TEACHER’S MANUAL

Section 2 Teaching Art Skills

• Arts For Life Mission and Teaching Philosophy • How is Arts For Life Different from Art Therapy? • The Arts Teach… • Teacher Training Worksheet

• Teaching a Successful Lesson

o What Makes a Successful Art Lesson o Teaching All Ages o Current Monthly Themes o English to Spanish Terms

• Teaching Tips

o Tips for Bedside Studios (Inpatient/Overnight) Chapter-Specific Inpatient Tips + Checklists

o Tips for the Art Table (Outpatient Clinic) Chapter-Specific Outpatient Tips + Checklists

• Toolbelt Projects

o One Piece of Paper Projects Cat Lizard Elephant Stand-up Neighborhood Animal Mask Flip Book

o Shorter Paper Projects M-Fold Puppet Paper Rose Paper Robot Accordion-Fold Snake Paper Strip Ball 3D Ball with Symmetrical Shapes Abstract Paper Strip Mobile 3D Rainbow 3D Paper Strip Collage

o Materials Exploration

Model Magic Projects Model Magic Butterfly Color Blending Worksheet

o When a Marker is Not a Marker

Crayon Resist Jack-o-lantern Mask Diffusion Flowers (and Variations) Scratch Foam Pattern Prints

• Review: ONLINE QUIZ / artsforlifenc.org

 

Our Mission and Teaching Philosophy

mission Arts For Life is a 501(c)(3) nonprofit organization dedicated to supporting people facing serious illnesses and disabilities. By providing educational art programs, we enrich patients’ lives, nurture their minds and spirits, and encourage positive healthcare experiences for children and their families. Our visual art, creative writing, and music programs decrease patient stress and anxiety, keep patients active and engaged, and help families cope with the realities of illness.

teaching philosophy Art is for everyone. We believe in using the arts as a foundation for self expression, discovery, and a life-long love of learning. By guiding students through educational art experiences, we allow them to set the pace, ask questions, and find their own voices. We adapt lessons in one-on-one and group settings to engage, challenge, and meet the needs of the unique individuals we serve. We believe in process over product, in experiential learning, and that success is defined in a myriad of ways. We are paintbrush-wielding, guitar-strumming, art skill-building facilitators of memory-making. The experiences we provide to patients and families may not alter a diagnosis, but they do transform the hospital experience.

how is arts for life different from art therapy? It is important to distinguish the fact that Arts For Life is an Art Education-based organization rather than an Art Therapy-based program. Art Education is the area of learning that is based upon the transfer of knowledge and skills in the visual arts—drawing, painting, sculpture, design in jewelry, pottery, textiles, etc. – and in Arts For Life’s case, music and creative writing, as well. Art Therapy is the therapeutic use of art making, within a professional relationship, by people who experience illness, trauma, or challenges in living, and by people who seek personal development. Art therapy integrates the fields of human development, visual art, and the creative process with models of counseling and psychotherapy. Art therapists are licensed professionals trained in both art and therapy/counseling. Here’s a metaphor that may help: Every child needs to go to the pediatrician throughout their young lives to get check-ups and to take care of their basic health needs. But say there’s a serious issue; it becomes clear that the child needs special attention. If there is something more in-depth that needs to be addressed, then you would be referred to a specialist in that field. Arts For Life is the pediatrician in this case and Art Therapy is the specialist. Arts For Life sees every patient, sibling and parent that is interested in art, without referral or cost to the family. We do not provide services based on clinical diagnoses relating to mental, emotional, or behavioral health. We do not interpret or evaluate the artwork that children create. We are providing educational art skills and techniques to help encourage learning and growth for youth within the hospital system. Definition of Art Therapy from the American Art Therapy Association

the arts teach … 1. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail. 2. The arts teach children that problems can have more than one solution and that questions can have more than one answer. 3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world. 4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds. 5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition. 6. The arts teach students that small differences can have large effects. The arts traffic in subtleties. 7. The arts teach students to think through and within a material. All art forms employ some means through which images become real. 8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job. 9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling. 10. The arts' position in the school curriculum symbolizes to the young what adults believe is important. SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA. - See more at: http://www.arteducators.org/advocacy/10-lessons-the-arts-teach#sthash.7cM0P42G.dpuf

teacher training worksheet

Name: __________________________________ Date: __________________

1. Who have been the most influential people in your life? How has their influence affected you? What did they do and how did they act to have an impact on your life?

2. Who was the best teacher you had during elementary school years? How old were you and what grade were you in? How did you feel in the teacher’s class? What qualities did s/he possess that enhanced/created this feeling?

3. Who was the worst teacher you had in elementary school? What were the weaknesses/qualities that made them a poor teacher?

4. What was your first hobby—something you liked to do outside of school? How did you become interested in the hobby? Who were the teachers/leaders/mentors who helped you develop your interest?

5. Who was the best teacher you had in middle and/or high school? How old were you and what grade were you in? How did you feel in the teacher’s class? What qualities did s/he possess that enhanced/created this feeling?

6. What skills did you learn in high school and college that you still use? How did you learn them? Who helped you learn them and how did they help?

7. Who has been a mentor in your college/adult life? what qualities did/does that person possess and how did they pass along information/life lessons successfully?

8. Please complete this statement: I believe ALL good teachers should_________

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Look back through your answers. Circle the adjectives that stand out to you—these are the attributes that YOU personally assign to excellent teachers. Write all the words you circled here:

what makes a successful art lesson? As an Arts For Life teacher, you have the opportunity to transform a child or parent’s hospital experience, one lesson at a time. That’s why we want to give you all the tools you need to teach and create lessons that are unique, engaging and educational.

unique Arts For Life art lessons are designed to bring something to patients and families that they have never seen before. Our teachers have access to a wide variety of high-quality art materials and tools—many that kids have never had the opportunity to use in their art classrooms at school. With superior supplies, and with our typically low student to teacher ratio, our lessons can really delve into some creative, and appropriately challenging processes and techniques. Sometimes the students have the most unique ideas! When a patient, sibling or a parent has a new project idea, “NO” is not in the vocabulary of the Arts For Life teacher. “That sounds challenging,” “I’ve never tried that before,” and “Let’s get started!” are some phrases you should get used to! Be open to the students’ ideas. Admit that you may not know how to do that and ask them how they would do it. Encourage a thought process together.

engaging Arts For Life lessons guide students through projects that are thought-provoking, surprising, and both visually and intellectually stimulating. Lessons are deigned to help teachers easily simplify, extend, or tweak a project for the individual student, in order to keep him/her engagedBe creative and always try the “Tweak It” options yourself so you know if it will work.

educational Chances are if this lesson is unique and engaging, there will be plenty of room to teach something new. Our lessons encourage and challenge teachers to “find the teachable moments” with students: to seize opportunities to teach a new color theory, term, technique or history fact. Make connections with the history, term section or art theories in the lesson. Utilize the Arts For Life resources and the plethora of information on the Internet that is available to you.

teaching all ages Children Ages 2 – 4 Limit your time expectation with this age group: 15 – 20 minutes of focused activity is a success. Art with these very young students is all about materials exploration; keep them engaged by offering new materials. This is also a good age to work collaboratively, or with student and teacher working together on the same piece. Emphasize the process, rather than the product, and incorporate play into your teaching. Give these artists as much one-on-one attention as possible and invite parents to participate too. Starter activities: gluing, drawing BIG (big paper, big markers), paper punches and crimpers, model magic, paint mixing. Educational emphases: colors, shapes, letters, numbers, patterns, writing name, precise gluing, beginning cutting Children Ages 5-9 Most kids this age are ablaze with ideas and imagination, and eager to learn new skills. They still create art without overthinking or questioning their abilities. With these school-aged kids, introduce new materials that will challenge and stimulate their curious brains. Allow them creative freedom: give them the steps, but allow them complete control over their work. Give them verbal encouragement and positive support of their process as they work. Offer a wide variety of lessons that involve a range of materials and processes. Starter Activities: step-by-step drawing, watercolor techniques, paper folding activities (cards, airplanes), building with model magic or recyclables. Educational Emphases: color theory, elements of design, drawing elements, art history Children Ages 10-13 These kids are starting to develop more advanced skills and need to be challenged. This is also the point that kids start “opting out” of art more because they are not confident in their skills. Encouragement is key: from “selling” the project idea to guiding students through it, to helping them feel proud of their final result. Ask kids at this age about their art: tell me about what’s going on here. How did you choose this color? What did you think of this process or technique? Asking questions will help them gain confidence in their own work. Kids this age also respond often

to a challenge: I want you to include 3 symbols that represent you somewhere in your art. See if you can fill this whole page with color. Starter Activities: step-by-step drawing + painting, advanced folding projects like origami, jewelry-making. Educational Emphases: Color and design theory, multi-disciplinary aspects of art—how art applies to architecture, engineering, history Adolescents Ages 14-17 With students this age, developing a relationship is paramount; you may not even make any art with these kids until the 4th or 5th time you meet. This age range is interested in the social aspect of art – consider getting 2 or more teenagers together at the art table to work on projects. Although adolescents have the ability to create more technical and detailed artwork, they have often already decided whether or not they are “good” at art. It is a delicate balance, so sometimes it is best to offer simple projects to help students become comfortable with making art with you. Working alongside them—or making art while they make art—can help these students feel more comfortable. Starter Activities: abstract painting projects with texture elements, collage projects, (especially ones involving magazines,) “doodling” activities like zentangling or mandalas; jewelry-making. Educational Emphases: Color and design theory, art as it connects to the real world---marketing and branding, social justice, graphic design.    

2016’s Theme:

the artist’s journey UNIT 1. REFLECT (self) January: Journal

Vision Home/Place February: Perspective Biography Journey March: Storytelling Portraits Background UNIT 2. CONNECT (relate to people/things/places) April: Habitat

Animals Environment

May: Home Location Family

June: Community Culture Local Artists

UNIT 3. EXPLORE (other cultures) July: Culture Transportation

Architecture

August: Travel Around the World/Int’l. Maps

September: Art History Process Color Theory

UNIT 4. IMAGINE (outer limits) October: Superhero Dreams Fantasy November: Collaboration Science

Discovery

December: Celebration Giving Reflection

art terms English to Spanish translations

For many Spanish-speaking patients and families, the task of navigating the hospital can cause anxiety, uncertainty, and even frustration. Just imagine if you had to take your seriously ill child to a hospital where no one spoke your language! At the art table, Arts For Life teachers offer families a break from this fear and anxiety—art truly is a universal language! But even more than that, we want to offer families a refuge from the negative aspects of being at the hospital, and a huge part of that is taking the extra step to make sure kids and families feel included. Below you’ll find some simple Spanish terms that might be useful at the art table. Using them could go a long way in making our Spanish-speaking students feel welcome, included, and valued. Don’t worry if you pronounce a word wrong or can’t conjugate. The families will appreciate that you are trying and might even help you in learning more of their language! Hello, my name is __________. Hola, me llamo ________. Do you want to do art? Quieres hacer arte? The easiest way to use the verbs is

to leave in infinitive – and then you can always say “Vamos a…” (We’re going to…)

cut cortar glue pegar draw dibujar paint pintar use (for example, “use your hand”) usar press prensar look/see mirar/ver open abrir close cerrar up arriba down abajo turn over/flip dar la vuelta build construir sculpt esculpir spin girar erase borrar write escribir

paper papel crayon Cera/lápiz de colores paint pintura water agua scissors tijeras glue pegamento/cola canvas lincel brush brocha eraser borrador/goma more más less menos a little un poco a lot mucho big grande (gran if used before noun) little Pequeño/a right/left derecha/izquierda red Rojo pink Rosa orange Naranja yellow Amarillo green Verde blue Azul purple Morado grey Gris white Blanco black Negro brown Marrón Good job! Buen trabajo! Beautiful! Bonito/a (pretty)

hermoso/a (beautiful)  

tips for teaching in bedside studios (PEDIATRIC INPATIENT UNIT)

The Pediatric Inpatient Unit provides a great opportunity to reach patients and family members that have been in the hospital long-term and have maxed out on video games and TV time. They are ready for something new that can engage them and keep them busy for several hours at a time. Hurray! Here comes the Arts For Life teacher! (That’s YOU!) So, here you are, ready to teach; and there they are, ready to learn, behind a hallway of closed doors. Yes, some kids might be sleeping or not feeling well enough to try a new project right now, but there are also kids behind those doors WAITING for you! Now go and get ‘em – and remember to keep these tips in mind. Working in Patient Rooms

1. Before knocking on a closed door, first make sure that the door you are knocking on leads to the patient you are intending to see. (Sounds obvious, but it’s easy to make a mistake!) After knocking gently on a prospective student’s door, peek in to make sure you are not walking into a private situation. If you aren’t sure, ask a nurse.

2. Use the hand sanitizer by the door when entering and exiting each patient’s room. This is a MANDATORY hospital policy!

3. When approaching prospective students whom you’ve never met, always introduce yourself first, and then ask their names. Don’t assume that they go by the name on the census. Explain that you are an Arts For Life volunteer who brings art lessons and projects to patients. Make sure to engage the parents, patients and their siblings in an age-appropriate manner.

4. When visiting a student you have worked with only once or twice, re-

introduce yourself, stating your name and that you are an Arts For Life volunteer. Don’t assume that they remember you.

5. Rolling tables are available in most of the rooms, and can be adjusted

to the height the patient needs. These tables also have a “food tray” that slides out and is excellent for extra space (great to have supplies

on top table and use the bottom/food tray as the working space). If a table is unavailable due to storage of supplies that need to be kept sterile or for other reasons, bring a clipboard into the room. Tape paper to the board if necessary. Be sure that the clip is facing upward (not on a child’s legs or stomach) and on the opposite side from them. Sometimes it is necessary to hold the clipboard in place for children.

6. When using patient furniture, always ask first if it is okay to use or

move it. (Examples: May we move this chair/ table? Can I sit at the end of your bed?)

7. Clean all work surfaces before you begin work using hospital-approved cleaning materials.

8. If you find yourself alone with a patient in his/her room, this is the case and you are working with a child alone in a patient room, leave the door ajar and make sure the window shades facing the hallway are up. (if possible)

9. Caregivers need a break! And often when their children are engaged in

an art lesson with you, they use the opportunity to take one. When a parent or caregiver leaves, make sure you know where they are going and when they plan on being back. Give the parent an estimated time of how much longer you will be with the child. If you need to leave before the parent returns, pass the information about where the parent has gone to the patient’s nurse.

10. Sometimes when a patient is not up to making art, they have a sibling

who is. If the patient and parent say it’s ok, you can work with the sibling in the patient’s room. This is a great way for the patient to get involved even when they are not feeling well and could spark their interest in the project.

11. Offer projects to parents as well. Many times they would also like to

join in on a project. Give them materials for their own project, where appropriate, so that they don’t feel their only option is to help their child.

12. It is not unusual for patients to have orders from the Doctor to be NPO

(Nothing by Mouth) due to an impending procedure or other similar reason. Don’t give food or drink to a patient without checking first with a nurse or parent, even if the patient asks.

13. Do not, under any circumstances, press buttons on a child’s IV pole – even the silence button.

14. Patient care is the number one priority. While teaching lessons, do not

interrupt any procedures being conducted by nurses or other healthcare professionals. If you are not sure whether or not what you are doing is interrupting care, ask the healthcare professional involved. (Examples: Should we finish this later? Would you like me to leave for a little while?)

15. If a healthcare professional interrupts your lesson to conduct care, help

the patient transition from making art. If you will be able to finish the project, tell him/her when you can be back. If you will not be able to finish, leave (approved) materials for the patient to finish the project later on her own.

16. If there is a non-life-threatening emergency with a child and you are

the only person in the room, press the Nurse Call button on the side of the bed or the remote for help. Examples of this kind of emergency include: if a child throws up, falls, or has a bathroom emergency.

17. If there is a life-threatening emergency—including loss of

consciousness, severe breathing distress, or seizure—pull the Red Emergency Cord immediately or the Emergency Button in the room. Doing so will initiate a rapid response from the nursing team.

Projects

1. Simply asking a patient if they would like to do art usually comes back with a “no,” or “maybe later.” But if you show them examples of possible projects, they are more inclined to say Yes!

2. It is best to have two or three projects and their materials planned and prepared for each day teaching. You will need to be able to alter your activities, projects, and teaching methods to meet the distinct and special needs of each child

3. If a child is not interested in any of the lessons you have planned, offer

him/her a project you learned during your ARTS FOR LIFE toolbelt training. Still only introduce the new materials for the project at hand to avoid distraction or confusion.

4. Tell students how much time you have to spend with them and give a ten-minute warning before you need to leave.

5. For students that you are able to see on a weekly basis, seek

opportunities to deepen their art education by offering projects that build on one another. It’s empowering to develop and master a skill over time.

6. Avoid excessive repetition of your tool belt projects. It is easy to fall

back on the same two or three successful projects, but it is important to have a rotation of successful projects – not only for the students who are with us often or for long periods of time, but also so popular supplies do not dwindle too quickly

Materials and Organization

1. Maintain control of the cabinets and/or your tote at all times. Do not allow kids to grab materials out of the cabinets and/or your tote bag.

2. Be aware of patients’ and families personal space. In the hospital, this space is at a minimum. Only bring the materials you need for the project you are doing, and keep them neatly contained and organized while you work.

3. Always give patients NEW Play-Doh or Model Magic. Offer for the patient to keep the Play-Doh or Model Magic at the end of the session. If they do not want it, throw it out.

4. Never leave scissors, glue gun, or other sharp or dangerous tools in a

room when you are not there. Such tools must be used strictly under your supervision, even if there are parents present. If you are in the middle of project and must run out of the room to retrieve another material, take hazardous materials with you.

5. Art Kits are great to leave with the student who aren’t feeling well, or

want more art for later.

6. Make sure to discard any paper or any porous materials that have been touched after each student. (Examples – pom poms, feathers, pipe cleaners.) Only give the amount needed for a project.

7. When leaving each child’s room, be sure to clean all surfaces and

materials. Look at the floor around your workspace before you leave,

check the outlets, and pick up any large pieces of paper or scraps that might have fallen.

8. Always use the sinks in the hallway or playroom to clean supplies or to

get water for a project.

9. Clean all materials thoroughly and return them to their places in the

cabinet at the end of your shift.

10. Record the names of the students with whom you work as the day goes on, rather than waiting until the end of the day. It is easier to remember everyone and much easier to estimate the amount of time when you are filling it out in the logbook at the end of the day.

Playroom or Art Room *Please check with your Program Director because your chapter may not have access to these rooms.

1. ARTS FOR LIFE teachers may use the approved playroom to conduct lessons as approved by the Child Life Staff. (Check with your Program Director to see what playroom you are approved to use)

2. If a patient (or sibling) is able to leave their room, you can offer to make art with them an the playroom. If they would like to move to the playroom but the parent or caregiver does not wish to accompany you, show the parent where you will be. Give them a time frame of when you will return the patient to his/her room.

3. The playroom is a great setting for encouraging patients to talk with

each other and collaborate.

4. When conducting lessons in the playroom, always wipe down tables and chairs before and after use.

5. If working in the playroom with multiple kids, each child should have their own materials. If the patients want to trade materials, you can clean each set and switch them out – do not allow patients to share materials.

Downtime

1. If there are no children to be seen on the unit(s), you may use your downtime to make art kits. Materials for these kits will be provided by your Program Director.

2. You may also check the deep cleaning schedule, and deep clean the cabinet as needed.

3. Reorganization is always welcome in the art supply cabinets or closets.

You may go through the cabinets and make sure all materials are where they are supposed to be.

4. Always go back to make rounds routinely. Seeing patients is the

priority! Patient List (a.k.a. the census)

1. Tell a nurse at the nurse’s station that you are a volunteer with Arts For Life. Request a copy of the census. (In some chapters, regular volunteers are not granted access to the census, but ARTS FOR LIFE volunteers are).

2. The information on the patient list is confidential and should be kept covered at all times.

3. Do NOT leave a patient list in a patient room. If you realize you have

done so, go back immediately and retrieve the list.

4. Please place all patient lists at the end of the day in their assigned shredding bins.

inpatient check list FOR ARTS FOR LIFE VOLUNTEERS & INTERNS

o Check in at Volunteer Services.

o Always wear your Arts For Life and hospital name badges.

o Wash your hands before entering on to the unit.

o Request a patient census from the Unit Secretary at the Nurses

Station.

o Review the patient census using the Patient Census Guide to identify Hem/Onc patients so you can plan to see them first.

o Review the ARTS FOR LIFE patient notebook notes from earlier that day to see who has already been worked with or if there are any notes from the Program Director, other Volunteers or Interns.

o Use the hand sanitizer by the door when entering and exiting each patient's room. This is a MANDATORY hospital policy! Note - if you are allergic to the sanitizer or hand soap, please bring your own sanitizer and use in the same manner.

o Knock before entering a patient's room. Introduce yourself clearly by stating your name and role with ARTS FOR LIFE. Maintain a positive, upbeat, and energetic attitude with patients.

o Scan the room to make sure you have gathered all of your supplies. Double check outlets in case you have something plugged in. If applicable, don’t forget your chair when you exit the room.

o Wipe down all materials between uses with patients.

o Clean all used materials before putting them back on the carts or shelves.

o Make sure to discard any paper or porous materials that have been touched after each student. Examples: pom poms, feathers, pipe cleaners, etc. A way to avoid waste is to control materials and only give the amount needed for a project. You can also ask patients what colors they would like to use and gather items in those colors so

patients are not sorting through porous materials.

o Wash your hands several times throughout the day.

o Return materials to their proper location on the carts and shelves.

o Record your patients, times, and projects in the Patient Notebook.

o Record any materials we need by writing them in the assigned area your Program Director has shown you.

o Lock the cabinets.

o Return the keys to their assigned spot.

o Recycle the patient census by placing it in the assigned document shredder. This is confidential information – it must be covered at all time and cannot leave the hospital.

o Check out at Volunteer Services.

Tips for Working in the Mission Pediatric Inpatient Units

Materials Management

• Rinse brushes, cups, and other containers in one of the playroom sinks. DO NOT use patient or hallway sinks for cleaning tools.

• When needed, obtain all the paper towels you will need for the project from the dispensers in the playrooms or next to the hallway sinks. DO NOT use paper towels from the dispensers in the patient rooms or bathrooms.

Use of Playroom Spaces

• AFL teachers may use the “clean” Oncology playroom to conduct lessons as approved by the Child Life Staff. NEVER use the general playroom to conduct lessons with oncology patients.

• When conducting lessons in the playroom, always wipe down tables and chairs before and after use.

Check List for Arts For Life Asheville Inpatient Teachers

1. Wash hands immediately upon entering the unit in one of the hallway sinks. 2. Tell the desk assistant at the nurse’s station that you are a volunteer (or

intern) with Arts For Life. Request a copy of the census.

3. Check with Child Life staff, if available, for recommendations of children to see. You may also stop by the Child Life office if you need a key to the cabinet.

4. Sign in your arrival time in the Log Book, which is located on the bottom

shelf of the cabinet.

5. Gather all the examples and materials needed for the projects you are offering—use the caddy if desired.

6. Wipe down workspaces before using them.

7. Clean all materials with Sani-Cloth wipes or SaniMaster 4 between patients.

8. Wash hands or use hand sanitizer between all patients.

9. Record all student information in the logbook throughout your shift.

10. Clean all materials and return them to their places in the cabinet.

11. Record your departure time in the logbook. Lock the cabinet.

12. Place your used census in the tray in the Child Life office, to be shredded.

Replace the cabinet key (if applicable)

13. Wash your hands last thing before leaving the unit.

teaching at the art table (OUTPATIENT CLINICS)

When you are the teacher at the art table in the outpatient clinic, you are the welcoming committee. Patients and families might be coming to the clinic for the very first time, which means they could be anxious, not really understand why they are there, fearful of painful procedures and more. In contrast, some patients may have been coming to the outpatient clinic for years and the only thing that got them in the car without tears was the anticipation of the Arts For Life project of the day. Your job as the art table teacher is to warmly welcome everyone to enjoy an art project at the art table. This simple act has the ability change the family’s perspective of their appointment immediately. You have changed their focus and given them something fun to look forward to and put their creative energy to work! Follow these tips to help create an excellent art table experience. Working at the Art Table

1. Always wear your hospital and Arts For Life name badges. This lets staff and families know that you are an approved hospital volunteer.

2. Create a warm, open and inviting art table experience. Smile and

make sure you greet everyone that comes near the art table kindly.

3. Not everyone will be familiar with Arts For Life, or the art table, and know who you are. Introduce yourself to children and families who do not directly come to you and invite them over to the table.

4. When approaching prospective students, introduce yourself first, and then ask their names. Clearly explain that you are an Arts For Life volunteer who teaches art lessons at the art table. Make sure to engage the parents, patients and their siblings in an age-appropriate manner.

5. Reintroduce yourself, stating your name and that you are an Arts For Life volunteer, even if you have worked with a patient before.

6. Use the art table as an opportunity to encourage kids to interact with

each other. Oftentimes, patients get to be around other kids very

much. The art table is a great place where they can meet and talk to each other about their interests

Materials and Organization

1. At the beginning of your shift, wipe down the table tops and all chair surfaces.

2. Organize your needed materials for the 2-3 projects you have chosen for your shift and display the lesson examples.

3. Be flexible! The time that the patients have in the outpatient unit can

range from a few minutes to all day.

4. Familiarize yourself with the kinds of appointments kids have at the clinic. Ask the clinic staff about this, if it’s unclear from the appointment sheet. This will help you understand if the patients are more likely to have shorter or longer wait and appointment times.

5. It is important that each student has their own set of supplies in order to prevent spreading germs.

6. Sanitize materials regularly throughout the day.

7. When a patient leaves the art table, promptly wipe down their table area and chair to make room for another student.

8. Monitor scissors, paints, and liquid glue at all times. Never leave the

table when these materials are out. Keep big scissors out of reach of children.

9. When leaving the art table for any reason, put all the supplies back in

their assigned cabinets or cart, wipe everything down and put the room back the way you found it.

10. If available, leave Art Kits out for patients to use once the art table has

been shut down.

Downtime

1. If there is a break in the schedule and you don’t have any kids to work with, you may use your downtime to make art kits. Materials for these kits will be provided by your Program Director.

2. You may also check the deep cleaning schedule, and deep clean the cabinet as needed.

3. Reorganization is always welcome in the art supply cabinets or closets.

You may go through the cabinets and make sure all materials are where they are supposed to be.

4. Seeing patients is the priority! If a patient comes to the art table, you

need to set aside what you are working on and engage the patient. Always go back to make rounds routinely – there is likely someone in the exam room or infusion bay that is ready to make art!

Tips for Working in the Zeis Clinic Materials Management:

• Return each material to its place in the cabinet at the end of your shift. If something has run out, or is not useful anymore, throw it away and let Annie know.

• Maintain a clean workspace—close all cabinet doors when you are not retrieving something from them. Make sure tables and chairs look neat. Keep the day’s materials in the cabinet until you need them.

• If you leave the table unattended (for lunch or to use the bathroom,) stow all materials away in the cabinets. Lock doors that contain hazardous materials.

Play Doh:

• Open new Play Doh for each patient. If you are working with a patient who will be back, write the student’s name on the Play Doh can and save it in the bin in the far right cabinet.

• Do not allow anyone else to use Play Doh that has a different name on it. • Do not allow students to share Play Doh UNLESS they are siblings. • Immediately throw Play Doh away that has fallen on the floor. • Throw Play Doh away after three uses.

Projects:

• Review the monthly lesson plans before your shift. You may find these in the “This Month’s Lessons” bin. You can see examples of the projects from these lessons displayed on the string across the bottom cabinets.

• Make sure that you have materials to complete any project displayed. If not, then take down the project examples that use materials you do not have.

• You can find backup lesson plans and materials in the marked bin on the second shelf in the far left lower cabinet.

• Look for special materials and monthly lesson plans in the marked bin on the top shelf of the lower left cabinet.

Be Health Aware:

• Many of the children you work with in the Zeis clinic will be immune-suppressed. Be vigilant about health issues. Do not allow visibly sick children to sit at the table with other kids—give them kits to take with them to their rooms.

• Occasionally, you will be informed by a member of the healthcare staff that a child who has been sitting at the art table has been diagnosed with a fever or

contagious virus/condition. In the case that this happens, wipe down all tables and chairs, as well as all materials used by the child. Take materials to complete the project to the student in his/her room.

• Model proper self-care—encourage hand washing (especially after sneezing/coughing, etc,) and coughing/sneezing into the elbow.

Try to maintain a reasonable noise level in the waiting room.

Check List for Zeis Clinic Teachers

Wash your hands immediately upon coming into the clinic. Retrieve the cabinet key from the middle drawer in the copier room (immediately to

your left as you enter the back part of the clinic.) Unlock all the cabinets and stash your key in a safe place.

Check the day’s appointment schedule in the nurse’s station. Make a copy, if dsired.

Look through the lesson plans in the notebook. Make sure that you have the

materials to complete all the projects displayed. Take down the examples for lessons which you a) are not comfortable teaching or b) don’t have all the materials prepared.

Clean all materials between each student. If you don’t have time, place materials

that need to be cleaned in the cabinet to be cleaned later, and offer new materials to incoming students.

Place projects-in-progress in the bin on the bottom shelf of the far left cabinet. Label

them neatly with the students’ names so they can be easily accessed when the student returns.

Wash hands and/or use Calstat periodically throughout the day.

Check patient rooms throughout the day to offer art to kids in the back.

Record all student information in the logbook throughout the day. Tally the

information at the day’s end.

Clean all materials at the end of the day using wipes and return them to their places in the cabinet.

Clean tables and chairs with wipes at the end of the day. Pick up large paper scraps

from the floor. Push in chairs. Make sure the sink and surrounding area is neat and clean.

Lock all of the cabinet doors. Return the key to the drawer. Wash hands last thing

before you leave.

Tips for Working in the Olson Huff Center Materials Management

• Keep hazardous materials (teacher scissors, etc) and wipes in the cabinet (or otherwise out of reach of students) during your shift.

• Maintain an organized workspace during your shift. Make sure that materials on top of the cabinet are neat and well-organized. Keep cabinet doors closed. Keep the floor clear of paper scraps, etc.

• Return each material to its place in the cabinet at the end of your shift. If something has run out, or is not useful anymore, throw it away and replace it with new materials from the cart in the back hallway.

• If a material runs out and there is not a replacement on the cart, OR if you take the last of the replacement materials off the cart, please record this on the Materials Needs sheet.

• Use bathroom sinks to rinse brushes or hands, and always leave them spotless.

Projects

• Review Monthly lesson plans before coming in for your shift. These are sent out during the last week of the previous month.

• Look in “This Week’s Project” bin for materials for the day’s project. • Gather any other common materials (glue sticks, markers, scissors, tape, etc)

you will need for the project at the beginning of your shift. • Check the “Back-up Projects” and “Last Week’s Project” bins for go-to back-up

projects. • Record project suggestions in the Project Notebook, in the space provided at

the bottom of the current day’s project sheet. Social Cues

• Many children in the Huff Center have trouble reading social cues. When it seems appropriate, gently remind students who seem to have trouble with this by recognizing positive behaviors and calmly redirecting negative ones. (examples: “I like the way you waited until I was finished talking before you asked your question.” “Thank you for sharing the black marker.” “You are a little close to me; would you mind backing up a little?”)

Relationship with Healthcare Staff

• Patient care is the number one priority. When a child is called for his/her appointment, do all you can to help the child transition away from the art

table. Tell a child you will hold on to his/her artwork until after his/her appointment.

• Try to maintain a low noise level at the art table.

Checklist for Huff Center Teachers Arrive

¨ Sign In on the computer at the front desk ¨ Wash your hands ¨ Get key from back cart ¨ Unlock outer lock (with bike key) and side doors (with regular key) ¨ Get out Log Book and sign in (upper right hand shelf) ¨ Wipe off table & chairs with Sani Cloth wipes (unless kids are already there!) ¨ Update the Log Book (kids names, time) as they come/when you get a chance

Setting up ¨ Get out “This Weeks Project” Bin ¨ Read over the Lesson Plan ¨ Get out all other supplies you may need for the project ¨ Make one of the projects to get a feel for it (time permitting)

Prepare Yourself For Busy Moments ¨ Get out & familiarize yourself with a couple of back up projects ¨ Get out the white notebook (coloring pages) ready for really little kids

Down Time ¨ Familiarize yourself with the cabinet- look through everything ¨ Clean/Reorganize the table ¨ Wipe off chairs with any sneezy/coughy kids ¨ Wipe off, check & restock markers

Remember ¨ Keep Cabinet closed & don’t allow kids in cabinet ¨ Be discreet with the log book ¨ We are here to support kids as they are waiting for their appointment- help them

transition to appointments however you can! (Remind them that they can come back and finish later or they can take project with them)

¨ Do not to leave the table with scissors, wipes, OR the log book out. ¨ Only leave the table to go to the restroom/get water, or to grab materials from the

back. If you are leaving for longer than that, lock up!

Closing Down ¨ Begin cleaning 30 minutes before closing time (if kids are at the table, you can allow

them to continue, just start cleaning supplies not in use!) ¨ Wipe every utensil (marker, scissors, glue, etc.) with SaniCloth Wipes ¨ Put all utensils back in their place ¨ Reorganize weekly project, so that it is ready to go for the next Teacher ¨ Wipe Table & Chairs thoroughly ¨ Finish up Log Book & Sign out ¨ Lock Cabinets (be sure to check side cabinet, both side doors & the bike lock) ¨ Put Key back on cart ¨ Sign Out on the computer ¨ Wash your hands!