Teachers Connect
Jul 1, 2015

Thinking Ahead – Advanced Institute

During the Art, Books, and Creativity course you learned how to construct basic book forms. (accordion, flag pocket accordion, window accordion, self-portrait, rubber band journal) Can you expand on one of those forms and ask yourself  “what if I were to change it in some way?”  “How might I do that?”  Let go of assumptions and past thoughts and stick with the questions.  How might you develop a step-by-step questioning progression for your students as they create their own artists’ books?

14 Responses to Thinking Ahead – Advanced Institute

  1. Gina T. says:

    A-Changing a basic book form in some way: Yes, I would love to combine the pop-out accordion book with the flag accordion. I think this would be a great new way to creatively journal concepts in almost any subject area.
    B- How to do it… I would have to experiment with it first myself. Maybe choose the content I’m most comfortable with, select 8 or 10 key concepts to focus on and use those as a model if they worked out. I would also have to do it in sections…each pop-out first, then place them in the flag accordion.
    C. Step-by-Step questioning progression: I would have to record questions, challenges and tips for myself as I worked through the process. Then, I would need to reflect on how the art making process intersects with the content and scaffold questions that would allow students to connect and make meaning from both.

    • Kathleen Anderson says:

      We are looking forward to seeing you next week! Thank you for exploring this prompt and thinking about what your project might entail!

  2. Emily Shevell says:

    I’d like to take apart the prompt in order to answer these questions

    Can you expand on one of those forms and ask yourself “what if I were to change it in some way?” “How might I do that?”

    I’d love to take time to use the rubber band book and instead of having blank pages, I’d like to edit it to be blank on the left side (when held landscape style) and 2 or 3 staves (musical staff) on the right side. This way, my students would be able to take notes by describing in writing, drawing a picture, and having a musical example on the staff on the side. By writing, depicting, and composing, I feel as though these books will turn into a visual dictionary and will help the students understand the concepts even more thoroughly.

    How might you develop a step-by-step questioning progression for your students as they create their own artists’ books?

    In my world, an artists’ book is based on the artist and their interests. They are based off of a style of book (i.e. Accordion) but the artist is allowed to make changes and make it their own. The artist is the creator and the illustrator of their book and they must understand the following questions, “Who, what, where, when, how, and why?”
    Who: Who is looking at this? Are you the only one viewing the book or are others viewing it?
    What: What is the point? What are you trying to portray?
    Where: Where will this be shown? Does it need to be in light or dark?
    When: What is the timeline of your book? Is it a journal of our class for the year or of your musical journey through life?
    How: How are you making it? What techniques are you utilizing? What art elements are you focusing on?
    Why: Why is this important? Why are you drawing/writing/explaining what you are? What message are you sending?

  3. Kathleen Anderson says:

    Thank you for taking the time to answer the prompt and for thinking through the question. We look forward to seeing you next week!

  4. Mark Montgomery says:

    Regarding changing one of the book formats I might like to find a way to make the rubber band journal longer lasting in terms of pages. This might mean adding accordian dimensions either horizontally or vertically to give more opportunity for use. Practically Post-It Notes could also be used to extend usage for note-taking during class and over a semester or two.

    As far as projects go I sometimes like to have students work in groups on projects and could here doing a group Book Art project, for initial practice with the concept. Therefore in groups of 3 or 4 this would help students share the challenges presented in the project. So one task for the group is: How to distribute the tasks presented in the project. Letting them assign roles would be the first order of business They would assign one person to be the overall organizer/facilitator; another the person doing the writing, especially during the brainstorming aspect. Other students would be finders (in a collage)/creators of material for use in the project. Sometimes I have the students choose the overall leader, and sometimes I assign that role to a person who normally the group may not choose to give a shy person a chance at the valued leadership role. This also provides the more confident student a chance at being a cog in the wheel – for a change.

    • Kathleen Anderson says:

      Like the idea of the collective in brainstorming – we hope the blog will provide some of that next week during the course! Thanks for your comments!

  5. Grace Hulse says:

    I like the idea of combining different bookmaking techniques by adding elements in a pop-up book (fold-out sections, accordion folds, or pockets with pull-outs. I am very much interested in using/expanding/combining pop- up forms within a book. My students love creating them but sometimes have difficulties following the steps. My school has a student-centered learning philosophy so developing some techniques or strategies that would help students experiment, learn, collaborate, and discover pop-up techniques would be a goal for me.

    • Kathleen Anderson says:

      Strategies are such an important part of the role of a teacher. Thanks for thinking about that part of the learning process – we believe that will be an important part of next week’s institute.
      Thank you for your comments!

  6. Carolyn Kouri says:

    I’ve been thinking a lot about using book forms in lieu of purchased sketchbooks for my students to document their learning and express their ideas. The rubber band journal is a book form I’d like to alter and change. I’m curious how to combine perhaps the accordion and pop up forms within a larger book but have the book itself structured to best match the curriculum contents in the order it is taught. As I would create a mock up of the semester book, I would think about which book forms would be best suited for different learning objectives and units. For example, learning about elements of space within a composition could be documented through the use of pop ups within the overall journal. I would also need to consider the size and materials of the journal. Would a rubber band, card stock, drawing paper be the best material for how students would use the book and for how it could hold different sizes and types of paper? In terms of questioning for my students, I would want them to find connections between the specific book forms within the journal to the content that we’re learning. Using the pop up as an example, how does that technique allow me to better visualize and learn about space within a painting? Having students write down and discuss possible challenges they could encounter prior to the activity along with their vision for their creations can help improve outcomes as well.

    • Kathleen Anderson says:

      Your ideas about outcome are interesting – they will add to the discussion next week. Thank you for taking the time to response to the prompt. We look forward to seeing you next week!

  7. Leigha Pehlivan says:

    I know I’m responding late, but I would still like to be part of the discussion. 🙂

    I was thinking of giving my students a self-portrait book of some sort so that they can share parts of their lives with me and the students in their class. I feel like I do not have a lot of time with my students so this would help me get to know them better. The only way I get to know them right now is by basic discussion and observation, but I would love to have a way for them to showcase their interests in an art format. In order to make it more interactive, maybe the students could make an accordion book with pockets where they are showcasing information about themselves on each card placed in the pocket. They could display information about their family, favorite place to visit, favorite food, etc. I think that they would like to do it this way because it would make each card an individual topic, making it less daunting to include all information in one space.

    • Kathleen Anderson says:

      I think it is very interesting idea to pursue. When students know we care enough to know about them they are so much more eager to learn. Nice idea.

  8. Julia says:

    Creating an artist book with students should mostly be fun, but also have to fit within the time and space limits in a classroom setting.

    I love the idea of the accordion book with pop-up boxes as illustrations. It would be such a neat book journal to have the students draw covers of the books in the pop-up boxes, and have a short book report around it.

    As they read books through the year, my students will keep notes on all the books they read. There will be the same questions for every book as far as genre, author, title and finally the reaction of the student. For fiction this reaction is different than for non-fiction, but the idea is the same; the student should react by citing the text and explaining the passage and its importance in the story. I would first have them write their reports on a worksheet, then when corrected, they would copy onto their reading journal/pop-up/accordion book.

    I would have to think about the size of the boxes, of course, which means also the size of the paper to use. It would be great to work this in at regular intervals during the year, one book at a time. I think they would even be able to see how their reading and writing skills progressed through the year (hopefully!!!)

    • Kathleen Anderson says:

      Ah…that hope! What would we do without it?! Thank you for your thoughts on balancing fun, learning and classroom and time restraints. I like your idea of coming back at regular intervals during the year.

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