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RE: [teacherartexchange] middle schoolers

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From: pat morgan (wchsmorgan2002_at_TeacherArtExchange)
Date: Tue Apr 14 2009 - 05:45:38 PDT


--- On Fri, 4/10/09, San D Hasselman <shasselman@hotmail.com> wrote:

> From: San D Hasselman <shasselman@hotmail.com>
> Subject: RE: [teacherartexchange] middle schoolers
> To: "TeacherArtExchange Discussion Group" <teacherartexchange@lists.pub.getty.edu>
> Date: Friday, April 10, 2009, 7:09 AM
> Hi
> We teach art appreciation in our high school. We combine
> power point presentations with hands on activities. The
> hands on activities reinforce what they have 'learned
> and talked' about, but more importantly give the
> students a sense of what it is to actually try to MAKE what
> they have just looked at. So for example, the teacher lines
> the underside's of the tables with crunched brown craft
> paper, and everyone gets under the tables with charcoal and
> tries to make a cave painting. (they may also do the same
> with individual rocks). She has them "mumify"
> Barbie dolls, and make sargophugii (sp? sorry). (or they
> might make cartouche's). They have made gargoyles when
> looking at cathedrals (they have also made Rose Windows with
> acetates, gells and tissue paper inserts), they have made
> large foam core greek columns (marble faux painted) when
> looking at Greek work. The students typically enrolled in
> our art appreciation courses are ones who are not
> necessarily artists or want to do hands-on (we have 15 art
> courses for those students). Traditionally we have
> "serviced" at-risk, special needs, disaffected
> students in the class, whose guidance counselors know that
> the course will not be "threatening" but will be a
> learning experience everyone will benefit from. In the past
> their exam has been to create a dinner place setting and to
> make food that represents their favorite artist that they
> have learned about during the class. They have also created
> books based on their artist, and time lines based on the art
> they have learned.
>
> As an aside, I teach AP Art History. This class is a
> speeding train through history that relies on 24 Power
> Points, many unit tests, essays, and exercises all aiming at
> a national standardized 3 hour test. When we designed the
> Art Appreciation course, we wanted to stay away from that
> type of rigor and bring some "lightness" to the
> academic side of art history. The hands on activities do
> just that.
>
> San D
>
> >
> > HI,
> >
> > I'm very new to this group and need some help.
> I've begun teaching
> > art Appreciation to middle schoolers at a Bridge
> program. We've had
> > one class so far where we discussed the seven elements
> of art. I used
> > a powerpoint presentation and basically we talked
> about works of art
> > and which elements were used and how.
> >
> > I think these kids (high risk) are bored sitting and
> watching even if
> > they are engaging in conversation. This is my first
> time teaching art
> > appreciation (i usually teach art history at a higher
> level) and I'm
> > at a loss as to how to structure this class. I think
> activities will
> > be useful but I don't want to stray into the
> studio art area too much.
> >
> > Does anyone have any suggestions or ideas on how to
> proceed? I really
> > appreciate any and all help!
> >
> > Thank you!
> >
> > Christi Schimpke
> > HOLA (Heart of Los Angeles)
> >
> >
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