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RE:[teacherartexchange] teacherartexchange digest: August 17, 2008

---------

From: Watkins, Patricia (PWATKIN1_at_TeacherArtExchange)
Date: Mon Aug 18 2008 - 06:17:47 PDT


I do allow my students to copy occasionally. As was said, it must be
freehand with the original Master artist acknowledged. There is
something to be gained from copying a very good piece of art work. It
gives the students a guide. Afterwards they go back to their own
original art work with a new confidence. I teach middle school.

Patricia Watkins
Houston, Texas

-----Original Message-----
From: TeacherArtExchange Discussion Group digest
[mailto:teacherartexchange@lists.pub.getty.edu]
Sent: Monday, August 18, 2008 3:00 AM
To: teacherartexchange digest recipients
Subject: teacherartexchange digest: August 17, 2008

TEACHERARTEXCHANGE Digest for Sunday, August 17, 2008.

1. Re: donated item list- cork?
2. Re: donated item list- cork?
3. Re: Learning by copying?
4. Re: donated item list- cork?
5. Re: teacherartexchange digest: August 16, 2008
6. Re: Learning by copying?
7. Re: getting a job
8. Re: Learning by copying?
9. Re: if I was a mean coordinator... rubric
10. RE: donated item list- cork?
11. Re: Learning by copying?
12. Re: Learning by copying?
13. Seven Period Day Advise Needed
14. from long to shorter art classes
15. Re: A new pun list for everyone
16. Fish Pun list, Bird Pun list, Visual Pun list
17. Re: A new pun list for everyone
18. Re: Learning by copying?
19. Re: donated item list- cork?
20. Re: Learning by copying?

----------------------------------------------------------------------

Subject: Re: donated item list- cork?
From: "Diane Beilby" <dibeilby@sbcglobal.net>
Date: Sun, 17 Aug 2008 07:48:21 -0500
X-Message-Number: 1

A friend has given me wine bottle cork for several years
can anyone share how they have used these

Diane

----- Original Message -----
From: "Holmgren" <holmgren@lakedalelink.net>
To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
Sent: Friday, August 15, 2008 1:55 PM
Subject: Re: [teacherartexchange] donated item list?

> Some additional items on my list are:
>
> paper grocery bags
> telephone wire
> plastic rectangular baby food containers and lids
> corks and film cannisters
> matboard scraps
> small wood chunks
> microwave dinner containers
> newspaper
> magazines
> egg cartons
>
> Mary H.
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
> --
> No virus found in this incoming message.
> Checked by AVG. Version: 7.5.524 / Virus Database: 270.6.3/1611 -
Release
> Date: 8/14/2008 6:20 AM
>
>

----------------------------------------------------------------------

Subject: Re: donated item list- cork?
From: twoducks@aol.com
Date: Sun, 17 Aug 2008 09:23:32 -0400
X-Message-Number: 2

From: Diane Beilby
Subject: Re: [teacherartexchange] donated item list- cork?

A friend has given me wine bottle cork for several yearsB

can anyone share how they have used theseB

Diane,

I do not know what age group you teach. In my elementary art room my
construction-obsessed sculptors would most likely have traded a week's
worth of lunches for a handful of corks. They used them endlessly in
their work in endless ways; what your students say if you asked them?

kathy douglas, K-3 massachusetts, retired
TAB
teachingforartisticbehavior.org

----------------------------------------------------------------------

Subject: Re: Learning by copying?
From: Jeff Pridie <jeffpridie@yahoo.com>
Date: Sun, 17 Aug 2008 06:49:15 -0700 (PDT)
X-Message-Number: 3

> Do you allow
> your students to copy as part of the learning process? If
> not, why?

Andrea,

Thank you for posing this question again at the beginning of the school
year as it makes all pause and "think" our position on this issue. So
many are impassioned by the "originality", "copying" issue. There are
the purest and those who are not.

I think the bottom line on this issue is what do you want to have
students accomplish if they do copy/imitate? What will they gain?
If they do not copy/imitate? What will they gain?

Another point here is for students to be honest with viewers if they
have copied or imitated a work of art. They have re-created the image
using their own skill level and techniques but the original image was
not their own. The same thing can be said if they trace or opaque a
piece of work. Drawing the line between free hand drawing and using
devices. Honesty of how the image came about, was produced is something
I think is the core of the debate. Some students the copy/imitate is
about the only level they will get at while other students will migrate
to the original concept. We as teachers have to facilitate the movement
to original but also be mindful some students by their own learning
style or commitment may never reach that level (not penalize them
because they cannot).

I wonder how many "Artist" could come to terms with some of these same
questions about copying/imitation? How honestly they could examine their
own processes?

Jeff (Minnesota)

      

----------------------------------------------------------------------

Subject: Re: donated item list- cork?
From: "M. Austin" <whest177@wheatstate.com>
Date: Sun, 17 Aug 2008 09:07:55 -0500
X-Message-Number: 4

I've had my upper level classes make worry jars. The challenge was to
create
a container out of clay that had an opening the size of the cork. I
called
them worry jars because I wanted to disuade my students from getting TOO

creative in what they would put in them! They could also be banks.
~Michal
3-12 Kansas Art Teacher
HS Digital Communications
Technology Integration Specialist
http://www.geocities.com/theartkids
http://spotlight.digication.com/maustin

>A friend has given me wine bottle cork for several years can anyone
share
>how they have used these

----------------------------------------------------------------------

Subject: Re: teacherartexchange digest: August 16, 2008
From: "Keith Johnson" <kjphotog@gmail.com>
Date: Sun, 17 Aug 2008 08:11:46 -0700
X-Message-Number: 5

One of my most successful projects is where I have students research
the works of other master photographers and then come up with their
own interpretation to photograph. For me the reference gives simply
gives students a starting point that's all.

> I'm about to begin my first year teaching high school art, though
I'm a seasoned teacher in >other fine arts courses. My colleagues
insist that no copying ever be allowed, for any >reason. While I
understand the importance of the students learning to develop
confidence in >their own creativity.

(for some strange reason, I keep getting my replies blocked maybe this
will work)

----------------------------------------------------------------------

Subject: Re: Learning by copying?
From: Betty B <bettycarol_40@sbcglobal.net>
Date: Sun, 17 Aug 2008 08:15:10 -0700 (PDT)
X-Message-Number: 6

Very well put Jeff.

I deal with it simply - copying is just fine for
practice, especially when learning difficult things
like animal anatomy.

Tracing is just fine too, as long as you are tracing
your own original drawing, like for the purpose of
transferring it to a nicer surface. No tracing of
another artist's work, period.

Nothing will be put on display that is copied from
another artist's work.

 

Betty C Bowen
printmaker, painter
art educator
Cushing Oklahoma
bettycarol_40@sbcglobal.net
http://www.bettybowenart.com
http://bettycbowen.blogspot.com/

----------------------------------------------------------------------

Subject: Re: getting a job
From: Patricia Knott <pknott_6@comcast.net>
Date: Sun, 17 Aug 2008 11:27:12 -0400
X-Message-Number: 7

On Aug 16, 2008, at 6:38 PM, Anne Verrier Scatolini wrote:

> check out MOCA CAS...Museum of Contemporary Art - Contemporary Art
> Start in Los Angeles. A wonderful pedagogy imbued in creative
> inquiry that " delays premature closure" the fear that keeps kids
> paralyzed.
> On Aug 16, 2008, at 2:58 PM, Patricia Knott wrote:
>
>>

Thanks Anne

This a nice site and perfect for my Why Man Creates Class

http://www.moca.org/cas/?id=27

Patty

----------------------------------------------------------------------

Subject: Re: Learning by copying?
From: Gayle Parent <gayleparent@gmail.com>
Date: Sun, 17 Aug 2008 08:41:03 -0700
X-Message-Number: 8

I allow my students to copy at times. I think it's a time honored
way to learn. However, I insist that they always say that they
copied. When they copy, they are never to say that it was their own
idea.
G

On Aug 16, 2008, at 9:31 PM, Andrea Cope wrote:

> I'm about to begin my first year teaching high school art, though
> I'm a seasoned teacher in other fine arts courses. My colleagues
> insist that no copying ever be allowed, for any reason. While I
> understand the importance of the students learning to develop
> confidence in their own creativity, I also see the value of
> learning via imitation. I've certainly improved my own skills by
> examining drawings and photographs and trying to reproduce what I
> see. I saved all of the responses to the recent question about
> artistic process. Several of you mentioned working from
> photographs. How is that different? Or is it? I'd like to be
> able to offer a different point of view to my teammates but I need
> a better foundation. And I'm open to the possibility that my
> instinct is wrong. Do you allow your students to copy as part of
> the learning process? If not, why?
> Andrea
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html

----------------------------------------------------------------------

Subject: Re: if I was a mean coordinator... rubric
From: Patricia Knott <pknott_6@comcast.net>
Date: Sun, 17 Aug 2008 11:57:16 -0400
X-Message-Number: 9

Thanks from me too Ellen

I just ordered the book and hope I can make my agenda for my
department from it for the entire year. I'm a big fan of Wiggins and
McTighe

>>> Wormeli's fourth belief is that academic grades should
>>> be a direct reflection of mastery. This means that factors such as
>>> effort, behavior, and attendance should not be included in
>>> calculating grades
>>> (chapter eight). It also means that students should be allowed to
>>> redo work without penalty (chapter ten) and should not be graded on
>>> homework

This seems to be a tough concept for many teachers. I went through a
new middle school grading creation this past year and I found it very
hard for the teachers to separate behaviors ( and mostly it was bad
behaviors) from judging the skills and understanding. Someday
soon I hope somebody comes up with this kind of guide just for art.
Often the general learning patterns in art have nothing to do with
what happens in other classes and I think that is what makes it so
difficult for us in art to follow what every one else is told should
be.

I'm a big believer in giving problems to solve and asking lots of
questions and then only worrying about the product after the student
tackles all the questions. That can take a long time, and progress
can be in inches. With my talented students it's often easy to get
them to redo and revise. With the rest, my biggest weakness is the
student who does something just to get by and could care less about
making it better. I have plenty of high school kids who are
satisfied with a "D" just to get by, and then attitude and behavior
does play a role.

Patty

On Aug 16, 2008, at 11:17 PM, Jeff Pridie wrote:

> Ellen,
>
> Thank you for this jewel of information. The levels of creativity
> you mentioned and the book I am looking forward to further research
> on and reading. Great points in the information you provided.
>
> Jeff (Minnesota)
>
>
>
>> From: Sears, Ellen <ELLEN.SEARS@Anchorage.kyschools.us>
>> Subject: [teacherartexchange] if I was a mean coordinator... rubric
>> To: "TeacherArtExchange Discussion Group"
>> <teacherartexchange@lists.pub.getty.edu>
>> Date: Saturday, August 16, 2008, 7:33 PM
>> "if I was a mean coordinator, I would make a rubric
>> that evaluated my
>> teacher's lessons and expectations."
>>
>> I don't think that would make you a mean coordinator.
>> A rubric is for
>> all parties - they help me put into words what I am
>> assessing, and they
>> help the kids understand my expectations. I am reading a
>> book that has
>> helped me verbalize what I do in my room. I have never
>> highlighted or
>> put post-it notes in a book - this one is filled with
>> both....
>>
>> As for assessing creativity - I like to use the levels of
>> creativity...
>>
>> Levels of creativity
>> The first three levels of creativity can be attained by
>> anyone who is
>> motivated and who has persistence enough to see projects
>> and ideas
>> through. The last two levels may be unattainable to all but
>> those who
>> are highly gifted creatively, or those who are naturally
>> creative
>> geniuses.
>> 1. Primitive and intuitive expression:
>> 2. Academic and technical level:
>> 3. Inventive level:
>> 4. Innovative level:
>> 5. Genius level:
>>
>> As for the book:
>>
>> "Fair isn't Always Equal"
>> Rick Wormeli
>>
>> "Wormeli has four beliefs that drive his book. His
>> first belief is that
>> differentiation is an effective mechanism for student
>> learning.
>> Wormeli's definition of differentiation is compatible
>> with Tomlinson's
>> (2001) definition of work that is tiered up or down based
>> on student
>> abilities. Wormeli is an advocate for focusing instruction
>> and
>> assessment on standards. He does not advocate particular
>> standards, but
>> he suggests that whatever standards are used should be
>> prioritized in
>> terms of important concepts and skills. This means that
>> "fluff"
>> assignments should never be given (pp. 34-35).
>>
>> The author's second belief is that the goal of
>> education is mastery of
>> the skills and important concepts that have been
>> established for
>> students to learn. Because the question of what should be
>> mastered is
>> beyond the scope of the book, Wormeli focuses on the
>> criteria for the
>> evidence of mastery. This section is influenced by Wiggins
>> & McTighe
>> (2005). (Readers desiring more background on what
>> constitutes evidence
>> of mastery should consult chapter seven of their
>> Understanding by
>> Design.)
>>
>> The third belief driving the book is that assessment should
>> be used as a
>> tool to inform instructional decisions. Readers will come
>> away with a
>> clear understanding of the role of pre-assessments,
>> formative
>> assessments, and summative assessments in a differentiated
>> classroom.
>> Readers wanting broader coverage of the relationship of
>> assessment to
>> instruction should consult Popham (2003).
>>
>> Wormeli's fourth belief is that academic grades should
>> be a direct
>> reflection of mastery. This means that factors such as
>> effort, behavior,
>> and attendance should not be included in calculating grades
>> (chapter
>> eight). It also means that students should be allowed to
>> redo work
>> without penalty (chapter ten) and should not be graded on
>> homework (pp.
>> 116-120). For broader coverage on the topic of grading
>> readers should
>> consult Marzano (2000) or Guskey & Bailey (2001).
>>
>> Education Book Review
>>
>> Getting ready for our second week of school,
>> Ellen
>>
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html

----------------------------------------------------------------------

Subject: RE: donated item list- cork?
From: "Hillmer, Jan" <HillmJan@Berkeleyprep.org>
Date: Sun, 17 Aug 2008 12:24:24 -0400
X-Message-Number: 10

Your kids can probably figure out numerous ways to use them. Draw
directly on the corks; add people & animal appendages/body parts by
slitting the cork and inserting stiffened paper pictures; make
connectors with small pieces of telephone wire or paper clips for
moveable appendages. The artist Marisol could be a cool connection.

Jan in Tampa ( eyeing Fay)
Gr 1-5

-----Original Message-----
From: Diane Beilby [mailto:dibeilby@sbcglobal.net]
Sent: Sunday, August 17, 2008 8:48 AM
To: TeacherArtExchange Discussion Group
Subject: Re: [teacherartexchange] donated item list- cork?

A friend has given me wine bottle cork for several years
can anyone share how they have used these

Diane

----- Original Message -----
From: "Holmgren" <holmgren@lakedalelink.net>
To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
Sent: Friday, August 15, 2008 1:55 PM
Subject: Re: [teacherartexchange] donated item list?

> Some additional items on my list are:
>
> paper grocery bags
> telephone wire
> plastic rectangular baby food containers and lids
> corks and film cannisters
> matboard scraps
> small wood chunks
> microwave dinner containers
> newspaper
> magazines
> egg cartons
>
> Mary H.
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
> --
> No virus found in this incoming message.
> Checked by AVG. Version: 7.5.524 / Virus Database: 270.6.3/1611 -
Release
> Date: 8/14/2008 6:20 AM
>
>

---
To unsubscribe go to 
http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: Re: Learning by copying?
From: Jerry Vilenski <jvilenski@yahoo.com>
Date: Sun, 17 Aug 2008 09:30:41 -0700 (PDT)
X-Message-Number: 11
The "Learning by Copying" debate has gone on for generations in art
education, and is unlikely to be resolved any day soon.  My take on the
situation is this:  In the secondary schools, where studio classes
prevail, there are the practical considerations of time, materials and
access to ideas to confront.  If you have experienced a reduction of
contact time with your students, their opportunities to draw and paint
from direct observation is likely compromised.  Using reference photos
or copying master works is an acceptable, albeit not perfect, substitute
for direct observation art activities. In addition, keep in mind these
are students, not professional artists.  Studio classes should teach, in
addition to the creative process, art skills-- something that
universities sometimes forget in their fine art classes.  One of those
skills is increasing the student's ability to observe all of the visual
clues a given subject presents, and the use of photos can
 provide that type of information.  
Keen observation skills are essential to the technical side of
art--perspective, color mixing, brush techniques, use of shadow, etc.
Very often, the fine artists among us would rather not deal with that
aspect of the creative process, but ignoring it can be at your own and
your student's peril.  How your students deal with those skills is part
of what makes them unique and creative, which you nurture as much as
possible. However, if your kids don't know how to hold a brush, it is
pretty difficult to paint effectively, and if you can't effectively
perceive the world around you, it's equally as hard to interpret that
world through art.
Jerry
      
----------------------------------------------------------------------
Subject: Re: Learning by copying?
From: Patricia Knott <pknott_6@comcast.net>
Date: Sun, 17 Aug 2008 13:41:50 -0400
X-Message-Number: 12
I always hate this issue.  I think most "talented " kids start out by  
copying and then somebody recognizes and tells them they are talented  
and they get stuck in a comfort place.   Getting to the next step  
becomes a problem.
Most kids can't even copy- so I think it shouldn't even be something  
that comes into the basic levels of art instruction.   Of course,  
there is a rich history of serious art students  copying the masters,  
but that  includes an analysis of the master's process, thinking, and  
applications of historical perspectives.
What is the point of copying?   .... to get a product with some kind  
of sense of accomplishment?
Instead, can't we pose problems with multiple solutions and make the  
pride in the idea?
I worked in all kinds of art and design jobs for 20 something years  
before I started teaching.    What I learned was that skill was not  
as important as ideas. I did plenty of jobs where my skills paid my  
rent,  but the jobs that required my ideas is were I made my  
progress.  There is always some one who can make something look  
good.. there aren't that many "someones" who know how to get an idea.
> what do you want to have students accomplish if they do copy/ 
> imitate? What will they gain?
I deal with curriculum all the time. I have to put the standards into  
the curriculum . When I look at lesson plans  across the board it's  
always mostly about the product.  There are 6 Standards....
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
4. Understanding the visual arts in relation to history and cultures
5. Reflecting upon and assessing the characteristics and merits of  
their work and the work of others
6. Making connections between visual arts and other discipline
  but I think the "weight" in giving kids the opportunity to succeed  
is not distributed in 6 ways. Why can't a kid who is very good at #4  
get the same regard as as the kid who can make it well?    I have had  
lots of students who love the history and the criticism and  
connections and they get their own opportunities at the art show as  
guides, reviewers, display makers.  Accommodating all the interests  
and styles is what IS differentiation in the art classroom.
Copying has nothing to do with Standard 3
> Students select and use subject matter, symbols, and ideas to  
> communicate meaning
I'm going to be bold and say that copying doesn't accomplish anything  
but refrigerator art. Teaching kids how they they can take/steal,  
abrogate, transform, translate, mutilate, and connect is how we can  
measure learning. I really think , if we think we are making life- 
long learners and future consumers, we have to be absolutely  
sensitive to how each child responds in the art room and give every  
opportunity for each child to be successful in one of the standards.
Awhile back Marvin asked about to incorporate team/group work in the  
art room.  I f we put all the kids on design teams and let them copy  
and sound off  from each other, then we may best be able to  
incorporate true brainstorming and idea generation.
I'm just thinking out loud here, I think that's what is best about  
these lists.
Patty
On Aug 17, 2008, at 9:49 AM, Jeff Pridie wrote:
>> Do you allow
>> your students to copy as part of the learning process?  If
>> not, why?
>
> Andrea,
>
> Thank you for posing this question again at the beginning of the  
> school year as it makes all pause and "think" our position on this  
> issue.  So many are impassioned by the "originality", "copying"  
> issue.  There are the purest and those who are not.
>
> I think the bottom line on this issue is what do you want to have  
> students accomplish if they do copy/imitate? What will they gain?
> If they do not copy/imitate? What will they gain?
>
> Another point here is for students to be honest with viewers if  
> they have copied or imitated a work of art. They have re-created  
> the image using their own skill level and techniques but the  
> original image was not their own.  The same thing can be said if  
> they trace or opaque a piece of work. Drawing the line between free  
> hand drawing and using devices.  Honesty of how the image came  
> about, was produced is something I think is the core of the  
> debate.  Some students the copy/imitate is about the only level  
> they will get at while other students will migrate to the original  
> concept. We as teachers have to facilitate the movement to original  
> but also be mindful some students by their own learning style or  
> commitment may never reach that level (not penalize them because  
> they cannot).
>
> I wonder how many "Artist" could come to terms with some of these  
> same questions about copying/imitation? How honestly they could  
> examine their own processes?
>
> Jeff (Minnesota)
>
>
>
----------------------------------------------------------------------
Subject: Seven Period Day Advise Needed
From: "Randy Menninghaus" <india99@infionline.net>
Date: Sun, 17 Aug 2008 14:18:27 -0400
X-Message-Number: 13
Dear Joe and others,
My high school never went to 80 periods.  We got close about 8 years
ago,
than the Science dept. had a mutiny.( the had double periods already
and
did not want to lose them  )
So I have taught ceramics and general art classes in 45 minute units all
my
life.
You have been given lots of good advice.   Starting and stopping/cleanup
routines become critical.
I tend to give an overview/introduce the unit(10 minutes), than have two
to
three days where I meet them at the door and say go straight to making
art.
than we stop briefly and look at what is going on and set a due date.
Clean up is hard . There are always the ones that clean up ten minutes
early cause they don't like to be "Rushed at the sink".  Good luck on
figuring them out.  We have about a 7 minute warning for clean up. I
also
have to say more than once, in the early part of the year " I dismiss
you,
not the bell"... so if the whole class gets behind and the bell goes, it
is
still their responsibility to stay, and clean.  If you can stand by it,
the
clean up is more efficient.  It helps to be standing in the door way the
first time you do have to hold a class back for clean up.  If they have
disregarded their cues for clean up I  won't write a late pass either. (
My
school's mascot is the witch , can you tell?:>)
Ceramics with 45 minutes. I always do them only when I have a student
teachers. I seek out student teachers who have good ceramic skills.
That
has worked pretty darn well for me. 
Randy in Maine,( who is trying not to panic over the new AP course I am
teaching this fall... in one 45 minute period.)
----------------------------------------------------------------------
Subject: from long to shorter art classes
From: MERRILEE GLADKOSKY <gladrag@snet.net>
Date: Sun, 17 Aug 2008 13:55:06 -0700 (PDT)
X-Message-Number: 14
Last year we went through a change from one hour to 45
minute art classes on the elementary level.  We went
to a four day rotation.  No one wants to hear that we
actually do lose time with the transition,
introduction and cleanup taking up so much of EACH
time the children come in but it's very true.  I had a
hard time with unfinished work this year and although
I have been teaching art since the dinorsaurs ruled
the earth (well, shortly thereafter) I have been
thrown off track by the change.  
     The biggest thing I have done to help myself is
to limit the media I used during a single day/week. 
The less media clean up I have the better off I am. 
Then, one class sets up the tables for the next one
coming in.  I can teach good, spiraling lessons but I
cannot keep up with going from one class to another
with total set up changes.  Just offering this as food
for thought. 
Merrilee in CT
----------------------------------------------------------------------
Subject: Re: A new pun list for everyone
From: "M. Austin" <whest177@wheatstate.com>
Date: Sun, 17 Aug 2008 16:00:52 -0500
X-Message-Number: 15
Sue - great list! I was going to add this to the list of birds, fish, &
I 
thought there was another list??? But somehow I can't find where I saved
it, 
and the search function on getty isn't working. Do you, or someone else,
have those lists they can share?
~Michal
> I know we've done the list of puns before for Fish and for Birds, but
I 
> thought I would try something new this year (my seniors are tired of
the 
> punny fish exercise on the first day!).....here's a list of Common 
> Botanical Names that could be used for a 'pun' exercise...... 
----------------------------------------------------------------------
Subject: Fish Pun list, Bird Pun list, Visual Pun list
From: "Sue Stevens" <suestevens@rogers.com>
Date: Sun, 17 Aug 2008 17:40:07 -0400
X-Message-Number: 16
Here are the lists I created way back when...
FISHES
Paradise fish 
Firemouth Cichlid 
Convict Cichlid 
Zebra Cichlid 
Rosy Barb 
Tiger Barb 
White Cloud Mountain Fish 
Swordtail fish
Bleeding Heart fish 
Blind cave fish
Pencil Fish 
Penguin Fish 
Scissors Tail Fish 
Armoured Catfish
 Jewel Fish 
Leaf Fish 
Clown Loach 
Archer Fish 
Egyptian Mouth-breeder 
Mosquito Fish 
Flag fish 
Black Widow fish 
Pirate Perch 
Toadfish 
Striped Squirrel fish
Dragonfish 
Goosefish
King Fish
Hog Snapper
Winter Founder
Rabbitfish
School Bass
BIRD NAMES
Bee-eaters
Bellbirds
Birds of Paradise
Ovenbirds
Canvasback
Catbirds
Corn Crakes
Cowbirds
Elf Owl
Scrubfowl
Seabird
Secretary Bird
Flycatchers
Frogmouths
Fork-tailed swift
Turtle Dove
Kingbirds
Kingfishers
Man of War Bird
Night Hawk
Grasshopper Sparrow
Egyptian Plover
Rock Hopper Penguin
Yellow Hammer
Umbrella Bird
Grey Winged Trumpeter
Fruit Dove
Elephant Bird
Dollarbird
Tiger Parrot
Sandwich Tern
Firecrest
King Penguin
Rose Headed Parakeet
Festive Parrot
Scissor -Tailed Nightjar
Spotted Antbird
VISUAL PUNS
Flower Bulb 
Jack Frost 
Fire Drill 
Dragon Fly 
Dr. Pepper 
tap dancing
tooth fairy
Watch Dog 
Second Hand Store
Strong Box 
Bookworm 
Wisdom Tooth 
Mail Man
Boxing Match 
Horse Fly
Hot dog
Car pool
Gator-aid
Eye-ball
Fruit Bowl
Grandfather clock
TV Dinner
World wide web 
Pen-Pals
Spelling Bee
Home run
Brainstorm
Coat of Arms
Bedspring
Bookworm
Loud Tie
Light-house
----------------------------------------------------------------------
Subject: Re: A new pun list for everyone
From: Ann Heineman <aiheineman@prodigy.net>
Date: Sun, 17 Aug 2008 17:51:53 -0400
X-Message-Number: 17
This isn't what you requested, Michal, but I came across it when I was  
looking for your request. Judy Grochowski posted it several years ago:
"Once upon a time the animals decided to do something heroic to meet  
the problems of the 'new world.'  So they organized a school.
They adopted an activity curriculum consisting of running, climbing,  
swimming, and flying.  To make it easier to administer the curriculum,  
ALL the animals took ALL the subjects.
The duck was excellent in swimming, in fact, better than her  
instructor; but she only made passing grades in flying and was very  
poor in running.  Since she was slow in running, she had to stay after  
school and also drop swimming in order to practice running.  This was  
kept up until her webbed feet were badly worn and she was only average  
in swimming.  But average was acceptable in school, so nobody worried  
about that except the duck.
The rabbit started at the top of the class in running, but had a  
nervous breakdown because of so much make-up work in swimming.  The  
squirrel was excellent in climbing until she developed frustration in  
the flying class when her teacher made her start from the ground up  
instead of from the treetop down.  She also developed a charely horse  
from overexertion and got a C in climbing and a D in running.
The eagle was a problem child and was disciplined severely.  In the  
climbing class she beat all the others to the top of the tree, but  
insisted on using her own way to get there.
At the end of the year, an abnormal eel that could swim exceedingly  
well, and also run, climb, and fly a little, had the highest average  
and was valedictorian.
The prairie dogs stayed out of school and fought the tax levy because  
the administration would not add digging and burrowing to the  
curriculum.  They apprenticed their child to a badger and later joined  
the groundhogs and gophers to start a successful private school."
		Best wishes to all of you for a successful school year!!
				
				Ann-on-y-mouse in Columbus
				Art teacher, K-5, retired
On Aug 17, 2008, at 5:00 PM, M. Austin wrote:
> Sue - great list! I was going to add this to the list of birds,  
> fish, & I thought there was another list??? But somehow I can't find  
> where I saved it, and the search function on getty isn't working. Do  
> you, or someone else, have those lists they can share?
> ~Michal
>
----------------------------------------------------------------------
Subject: Re: Learning by copying?
From: Gayle Parent <gayleparent@gmail.com>
Date: Sun, 17 Aug 2008 17:48:31 -0700
X-Message-Number: 18
When I began painting I was terrified of all that I had to do/learn  
all at once.  My beginning painting professor had us make collages in  
our sketchbooks, then choose one from which to paint.  That's not  
copying, but I think copying offers the same sort of help.  One can  
begin to learn some skills with the materials while using someone  
else's ideas for the composition, subject matter, etc.  I felt less  
overwhelmed working in that way.  I was also given assignments in  
drawing and painting classes to copy a master artist's work.  That  
was at two different universities. So....I see some decent reasons  
for allowing students to copy.  I've never known a serious artist who  
wanted to copy for long.  Copying is only a crutch or a learning tool  
until one's own ideas begin to flourish.
That said, my elementary students often want to draw popular Disney  
or other cartoon characters.  I allow them to do that once in a  
semester, if they want to, which seems to be an acceptable  
compromise.  They understand that copy means look at and draw, not  
trace, and that they must always say that they have copied the image  
from someone else.
G
On Aug 16, 2008, at 9:31 PM, Andrea Cope wrote:
> I'm about to begin my first year teaching high school art, though  
> I'm a seasoned teacher in other fine arts courses.  My colleagues  
> insist that no copying ever be allowed, for any reason.  While I  
> understand the importance of the students learning to develop  
> confidence in their own creativity, I also see the value of  
> learning via imitation.  I've certainly improved my own skills by  
> examining drawings and photographs and trying to reproduce what I  
> see.  I saved all of the responses to the recent question about  
> artistic process.  Several of you mentioned working from  
> photographs.  How is that different?  Or is it?  I'd like to be  
> able to offer a different point of view to my teammates but I need  
> a better foundation.  And I'm open to the possibility that my  
> instinct is wrong. Do you allow your students to copy as part of  
> the learning process?  If not, why?
> Andrea
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: Re: donated item list-  cork?
From: "Holmgren" <holmgren@lakedalelink.net>
Date: Sun, 17 Aug 2008 21:51:34 -0500
X-Message-Number: 19
I use corks for stamp printing--just as they are, also at times I have
glued 
foam pieces in various shapes to them.  I also use them for assemblage 
sculptures with other found objects. When making plastercraft masks,
they 
work well as armatures for shaping the masks--such as for eyes, etc.
Mary H.
>A friend has given me wine bottle cork for several years
> can anyone share how they have used these
>
> Diane
>
>
----------------------------------------------------------------------
Subject: Re: Learning by copying?
From: Woody Duncan <woodyduncan@comcast.net>
Date: Sun, 17 Aug 2008 22:16:32 -0600
X-Message-Number: 20
I work from photos myself but they are my own photos. I do not work  
from magazines or even other
peoples photos. It's not just the ownership of the image that bothers  
me. My art is personal and my
camera serves as my sketch book. I compose in the camera. Artists  
have found some value in copying
from old masters but students need to learn to see by drawing from  
observation before they utilize
photos. The camera flattens space for them - they need to learn to  
translate the 3-D world onto a
flat plane themselves. I'll be reading with interest what other  
teachers have to say on this topic. If
you do have students copy - please make them understand what the  
arguments are against it.
	
Woody
On Aug 16, 2008, at 10:31 PM, Andrea Cope wrote:
> I'm about to begin my first year teaching high school art, though  
> I'm a seasoned teacher in other fine arts courses.  My colleagues  
> insist that no copying ever be allowed, for any reason.  While I  
> understand the importance of the students learning to develop  
> confidence in their own creativity, I also see the value of  
> learning via imitation.  I've certainly improved my own skills by  
> examining drawings and photographs and trying to reproduce what I  
> see.  I saved all of the responses to the recent question about  
> artistic process.  Several of you mentioned working from  
> photographs.  How is that different?  Or is it?  I'd like to be  
> able to offer a different point of view to my teammates but I need  
> a better foundation.  And I'm open to the possibility that my  
> instinct is wrong. Do you allow your students to copy as part of  
> the learning process?  If not, why?
> Andrea
>
Woody, Retired in Albuquerque
         mailto:woodyduncan@comcast.net
Read My Blog:
http://www.taospaint.com/WoodysBlog08/August.html
Watercolors on Note Cards
http://www.taospaint.com/WoodysWatercolor/NoteCards.html
35 Quality Middle School Art Lessons
http://www.taospaint.com/QualityLessons.html
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