A study in adaptation and Social Emotional Learing

In Spring, I got to hangout with 80 Portland first graders for Monster Makers 2024! This was a total blast and honestly one of the best parts of those 4 weeks.

Since first designing the project in 2021, Monster Makers has changed a little and a lot in different ways. While the focus of the project is still learning about the physical needs of creatures in different habitats by using observational drawing and small sculpture, my teaching style and overall goals have recentered on Social Emotional Learning. For Monster Makers, this means that from the very beginning and all throughout the project, I am helping students be aware of their own emotions and needs, and the needs and emotions of others.

Residency Outline

Warm Welcome/ Deep Breathe:

Each day starts with a Warm Welcome and 3 collective breaths. I ask the students to rate how they are feeling by showing me 1-5 fingers: 5 fingers is high energy and 1 finger is low energy, 2’s, 3’s and 4’s are in between. This is a great way for students to be aware of their needs as well as the differences among their peers. It’s also a good opportunity to ask adults in the room how they are feeling and normalize that different people have different energy levels at the same time.

Next, students take 3 deep collective belly breaths, focusing on drawing breath into their bellies (“fill your belly balloon” for the 1st graders worked really well), and making the last breath the biggest. Sometimes, students already had a practice of deep breathing in their classroom and they taught me things like “volcano breath”. 

Week 1/ Day 1: Sketchbooks and imagining

Students choose their handmade sketchbooks, get to draw their favorite creatures (real or imagined) and we talk about what’s special about the creatures. To wrap up the first class, we spend time in circle acting out creature that students drew in their books.

SEL Connection Highlight: Before getting sketchbooks, I tell students how we’ll organize ourselves to select sketchbooks. We also talk about what happens when someone gets a sketchbook that another person wants, how that can feel and what are ways to handle that possible conflict. 

Week 2/ Day 2: Drawing with shapes

Students practice sketching by beginning with basic shapes and then adding details. We use the previous week’s sketches and a character drawing book to practice shapes and adding small details.

SEL Connection Highlight: We notice ways to use the same shapes and add different details. Students take the opportunity to try things and notice what they might want to change without judgment.

Week 3/ Day 3: Handbuilding with Clay

Students use clay to create their creatures, referring to their shape-based drawings and recalling the physical attributes that help the creatures survive. They practice techniques in using a foil armature for air dry or polymer clay, as well as joining pieces and using sculpting tools.

SEL Connection Highlight: During the reflection period, I ask students to share something they found challenging as well as any tips they have for making creatures with clay.

Week 4/ Day 4: Finishing Clay and Painting

Having students start on the 3rd week of clay means that if some of them are unable to finish their pieces in one day, we still have time and space to continue work the next week. At the same time, other students who are finished can paint their pieces. For this particular project, I like to use water-based markers and Yupo paper to use the ink in the markers like watercolor. At the end of the session, we get back into circle and students who want to share their creations can show what they made, noting the special qualities they gave their creatures.

My spring MM residency with first graders was amazing. Students made so many imaginative and often (intentionally) hilarious creations. As we reflected, some students noticed the challenges of working with the materials, and also shared their focus on effort rather than outcome. 

Feedback from the classroom teachers was so encouraging:

The teaching artist provided students with the opportunity to explore the medium and make their own creative choices: 5 out of 5

The teaching artist adapted to the needs of my students (e.g., different learning styles, diverse cultural backgrounds), actively engaging all learners: 5 out of 5

The teaching artist had a plan for utilizing the time together: 5 out of 5

The teaching artist communicated in a clear and timely fashion, and handled logistics smoothly: 5 out of 5

The teaching artist encouraged students to reflect on their own work and the work of other students: 5 out of 5 FFFC00

Did this program achieve the student learning objectives that you set with the teaching artist before the program? Yes

Do you believe this program contributed to your students’ growth in the following areas?Collaboration, Creativity, Communication, Critical thinking, Empathy

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Big thanks to Arts for Learning Northwest and the school for welcoming me this spring!