Carri Lyn Burgjohann, Kentucky
“Foundations of Art, Reinforcement through Play” clbu224

A calendar with twenty-three art concepts to be learned through play.


Game 1:  Calendar Art Matching (Concentration)
Objective:  To match the pictorial content on the quilt blocks with their written definition or description.

Setup and game pieces:  To play you will need the quilt content blocks (unpin them from the Calendar) and laminated definition/description cards.  There are a total of 23 quilt content blocks and 23 laminated definition cards—a grand total of 46 items or 23 pairs.  Pairs can be decreased for quicker, or less confusing, play.  Quilt blocks and laminated cards should be mixed up and placed in a grid pattern, face down so print and pictures cannot be seen.

Play:  There is no limit on the number of players.  Players may play in teams.  Players work to match a written definition or description to the pictorial representation on the quilt block.  Each player may pick 2 items (1 quilt block and 1 laminated card) during each turn/play.  If unsuccessful in making a match, player should return items to their original places in the grid, turned over so that both remain hidden.  When player makes a successful match, player removes matched items from the playing surface and play resumes to the next player.  The player with the most correct matches at the end of the game wins.

Game 2:  Calendar Art QuickDraw (Pictionary)

Objective:  To demonstrate Calendar content knowledge through 1 illustration and recall of content by memory.

Setup and game pieces:  To play you will need 2 chalkboards, chalk, sock-eraser, and laminated content cards (provided).  A watch or timer is also needed (not provided).  Game begins with quilt velcored to tabs below the days of the week (if hung on the wall), turned to the blank side (if placed on the floor), or players can face away from the quilt (if hung on the wall) so that content quilt blocks cannot be seen.

Play:  Can be played in teams of any number.  All content items are written on individual, laminated cards (for example, one card may say “color” while another says “artistic expression”).  *Please note:  1 content item has been removed—subject matter—so that play is fairly divided amongst teams with 11 possible points each.  Player selects a card and then draws on the chalkboard 1 picture that demonstrates (from their own understanding) the word or phrase on the card they selected while the other team keeps time.  No words may be written or spoken.  Teams have 30 seconds to guess the word or phrase the illustration demonstrates.  If the team cannot correctly guess, the content item becomes “dead in the water.”  Teams alternate back and forth until all laminated content cards have been drawn.  The team with the most correctly guessed cards at the end of the game wins.

Artist Statement

As a self-taught textile artist my craft-to-play artwork seeks to find the apex between math, science, and art.  It challenges what we understand about teaching and learning within the STEM (science, technology, engineering, and math) disciplines and how art correlates and enhances comprehension by making STEM tangible, accessible, and engaging for children.
The opportunity for ingenuity offered by the medium mirrors my teaching philosophy:  to teach in unconventional ways that are accessible to all children, at all times, and in all places.  Often we turn too quickly to what comes next in our endless list of objectives and rarely do we take the time as educators to reinvest in the child within that ultimately informs our teaching.  That child within is the same child that should inform our art.

Artist Bio

Carri Burgjohann, raised in Cincinnati, Ohio, grew up familiar with the strategies of thrift and innovation.  She carries on a family tradition of textile work through craft-to-wear and craft-to-play artwork, and created her first personally designed puppet in 2007 while studying Anthropology at The University of Alabama under the guidance of Dr. Janeann Dill. In May 2011, Carri will receive a Master of Arts in Art Education from The University of Kentucky, where a studio focus in silkscreen and fiber arts have influenced and enhanced her work in puppetry design.  Her research interests range from the European Holocaust archaeological record, to research in how we are educating our children about the environment, particularly wetland habitats.

In summer 2011, Carri will make a return to the elementary school classroom as a special education teacher.  She will also begin work on a second Master of Arts in Teaching and then intends to pursue an additional degree in Educational Leadership. A rotating archive of her work can be found at: clbu224