Ian,
sounds like you have a lot to deal with, and there are things you can
control and things you can't.
If you were handed a box of the supplies listed and told to go make art -
what would you like to use, and how would you use it? If you want the kids
to handle visuals - go to a book store and buy a calendar with something
that sparks your creativity - then cut it apart, mount it on scrap poster
board and laminate... then the kids can handle easily.
Depending on the time you have, maybe start with a simple 2-D activity based
using the cray-pas and construction paper - they are messy (but
transportable, cover easily, forgive misplaced lines...) , but what isn't? -
then recreate in another medium... then what about a textile piece using
the yarn and beads and craft stuff -
In a new situation (and a little unstable - room, supplies and so on - the
things you can't control), I would stay with what you know, what your
interests are (what you can control) and then experiment a little. You may
be surprised at the connections you can make when you get a chance to take a
breath. Your enthusiasm for what you are doing should transfer to the kids
- you won't be anxious with new surroundings and a new project and
everything will be fine...
I have found that kids really are into their work when I read to them -
maybe there is a simple book or short story that could go with your lesson -
Ellen
> From my attempt at inventory, I can tell I do have: Lots of
> construction paper, but no white drawing paper. Tons of cray-pas, plenty
> of tempera, watercolor, and acrylic paint, plenty of glue, only #2
> pencils, plenty of broad-tipped crayola children's markers. Also have a
> TON of yarn, but no loom structures, lots of beads/crafty-stuff (summer
> camp). I have NO visual aides or prints that I can find. Im very excited
> to be starting, but my mind is drawing a lot of blanks as to coming up
> with good DBAE-based lessons with these materials and no room to organize
> them. Any help would be very much appreciated.
> Ian Hirschtritt
>
>
