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Mrs. Warden’s Classroom Edit display name

  • Ralph Downs Elementary School
  • Oklahoma City, OK
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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My position as an Art Educator is new to my school, and as a result, there are no art supplies beyond the most basic of materials required to produce artworks. My students come to the art classroom each day looking for ways to explore and be creative, and as such, I need a space capable of providing the means and methods for various projects and lessons. The students voice their interest daily in painting. The media and tools I selected will allow me to offer more variety in my lessons by including wet media and a place to store wet projects while they dry. For example, with tempera cakes, students can study color theory; specifically for this age group, how colors are mixed to create new colors. Students can begin learning how colors can evoke feelings and emotions, and they can begin to apply these concepts to their own art. This can help guide them to a better understanding of their own emotions and how to use art to help process their emotions. Furthermore, as they put themselves into their artwork, they will begin to socialize about why they made their choices, creating an open dialog in an environment of respect and courtesy: an aspect of students' lives that has been impacted harshly by the COVID-19 pandemic. By providing art tools, media, and techniques that can address and manage feelings in a space of respectful exploration, students can be guided to cultivate and strengthen their social and emotional well-being. The process of art-making gives students an avenue of creative freedom. At the same time, they will begin to question what the materials can do and how they can interact with one another, thus using both their creative and critical thinking.

About my class

My position as an Art Educator is new to my school, and as a result, there are no art supplies beyond the most basic of materials required to produce artworks. My students come to the art classroom each day looking for ways to explore and be creative, and as such, I need a space capable of providing the means and methods for various projects and lessons. The students voice their interest daily in painting. The media and tools I selected will allow me to offer more variety in my lessons by including wet media and a place to store wet projects while they dry. For example, with tempera cakes, students can study color theory; specifically for this age group, how colors are mixed to create new colors. Students can begin learning how colors can evoke feelings and emotions, and they can begin to apply these concepts to their own art. This can help guide them to a better understanding of their own emotions and how to use art to help process their emotions. Furthermore, as they put themselves into their artwork, they will begin to socialize about why they made their choices, creating an open dialog in an environment of respect and courtesy: an aspect of students' lives that has been impacted harshly by the COVID-19 pandemic. By providing art tools, media, and techniques that can address and manage feelings in a space of respectful exploration, students can be guided to cultivate and strengthen their social and emotional well-being. The process of art-making gives students an avenue of creative freedom. At the same time, they will begin to question what the materials can do and how they can interact with one another, thus using both their creative and critical thinking.

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About my class

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