Poetry fish.

Poetry functions as an instructive tool across the curriculum. To use this extraordinary tool, we must engage in our own creative journey with poetry by reading it, writing poetry, and finding inspiration in a new approach. How do we read a poem? Is there a correct format to explain poetic imagery? Can young children be introduced to poetry and create meaningful poetry of their own? The answer is yes!

I begin the Poetry Fish unit by reading a counting book titled Fish Eyes by Louise Elhert. Children follow along with great interest and pause to notice the various shapes and colors, and count in unison. Students are introduced to various artists' renditions of fish and ocean life through displayed art reproductions, discussions, and books. For example, the wonderful patterns and texture of The Goldfish by Paul Klee allows students to see one artist's interpretation of ocean life, and notice the differences between styles of fish. Skinny fish, large fins, triangle-shaped fins, or rounded fins--all interesting comparisons can translate to their personal work.

Playing with Clay, Step-by-Step

To prepare for this lesson, I cut the soft, nontoxic, polymer clay into 1 x 1" (2.5 X 2.5 cm) pieces in an assortment of colors. To allow for the correct amount of materials, each student is required to use two pieces of this size. The second piece is divided in half and traded with another student to allow for color assortment. I estimate each child will need one large piece and two smaller pieces to complete the main parts of the fish. This process will also control the size of the end product so it may be used as a magnet or worn as a decorative pin.

Allow each student to select one color at the start of each step to maintain focus on the task at hand. Students begin by rolling their large piece of clay into a ball. This process is completed as a group to minimize confusion or competition of colors. When a small ball is formed, instruct students to pinch the clay between their thumb and forefinger to create a small round or oval pancake shape. This is a wonderful fine motor exercise for young hands! I caution students to keep the clay on the thicker side to prevent cracking and compare the thickness to the width of the wooden Popsicle sticks at their tables. This will be the body.

Building Piece-by-Piece

Students place the body aside and repeat the same process with a new color of clay. Encourage students to select a complementary color, light color, dark color, primary color, or secondary color--use art terms you are currently reviewing. The second pancake shape is cut into a triangle with a toothpick or wooden stick and attached to the body to form the tail. Scoring the clay with a toothpick and creating fins secures the remaining pieces of clay. Trays of clay in various colors are distributed in very small pieces to allow students to decorate their fish. Students are instructed to roll the tiny balls of clay into polka dots and snakes of clay to create stripes. Students may layer the clay or mix colors to achieve a desired appearance.

Describing Word-by-Word

Students take a moment to reflect as they listen to ocean music for the last portion of the lesson. They are instructed to find one descriptive word or phrase about their fish and "swim" with their fish carefully to the table prepared with tinfoil trays. Students wiggle their bodies across the classroom and place their fish on their name, which has been written on the foil in permanent marker. After placing their finished piece on the table, students share their descriptive word or phrase with a parent helper or teacher seated next to the table with a large tablet of paper. Students return to their space to clean or sit on the carpet to await the next instruction. Depending on time frame, students may color an ocean mural using all the new information obtained, or write about their process in journals while the clay is cooking.

Polymer clay will take approximately ten minutes to cook and can be baked in a toaster oven or conventional oven according to manufacturers' directions. The final part of the lesson results in reading the completed list of descriptive words or phrases and asking students what they have created. Several students are usually able to guess "a class poem" and other children nod enthusiastically in agreement. Pins or magnets may be hot glued to the fish after an optional spray of clear polyurethane in a well-ventilated area. Students thoroughly enjoy the process of making the fish and are pleasantly surprised to find they are able to create poetry in such an easy format. This positive experience opens many doors for younger students intimidated by writing or new to poetry.

Here is an example of one of our delightful poems:

   Funny Frilly Fish

   Double lips
   Funny frilly fish
   Spiky
   Fingerprints in blue
   Lantern fish
   Golden dot eye
   Glowing sunrise
   Wavy, wavy, dot
   Spidery eyelashes
   Two fins
   Lost feeling fins
   Tropical
   Lightening
   Fancy fans
   Black dots like night
   Skinny rainbow
   Big eyed
   Zebra stripes
   My wish fish

Safety Note: If a polyurethane glaze is applied to the fish, allow the clay pieces to dry thoroughly overnight. Apply the spray away from any children in a safe outside location.

Resources

Bunchman, J. and Bissell Briggs, S. Pictures and Poetry. Worcester, MA: Davis Publications, 1994.

Elhert, L. Fish Eyes. New York, NY: Red Wagon Books, 2001.

Venezia, M. Getting to Know the World's Greatest Artists: Paul Klee. Danbury, CT: Children's Press, 1991.

NATIONAL STANDARD

Students use different media, techniques, and processes to communicate ideas, experiences, and stories.

WEB LINK

www.sai.msu.su/wm/paint/auth/ klee/golden-fish/klee.golden-fish.jpg

Tara L. Kanevski is an art teacher at Benjamin Franklin Classical Charter School in Franklin, Massachusetts,