Mood swings.

Have you ever wondered about the moods of eighth graders? How would a mood look if it became a painting? After years of teaching art, I finally decided it was time to find out and delve deeper into the mind of an eighth grader. What I discovered was refreshing. All my students displayed honesty and showed what unique individuals they really are. This art problem gave students time to reflect on their feelings and view art as a revealing and creative process.

Presenting the Problem

We talked about being human and how all humans experience moods. Even in the course of a single day we may experience many moods. Students agreed that you often can't control how you feel, but you can control how you react to your moods.

I challenged them to create an abstract painting expressing a mood using lines and colors. I passed out copies of moods listed from A to Z. We read them aloud. For example, A for angry, B for brave, etc. (We couldn't think of a mood for X, so we substituted x-cited or x-ellent.)

Personalizing the Problem

To make it more personal, I suggested students might want to depict themselves as a shape, such as a circle or a square. For instance, if you feel victorious, a large circle could represent you. If, on the other hand, you feel lonely, a small circle could represent you. Students got excited and began to depict their own moods.

Students spent the rest of the period brainstorming. They drew three different mood designs, picked their favorite, and redrew it on a 9 x 12" (23 x 31 cm) white sheet of paper.

Sharing Research on Color

Students used color as another important part of the visual vocabulary to express a mood. They were fascinated to learn about color and the power it has over us.

I shared with them passages from the book, The Power of Color by Morton Walker. Walker notes that, according to research, each color has unique characteristics and can affect people in a positive or negative way. For instance, the color red is associated with passion, power, energy, vitality, and excitement for life, all in a positive way. The negative aspect of red would be that it represents suffering, anger, or fear. According to color theory, red increases appetite while blue decreases appetite. Hence, the old advertisement, "all you can eat, blue plate special," came about because people eat less food off a blue plate. "Imagine eating blue spaghetti or blue cantaloupe," I say to make students laugh.

If a person has criminal tendencies, they shouldn't wear the color black. In prison they put criminals in pink cells. If you adopt black as your personal color, it can signify that you are very dignified, worldly, and regal. But, to a clinical psychologist, black suggests depression.

Exploring Moods with Paint

To ensure efficiency and avoid the wasting of paint, I prepared and mixed every color imaginable and put them in six ice cube trays. I prefer this strategy so that my students can focus totally on the colors they need, rather than being sidetracked by mixing colors.

I supplied small Popsicle sticks to aid in scooping out a particular color. Often a small amount of paint is all that is needed. Students used only small brushes. I covered the trays with tin foil to preserve paint for the duration of the project.

Now, as the teacher, I sat back and watched in wonder as students explored their moods. Precious paintings appeared before my eyes.

Popular Assessment

Results can take five to eight days and you can vote on them when you're done. The voting ballots could read: best colors for mood, best lines for mood, most original, best painter, most awesome, personal favorite, and captures mood best.

We discussed five types of LINES and how they make you feel:

Vertical = strong and secure.

Horizontal = relaxed and calm.

Diagonal = tense and stressed. Curved = easy going and happy.

Zigzag = excited and dangerous.

Student used a combination of these lines as their vocabulary to express a given mood.

NATIONAL STANDARD

Students select and use the qualities of structures and functions of art to improve communication of their ideas.

Linda A. Smyth is an art teacher at Gloversville Middle School in Saratoga Springs, New York.