I work in such a cool place. Did you know that? Maclay values the Arts on campus. This is evident by when you walk down the hallways and see really super artsy items hanging up on the bulletin boards or go into the classrooms to see pieces of art like these sunshines in the particular blog post. I tend to be on the 4th and 5th grade hallways a good bit as that is my route on campus to different destinations.
Mary Byrd and Peter Max’s Psychedelic Sunshines make my heart smile when I see units that tie together Arts Integration like this lesson. Lots of Elements of Art being taught in this lesson. The teachers on the hallway incorporated the theme for our Celebration of the Arts into their classroom lessons. These are some of the results. Pretty cool, right?
Here are some lessons on our blog that are tired and true with Peter Max!
http://2soulsisters.blogspot.com/2017/01/peter-max-valentines-unit.html
http://2soulsisters.blogspot.com/2016/11/5th-grade-free-styling-peter-max-flags.html
http://2soulsisters.blogspot.com/2017/03/getting-ready-for-our-celebration-of.htmlhttp://2soulsisters.blogspot.com/2016/06/peter-max-maxed-out-at-end-of-year.html
Some other way cool art lessons about Peter Max on other Art Blogs / Educational Resources:
http://paintbrushrocket.blogspot.com/2015/04/third-grade-peter-max-hearts.html
http://dolvinartknight.blogspot.com/2013/03/peter-max-style-perspective-landscapes.html
http://www.fabercastell.com/playing-and-learning/the-art-room/project-ideas
http://artjulz.blogspot.com/2014/05/lady-liberty-peter-max-andy-warhol.html 
http://linesandcolors.com/2007/09/10/peter-max/ 
https://www.parkwestgallery.com/artist/peter-max Here you will learn all about Max’s life:

Peter Max’s story begins in Germany where he was born in 1937. He and his family fled the Nazis in 1938 and moved to Shanghai, China, where they lived for the next ten years. Max was incredibly artistic from the moment he was born, enamored by color and constantly searching for ways to draw on everything (to the detriment of his mother). For Peter, color was paired with sound – an intense synesthesia. The ripple of crayons on a steamer trunk was the first memorable experience for the artist where he truly realized his love for sound and color. Today, there are few works by Max created in silence.

Early in his life, Max fell in love with three things: comic books, movies, and jazz – all uniquely American. In China, Max’s lessons were taught in English, so when he saw his first American movie after school at the cinema and picked up his first comic book, he was able to understand them. Max’s early love for comic books hugely affected his style. The foreshortening of lines, bold colors, and the heavy black outline of the characters stayed with him.

He and his family traveled through Tibet, southern Africa, India, Italy, and Israel, exposing the young Peter to more cultures and languages than many see in a lifetime. While in Tibet, Max was struck by the monks in meditation. They were carrying their walking sticks and chanting by the waterfall at sunset—an image that Max wouldn’t forget and one that often appears in his art.. Before he left China, the pillars of Max’s style had been constructed. His love for color, spirituality, graphic lines, and music formed the foundation on which he would create his future artwork.

In 1948, they moved again, this time to Haifa, Israel. Peter learned fluent Hebrew and began delving more seriously into his art. Becoming a distraction from his classes, his parents tried to structure his creativity by enrolling him in art lessons with a Viennese Expressionist after school. Professor Hünik enlightened Peter, changing the way he thought about color. He became the professor’s protégé for the next two years and began defining himself as a colorist. When he needed more assistance with his drafting, he turned to comic books, following their foreshortened lines and vivid style.

There was another book that heavily influenced his style, though, and it was less than conventional. One summer, Max began reading the encyclopedia, beginning with the letter “A”. He got no further than astronomy. He was enamored by the subject, so much that he begged his parents to study academically. They found a way for him to audit classes at Technion, a scientific university in Haifa, where he began his thirst for space. Later in life, this deep interest in the cosmos would turn into a spiritual quest as much as it was scientific.

Before moving to America, the Max family traveled to Paris for nine months in 1953 where Peter spent time studying at the Louvre. While Max had demonstrated his interest in sweeping color and lines, almost nearing abstraction, his interest at the Louvre was actually in works by the 19th century artist, Adolphe-William Bouguereau. His nearly photo-realistic paintings were inspirational to Max, who wanted to focus more on his draftsmanship. Bouguereau was his ideal mentor to allow him to further develop his technique, but Max soon learned that while he was capable of painting in such a naturalistic style, it took much more time and patience.

His family eventually settled in Brooklyn, where Max graduated high school then studied under the realist Frank J. Reilly at the Art Students League. He spent nearly all his time at the Art Students League, taking every class possible for the next five years. He learned drafting and anatomy from Reilly, finely honing the technique he once admired of Bouguereau. Max discovered, however, that by painting so photo-realistically, he was closing off his imagination, limiting his options. Pushing toward abstraction, color fielding, and many of the styles in vogue, Max eventually found a place as a “Neo-Fauvist” and a “Neo-Expressionist,” allowing his creative spirit to blossom.

In 1961, fresh out of school, Max started a graphic design studio with friends, finding almost overnight success in the design industry. Throughout the sixties, Max developed his signature “psychedelic” style (his ongoing fusion of eastern yogi philosophy, astronomy, comic books, studies in color, and music) expressed through posters, advertising, and his graphic works. The look he achieved was sought-after by companies across the country and agencies, magazines, and national publications placed Max at the center of the youth movement. The story behind his poster for the Central Park “Be In” on Easter of 1967 was even adapted for the Academy Award-winning director Milos Forman’s film, “Hair.” Max was at the center of a cultural revolution, magnified by his unique graphic style. He was featured on The Tonight Show and on the cover of LIFE Magazine. His posters were on the walls of every college dorm-room, and he had become an iconic artist and designer.

In 1968, while working on a film in Paris, Max met Swami Satchidananda. That moment was life-changing for the artist. Introducing him to yoga and a deeper understanding of Eastern spirituality, Max invited the swami to stay with him in the United States, helping him establish the Integral Yoga Institute, spreading the teachings of yoga throughout America’s youth. With more than 70 branches in each state today, plus 21 other nations, Max helped introduce yoga to a greater portion of the world, enlightening young and creative minds.

For most of the 1970s, Max shut down his graphic workshop. Intensely focused on his getting back to the paint, he took himself off the radar for almost 18 years, only spending time painting. Park West Gallery has enjoyed a relationship with Peter Max since the 1970s and is the artist’s largest and longest-running dealer in the world. Throughout the ‘70s, even while retreating somewhat from the spotlight, Max stayed busy, the subject of an exhibition at the De Young Museum in San Francisco called “The World of Peter Max.” He was also commissioned by the U.S. Post Office to make the first ever environmental 10 cent stamp, commemorating the 1974 World’s Fair in Spokane, Washington. In 1976, he worked with Lee Iacocca of Chrysler to save the Statue of Liberty, creating a series that generated enough funding to restore the desperately worn landmark.

His style changed during this 18 year retreat, adapting his technique to the paint rather than a graphic medium. His palette became softer and more diverse and his strokes became broader and more textured. Thematically, he began to develop new imagery, like The Dega Man, Zero Megalopolis, and The Umbrella Man. American icons, especially the Statue of Liberty, appeared over and over in his works and, by the time he returned to the public scene in the ‘80s, Max’s style has transformed into something dramatic and almost politically charged. He re-opened his studio, creating a 40,000 square foot space for administration, painting, production, and gallery tours, just across the street from Lincoln Center in Manhattan. From that point on, Peter Max has stayed in the public eye, using his art to express his creativity while raising awareness on environmental and humanitarian issues.

In his global causes, Max is a passionate environmentalist and defender of human and animal rights. He has done paintings and projects for Presidents Ford, Carter, Reagan, Bush, and Clinton. In 1994, Max created a “Peace Accord” painting for the White House to commemorate the historic signing.

Max has completed his fourth Grammy Award poster, redesigned NBC’s symbolic peacock, was appointed as the official artist for five Super Bowls, the World Cup USA, Woodstock, the U.S. Tennis Open, and the NHL all-star game. Recently, he created six poster images in response to the September 11th attacks. Proceeds from the sale of these works were donated to the September 11th, Twin Towers, and Survivors Relief Funds. In October 2002, Max created 356 portrait paintings of the firefighters who perished in the September 11th terrorist attacks. Each painting was presented to the surviving families of the firefighters at a ceremony at Madison Square Garden. Also in 2002, Harry N. Abrams, Inc. published a new hardcover book, “The Art of Peter Max,” written by Charles Riley III, Ph. D.

Today, Max has evolved from a visionary pop artist of the 1960s to a master of neo-expressionism. His vibrant and colorful works have become a lasting part of contemporary American culture.

Articles on the benefits of Arts Integration:
https://www.aaeteachers.org/index.php/blog/936-the-benefits-of-art-integration
https://www.edutopia.org/arts-music-curriculum-child-development
http://www.opencolleges.edu.au/informed/features/how-integrating-arts-into-other-subjects-makes-learning-come-alive/
Resources for Arts Integration:
https://educationcloset.com/arts-integration-lessons/
http://www.nea.org/tools/lessons/Arts-Across-the-Curriculum-K-5.html
http://www.artsintegration.com/?gclid=CjwKEAjwq5LHBRCN0YLf9-GyywYSJAAhOw6my8DeDhcmpvjaX-A7yEPWyYrZIQW4V9dvNci2gjfHtxoCX-Lw_wcB
http://think360arts.org/for-educators/lesson-plans/
Mary Byrd is on a very creative hallway at Maclay. All of the teachers are really artsy and seem to just “get” projects that tie into their curriculum and our school environment. I always love walking down the hallway to check out their bulletin boards. Maybe they will allow me to post on the one that is going up now on Earth Day =)
So here is a SHOUT OUT to my artsy lower school teachers! I love that you allow your kiddos to get messy and learn about art in your classrooms within your curriculums! Thank you! And, to those of you dropping by to check out the blog…stay awhile! 1969
When you have a best teacher friend that follows your blog and gets inspired to do some of the ideas in her own classroom….ahhhh that is quite a good feeling! This was one of those post that my friend, Renee, chose to use as a tool in her classroom too. I think her kiddos did a great job. They thought Kristina Kuzmic’s video was on point! Crazy how something so simple can be that powerful.
My daughter had Renee as a 3rd grade teacher. She was just awesome. She had her pulse on many items in her classroom. The kids flourished in that environment. You see Renee is that teacher that is still teaching my daughter. They had a special connection and as we were applying to college and getting all of that jazz lined up…who was there to proof our college essay? Yes, Renee! (and, Jeff too)
2 weeks ago I wrote a post on this topic. I contacted Kristina via Facebook. She shared our post on her Facebook page. Do you know how many of you have visited that particular blog post? Guess… Well, as I am typing we are at 13,200! Yes, in a 2 week span. Can you believe that? Here is the link below:
http://2soulsisters.blogspot.com/2017/03/you-are-bbq-sauce.html 
I think with that much traffic coming our way on this blog that it must mean that their is a need to discuss topics like bullying, mean girls and character education. What do you think? Well, Renee does a great job on integrating art into all of her lessons. It is such a smooth transition that the kids don’t have any idea they are learning. They think they are having fun. Now, if you can pull that off in the classroom in this day in time you have a true calling for teaching.
Have you ever watched Kristina Kuzmic’s videos on YouTube? If not, check them out. They will make you giggle. she has the true gift of gab and I love to see it.

Have you ever watched this video? Oh my….love that these boys stood up for what was right!

This one I just had to share…It will make you laugh. As a 26 year veteran teacher, I laughed really hard at this video. Sarcasm at it’s best! If you want to watch the original “You Are The BBQ Sauce” video see my post link above.
Thanks, Renee for sharing your kids art with me. I am sure the Kuzmic family would be impressed to  know just how many families lives they are touching and making a difference with just that catch phrase of “You Are The BBQ Sauce!” – Enjoy, 1969
Art Class got in on some of the action of teaching about bullying. We were asked to make signs that say, “You Are The BBQ Sauce.” We didn’t tell the kids why. Other teachers on campus hung them up. The kids were buzzing with ideas on what this concept meant. They were up for a week then all homeroom classes had a session on watching the video below.  This video clip lead to a dialogue on how you should treat people. This was a venue for discussing a myriad of issues that kids deal with in the bullying realm.


Follow up questions after the video were sent out by email. They are listed below. Thanks to Lance and Kathy for organizing this well worth it activity to promote awareness in our school.
 
4 Ways To Deal With A Bully
1)     What did you think of the video?
2)     What is the main takeaway from the video?
3)     How common is bullying here at Maclay?
4)     Does age make a difference?
5)     Are there differences in the bullying experience of girls and boys?
6)     Who do children tell when they are being bullied?
7)     Why don’t some children tell?
8)     What does it feel like to be bullied?
9)     What is the role of peers in bullying?
10)  Are some children more likely to bully than others?
Follow up questions for the video were sent out by Lance Ramer and Kathy Englebrecht for a post discussion during homeroom.This leaves the door open for kids to come to us for their advocate if a specific situation arises. 

I have worked in several schools and I must admit that my School Head is on POINT when dealing with these situations. She just has her finger on the pulse of our middle school students. So lucky to be working with her and learning her tricks of the trade to grow my personal awareness and be able to collaborate with my peer faculty members.

How did we make signs? We used extra time at the end of class and had kids that were in between lessons collaborate and work on them. We used donated mat board, markers, pencils, and crayons.
I took photos of a few and printed them on the copier for the BBQ Sauce Team to be able to hang them up in classrooms, around school and on lockers.

How do you tackle this subject in your classroom?
We would love for you to share. Please comment in the links below and let us here from you.
Do you collaborate with other classrooms on your campus? How do you all spread the word?
https://www.littlethings.com/comical-kid-gives-funny-but-effective-anti-bullying-tips/
Enjoy, 1969

UPDATED on 3/7/2017
4 Ways to Deal with a Bully – Summary of Responses 

1) What did you think of the video?
Good source of information
Helpful – interesting to watch
Different version of information
Lame one-liners
Different than what they expected
Good examples – shorter is more effective
Empowering
Now know what the signs meant

2) What is the main takeaway from the video?
You are the BBQ Sauce
Need to be nice to everyone, even if everyone doesn’t like you
4 ways to deal with a bully
Good metaphor
Relaxed – casual people talking about bullying
Bullies are bad
Stand up for people without being mean
We should not be complacent – need to help others

3) How common is bullying here at Maclay?
Relatively rare
Much better here than other places
Kids feel safe here
See it a lot – Happens Frequently (break & lunch)
More verbal bullying – “just joking” – sarcastic & shady
Not at all
Pretty common – teasing
No physical bullying
People are too sensitive
Most are benevolent, however some can be malevolent

4) Does age make a difference?
Going to theatre
HS @ lunch – MS @ drama
Yes & No – bullying should not take place
Some older kids think they have power over the younger kids
8th graders are being rude to 7th graders
Older kids think it’s cool to pick on younger folks
Younger kids won’t stand up to older kids
Worse in lower school

5) Are there differences in the bullying experience of girls and boys?
Girls talk behind your back and think that they are better than you
Boys make fun of each other
Girls are biggest bullies – gossip
Boys tease each other more, but get over it
Girls have more drama and are meaner
Girls over react with everything
Guys are more physical – Girls are verbal
Don’t think boys realize they’re bullying
Girls more sensitive
Getting cut from athletic teams can be hard because people talk about you

6) Who do children tell when they are being bullied?
Mom, Sister, Teachers
Tell their friends, especially girls
Boys would tell and adult if they thought someone’s life was in danger
Scared to tell & be labeled a snitch
Guidance – Mrs. Smith
Teachers they’ve known for a while
Parents or their Regent

7) Why don’t some children tell?
Scared
Easier to not get involved
Maybe they think if they tell the other person will bully them more
Become a bigger target/Make things worse
Afraid others won’t talk to them
Embarrassed
Scared
Bully would tell them not to tell. If they did they would not have friends and other students would give them a hard time.

8) What does it feel like to be bullied?
I don’t like being taken advantage of
It sucks
I haven’t been bullied – harassed (bullying is everyday & consistent…harassment is less frequent)
Bad/Saddening – feel like alone
Ruptures your soul, and it is quite abrupt

9) What is the role of peers in bullying?

Must standup/confront the bully

Depends on the type of bullying – Verbal v Physical

There’s a small group of people in each grade that would talk

Most people would just watch & not speak up

Depends on how bad the problem gets/context

Support the person being bullied – emotionally

10) Are some children more likely to bully than others?
Can’t be explained – jealousy
If you grow up a bully, you’ll continue to be one
Bullies come from unfortunate/uncomfortable lives and bad situations
Bullies are insecure & they need to bully to feel secure & not worry
Popular/Not Popular
Small school lends to less bullying because you know everyone