Home
< Blog Home

Posts Tagged ‘art’

Time4Learning Provides Creativity Express Art Curriculum to its Members

Monday, July 12th, 2010
Time4Learning Provides Creativity Express Art Curriculum to its Members

Durango, CO – Representatives from Madcap Logic LLC announced today that Time4Learning.com is bundling the Creativity Express online art curriculum with its existing curricula to its Time4Learning members.

Time4Learning.com has licensed Creativity Express web-based art program to add to the educational services that Time4Learning.com provides to its thousands of members. The animated online program teaches art as well as art appreciation and art history. Students learn the principles and history of art through interactive lessons on topics such as line, form and color, using real examples from art history to illustrate each concept. The sixteen-lesson program is available to Time4Learning subscribing members. Creativity Express features a built-in reward system as each lesson concludes with a quiz designed to assess the students’ understanding of the material presented: the higher the students’ scores, the more artist cards and puzzle pieces they collect.

Time4Learning parents and students who have used the art program quickly nicknamed it “Time 4 Art.” They are enthusiastic about having an art course included in the Time4Learning academic curriculum and are thrilled by the quality of the content and delivery of the material. “My kids loved the art so much that they work on the program well beyond their homeschool time, spending their free time on it,” reported one parent. Homeschoolers in particular appreciate the structure the program provides to learning about and creating art. “I am so impressed! Our kids adored being taught about art in such an educationally fun and guided way, rather than our usual laissez-faire approach to homeschool art,” reviewed another parent.

About Time4Learning: Time4Learning is a leading online learning system that offers a preschool through eighth grade curriculum for homeschool, afterschool, and summer use in language arts, math, science and social studies. The Time4Learning online educational offering also includes Time4Writing.com, online writing courses for K-12. Time4Learning was selected as one of the “Top 100 Educational Websites” in both 2009 and 2010 by Homeschool.com and received a BESSIE Award after being named the #1 “Multi-Subject Website” by the ComputED Gazette in 2010. Time4Learning is a certified “Green Business” by the Uniform Standard for Green Business Certification 2009.

New York City Parks & Recreation Afterschool Programs use Creativity Express!

Monday, May 10th, 2010

“On November 7th, 2008, New Museum staff Chio Flores and Stephanie Pereira gave a presentation at to Al Smith and Hamilton Fish After School Program’s 9-12 year olds. They first described to the students the mission of their museum and talked about contemporary art in general. They presented slides of various artwork and talked about their past and current exhibitions.

We found those students who have been participating in Creativity Express since the Summer ’08 season, were more apt to participate in the group discussions about the slides. They were more confident (than others) to raise their hands, as well as had a larger vocabulary with which to articulate their ideas and opinions about the artwork presented.”-Olga Gazman, Director Computer Resource Centers, City of New York Parks & Recreation

Spring into Art!

Tuesday, March 24th, 2009

 “Spring refreshes the soul, then refreshes the creative self.” – Anonymous

 New perspectives of young learners can provide essential energy for learning. For example, look up: an ever-unfolding canopy of trees spreads across the landscape. Sometimes, in an indoor learning setting kids get used to looking across rather than up or down.

 Outside, when we look up, there are the spreading spring leaves, and when we look down, there are bountiful floral surprises.

Sometimes, quite unbelievably, when one finds a tree or plant that does not seem to fit in a particular geographical place, it is especially interesting—like a magnolia tree on a campus in the Colorado Front Range! But I found one, and passers-by can hardly believe that—in late spring—it is really a blooming magnolia tree.

To learn more about trees, why not take the kids on a tree tour? This site is in Boulder, but tree tours can be found elsewhere as well.Or, perhaps take a Denver Botanic Gardens tour so that students can learn more about plant growth, research, and perhaps conservation alongside the arts by visiting the exhibits and perhaps attending an event at the Gardens?

What about seeing spring from the perspective of a plant or tree? OK, so I am a tree. What kind of a tree am I? What kind of leaves do I have? Am I a tree that grows locally or a tree that you saw on last year’s vacation with your parents or relatives? What if I am a magnolia flower? Where do I usually grow? When I grow in an unusual place, how might I survive? What kinds of supports (perhaps protection from the winds?) would I need?

 Then again, what if I were a 200-year-old cottonwood tree and one of my friends—call him Jerry or Mary, Joshua or Laura—wanted to build a tree-house in me?

Would I be strong enough to hold a little tree-house? What if the kids in your class thought so and wanted to design a tree-house that would suit a 200-year-old tree? How big is it? How do you build a tree-house without harming the tree? Will it have enough shade to keep you cool in my tree-house in the hottest months?

 Developmental skills kids could be working on with these activities could include observation, team-building, note-taking, guided question identification, “research,” and presentation skills. If you want to add another layer in class, play Igor Stravinsky’s “Rite of Spring;” spring does indeed bring gifts! So, let’s spring into spring and let nature guide our art and our perspectives!

 Arts are us!

Children in Art Museums

Wednesday, February 25th, 2009

In my research in art museums many parents tell me they don’t feel comfortable taking children to the art museum. Their reasons vary. Some don’t feel knowledgeable enough about art and fear looking stupid. Others perceive there is nothing for children to do there and are concerned that either the children will damage something or be bored.

Most art museums offer a variety of enjoyable family programs and that are a good way to become familiar with the museum. Check the museum’s website for the family events schedule. Hint: Sometimes museuum websites hide the family programs under the “Education” tab. In addition, many art museums have interactive family galleries where everyone can have a hands-on, minds-on experience with art. Admittedly some art museums are more “family-friendly” than others but here are a few tips for getting the most out of a visit to any art museum.

1. Be curious. Let go of the idea that you need to be an expert. Children don’t worry about this, they just follow their interests. Keep in mind that typical visitor behavior in art museums is more like haphazard grazing than eating a full meal from start to finish, so let children “graze” according to their interests. Some interests will be momentary and others will be more sustained. Rather than feel you have to answer children’s questions, help them follow up on their own questions, ponder possibilities, and seek answers from someone at the museum, if possible, in books, and online.

2. Visit frequently. A trip to the art museum is not like a vaccination – once you’ve seen it you don’t need it again. Every time you go you discover something else, even if you look at the same art each time. A family museum membership is a good value and allows you to make many short visits, avoiding fatigue, and children wishing they were somewhere else. Visit often enough to feel comfortable there and learn your way around. Children like to feel an ownership of public institutions.

3. Plan ahead and be picky. Many visitors try to see the entire art museum in one visit. If you take repeated shorter visits then each visit can be focused on one part of the museum. Check on the museum’s website for exhibitions and collections on view. Let children participate in planning what to do. Explore the website further because many art museums, such as the Walters Art Museum, have special child-friend interactive sites.

Families in ArtSparks at the Speed Art Museum, Louisville, KY

4. Seek inspiration. Even if an art museum has no special family gallery or family programs when you visit, experience the museum as an artist might. Bring along sketchbooks (adults need to do this too) and color pencils. Most museums allow sketching in the galleries with pencils but check the policy. When you tire of standing and looking, find a place to sit and sketch. Some museums even allow you to sit on the floor but check that too. If there is a sculpture garden and the weather is nice, that’s a great place to sketch and maybe even have a snack – but remember, no food or drink in the museum galleries.

These are just a few ideas to get you started but there are many more. For example, Australian researcher, Katrina Weier, has good ideas for taking young children to the art museum. as does Erica Loop and Abby Margolis Newman.

The most important thing is to go, relax, and have a good time. So take your inner artist to an art museum!

Thanks for the great photos to Johnnie Utah, hoyasmeg at the High Museum of Art’s Greene Family Gallery in Atlanta, and the Speed Art Museum, ArtSparks in Louisville KY.

Art: An Artifact with Many Purposes

Monday, February 23rd, 2009

“Art washes from the soul the dust of everyday life.” – Pablo Picasso

Early universities established what faculty considered the four major areas of study: arts, law, medicine, and theology.

Over time, the “arts” evolved to mean more of some things (storytelling, finger-painting) and less of others (stained glass work, cathedral wood carvings), the Latin root for the word “art,” ars, is a base meaning “put together, join, fit.” In any case, the arts are here to stay.

Art can turn the routine of daily life into refreshing adventures in many ways, but three of them are by expressing art as immersion through the imagination or fantasy, art as therapy for healing, and art as community-building engagement in social change. Art can teach us lessons, provoke questions, and help us experience cultures through the lenses of artful eyes.

From the Hogwart Express of Rowling’s Harry Potter to the science fiction of StarTrek to the hobbits’ adventures of J. R. R. Tolkein, it is clear to children (and to the adult’s inner child) that art and fantasy easily partner. In these cases, a continuous thread of stories provided an imersive “reality” that captured millions’ imaginations. However, a child can express one great little story into a singular work of art as well.

Sometimes art is most helpful as a way to heal. Remember the thousands of drawings posted on fences and on Web sites after 9/11? Or children’s drawings from around the world after Princess Diana passed away? Art—storytelling, poetry, music, dance, visual arts, painting, sculpture or other forms of creativity—can serve to help us transform from a difficult experience to a more peaceful one. How? Scientists tell us that art can reduce the experience of stress to one of relaxation. Especially when guided, it can help transform pain into acceptance, sometimes into a work of art.

Art can also be used to build community and, in so doing, help socialize us. As with events around 9/11 or those around Princess Diana, communities came together to share stories, remembrances, and to share their common experience of loss. The art created around these events served as powerful reminders not only of the lost ones but also of possible futures for the surviving ones.

Art can represent evolutionary social issues also.  An example would be the emergence

of art communities around a new social issue—that of  “going green”.

In this case, green art can serve to inspire us about a cleaner future, remind us to

conserve resources, and allow us to understand that we are not alone, that we are one

of many concerned and committed to bring children a cleaner future.

Whether art serves purposes of delightful fantasy, healing, or community engagement,

or just fun, it is one of the elements of a core curriculum that exhibits

individuals’ humanity and talents.  In what way will you use art to move you through

the day today?

Learning from the Artist’s Process

Wednesday, February 18th, 2009

Science and language arts educators increasingly advocate that instruction should reflect the way real scientists and writers work. For example, instead of dry lectures on scientific principles, teachers suggest engaging children in genuine scientific inquiry,  experimenting, and learning content as they solve real problems. Similarly, writing teachers ask students to generate many ideas, select and organize those ideas, then undergo a series of revisions, often keep process portfolios of their work. Admittedly, this is a more difficult way to teach but ultimately more meaningful for students.

In the visual arts, while there are many wonderfully creative ideas for children’s art making, in books and on the internet, these lessons rarely mirror the way real artists work. So why is it important that, when making art, children reflect the ways artists work? Primarily because children can come away from an arts experience misunderstanding artists and the creative process or, worse, feel like failures and ultimately shut out the arts from their lives.

I first noticed this phenomenon when working with emotionally disturbed elementary-aged children. Naively, I thought that art projects would make them happy and relieve stress. Wrong, so wrong. When art materials were scattered onto the floor, chairs flew across the room, and fights broke out, I questioned my premise and became curious.

Here is what I came up with…..A typical art lesson gives children one piece of paper, for example, and one chance to “get it right.” Most art lessons are designed

to be completed in one 45-60 minute class period. Certainly, this is a practical consideration as school art teachers often have an extremely large number of students to serve. However, it is so foreign to the way most artists work.Like writers, artists spend time making sketches or models around an idea that interests them. They try different materials to find the ones that best accomplish their idea before settling on one approach. While children can be resistant to multiple revisions in writing they often like such “do-overs” in art.

It’s about the process.  Like scientists who conduct many experiments around a single problem, artists often work in series, completing variations around a theme until the artists feels she has exhausted the idea for a while. Revisiting, revising and rethinking is part of an authentic creative experience, as is generating many ideas then choosing among competing priorities.

In the end, working like a real artist not only allows children to have an authentic experience, it also teaches them intellectual discipline, perseverance, and creative problem-solving.  These qualities transcend all subjects creating well-rounded individuals for our communities and better learners over all!

Make art like an artist!

Thanks to pmorgan, and ElvertBarnes for the great images!!

For the Love of Whimsy & Play

Thursday, February 12th, 2009

It’s so easy to become overly serious about stimulating children’s creativity and we sometimes forget that it has to be playful and fun if anything is ever to come of it.

So this Valentine’s Day put a love of whimsy and play in service of creativity and imagination. The pervasive sense of whimsy and wit is one of my favorite parts of the Creativity Express program. I still giggle like a small child at the antics of Furnace and Pickle and rejoice at all the messes they get into.

And messes are part of creativity. Do you remember what it felt like to finger paint? Can you recall that delightful squishy-ness of the paint between your fingers? Finger painting is a staple of early children arts experiences. Why, I wonder, do we ever stop?

Tim Brown, CEO of Ideo reminds us of how innately creative children are. For example, what young child has not enjoyed the box a toy comes in, often more than the toy itself?

abelle-avery-boxes-square-dec-081

I remember playing in big refrigerator or TV boxes for days and I frequently provided them for my children. They transformed those boxes into many wonderful environments before the cardboard finally collapsed. It seems, in the photos here, that my grandchildren have the same play-inside-and-outside-the-box gene. So instead of chocolate candy, this Valentine’s Day bring home a big interesting box, throw in some big colorful markers, and watch the fun begin.

Steve Gillman cautions adults to not crowd our children in their creative play. Although it usually stems from the best of intentions, we adults can frequently stifle creativity in children by watching too closely, offering unwanted advice, and trying to control the course of the play. Gillman also notes that while all children are naturally creative, adults quickly teach them to judge their creative efforts too harshly.

This doesn’t mean adults should not engage in creative play with children but we do need to be observant and know when to jump in and when to hang back. Perhaps these are a few reasons why, as we grow older, become less connected to the natural creative instinct and more concerned about what others might think of our efforts. After all, artists are just people who still remember how to play.

So if you need some scientific evidence for the value of play and whimsy, check out the research and doctors’ advice suggesting children and adults play more together. Apparently play reduces stress,increases intelligence, and enhances family bonding. Iit’s just a whole lot of fun as well!

So bring out the artist within and make Valentine’s Day a Creative Play Day!

Thanks for the playful photos ~C4Chaos, Annabelle & Avery, and  carf.

Art in 2009!

Monday, January 5th, 2009

At the end of our beloved 2008, we posted a series of 5 wishes for 2009 — we wanted arts funded, we wanted them in our schools, we wanted them for all (young and old, big and little) and we wanted to hold onto the arts of love and hope.

WOW – that’s a lot to accomplish in one year so we thought we would start with something fundamental – what is Art? Notice the capital letter. I ask this question of you based on my reflections over the last 48 hours — first, my 5 year old and I completed our questionnaire for his well child visit and he was asked to draw a person (I have never seen him do that – he usually does watercolors at school – highly impressionistic, kaleidoscopic whirls of color, with no body parts in sight!). Second, I read on the web that in my country of birth, a major art gallery had had one of its large concrete public walls graffiti-ed (is that a word?) on by the same artist twice in a month. When asked if they would be removing the artist’s poetry, the curator of the museum was disgusted — it was art, an expression of an artist’s love for someone else, how could he remove such an expression of human emotion? Finally, as a writer and as a mother, I was creating a blog, adding images, adding a trailer for a movie about something I was passionate about. Humming away, completely in flow (art as meditation), on my ‘piece of art’, I was completely floored when asked – so what purpose is that serving? Why are you doing that again? Hmmmm art. Art is something difficult to hold onto it seems.

And so I turned to my old friend, wise distributor of words, the dictionary. What is art? I asked it. Here is what it said, imagine a staccato machine-like voice —

” \ˈärt\. Function: noun. Etymology: Middle English, from Anglo-French, from Latin art-, ars. Date: 13th century.

1: skill acquired by experience, study, or observation <the art of making friends>
2 a: a branch of learning: (1): one of the humanities (2)plural : liberal arts b: archaic : learning , scholarship
3: an occupation requiring knowledge or skill <the art of organ building>
4 a: the conscious use of skill and creative imagination especially in the production of aesthetic objects ; also : works so produced b (1): fine arts (2): one of the fine arts (3): a graphic art
5 a archaic : a skillful plan b: the quality or state of being artful
6: decorative or illustrative elements in printed matter.”

Righty-o then.

My dictionary friend then added, ” art implies a personal, unanalyzable creative power; skill stresses technical knowledge and proficiency (OK….); cunning suggests ingenuity and subtlety in devising, inventing, or executing (uh-oh….); artifice suggests technical skill especially in imitating things in nature (definitely not to be confused with art) whereas craft may imply expertness in workmanship.”

So which one was my son being asked to fulfill in that questionnaire?

Whatever it was, it was different to “a personal, unanalyzable creative power” as suggested by my dictionary friend. Hmmm. Makes you wonder, doesn’t it? When we revisit our five wishes we now begin to see them as follows – we want this power funded, we want it sustained in our schools and education (after the word educare, to lead out), we want everyone to possess this power or have access to it and we believe that two of our strongest emotions — love and hope, are its wellsprings. Over the next few months, we will be working some more with this vision of art in this blog and speaking to some fine scholars of visual literacy and active agents in making this power of art available to all, especially encouraging it in our younger generations. We will also explore ways to recover this power in our everyday lives with those big/little/old/young people we love and we will see what kind of thinking, minds and characters emerge as a result.

We look forward to your company on this journey!

With thanks to Denis Collettejbrownell for, well you know, art…..

Let’s start 2009 with Art!

How Artists See

Thursday, December 11th, 2008

Colleen Carroll knows the value of visual literacy. The mother of three girls and an educator found herself creating the art book that didn’t exist. Actually a series of them.

How Artists See, a popular 12-volume series of art books, was written and designed to teach children about art. But not at all like the boring dusty volumes filled with dates and facts.  Each of these simple books take children through a familiar subject, animals, heroes, feelings, weather, etc. Young readers are encouraged to come up with their own ideas and responses, prompted by everything from cave paintings to contemporary art. The open-ended questions in the book stress individuality, and encourage one’s own. Children relate to various artists, empathize with their feelings, culture, tools, times.  Through this lens, they see how the work came to be.

Carroll, who started college as a photography major, soonwent on to Art History.  She eventually taught sixth-graders in Southern California, and found no visual arts instruction (or music, dance, and drama). That led her to develop an art appreciation curriculum that dovetailed with the world cultures social studies curriculum. The kids loved it.

 But how did all this start?

“One of my earliest memories of art is looking through a monograph on the Italian master, Leonardo da Vinci. The book was a tome: it was absolutely huge and must have weighed 20 pounds. Every so often my father would hoist it off the shelf and let me flip through the pages. While I was too young to read the text, the plates captivated and mesmerized me. The power of the artwork spoke to me and touched my spirit. Even though I didn’t know who made the beautiful pictures, somewhere deep down I knew I was communicating with a genius.”

By creating the series Carroll makes Da Vinci, and other geniuses accessible to the young. As an art educator, Carroll knows firsthand, the importance of the arts.

“Great art is a powerful visual tool that stretches across many barriers: language, class, race, and literacy, to name a few particularly wide ones. Exposing young children to art sparks the imagination, and when shared with a parent, teacher, caregiver or even a peer, promotes dialogue, vocabulary growth, and critical thinking. Introducing young children to art from a broad range of cultures and time periods builds background knowledge and teaches them that there is a bigger world beyond the one that they know. Interacting with art can help young children grasp abstract concepts, such as hope, justice, and courage. In an increasingly visual world, early experiences with looking and talking about art build visual literacy and analytical skills: skills that are becoming more and more important to possess.”

 Sharing art with children is so simple, yet rich. Carroll lives her life like she teaches it.

“When I was completing the research for my new book series, How Artists See, Jr., the time had come to choose the final images for the volume which looks at dogs in art. I had already done the first cut, but was having difficulty selecting from the fifty or so images left on my list. My kindergarten daughter happened to be home from school with a tummy ache, so I asked her to help me. Spreading the prints out on the living room floor I said, ‘Honey, come on down here and pick out your favorite pictures.’ Within minutes she had the prints in a neat stack, her favorites at the top and least favorites at the bottom. Without prompting, she began to tell me why she liked some dogs better than others, and what certain ones looked like to her (critical thinking and evaluation, expressive language). I share this anecdote to illustrate how fun, educational, and easy it is to share art with young children. Their innate curiosity and imagination, paired with rich imagery is, indeed, a potent learning tonic.”

Lucky girls, Carroll’s three.

 “That Leonardo book? It’s now on my bookshelf within arm’s reach of my own children.”

Maybe this holiday is a good time to gift your own family with a special art book. Visit the art section of a local bookstore and let your children explore. See what they find interesting. You might just be surprised.

Design is Everywhere

Tuesday, December 9th, 2008

Check out that monitor you’re looking at? Ever wonder who designed it? Or how about that mouse you’re clicking? The pen sitting on your desk. The desk itself. The clothes you’re wearing, the car you’re driving. Or even still—the seats in your car, all the way down to the springs, in the seat, in the car you’re driving. All designed by someone.

Design is everywhere—we just tend to take it for granted. We really don’t notice how everything is designed, but we’re drawn to the design—either consciously, or subconsciously. We don’t really know why we want the cool new cell phone, or the latest fashions. We just do. It’s all about the design.

Try this test. Take a minute out of your day to pick an object—could be anything, a radio, tv, shampoo bottle, coffee cup, a spoon, a fork—anything. Then consider the design. The shape/contour/materials/color, etc. Then, think about how design ties into that object on multiple levels.

Example: a designer designed the plastic earpiece from the phone on my desk, which required a mold (which required a designer), made by a machine (which required a designer), which has a bunch of crazy parts (which required a designer)…. you get my point. The links become nearly infinite.

Now, consider the power of design, how it influences your life and how it ties in to creativity. Design is everywhere.

Chris Stevenson
Madcap Logic Graphic Designer

Meet the Players….Randy Parker

Thursday, November 13th, 2008


Randy Parker, Founder Madcap Logic

Every child is an artist. The problem is how to remain an artist after growing up.”
Pablo Picasso

How many of us start out as creative little beans, slapping colors around, mucking with clay, paste, crayons? Happy. Yet at some point, we start to feel inadequate. Maybe someone said something unkind. Maybe no one said anything at all.

This is one of the reasons Parker created Creativity Express.

“My main goal was to open that back up. Kids are wild, fearless at a young age. Yet at some point, that shuts down.” By using the animated software, kids get to learn about artists, their techniques, their tools, and become artists themselves.
“I contend that everyone has artistic abilities.”

The whole idea started as a museum guide for kids. Parker wanted to create a bridge between museums and schools, he worked with the staff at The National Gallery of Art to develop the program. . Kids would learn about the art in advance, then walk the great halls with enhanced perspective and information. However, the teachers noted the value of the software, in and of itself.  Nothing like it existed, so the project grew into a more structured tool, with a full curriculum. Parker and team brought in the Institute for Learning Innovation. Full on art 101.”I didn’t even know what the word pedagogy meant.” says Parker.
Together they built a fun tool that teaches kids everything art, from Anasazi culture to wax resist technique.
The program also encourages creativity through games and activities.
Everyone should express their inner artist, we are now finding important links between expression and the brain. Yet kids either don’t have opportunities to be creative, or feel like they have to excel, in this go go age.

“We stigmatize ourselves,” says Parker.  “Yet we all have the capability to be creative.”
Parker knows creative. At the helm of Disney’s famed computer animation department, he worked with teams of gifted graphic artists for twelve years. Although his own background was film study, he was immersed in a world of visual literacy.
The studio is known for intense preparation, each film undergoes a 3-4 year process of detailed research. For the film, Mulan, several dozen artists went to China to absorb firsthand, cultural traditions, the landscape, color palettes, quality of light. This depth of experience informs Creativity Express. Parker seeks to hone a child’s senses of observation and context through the software program. One theme running throughout is artists observing other artists, techniques, cultures and emotional states.

The current trend towards arts integrative learning is being welcome by many champions of the whole brain.
“Our education system doesn’t encourage right brain thinking, and that’s a shame.,” says Parker. Think Pink.
“However, I do think there is a wave picking up here,”says Parker, who has witnessed the teachers’ enthusiasm for early creativity.
“I have heard teachers say ‘If we don’t teach kids art in second grade, we’re going to have a really hard time teaching them physics in eleventh grade.’”
Parker agrees –our brains work holistically – the challenge for parents and teachers is how to bring these two capacities back together.
“They are both important, the left brain holds the factoids, the right brain tells it what to do with all that.” says Parker.  “Imagination, it’s more important than knowledge.”

Running Group
Copyright © 2007 - 2013 Madcap Logic LLC. All rights reserved.