Sixth-grade gallery project - art project

Arts & Activities, June, 2003 by Frances Clem

You know how it is. The school year is over for all practical purposes. The final exams are done, the books are handed in, and the lockers are cleaned out. It's hot. Why not make these last days of the school year an art event?

As an instructional assistant at an intermediate school, I thought of turning a classroom into an art gallery for a day. But whose work to exhibit? At this late date, I did not want to request student's work, as all of their projects had been taken home for the year.

It occurred to me that there were "closet artists" among the staff that could be persuaded to share their talents with the school. I a letter that went out to one in the school system. asked that one consider contributing, and also tell me anyone that they knew has an artistic talent but was too shy to come forward.

The response was great Eighteen staff members accepted the invitation to exhibit. participants included support staff, secretaries and staff, as well as the art from our elementary and schools. The date was set for Monday of the last week school. Artwork could be delivered to school and stored securely in the main office.

If time allows, each member could also be asked fill out a short form, to be included with the invitation, responding to the following questions that were designed to show the students how the' staff viewed their creative pursuits:

1) How old were you when you realized you enjoyed making art?

2) Did another artist inspire this piece?

3) Why did you choose these colors?

4) What techniques did you use to create this art?

5) In what ways does art enrich your life?

The artists' responses could be displayed next to their work so that the students would have some insight into the importance of art as a lifelong pursuit that is not necessarily limited just to those who choose it as a profession. Or, multiple copies of these artist mini-statements could also be put in envelopes and hung alongside the artists' work so that gallery visitors could take a copy with them.

Next came the enjoyable task of creating the gallery. After school, on the proceeding Friday, I went to work transforming a Language Arts classroom into gallery space. The walls were white, so I was able to cover the bulletin boards with large sheets of white paper to create display area. When the artwork was in place, I took photos of every piece so the students could reference them later. Desks draped with cloth became pedestals for three-dimensional work, and ten desks pushed together and covered with a large paper tablecloth became the serving table for refreshments. Juice and soda "punch" were served in a punch bowl, and provided by the students were arranged on genuine "imitation" silver platters.

I fashioned guest book the computer, prepared a handout a few discussion questions, and plugged my stereo to add the appropriate mood music for a gallery We were ready to go.

The sixth-grade classes were scheduled to and visit at various time; on Monday so that exhibit would not too crowded. During other times, the and fifth grades and rest of the staff were come to come in am view the artwork.

Everyone remarked ho impressed they were with the incredible variety of art: needlework, photography, cut and pierced lampshades, oil paintings, rubbings, collage work, sculpture, pen and pencil drawings, quilting and pastels.

Seeing the artwork that had been so skillfully produced gave us all a new appreciation for each other and was the source of some surprised comments by the students.

The gallery was dismantled at the end of the day on Monday, and staff members picked up their artwork after dismissal.

The project did not end there, however. Each student had been asked to find a work that "spoke to them," that asked them to tell its story. I had photographed each piece of art so that they would have a picture to reference. They also had a list of discussion questions to jump-start their ideas. The next day, each student practiced and refined a story, with a partner, about the chosen work. (Remember that this is the last week of school. No need to use paper and pencil!)

The students had a great time relating their stories to their friends, and when they had polished them, I videotaped them telling the story of the artwork. They enjoyed watching themselves on tape during the last days of the second year.

This project was an excellent way for students and the school's personnel to come together in a new way. It incorporated art education and the language arts, challenging students to view the art, listen, speak and think critically. It also provided a social setting where the sixth graders could mingle without the pressures of a party or dance, which can be awkward for this age group.

I also believe that this project could serve as an icebreaker at the start of the school year. It was an inexpensive and fairly easy project that will be remembered by this class for many years. Who knows, the video may even show up at their high-school senior class night!

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