what they noticed 11 - bridge

This is the final portion of sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO.  The dialog comes from one class period on Tuesday, Nov.17th. (Students are unnamed) Double click on images to enlarge.

Karl Marxhausen (KM): Okay, okay, I've got something, I've got a whopper here to tackle. Something to figure out. Who wants to tear apart and figure something out? Like what we have BEEN DOING ALREADY. Yeah. This group? Great. It is a painting and a drawing. What do they have in common? Go!!! Make sure you check the back of stuff.

Discussion ensues. Chatter and pointing to both images. Students eyes peering, heads thinking, checking it all out. Two minutes pass and they are ready.

Two students present their findings. One with Short Hair and Blue Pants (SHBP) holds an 8 x 42 inch panel with both hands. The one beside him with Brown shoes and a Striped Sweater (BSS) holds an 8 x 11 3/4 inch card stock with pen ink drawings on both sides.

SHBP: Okay, this is the old Waverly Bridge.

KM: Hold it up so people can see it.

 

SHBP: Okay, this is the old Waverly bridge. It used to go across the Missouri River. Didn't it used to go straight to Waverly?

Ms. Jan, art teacher (MJ): Yes, it goes more into town. Yes.

SHBP: Okay. And we were guessing that THIS (pointing to green areas with his hand) is THE TIMBER AND BRUSH and stuff that is along the side of the Missouri River. And THIS (pointing to the right side) is some more of the old really nice bridge. And this over here is probably like some trees. And probably the shore of it. And this is the sky.

MJ: When you guys go across the new bridge now and you see the lines over to the right. There are some wires that go across. There is some balls on it so airplanes don't fly into it. That's where the old bridge used to be.

KM: (pointing to second student and card) Now what's, now you need to say something about that. Because it had something to do with this. Speak up.

BSS: Okay we thought that this was kind of like your ROUGH DRAFT, all the different colors, like WHERE YOU WANTED THEM TO BE.

KM: And what are some of the words written on there? Can you read them?

BSS: Like the colors?

KM: Yeah.

BSS: You have red and lavender, lavender-blue, cream, um. (BSS flips drawing over to examine the drawing on the other side) Pink, peach, maroon, um, and green.

KM: And POINT TO THE DRAWING and FIND IT on the painting.

BSS: Okay.  Well this part is right there (above).

KM: Okay, so there are markings on there for RED. So, does the red on THERE line up on HERE? (BSS points to the red on the bridge)
BSS: Yes.
KM: Yes, the bridge lights are RED. So, I MADE A NOTATION TO MYSELF that's red. What's on the back?  (BSS flips over the drawing)

BSS: We thought THIS (on card)....
KM: Now point to it.

BSS: was over HERE (on painting).
KM: YES!! And hold that up (the card), THERE IS A LOT OF INFORMATION THERE. And I was hoping to paint more on this (pointing to the right side of the painting). And that had all my information. Unfortunately, the time that I was doing this, I would SEE SOMETHING and then I would either DRAW IT RIGHT ON THE BOARD. 

KM: If you look really close there is a pen drawn right on the board. DRIVE HOME, PAINT IT, WHILE IT'S FRESH IN MY HEAD.  And if I WAITED A DAY OR TWO, too bad, I"D FIND SOMETHING ELSE.

MJ: Where did you look to see that view point?  Where were you at? Were you down..
KM: Uh. I don't know. Can anyone figure out where I was at?
Voices all at once.
MJ: Were you on the old bridge?
Student Near Me (SNM): Were you, like, where they go into their boats, where they have that ramp, and it goes down?

KM (nodding my head yes) (getting up and pointing to the drawing on the card) So the reason I am pointing this out is that there's all, there are buildings back there, and it tells all that (pointing to the right side of the painting) SOME OF THAT PAINT IS HERE!! But DO YOU THINK that THIS PART (on painting).......

KM:......... COMPARED to this (where the rest of the bridge is painted). (pointing to right side) Is this "FINISHED"????
Student voices: No no no.
KM: (nodding head in agreement) No.

MJ: Wrap it up!

KM: (to SHBP and BSS) Thank you. (to the whole class) You guys are so smart. I really appreciate it.

MJ:  You guys, you guys. I am proud of you. How engaged, how respectful you were. Not that yesterday's class wasn't. You guys were in to it. Good job. Let's put chairs up, please.

KM: Awesome job. Very good.

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Conclusion:                                                                                These portions give you an idea of how the grade school art students rose to the occasion when they were listened to, and their ideas respected. Even restless students appreciated being listened to. I could see it in their eyes. The four-days eight-classes were a blessing to me as an artist. It helped me see that each piece I have done has a uniqueness that I have overlooked. Students also can relate to the "disappointment of how a work turns out." I find, if I can just set it aside and ignore it, and then sneak peeks at it over time, I can grow into it. Students are the same way.  KM

what they noticed 10 - train

Portions continue from one class period on Tuesday, Nov.17th. Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO  (Students are unnamed)  Double click on images to enlarge.

Karl Marxhausen: Next. Hold it up high.

A student with Long Hair Pink and Grey outfit (LHPG) walks over and holds up 7 3/4 x 24 inch panel.

"We have this. And it kind of looks like a sunset or sunrise. At first I thought is was going to be smoke coming out of a train. But it doesn't look like, it's just kind of a sunset or sunrise. " LHPG

KM: Does it say anything on the back?

LGPG: 5 - 30 - 06

KM: (stands up to take panel, stops, looks at back and asks LGPG)  There is one thing I want to add to this. OH, WAIT!!! (to LGPG)  ARE YOU going to say anything ABOUT THAT??!!!  (I go back to sit down and listen)(below image has words. Double click to read them)

LGPG: (student peers close to read pencil words on back of panel) It says:"brown org. lower branches. sand grey upper trunks." (trying to make sense of the words)

KM: (helps students out, takes panel) Okay this is a SERIOUS THING. Now this is a PROBLEM THING. (to LGPG) Just stay up here.

LGPG: Okay.

KM: Why don't you hold that end, please. (to class) ON THE BACK SIDE HERE, SHE FOUND SOME NOTATIONS. Written right on the board, that talks about THE COLORS and stuff, but the things mentioned here have nothing to do with the front side. Does anybody, RAISE YOUR HAND IF YOU HAVE ANY IDEAS. Why a person would WRITE SOMETHING ON A BOARD????  (points to hand raised) Yes, the one In The Stripes (ITS). Speak up.

ITS: It's like, they had an idea, but then they liked it better and decided to change it.

KM: Yeah, yeah. YOU CAN WRITE ON BOARDS and stuff. (points to hand raised) Go ahead.

A Student Near (SN): Like, THE COLORS YOU THOUGHT OF USING FOR THE PAINTING.

KM: When you are looking at something you are painting you are thinking: WHAT IS THAT COLOR?  WHAT COLORS MIGHT I USE TO MAKE THAT COLOR? (to LGPG) Excellent. Thank you.

LGPG: Uh huh (okay). (goes to sit down)

DECIPHERED WRITING reads: 

"brown org. 

lower branches. 

sand grey upper trunks. 

maroon back bank tree. 

sand grey grass. 

blue cream sky. 

org brick to right. 

org roof to green bins."

Next student steps forward to present.


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what they noticed 9 - island

My wife invited me to speak to her fifth and sixth grade art classes On November 16, 17, 18  and 19. Four days, eight classes, about fourteen students to a class. Portions continue from one class period on Tuesday, Nov.17th. Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO (Student are unnamed) Double click on images to enlarge.

Karl Marxhausen (KM): Okay, okay, I've got something to figure out. (distributes one piece to each of three tables)

Student: Oooh oooh!

Students lean over the table. Some talking and leading the talk. Discussion ensues. Soon two minutes pass and time is up.

KM: Okay, time is up. Someone come forward from your group.

Two students line up in front facing the whole class.

KM: Still have one more person to come up. If you need help from a classmate to be with you to give you an idea, that's okay.

Third person joins the line in front. Each waiting for their turn to speak.

KM: Okay, I need all eyes up here. Listen to what's going on. Okay. Hold it up so they can see it.

A student with Blond Hair and Gray and Black outfit (BHGB) holds a 7 1/2 x 16 inch panel.

"We were thinking it was kind of an island, there is a tree, because over here (on right side) it's got a bit of blue, like different from the sky. It's a light blue. And we think (on left side) this is just some weeds. Like (the yellow) is tall grass, where it's not been, not raining very much." BHGB

"there is a tree" BHGB

"kind of an island...because over here 

it's got a bit of blue, like different from

the sky. It's a light blue." BHGB

"some weeds" BHGB

KM: It there anything on the back?

BHGB: 7 - 10 -  05

KM: So, when was it done?

BHGB: 2005

KM: Okay. Thank you. (student hands over the panel. I flip to the back side of panel. There is a one inch border painted white.) And he was saying that: "He might have been testing the brushes back here." Actually the back of this shows you what I was using. There is this material that you use in dens. It is really thin, a paneling. And I had a friend that had sheets of this in their garage. I asked if they were going to use that and they said no. They were going to throw it away. So I just slapped some house paint on there. And got my little colors out. And so, there are MATERIALS YOU CAN FIND THAT DON'T COST ANYTHING, that you could be doing it on. PAINT USUALLY COSTS. Thank you.

The next student gets ready to present.



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what they noticed 8 - fancy house

Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO (Students are unnamed) Double click on images to enlarge.

Karl Marxhausen (KM): I want to show you another PERSON I've done. I need another volunteer to hold the painting. This will be our last piece. And then there will be no more peace. (points to student) This Gal Here With the glasses (GHW). (hands the work to her) Hold it up so everyone can see it. Hold it high.

GHW holds a 16 x 13 inch cradled panel.

KM: And this piece here is going to be very similar to the squirrel in the tree, the holy child, the mother daughter, in the vein, I'm sort of taking the picture but I'm doing something more with it. But it's sort of ABSTRACT, so it just depends what you want to bring to it. And I have noticed that when I paint in pieces like this - people come up to me and say things that just blow me away. That tells me that this is, uh, something more than I could have possibly imagined an art piece could be. Wow!
Like when you came up with the title of the guy painting in the park. It's like - wow, he nailed that one. (points to hand raised) Ya, what do you think?

Student At Table (SAT): Oh well, I was thinking like, maybe one of her siblings died. She was praying and she was kind of crying while she was praying.

KM: Okay, so someone who has had loss and praying (pointing to hand raised) Ya, what do you think?

Student B: Maybe she was mourning the loss of a loved one.

KM: And so this piece touches into emotions and people are in a different state. And there have been times in my life when I have gone through a rough patch and I found hope or help.

KM: (moves hand vertically down the right side of the painting) So what is THIS? Now see that is SYMBOLIC. When you add, it is sort of like that dove or bird or that thing stuck up in the corner. It is sort of like: "Hey guys! There is a clue HERE. What is THIS? How does that ADD to the painting?" (pointing to hand raised) Ya.

Student In The Back (SITB): It sort of looks like she in a real fancy house.

KM: Okay.

Ms. Jan, art teacher (MJ): You mean the background of the walls?

SITB: Yeah.

KM: Walls, okay. That is one way of looking at it. (pointing to hand raised) Yes?

Student J: I think it is light shining down from heaven.

KM: Okay, so maybe something, what they call spiritual or intangible or something abstract is going on. (pointing to hand raised) Yes?

SAT: Well I kind of different, but when you close your eyes you see a bunch of different dots and stuff. She had her eyes closed and that was what she was seeing.

KM: That is something I have never thought of! It could be something that is GOING ON INSIDE HER that is being shown to everybody!! That is a good insight. (pointing to hand raised) Yep.

Student C: Like a ray of hope.

KM: A ray of hope. And you know, that is the way I lean. When I look at this, I look someone who is troubled, going through some kind of change, or being MOVED by something for the better. And there has been times in my life where I HAVE BEEN AT THAT SPOT. For me, on an emotional level, I could really, that could be me even though I am not a girl.

Ms. Jan, art teacher (MJ) : And to me, it seems like it could be HER WORDS going (up) like if she was praying, and God's words coming down. Kind of intermingling.

KM: Sometimes paint, thank you very much (for holding painting up). Paint can show what you've got (passing hand over the painted girl's face). But then sometimes you can SHOW OTHER THINGS (hand passing downward over right side of painting). You know, certainly, when you've got super heroes, and you've got a red beam coming out of a guy's eye. It doesn't mean, like, he's walking around with a big red stick sticking out of his eye (hand moving from eye outward). No, that's a like a HEAT VISION TYPE OF THING. Or, when we have super heroes doing that (an extended arm with a palm opened outward) and you have lines like something exploding, those expressive lines are used to SUGGEST something.  Are we done? Ms. Jan?

MJ: They leave at ten after.

KM: Oh, we still have lots of time. Okay, any questions that you have at this point about painting?

Silence from class.

KM: Okay, okay, I've got something, I've got a whopper here to tackle. Something to figure out.


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what they noticed 7 - bird ghost

Portions continue from one class period on Tuesday, Nov.17th. Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO  (Students are unnamed) Double click on images.

Karl Marxhausen (KM): Okay, I'll show SOME PEOPLE I have done. I need a volunteer. (to student) Come on down and just hold this to show everybody.

A Student With Painting (SWP) holds up a 20 x 16 inch canvas, while I hold up 8 x 8 1/2 inch photo mounted on card stock and covered with clear packing tape (click on next image)

KM: So I showed the thing with the Holy Child, now I am going to show you, I don't even know WHAT to call it. But when you take art and you do SOMETHING  MORE with it.

KM: So here is what the picture looks like, that I worked from. And someone yesterday asked why I didn't paint in the buildings in the background. Well if I wanted to do it just like the photo there would be building back here. But when I was doing this I was doing a series. A SERIES is when you have an idea. You have one, two, three, four pieces with AN IDEA in mind. And the idea I was doing here was thinking about people in other countries that maybe think or believe in the same kinds of things that I do.

KM: And so I found this mom and this daughter. They are from a province called Samarkand. It's near Turkey. And so I was doing a series of brothers-and-sisters-of-a-faith-that-I-believe-in. And so, and so I left the buildings out. I didn't want to do them.

KM: But I did put THIS up here (pointing to the upper left-hand corner) What do you think that MIGHT be? Hold it up so everybody can see it. What do you think THIS IS!!!? It sort of looks like a star.  I don't know what it could be. (Points to student) The gal in the pink.

Student in Pink (SP): It looks a little bit like a bird.

KM: Like a bird? Yeah! ON PURPOSE!!! That's a CLUE. (To another hand raised) Yeah, what do you think?

Student Near (SN): I looked at it and I thought it was a ghost or spirit.

KM: Yeah! You are right on it! A ghost or a spirit. And a bird. Those are two very important clues. (To another hand raised) Go ahead.

Student Too Quiet (STQ): Let's see.

KM: What was that? A ghost? or a spirit? (To another had raised) What's that? Yeah?

Student X: An angel.

KM: (To student holding the painting with a hand raised) Yes, what do you think?

Student With Painting (SWP): I think, like the holy spirit.

KM: There is a thing out there called The Holy Spirit, which is like a ghost. So, by putting sort of a symbol in the picture it is sort of saying: "There is more going on there." And I'll tell you, when I was working on this, you could either call it a devotion or a meditation, where you were thinking about: Okay, this person that I have never met is connected to me. We believe in the same kind of thing. Then, it is also an EMOTIONAL piece, because I have never met these people but we have something in common. And that sort of takes art to another level. Thank you (for holding the painting for me).

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what they noticed 6 - inside a house

Portions continue from one class period on Tuesday, Nov.17th. Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO (Students are unnamed) Double click on images.

Karl Marxhausen (KM): Okay, everybody needs to have their eyes up here. You guys are doing really good. (to presenter) Go ahead. (sit down to listen) Show them the picture and take your time.

A student with Grey Shirt Blue Pants (GSBP) shares a 12 x 8 inch panel.

"My group thought this was a grandfather holding his grandson. They are in a dark room or a dark house. You can tell they are inside because there is a window or a door." GSBP

KM: Now I have a question for you. Do you know what country this guy might be from?

GSBP: Africa.

KM: Okay. Good. And what can you tell me about his clothing? Is it something you would see in Carrollton?

GSBP: No, not really.

KM: does he have a hat?

GSBP: Yeah, he might have been a baker, a bread baker.

KM: Good. Excellent. One more thing about this (student hands over panel, I hold it up)

Ms Jan, Art Teacher (MJ): About eighteen minutes are left.

KM: Eighteen minutes? Okay, I appreciate that.

KM: Uh, faces are really hard to do. All our FACES ARE UNIQUE, because it's the space between our eyes, where the ears are in relation to stuff, take A LOT OF PRACTICE!! So I was working from a photo, and, uh, there are a lot of wrinkles on this guy's face. There are many details to consider. Even when you do fabric like on a blanket or, as I look around the room (the types of textures on our clothing), even the seam on my jeans, there are ALL THESE DETAILS As an artist you must decide: "Am I going to do EVERY detail? Or just SOME details?"

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what they noticed 5 - squirrel

My wife invited me to speak to her fifth and sixth grade art classes November 16th, 17th, 18th  and 19th. Four days, eight classes, about fourteen students to a class. Portions continue from one class period on Tuesday, Nov.17th. Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO (Students are unnamed) Double click on images.

Karl Marxhausen: Shhhh. Listen!!

A student with Frizzy Hair glasses Striped shirt (FHS) holds 11 x 14 inch panel.

"Okay, I have a picture that looks like a tree with a little squirrel in it. A little tree with a squirrel in it. These are words on the back of it." FHS

KM: Can you read what it says?

"Title: Holy Child." acrylic 11" x 14" 1999 accompanied with poem: "Weak Like Me." Karl Marxhausen 1999"  FHS

KM: Good. Hold it a minute. SO THIS IS A PUZZLE. I am purposely throwing you a curved ball. Does anyone else have an idea? If the title is called the "Holy Child" and it looks like a squirrel in a tree, what do you think, what do you think? Thank you for your presentation! I really appreciate it. I am OPENING THIS UP to conversation. RAISE YOUR HAND if you have an idea. This guy here. Just your thoughts. There are many ways to look at a painting.

"I was thinking it was like an ultra-sound of a kid." BB

KM: What is an ultra-sound?

"Like his mom was pregnant, like an ultra-sound." BB

KM: So WHAT does THAT have to do with THE TITLE? But he has a CLUE there. What do you think?

"I think what he is saying, is that that could have been a baby like Jesus." XG

KM: Yeah, he was a baby. So here was a baby. So, it was a thought. Yes, I want to hear another thought.

"It looks like a baby in the womb." XV

KM: Now, NOW let's take it to ANOTHER LEVEL. IF it is a baby in the womb, that is what this might look like, WHAT would ALL THAT YELLOW around there? Now see, some art you see it "what-it-is." Some of it is more SYMBOLIC. Artists try to take it to another level. Sort of like Play Station goes to another level. Yeah, what do you think? Why would there be yellow all around there? Think about it for a minute. What is yellow? Is it a dark color?

"It's a bright color." DS

KM: Raise your hand if you have any thoughts. Yes?

 "Could it be the SKIN?" DL

KM: What?

"The skin?" DL

"A happy color?" DE

KM: A happy color. So, with Christmas right around the corner. Some people go with the baby Jesus and all that, maybe the yellow is saying something HAPPY about that occasion. That is what I did one Christmas. But it could be a squirrel in the tree.

"It could be HOLINESS. The bright light from heaven or something." MJ

KM: Oh yeah. Maybe that's a picture of heaven around it.

"Yeah, that's what I was thinking too, Ms. Jan!" DZ

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what they noticed 4 - silhouette

Portions continue from one class period on Tuesday, Nov.17th. Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO (Students are unnamed) Double click on images.

Karl Marxhausen (KM): Okay, we are going to do another round (pulls out various panels and distributes them to the tables.)
Student: Yea!!

Students handled the varnished panels. Lots of discussion. Engaged for two minutes. What a delight.

KM: Okay, time's up. (Students go forward) Okay, I need you attention up here. Please quiet. Give them your full attention. Okay, go ahead. (I take a seat to listen) Hold it UP so they can see it.

A student with Glasses Black Gray shirt (GBG) holds up large 22 x 15 inch watercolor sheet and shares.

"This is like a garden outside and people inside and the doors you push open. And there is gray around it. There is a person on the left with a kid." GBG

KM: Okay, I have a question for you? It this somewhere in this building? Could it be?
GBG: Um, I don't know.
X: Oh! It's right out there.
Ms. Jan (MJ): Not this building.
KM: Over by the high school, across from what used to be the library. Now I have another question for you. Why do you think the people don't have eyes or shirts?
GBG: Cause they are looking out the window.
KM: Yep.
XB: Because of the shadows.
KM: Can you say that again?
XB: It's a shadowing-thing.
KM: Yes. When people are in shadow they call it A SILHOUETTE, the people are darker. The other reason, Miss Jan told me why they didn't have glasses, was I just didn't want to do them. (chuckles)  All the details.  Let me hold this for a minute.

GBG hands over the piece.
KM: Let's look at this design for a minute. All kinds of the walls here are drab. The bright colors are here in the middle, and that makes your eyes go right to the middle. Sometimes when you are looking at something and you think: okay, what am I really interested in? And see, I was interested in the reflections on the floor here. Thank you, sir. Have a seat.

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what they noticed 3 - little town

Portions continue from one class period on Tuesday, Nov.17th. Sharing painted panels with art students at Carrollton Elementary School, in Carrollton, MO (Student are unnamed) Double click on images.

Karl Marxhausen (KM): Good. Excellent. Let's go on another round (pulling out a piece for each table)

There is lots of chatter, faces crowded around, hands touching the varnished surface, expressive fingers, sharing impressions for two minutes.

KM: Time's up. Someone different needs to come up. Who is it? (Three students line up in front of the class)

A student with Short hair and Black sweater (SB) holds up 8 x 7 inches panel.

"Okay. What I think is, this is a river, and this is a little meadow over here. And these are trees that come to the middle, whatever you come to see up here, and these are trees and stuff. And this is probably like a hill, because all you can see are the tree tops and some sky. And this is probably another hill. And this is probably a little bit of water."  SB

KM: Excellent.

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A student with Blue Headband Blue outfit (BHB) holds up 14 x 11 inch canvas panel [2009] and shares it.

"It looks like a garden at night. Like if you are lying on the ground and you look and see the shadows in the background at night, like up close in the garden. All different darker colors like you see at night. And the brighter green kind of looks like something has been shining on it, the moon maybe." BHB

KM: Is there anything on the back?
BHB: No.
KM: Is there anything in the corner on the back?
BHB: Yes. There is a sticker that reads: "Raymar. Raymar.com 888 809 3314"
KM: Yea, yea, so this is a canvas that is glued to a board. And there are places on-line where you can order these things for X number amount of dollars. A lot of the stuff I painted on was board, like go to the lumberyard or like that. Okay, next.

A student with Black Hair Pulled back (BHP) holds her group's piece up.

"Uh, my group thought this was like a little town with tall trees. And it is day and there are shadows off of the little houses and it's out in the country."  BHP

KM: Does it say anything on the back?
BHP: Yes. Karl Marxhausen 9 - 21 - 04

KM: So what year was it done in?
BHP: 2004
KM: Thank you. You guys are awesome. I love this. We will do another round.


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what they noticed 1 - color spot

 Getting students up close and figure out for themselves what the artist was doing on a work. On November 16, 17, 18  and 19, my wife invited me to speak to her fifth and sixth grade art classes. Four days, eight classes, about fourteen students to a class. The following are portions from one class period on Tuesday, Nov.17th. (Students are unnamed) Double click on images.

Art teacher Mrs. Marxhausen, Ms. Jan (MJ): He went to school to be an artist. He IS AN ARTIST. He doesn't make a living at it, but he has sold some artwork. And he just wants to talk about his experience and give you a feel for some of the ins and outs of what he does. So, be the nice, gentle, kind, caring, respectful students that you are. I think it will be interesting. Most everybody that has heard it has liked it. And he's gotten better than he was yesterday.

Karl Marxhausen (KM): Okay. My name is Mr. Marxhausen. But you can call me "Mister Jan." So I brought some paintings today. I want to share some with you. Some of it I'll be talking about. Some of it YOU will be talking about. So we have an exercise here. You can know a lot about an artist by looking at a piece. The artist always uses colors he or she wants to use.

KM: Does anybody see a bright splash of red in the middle of this painting?
Students: No.

KM: No, I wasn't interested in that. Is there a bright splash of white in the middle of the painting?
Students: No.
KM: That's right. I wasn't interested in that color either. What I am going to do is have you help me. We're going to start with this gentleman here and I am going to ask different ones to come up. You will stand over here (beside the painting on the easel) and I will tell you what to do. So, I want everyone to watch what he is doing. (First student walks up.)
KM: So stand here. Now point to one color that you see in this painting.
(Student points to the shirt, see next)

KM: Okay. He is pointing to the blue here. Now I want you to take your time and point to all the places you see that same kind of blue on this painting. (Student pointed to the following areas on painting. Some were low and some were way up high.)

KM: Yes. You may have a seat. Good job. We are going to follow his example. I need the person with the Red Sleeves and the Gray (RSG). Come up here, please. Stand over here. (RSG goes up to stand beside the painting.)
KM: Find another color no one has picked yet and point to it.
RSG points to a color.
KM: What would you call that?
RSG: Dark orange

KM: Good. Now point to all the places you where you think you see this color in the painting. Take your time. (RSG points to four places)

 KM: It's like looking for a puzzle piece.Yes.

KM: Good.

KM: Very good. Have a seat. Okay (pointing to student) the Gal with the Stripes and the Long Hair (GSLH). You guys are doing great. Go ahead and find a color that has not been found yet. Okay, she is pointing to a color. What would you say that color is?
GSLH: Dark brown
KM: Okay, dark brown. Now go and point to every place you see just that color in the painting. (GSLH points to five places)

GSLH: And the beard!!

KM: Excellent. (pointing to student) Okay, the Gal in White (GW). Come up here, please. How long do we have till?

MJ: They leave at ten after.

KM: Oh, ten after. Good. (to GW) Find another color which has not yet been picked. Okay she is pointing to a greenish-looking color there. Please point to all the places you think you see that color. (GW points to seven places)

KM: Keep on going. We all see colors differently. You are doing great.

KM: What we see in this is that when I am painting, I don't just use this color for the shirt (pointing to blue shirt) and then no where else. In the painting I try to include the colors in other places. (to GW) Very good. (picking another student) Yes, the Gal in Pink and Gray (GPG) at this table, please. There are three or four colors we haven't talked about yet.

GPG: (student points to painting) This pinkish color.
KM: Okay the pinkish color. Point to all the places you see it.
GPG points to eight places

KM: Okay, thank you. (picking student) The Gal in the Blue (GB). So, she is picking the yellow on the top of this hat (next).

GB: Right there (pointing to frame of easel, next)

KM: Good job. Thank you. (student goes to sit down) We have talked about color. Let's try this. IF YOU THINK you know what this painting IS ABOUT raise your hand? Okay, yes?

Student X: Is it a man painting in a park in summer?
KM: That should be the title of the piece.
Student W: What is the title?
KM: It is called "Yard Trees." So, this is a picture of me. Raise your hand if you think you know HOW -  I MIGHT - BE ABLE - to paint a picture OF MY SELF?
Student T: You could look at a PHOTO.
KM: That's right. What might be another way?
Student D: a MIRROR.
KM: Yes, that's it. I set up a full-length mirror and looked at it. Something I just noticed about it. I am right-handed. I chose to put the brush in my left hand so that in the reflection (in the reverse) the painting hand would not block the rest of the body.

KM: Back then, this was the best I could do for leaves. I could get the trunk of the tree which was basically lines, but leaves, forget it. You know, trees are so messy, you can't use a straight line, they are all over the place. And things I feel uncomfortable about painting I DON'T PAINT!!   SO - IF I WANT TO LEARN - HOW TO PAINT SOMETHING, raise your hand if you think you have an idea HOW I COULD BE BETTER - AT PAINTING SOMETHING - I DON'T WANT TO PAINT? Raise your hand if you think you know the answer. Yes ma'am.
Student C: Go to her (pointing to her art teacher Ms.Jan).

KM: That's an idea. Anybody else?
Ms. Jan (MJ): I taught him to do trees (chuckle)

Student B: Just go at it the best you can.
KM: Everybody listen to what this guy is saying. Say it again.
Student B: Go at it the best you can.
KM: Best that you can. Best that you can.

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