Teaching Students (or yourself) How to Begin a Coil Basket

A few years ago, before I was teaching in my current district, I decided that I wanted to try to teach 7th graders how to do coil basket weavings. I thought they looked really cool! The only problem...? I had to teach myself first. I tried following a few different sets of directions that I found on the internet, but none of them were thorough enough. They either had too many words and not enough pictures, or too many pictures and not enough written instruction. I quickly became frustrated and gave up.

When I found out that my new district requires us to teach coil basket weaving to our 6th graders, I was immediately filled with dread. Luckily, I had a great mentor who was able to teach me how to do it. I practiced and practiced so that I would be thoroughly prepared to teach my students.

But no amount of practice on my end would help alleviate their confusion in starting this project! Introducing a coil basket weaving is extremely frustrating for all... I even had a few kids in tears- kids who weren't used to "not getting" something on the first try. Remembering my struggles the first time I tried to learn, I decided to make a video that has just the right amount of imagery and text (at least in my opinion). I plan on showing this short PhotoStory to my 6th graders before we begin, in order to set the stage for the process, and then again as we are a few steps in, in order to reinforce the process.

"When You're Finished..."

Let's face it. No matter how much we try to keep kids on the same page and try to encourage the best from every kid, some are going to finish more quickly than others.  Lots of art teachers have them work right up until the end of class, but I find that too complicated and overwhelming for a lot of kids (and me). I try to make sure my students are focused on completing the objective(s) for that day, and then when they are finished (if finished early) they have a set routine to follow.

For my Kindergarten through second graders, I have the "Options" area.

As you can see, each "Option" is stored in a box lid inside a desk (that way I can use the desk top space if needed). When K-2nd graders finish early, they may get out and select an option. Options are engaging, artistic activities that are also easy to clean up and put away. While I plan on changing the options from time to time to keep them interested, there are a few that are always captivating:

1. Free-draw paper/ white scrap paper. They will be especially engrossed with scrap paper if you also have stencils and photocopied/laminated pages from how-to-draw books. I know stencils aren't high-level art by any means... but they are great for keeping kids interested in something at least related to art!
2. Coloring pages. Again, I know it's not the highest level thinking here. But, they are a great opportunity for these little ones to practice fine motor skills. I ordered a bunch of shape, design, pattern, and texture themed coloring books and just copied a bunch from those. The graphic shapes and details are very attractive to them.
3. Shape and magnet games. If you look in the resources section of any art supply catalogue (I use Sax/ School Specialty) there are tons of art-related games. Two that I like are tangrams (shape puzzle) and architectural magnets. Just check it out. It might be an relatively expensive first-time purchase, but it should be reusable year after year.
4. Modeling clay. Cheap modeling clay that doesn't dry out will keep them interested week after week! (Remember we are only talking about K-2, right now...) I used to put some clay tools out with it, but that just became something else to clean up. Now, they just get one little piece from one of the little plastic cups that I put in the box, and they come up with different ways to manipulate. They just need to make sure that all of that piece gets put back in a cup at the end of class.

At the beginning of the year, I introduce the options gradually, talking about and emphasizing the rules for use of each (only one coloring sheet, put the modeling clay back in the cup when finished, etc...). I introduce these especially slowly to Kindergarteners. By winter break, they have been itnroduced to all the options and they know the routines by heart so that I don't even have to tell them what to do when they are finished.