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RE>artsednet-digest V2 #1406
[ Thread ][ Subject ][ Author ][ Date ]Cathy Cimellaro
30 Apr 99 09:31:57 -0700
a message from cathy . . .
This country is based on our Constitution. We have the right to bear arms as stated in our Constitution. Take away the guns from the ordinary citizen and the criminals will still have the weapons to destroy. Then the ordinary citizen has no way to protect himself/herself. How can you ban something that exists and will continue to exist? There will always be an underground and those who want to get guns will and the ordinary person will be the the victim of crime. C'mon get real!
> I don't understand why in America it is still POSSIBLE i.e. legal for a
> parent to give their child a gun.
> Or even to have one themselves.
> Surely any sane society would ban these weapons of death?
> (In the UK we also have our madnesses, but we don't embody them in the law
> and constitution!)
> Hope I don't upset anybody by this.
Date: Thu, 29 Apr 1999 15:30:47 -0400
From: Jana Nicol-Holley <nicol>
Subject: Shooting in Colorado
Interesting thought I shared with my co-worker today:
It's illegal to supply a minor with cigarettes, narcotics and alcohol but not
And his response (that he heard on the radio):
In the 30s and 40s when minorities were being lynched and hanged we didn't
blame the rope.
Date: Thu, 29 Apr 1999 16:05:45 -0400
From: John & Sandra Barrick <astroboy>
Subject: Re: Shooting in Colorado
> qed wrote:
> > I don't understand why in America it is still POSSIBLE i.e. legal for a
> > parent to give their child a gun.
> > Or even to have one themselves.
> > Surely any sane society would ban these weapons of death?
> > Hope I don't upset anybody by this.
> > JOHN
No One has the crime rate we do for a civilized society. For me it
would be fine to ban guns. Can you imagine going out at night
without fear you might have harm done to you as a woman alone. Or a
country where the police don't carry guns. True you can access
knives> but knives are not the issue. It is much easier to shoot a
gun than to physically stab someone. Instead of throwing a blow you
are pulling a trigger. It's become an extension and very surreal I
think for a lot of kids. In a country where it is a right to carry
arms I can't see it changing anytime soon. If they make the point
that they have the right to defend themselves or to hunt then my
question is> Why do you need an oozy or a machine gun to defend
yourself? You are not upsetting me JOhn> the problem is the NRA is a
political powerhouse! One day I think peace will prevail but I'm not
sure I'll live to see it. I'm already 37 and when I was young I
don't remember Guns being an issue, they were around but not used
for massive killing sprees. Also it's not legal for children to bare
arms, they are not permitted to buy them. However the NRA will not
back gunlocks being put on every gun. The theory being it prevents
them for using a gun for what it is intended for. Killing??? I mean
what is it you do with a gun but kill? Not to mention the explosive
bullets which are put into the guns!
Date: Thu, 29 Apr 99 14:13:26 -0700
From: MaryAnn Kohl <maryann>
Subject: Re: Shooting in Colorado
John & Sandra Barrick astroboy 4/29/99 1:05 PM
>The theory being it prevents
>them for using a gun for what it is intended for. Killing??? I mean
>what is it you do with a gun but kill? Not to mention the explosive
>bullets which are put into the guns!
Do you really believe that laws against owning guns will prevent people
from owning them? Do laws prohibiting the use of drugs stop people from
taking them? Did prohibition of alcohol prevent consumption of alcohol?
if someone wants a gun, they will get one. These boys in Colorado could
have done all they wanted to do whether there were laws against guns or
not...and might have enjoyed the challenge of purchasing their weapons
through the black market....certainly propane is not illegal, and look
what happend with that! I don't think gun laws are the issue.
MaryAnn F. Kohl (WA)
Date: Thu, 29 Apr 1999 23:20:13 +0200
From: Luc Desdoigts <email@example.com>
Subject: color wheel ? !!!
I'm teaching to teach in the I.U.F.M. of "Arts Appliqus", in Antony, near Paris.
I've been workking for 20 years on this subjects with students, but the only books I found interesting and without
mistake (because not printed but painted) were :
"Les cahiers de couleur" 1, 2 and 3. (1991)
Editions : Ecole Nationale Suprieure des Arts Dcoratifs
rue d'Ulm -PARIS-
I hope you'll find them.
Date: Thu, 29 Apr 1999 17:31:06 EDT
Subject: Great truths from MarshArt
My Uncle just sent me this...It is the funniest!
GREAT TRUTHS ABOUT LIFE
THAT ADULTS HAVE LEARNED
Raising teenagers is like nailing Jell-O to a tree.
There is always a lot to be thankful for if you take time to look for it. For
example, I am sitting here thinking how nice it is that wrinkles don't hurt.
One reason to smile is that every seven minutes of every day, someone in an
aerobics class pulls a hamstring.
The best way to keep kids at home is to make the home a pleasant atmosphere
... and let the air out of their tires.
Car sickness is the feeling you get when the monthly car payment is due.
Families are like fudge .. mostly sweet with a few nuts.
Today's mighty oak is just yesterday's nut that held its ground.
Laughing helps. It's like jogging on the inside.
Middle age is when you choose your cereal for the fiber, not the toy.
My mind not only wanders, sometimes it leaves completely.
If you can remain calm, you just don't have all the facts.
You know you're getting old when you stoop to tie your shoes and wonder what
else you can do while you're down there.
GREAT TRUTHS ABOUT LIFE
THAT LITTLE CHILDREN HAVE LEARNED
No matter how hard you try, you can't baptize cats.
When your mom is mad at your dad, don't let her brush your hair.
If your sister hits you, don't hit her back. They always catch the second
Never ask your 3-year old brother to hold a tomato.
You can't trust dogs to watch your food.
Reading what people write on desks can teach you a lot.
Don't sneeze when someone is cutting your hair.
Puppies still have bad breath even after eating a tic tac.
Never hold a dust buster and a cat at the same time.
School lunches stick to the wall.
You can't hide a piece of broccoli in a glass of milk.
Don't wear polka-dot underwear under white shorts.
The best place to be when you are sad is in Grandma's lap.
Date: Thu, 29 Apr 1999 17:37:28 EDT
Subject: Picasso Self Portrait
I could use some help locating a self-portrait of Picasso done in his cubist
style. If you know of one or can suggest a next-step in my search, please
let me know. Thanks for any help you can give. Vita
Date: Wed, 29 Apr 2099 17:27:59 -0400
From: "Linda Kelty" <lckelty>
Subject: Chernobyl virus
This is a multi-part message in MIME format.
The latest and most dangerous virus is the Chernobyl virus, timed to =
coincide with the anniversary of the nuclear virus. It has already hit =
hard in Europe. Absolutely DO NOT OPEN any e-mail with "It Takes Guts =
To Say Jesus" in the subject line. It will erase and scramble your =
hard drive. DELETE IMMEDIATELY!!
<!DOCTYPE HTML PUBLIC "-//W3C//DTD W3 HTML//EN">
The latest and most dangerous virus is the Chernobyl =
timed to coincide with the anniversary of the nuclear virus. It =
already hit hard in Europe. Absolutely DO NOT OPEN any e-mail with =
"It Takes Guts To Say Jesus" in the subject line. It =
erase and scramble your hard drive. DELETE=20
Date: Thu, 29 Apr 1999 16:29:50 -0700
From: Kevin Hall
Here is different slant on the "Time Detectives" Idea--Something to
start the school year.
I have just been catching up with some of the most recent e-mails.
There have been some great ideas associated with the "Time Detectives"
type lessons. The suggested lesson which follows is not really aligned
with the time detectives concept of digging up the past, but it is
another slant on the use of artifacts. As a getting acquainted activity
at the beginning of the school year, we do an activity called
"GARBAGE-OLOGY" = the study of garbage
My students are entering the sixth grade. They are coming to me from
two different elementary schools--this lesson activity works well to get
them to meet and become acquainted with new people.
i Each student is provided with a large paper bag
i That evening for homework, each student is to put 5 items into the
give clues about them. The items selected should be obscure and not
obvious. These items are their garbage--analyzing someone's garbage
a lot about a person.
i The next day all of the bags are collected and redistributed. (The
items inside should NOT have the name of the student.)
i Students receive another student's bag, analyze one item at a time,
prepare a brief presentation hypothesizing what they think the
about the person and their garbage. They may even try to guess who
i The process of sharing and presenting the "garbage artifacts" is
until everyone has a chance to contribute.
i Bags are returned to their owners.
i A discussion of the process, findings, and experience follows.
i Many times, new friendships develop out of this experience.
Oftentimes, to explain and model this activity (this is done before
telling the students what they will be doing) I give each table group
one lunch bag with an item containing a clue about something related to
me. They must come to consensus as to what they think the artifact
means and share their ideas. This allows them to learn something about
their teacher and it also clearly demonstrates how the "Garbage-ology"
lesson will proceed.
Hopefully, someone will find this lesson to be useful in their own
Date: Thu, 29 Apr 1999 20:46:38 -0400
From: "The Cheevers"
Subject: Re: Pick me ups
Miracle worker skiart- Do you have a family? How do you fit your life in?
- -----Original Message-----
To: gregjuli ; artsednet.edu
Date: Thursday, April 29, 1999 6:12 AM
Subject: Re: Pick me ups
>In a message dated 99-04-28 19:51:50 EDT, gregjuli writes:
><< What are some of the
> things you all do to keep that energy level up till the last school
> bell of the year rings?
> MaryB >>
>Vitamin C with 500mg bioflavins, vitamin B complex complete from GNC.
>I just finished moving, sending the contents of my house in 6 different
>directions, and doing the supply inventory and order for next year. I had
>really get my act together. Here's what I do.
>The key for me is to keep myself organized, stay on top of things, so I
>get overwhelmed. Then I'm not tired from stress. I can be upbeat and keep
>kids in line.
>I do detailed lessons for the week on the weekend, with lists and more
>of everything needed for each class. That way I don't have to deal with it
>I get up very early, arrive at school a couple of hours early, so I'm
>prepared, and then my day goes smoothly. If I am required to internal sub
>during my free period, my baskets and carts for my classes are ready before
>the day begins. Then I can handle losing my free period. Otherwise, I am
>running, forgetting something, running back, skipping lunch.
>I am organizing cabinets, shelves, file boxes and just got two units of 60
>letter filing shelves (they look like mailboxes). I'm starting to feel
>I can file after using something and FIND things. I stress when I can't
>something needed for a class and have to spend valuable time looking or
>everthing piles up on my carts and on the countertops and floor.
>Everything I introduce is new media for the kids, so they are enthused:
>printmaking, painting, pastels (I laminate the pastels), weaving,
>I think they worked with more dry materials before I came to the school.
>I stay until I'm finished after school, that way I have time for lunch the
>following day. I keep current on the grading. In my storeroom, each class
>a labeled drawer where I keep the projects, so I don't lose them.
>When a book inspires the artwork, I read the story to the kids, and use the
>strategy, #'d heads together with a spinner, to question them during the
>reading. For their critique, I put the criteria on the board that students
>must use for their comment. I find they ohh and ahh when the student holds
>his project. It beefs up the self esteem. Also, I don't have to bring in
>supplies that day.
>I have two kids come in to help me during their lunch, my free period, so
>they can do bulletin boards, fill paint cup strips, etc.
>Now I have to prepare and select the entries for the district art show, the
>admin. bldg. display and the state contest, and I'm going to make art
>on the computer with tie dye paper to distribute at our building assembly.
>I have to return all of their artwork and assemble some kind of portfolio
>with the kids to take home their work for the year.
>I deal with a day at a time. I don't follow a clock on the weekend.
Date: Thu, 29 Apr 1999 19:46:08 -0500
From: Ellyn Wenk
Subject: Re: unit ideas
I just want to say that the time line is exactly how I teach
too. And it works for me. It also helps the students understand
time and what a timeline is.
As far as multicultural art goes I found that many of the
beginnings of interesting art forms related to various
cultures fell somewhere into the ancient through Renaissance
time periods To give an example and to name just a few: Please
understand I know there is much much more!!
200 to 1400 AD
Byzantine ( Constantinople, Russia, Greece, Kiev Asia Minor,
Turkey give or take a few other countries) (the blending of
several traditions classical Greco- Roman and arts of the near
Near East such as ; Mosaics, Icons, use of vivid colors and
2500 BC to 1500 AD
Islamic ( decorative tiles and iron made swords, knotted
intricate designed carpets ewer or intricate vase making and
architecture of the Mosque)----
2500 BC to 1500 AD
India ( Pottery jars, stamp seals sculptures of Hindu gods,
Shiva bronze statues, and the bronze bull Nandi and Buddhist
shrines Porcelain figures of Buddha and art influenced by
Hellenistic style relief carved in stone. Three curly-maned lions
coming from the sculptured designs that topped Asoka's pillars
that were carved of sandstone. The combining of Indian art and
persian such as Nobles riding on elephants, The architecture of
The Taj Mahal, )------
2000 BC to 1600 AD
China (Chinese silk embroidery, silk making, porcelain,
invention of paper, nature painting landscapes with single branch
or flower, Wood block printing, Dragons as subject matter, bronze
statues of rhinoceros, Chinese books Sung and Ming art of
porcelain jars and jade sculptures) --------
2000 BC to 1600 AD
Japan (Japanese Kimonos, Samurai subjects and street scenes,
Kabuki theater with colorful scenery and costumes, wood block
printing with many blocks , plate armor )----------
l730 BC to 1600 AD
Africa (Metalworking of bronze sculptures, masks , carved wood,
ivory carvings, brass weights of daily life, woven grass, printed
cloths and the whole Egyptian pyramids and tombs &
1200 BC to 1438 AD
The Americas (Clay sculptures, stone carvings, mosaic covered
carvings ,turquoise and shell mosaic masks, peruvian weaving,
Aztec ear spools, natural dyes, Anasazi apartment houses, pueblo
bowels , hammered copper woodworkers of sun masks , mounds of the
So I relate most of my multicultural lessons when I am in those
timeline sections. I too am not as consistent as I want to be
with this area.
I welcome any additions to these areas and any ideas of a
better way to work in Multicultural art.
End of artsednet-digest V2 #1406
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RE>artsednet-digest V2 #1406
9:09 AM 4/30/99
Reply: Ann Carolan: "Re: RE>artsednet-digest V2 #1406"