A.”
“Okay. That’s good. We’ll move on in just a second.”
“My name doesn’t start with an A. I did it because that’s what you said you were doing.”
A whole table–who was pretty chatty during instruction time–all drew the letter A, as in Amy, instead of their own letters. Untape, flip, retape.
Next direction. Trace your letter using that same color, or a white crayon. Go over it at least eight times. Make your marks nice and heavy, we want lots of wax on the paper.
This part went pretty smoothly…with the exception of a few who finished in about 60 seconds and immediately came to tell me that they were done. I just told them to keep tracing. When everyone seemed to have their letter traced enough times–one kid told me he traced his 38 times–we moved on to the paint portion of the class.
Paint is always scary to me, but these guys did great. Even the one who used so much that it was as much on the table as on the paper {see top middle photo above…} My very favorite part was hearing them gasp and get excited when their letter appeared after repelling the water color. “Its. Working!” I love when they think they’ve made something really cool. I love it when they are proud of their work.
All in all a good class, all in all, great work. I really love doing these sessions in the schools. Despite the weird questions and the faulty listening and the short attention spans, I really do think they try their best. And…Boy, oh, boy do they make me laugh.
