Enderle Art Education

Melissa Enderle

Art/Adaptive Art Teacher

Approach

Art has always been a part of my life. It is something I enjoy seeing and doing. I recognize that not all students have had the same positive experiences (or any) regarding art. Creativity, unique solutions, experimentation, and risk-taking are encouraged. Students are exposed to a variety of art materials, skills, and methods, including computer graphics. Imagination is valued right alongside realism and observation. Projects and activities are designed in a way that discourages conformity. Both process and product are emphasized. Rubrics are common forms of assessment, particularly with more involved projects. I especially enjoy teaching art to young children. I feel that if I can get students past the crucial age of grades 3-4 when the “I can’t draw” statements begin to occur, they may become lifelong enjoyers of art, whether it is actual participation or art appreciation.

I organize my units around themes, many of which expose students to art from diverse cultures. I also enjoy collaborating with classroom teachers, building off their concepts and units. Regardless, practicing of developmental art skills and expectations is carefully and naturally interwoven. Students report that they feel challenged but supported, love working with such a variety of art materials, and leave feeling more positive about themselves as art makers and appreciators.

I have found the document camera, LCD projector, and SmartBoard to be excellent demonstration tools in the art classroom.

Clay

One of the student's favorite art materials is clay. This malleable material is especially successful with kids who have attention challenges and those who feel limited by their drawing skills. I have found that many students, after doing a project in clay, are more willing to take risks in subsequent lessons.

Project Examples: Pueblo Storyteller, Grade 4

Clay Bell, inspired by clay bells from Mexico, 7th Grade

Weaving

Students find weaving to be soothing and often ask to do a second one. For this project, students were shown segments of a video in which male weavers from Teotitlan del Valle create traditional and modern designs.

After receiving demonstrations on the various weaving techniques (including handouts), students created their own designs, incorporating the required number of techniques. Color harmony was also emphasized.

Weaving was one of the most successful projects I did with middle school students who had emotional disabilities.

Project Example: Cardboard Loom weavings, grades 6 & 7

Painting

Matisse Vase

Matisse Flower Vase, grade 3

Asian Portrait

Asian Portrait, grade 5

Printmaking

Lino Bird

Linoleum bird woodcut, grade 5

torn paper

Matisse Torn Paper Portrait, grade 3

Seeking to find a project a boy with cerebral palsy would excel in, this project which didn't require the use of scissors was liberating for him and others.

my family

My Family - Fabric Crayons, Kindergarten

Kinetic Family Drawing assembled into quilt

torn paper 1 hand

Matisse Torn Paper Portrait, grade 3

Created by girl with one hand

Make Me Beautiful - Mixed Media Collage, Kindergarten

Fashion, self portrait

Kaleidescope Design - Color Pencil, grade 5

Design through cropping, radial symmetry, attention to details

proud
Proud of Myself - Crayon and Foam Stamp Printmaking, Grade 2

Designed for 90% African American school population - self portrait with student-created Adinkra (Ghana) stamps

Collaborative Project: Oaxacan Papier Mache Creatures

Inspired by examples of real Oaxacan wood carved figures, books, and a PowerPoint presentation, students formed groups and made a fanciful creature.

Recycled materials were used as a form. Students were required to submit a sketch for pre-approval and fill out a self-assessed rubric at the end.

When you have 8th grade students begging to take their projects home, you know the project was a success!

8th grade students work together to create the creature's form out of recycled materials

Colored tissue paper is applied over the form,
using colors and patterns inspired by Oaxacan figures

Completed Project

One boy (with cognitive disabilities) proudly poses with his group's project before taking it home