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Re:[teacherartexchange] teacherartexchange digest: August 04, 2009

---------

From: Argy Nestor (argy.nestor_at_TeacherArtExchange)
Date: Wed Aug 05 2009 - 05:11:36 PDT


Good Morning from Maine:
First of all I want to give a GREAT BIG THANK YOU to list-serve
participants who have contributed to my 'bag of tricks', knowledge and
many resources that I have gained and now am passing on to others. Up
until 3 years ago I was in the classroom teaching visual arts. In my
present position I am continuously providing resources to arts
educators and want to share them with you. My 'give back' for all the
'taking' I have done over the years. Once again A HEARTY THANKS FROM
MAINE!

Arts Educators Blog: http://meartsed.wordpress.com - I post to this
several times each week on a variety of topics.
ME Dept of Ed webpages: http://www.maine.gov/education/lres/vpa - On
these pages you will find links to a portaportal that has hundreds of
websites, links to podcasts on iTunes you can access at no cost, and
many other resources.

f you'd like to join the arts ed list-serve in Maine please email me
(below). By being on the list-serve you will receive an email
periodically with updates and information.
My contact information is below if you'd like to contact me
individually.

Make it a great day,
Argy

Argy Nestor
Visual and Performing Arts Specialist
http://meartsed.wordpress.com/
Maine Department of Education
23 State House Station
Augusta, ME 04333-0023
207-624-6825
fax: 207-624-6821
argy.nestor@maine.gov
http://www.maine.gov/education/lres/vpa/
"The Arts Connect" statewide Arts Education Conference-October 8,9,
2009 http://www.maine.gov/education/lres/vpa/news.html

On Aug 5, 2009, at 4:00 AM, TeacherArtExchange Discussion Group digest
wrote:

> TEACHERARTEXCHANGE Digest for Tuesday, August 04, 2009.
>
> 1. New ideas!
> 2. Re: 1st day seating & multiple project choices for HS
> 3. Re: 1st day seating & multiple project choices for HS
> 4. Re: New ideas!
> 5. Re: 1st day seating & multiple project choices for HS
> 6. Re:1st day seating & multiple project choices for HS
> 7. Sharing files/lessons
> 8. RE: New ideas!
> 9. Re: Sharing files/lessons
> 10. Re:1st day seating & multiple project choices for HS
> 11. Re:1st day seating & multiple project choices for HS
> 12. CREO Magazine - Premier Issue
> 13. kdg lessons with letters
>
> ----------------------------------------------------------------------
>
> Subject: New ideas!
> From: donnalyn shuster <d_shuster@yahoo.com>
> Date: Tue, 4 Aug 2009 04:48:56 -0700 (PDT)
> X-Message-Number: 1
>
>
> Hi all,
>
> Jeryl - I agree wholeheartedly! I have gotten some thanks from
> people - and also have gleaned so many ideas & support from this
> list - I try to give back as much as I can also. It is frustating
> when the 'take the idea and run' happens - but I hope that with a
> little nudge - people get the hint - and at least thank those who
> lend a hand.
>
> I like your booklet idea - I may pass that on to a friend who
> teaches grades 1 - 5.
>
> The Master Artist idea - hey - I could use that in middle school as
> well! Great idea.
>
> My peeve is that people who SAID they would post presentations OR
> send them if you sign up at NAEA and who never do....GRRRRR! I too
> would rather send a presentation ( which I have done many time for
> my Van Gogh unit)sometimes than try to post it. I personally found
> the NAEA wikki site difficult to post to and use effectively - I
> rather liked the Digication site we used in New Orleans.
>
> My mission this month - rewriting my Drawing on the Right side of
> the Brain presentations - just got the newer edition and the
> workbook - and putting the intro in a PowerPoint to get the idea
> across. ( Grades 6,7 and 9) AND writing more printmaking units. I
> am getting a small press from ASW express and am looking for some
> nice monoprint units. My Grad 6 & 7 all know how to do simple self
> portrait prints on styro plates ( gr 6) and the Van Gogh reduction
> plate prints in Gr.7) I am bringing printmaking into the 9th grade
> this year.....so any ideas would be great.
>
>
> After taking the monotype workshop at NAEA - I got hooked on
> printmaking!!:)
>
> Donnalyn in Soggy New York
>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: 1st day seating & multiple project choices for HS
> From: PrimaryE@aol.com
> Date: Tue, 4 Aug 2009 08:31:10 EDT
> X-Message-Number: 2
>
> I teach studio art in a high school with a student population that
> comes
> from middle school art thinking they don't have to produce. They
> view art as
> play time or do nothing time. They have no art instruction in
> elementary
> school. It's a challenge setting up structure while having students
> who
> might be 9th, 10th, 11th, or 12th graders in the same class and who
> might be
> serious about art or who hate art and are just there for the state
> requirement. I'm saying that there are multiple maturity levels,
> multiple abilities,
> and varied behavior problems.
>
> As the new school year approaches I've thought of two ways I can
> possibly
> improve my classroom. I'd appreciate your opinions.
>
> 1. I have always let the students sit where they want and moved
> seats only
> when I felt their choices didn't work. I could seat them going down
> the
> alphabet so there are place cards the first day. Another teacher
> does this.
> Any feedback or ideas?
>
> 2. Last year in Studio Art I asked the students at the end of the
> year if
> they had any suggestions for next year. They suggested giving more
> than one
> choice of projects. I'm not sure about this. It's difficult enough
> explaining one project with short periods. What is your experience?
>
> The other day I came across a show on cable which I can't remember
> the
> name or channel that followed several high school teachers. I've been
> following the questions on discipline in the classroom that some of
> you have been
> writing in about. This show followed a new teacher who struggled with
> discipline, a female gym teacher who was viewed as too aggressive
> by her peers,
> and a music teacher who became an assistant principle but missed
> teaching
> the "good" students instead of the problem kids she was dealing
> with all day.
> It showed that every school has the same problems. I liked what the
> new
> teacher said when he was most likely going to leave teaching after
> one year.
> He said...some people have a gift for teaching and some people
> don't. I
> think this is true. Those who have a gift don't seem to struggle
> but most of
> the other teachers do struggle with something. It might be with
> discipline.
> It might be with speaking to parents. It might be with getting
> along with
> peers and administration. Good luck to you all. Have fun teaching.
>
> I'd appreciate feedback on my 2 questions. Looking to improve.
>
> Kind thanks in advance and will thank you again later.
> Eileen
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: 1st day seating & multiple project choices for HS
> From: play2cre8 <play2cre8@gmail.com>
> Date: Tue, 4 Aug 2009 10:31:18 -0400
> X-Message-Number: 3
>
> thanks for sharing - I was caught by the teacher who said those who
> have the gift of teaching don't seem to struggle...
> I would rather call it a challenge - and the gift of teaching is
> being reflective and thinking it through. If you aren't frustrated at
> some point... or don't struggle.... I wouldn't think there would be
> any growth on your part....
>
> I don't have seating charts - because I am not that type of person
> (read... my system of organization is not about charts and papers...
> that is me. I think you have to know yourself.) so I don't think it
> works well for me.... I move when I need to. I also have K-8 and have
> had these kids forever - or their siblings. Every grade comes once a
> week - and for MS I think there are other challenges - a continuum of
> expectations... I don't like that they don't come everyday. I don't
> think it is the best - even if it was for 6 weeks. Continuity would
> be so helpful.
>
> Judy Decker shared a blog - The Teaching Palette - someone shared
> 'Magic Pocket Name' - it sounds like it could be something to try for
> youngers out there...
> http://theteachingpalette.com/index.php?s=pocket+name
>
> Ellen
>>
>> The other day I came across a show on cable which I can't remember
>> the
>> name or channel that followed several high school teachers......I
>> liked what the new
>> teacher said when he was most likely going to leave teaching after
>> one year.
>> He said...some people have a gift for teaching and some people
>> don't. I
>> think this is true. Those who have a gift don't seem to struggle
>> but most of
>> the other teachers do struggle with something.
>
> ----------------------------------------------------------------------
>
> Subject: Re: New ideas!
> From: Ken Schwab <bicyclken@sbcglobal.net>
> Date: Tue, 4 Aug 2009 09:02:26 -0700 (PDT)
> X-Message-Number: 4
>
>
> Collagraphs are good, as well as dry point etchings to be used with
> a press. The collagraphs (sp?) need simple small reliefs things
> like Bristol board, gesso, string, sand paper, etc. I did this with
> a senior class in high school but it can be done at any level.
> Practice making a print for pressure needed, ink, amount to wipe
> off, time to soak paper etc. A little preview here is a big help.
> There are some books on this. My friend Bob and I did this, a lot,
> and should make a pair of lessons including etchings and collagraphs.
>
> Ken Schwab
> San Jose, CA
>
>
> --- On Tue, 8/4/09, donnalyn shuster <d_shuster@yahoo.com> wrote:
>
>> From: donnalyn shuster <d_shuster@yahoo.com>
>> Subject: [teacherartexchange] New ideas!
>> To: "TeacherArtExchange Discussion Group" <teacherartexchange@lists.pub.getty.edu
>> >
>> Date: Tuesday, August 4, 2009, 4:48 AM
>>
>> Hi all,
>>
>> Jeryl - I agree wholeheartedly! I have gotten some thanks
>> from people - and also have gleaned so many ideas &
>> support from this list - I try to give back as much as I can
>> also. It is frustating when the 'take the idea and run'
>> happens - but I hope that with a little nudge - people get
>> the hint - and at least thank those who lend a hand.
>>
>> I like your booklet idea - I may pass that on to a friend
>> who teaches grades 1 - 5.
>>
>> The Master Artist idea - hey - I could use that in middle
>> school as well! Great idea.
>>
>> My peeve is that people who SAID they would post
>> presentations OR send them if you sign up at NAEA and who
>> never do....GRRRRR! I too would rather send a presentation (
>> which I have done many time for my Van Gogh unit)sometimes
>> than try to post it. I personally found the NAEA wikki site
>> difficult to post to and use effectively - I rather liked
>> the Digication site we used in New Orleans.
>>
>> My mission this month - rewriting my Drawing on the Right
>> side of the Brain presentations - just got the newer edition
>> and the workbook - and putting the intro in a PowerPoint to
>> get the idea across. ( Grades 6,7 and 9) AND writing more
>> printmaking units. I am getting a small press from ASW
>> express and am looking for some nice monoprint units. My
>> Grad 6 & 7 all know how to do simple self portrait
>> prints on styro plates ( gr 6) and the Van Gogh
>> reduction plate prints in Gr.7) I am bringing printmaking
>> into the 9th grade this year.....so any ideas would be
>> great.
>>
>>
>> After taking the monotype workshop at NAEA - I got hooked
>> on printmaking!!:)
>>
>> Donnalyn in Soggy New York
>>
>>
>>
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>
>
> ----------------------------------------------------------------------
>
> Subject: Re: 1st day seating & multiple project choices for HS
> From: Bunki Kramer <bkramer@srvusd.net>
> Date: Tue, 4 Aug 2009 09:43:43 -0700
> X-Message-Number: 5
>
> Hi. Ellen is right...everyone has their own personal style and seating
> charts work for me. I teach 6,7,8-thers. I would not seat them
> alphabetically as they are usually friends being seated ABC-style for
> years in elem. school. I seat them randomly boy-girl style and for me
> this has cut down on so much bad behavior, talking, etc. I present
> this style of seating chart as...'"Please bear with the seating chart
> until I learn your names". Being that I'm a slow learner on names,
> this usually works for a semester.
>
> I have a seating chart on the front table the first day of school.
> When they come in, I greet them personally at the door and smile and
> tell them to check the seating chart for seating. I usually have 4-5
> kids not respond to my smile and greeting...I guess they aren't use to
> it in the other classes...so my first "talk" after a big welcome is
> discussing being friendly to someone who takes the time to smile and
> greet you, how it can make or break someone's day if there is no
> response to a smile, how we want it to be warm and friendly in the
> classroom so everyone including me feels appreciated, and to please
> make an effort tomorrow to smile and speak to everyone who says "hi".
> It's amazing the next day how everyone makes a special effort to speak
> to everyone and be extra friendly. I love this! It works for high-
> schoolers as well.
>
> As for choice of projects. There are always ways to "change" the
> project for someone who wants choices. I would present the project and
> then allow for changes as long as they completed the requirements that
> have been stated. For example...change the shape of the paper
> completely, limit the palette colors, change the medium if that is not
> a requirement, make it 3-D, collage an area, mix medias. Let THEM come
> up with the idea as long as they meet the requirements of the project.
> It's exciting to see what goes through their minds and gives me new
> avenues of thinking as well.
>
> Toodles.....Bunki who is eking out the last few weeks of freedom
>
> *******************************
> On Aug 4, 2009, at 5:31 AM, PrimaryE@aol.com wrote:
>
>>
>> 1. I have always let the students sit where they want and moved
>> seats only
>> when I felt their choices didn't work. I could seat them going down
>> the
>> alphabet so there are place cards the first day. Another teacher
>> does this.
>> Any feedback or ideas?
>>
>> 2. Last year in Studio Art I asked the students at the end of the
>> year if
>> they had any suggestions for next year. They suggested giving more
>> than one
>> choice of projects. I'm not sure about this. It's difficult enough
>> explaining one project with short periods. What is your experience?
>
>
> ----------------------------------------------------------------------
>
> Subject: Re:1st day seating & multiple project choices for HS
> From: "Sidnie Miller" <SMILLER@elko.k12.nv.us>
> Date: Tue, 04 Aug 2009 11:48:42 -0700
> X-Message-Number: 6
>
> I know many teachers that have assigned seating--as long as you do
> whatever you
> plan to do at the beginning of the year and are consistent I think
> it will work. Trying to
> change midstream is a huge problem. I usually let kids sit wherever
> and talk if they
> want. I do give a participation grade every day---it gives them 2
> points/day if they
> come in, do their work and clean up. It's a small number, but then
> I deal in small
> numbers (25 pts. for an assignment). It ends up being about 1/3 or
> 1/2 of their grade
> so after a while they get the idea. Some pretend to work, but since
> they never have
> a finished project it doesn't work. In many art programs the
> classes are filled with
> people who don't really want to do any work and don't care about
> their grades. I
> decided that it doesn't mean that I can't like them anyway, but I
> will definitely give
> them the F they earn. We always have a few "real" artists who love
> the class and
> the challenge and do great things. I used to be really upset
> because I only had 5-10
> really competent artists--now I think, well, how many off the chart
> math students
> are there??
>
> I imply that studio art means your first art course?? I would
> definitely not give
> them free range of assignments, especially if their background is
> poor.
> Make them learn fundamental stuff--color theory,
> elements and principles, look at art history, technique. You an
> always make assignments
> that are fun. Students with no skills can't usually do great work
> and mostly waste
> good materials. Really encourage anyone or any assignment that is
> well done, and
> encourage them to take higher level courses where they will have
> freedom.
>
>>>> <PrimaryE@aol.com> 8/4/2009 5:31 AM >>>
> I teach studio art in a high school with a student population that
> comes
> from middle school art thinking they don't have to produce. They
> view art as
> play time or do nothing time. They have no art instruction in
> elementary
> school. It's a challenge setting up structure while having students
> who
> might be 9th, 10th, 11th, or 12th graders in the same class and who
> might be
> serious about art or who hate art and are just there for the state
> requirement. I'm saying that there are multiple maturity levels,
> multiple abilities,
> and varied behavior problems.
>
> As the new school year approaches I've thought of two ways I can
> possibly
> improve my classroom. I'd appreciate your opinions.
>
> 1. I have always let the students sit where they want and moved
> seats only
> when I felt their choices didn't work. I could seat them going down
> the
> alphabet so there are place cards the first day. Another teacher
> does this.
> Any feedback or ideas?
>
> 2. Last year in Studio Art I asked the students at the end of the
> year if
> they had any suggestions for next year. They suggested giving more
> than one
> choice of projects. I'm not sure about this. It's difficult enough
> explaining one project with short periods. What is your experience?
>
> The other day I came across a show on cable which I can't remember
> the
> name or channel that followed several high school teachers. I've been
> following the questions on discipline in the classroom that some of
> you have been
> writing in about. This show followed a new teacher who struggled with
> discipline, a female gym teacher who was viewed as too aggressive
> by her peers,
> and a music teacher who became an assistant principle but missed
> teaching
> the "good" students instead of the problem kids she was dealing
> with all day.
> It showed that every school has the same problems. I liked what the
> new
> teacher said when he was most likely going to leave teaching after
> one year.
> He said...some people have a gift for teaching and some people
> don't. I
> think this is true. Those who have a gift don't seem to struggle
> but most of
> the other teachers do struggle with something. It might be with
> discipline.
> It might be with speaking to parents. It might be with getting
> along with
> peers and administration. Good luck to you all. Have fun teaching.
>
> I'd appreciate feedback on my 2 questions. Looking to improve.
>
> Kind thanks in advance and will thank you again later.
> Eileen
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
>
>
> -*Scanned by ECSD GWAVA*-
>
> ----------------------------------------------------------------------
>
> Subject: Sharing files/lessons
> From: Emmy Wood <naturehappens@yahoo.com>
> Date: Tue, 4 Aug 2009 11:59:46 -0700 (PDT)
> X-Message-Number: 7
>
>
> When I was trying to share my powerpoints with the group I found how
> annoying attaching large files can be (especially when you have
> children, or other things that are more worthy of your time). I
> think your idea about finding a sharing website is a good one for
> those large files. I've never heard of ehow, but it sounds like it
> might be worth checking out...
> I have a Nexo account- have you heard of it? One of the schools I
> student taught in used it- we could have a Teacher Art Exchange
> Group on there and then every member could set up their own page,
> and then it is just a matter of uploading files that you may want to
> share, then anyone that is a friend or member of your group can
> download what's out there. It's all free, so no pay for your
> trouble, but it is VERY easy to use- I'm thinking about setting it
> up for the older kids in my computer classes to try blogging and
> post art, participate in discussions... (You can set it up with as
> much security as you want to protect kids). I'd be willling to set
> the group up with the NEXO thing- just a thought
> Emmy In Colorado
>
>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: RE: New ideas!
> From: Cheryl Lloyd <clloyd@ceres.k12.ca.us>
> Date: Tue, 4 Aug 2009 13:06:45 -0700
> X-Message-Number: 8
>
> You would be shocked at how even my 5th and 6th graders love to be
> the Master Artist! They don't let me forget about it. That's for
> sure!
> Cheri Lloyd
> Art Teacher/ Beginning Teacher Mentor
> Whitmore Charter School of the Arts and Technology
>
>
>
> From: donnalyn shuster
>
> "The Master Artist idea - hey - I could use that in middle school as
> well! Great idea."
> ----------------------------------------------------------------------
>
> Subject: Re: Sharing files/lessons
> From: wendy free <wendypaigefree@yahoo.com>
> Date: Tue, 4 Aug 2009 13:50:07 -0700 (PDT)
> X-Message-Number: 9
>
>
> Hi,
>
> I've been using DropBox for sharing large files, and am really happy
> with it - it's free and easy to use.
>
> :) Wendy
>
> --- On Tue, 8/4/09, Emmy Wood <naturehappens@yahoo.com> wrote:
>
>> When I was trying to share my powerpoints with the group I
>> found how annoying attaching large files can be...
>
> ----------------------------------------------------------------------
>
> Subject: Re:1st day seating & multiple project choices for HS
> From: Sandy Bacon <sbacon@ix.netcom.com>
> Date: Tue, 4 Aug 2009 17:47:57 -0400 (GMT-04:00)
> X-Message-Number: 10
>
>
>> 1. I have always let the students sit where they want and moved
>> seats only
>> when I felt their choices didn't work. I could seat them going
>> down the
>> alphabet so there are place cards the first day. Another teacher
>> does this.
>> Any feedback or ideas?
>>
>> 2. Last year in Studio Art I asked the students at the end of the
>> year if
>> they had any suggestions for next year. They suggested giving more
>> than one
>> choice of projects. I'm not sure about this. It's difficult enough
>> explaining one project with short periods. What is your experience?
>
> Eileen,
>
> Last year was my first year teaching ART 1 in umpteen years; it was
> like being a new teacher all over again. As far as the answers to
> your questions, I decided it would be easier for me to get to know
> students' names and personalities by having them sit in alphabetical
> order. My first class was also a homeroom class which required me
> to take attendance on a program used by our district. Having the
> kids in alphabetical order and a seating chart with their pictures
> next to their names helped me tremendously. This was great for
> substitutes that would come in, too. After I got to know the kids
> better, I allowed them to sit where they wanted with the
> understanding that if they weren't behaving in an appropriate manner
> or not producing enough work or quality work, I would move them
> where I thought that could be accomplished. I had some moaning
> because that's just what highschoolers do, but no real complaints.
> I, too, had mixed grade levels.
>
> I always had at least two projects. One that I required them to do
> and one that they could do for extra credit if they should finish
> early. Sometimes my students would come up with some pretty good
> ideas on how to approach with a similar project of their own and we
> would negotiate how to structure the project to cover all of the
> benchmarks I was originally looking for. Each project I assigned I
> wrote out objectives, resource suggestions, and a rubric which they
> were required to fill out and turn in with each completed work.
> Sometimes I also required them to answer a list of questions or
> provide a written critique or statement about their work or a
> neighbor's work. These had to be artfully written and use the
> objectives to support their opinions. That way I didn't get just,
> "I liked it because it was cool." They had to explain "why" it was
> cool.
>
> This year I think I will try to present more than one project again,
> because it does give the kids' a bit more ownership when they get to
> make the choice. Last year I had to teach both 2-D and 3-D. This
> year I will be teaching only 2-D. I have to come up with a lot more
> projects! If you want an overview of my projects last year, just
> let me know and I'll share with the list. I have gained so much
> from the awesome talent on this list, I am happy to share while I
> have time now before school starts. Honestly, there have been times
> that I have wanted to share, but get caught up in the chaos of day-
> to-day, and I don't get around to it and I feel terribly about
> that. So, catch me now!
>
> Hope this helps a bit, Sandy
>
>
> ----------------------------------------------------------------------
>
> Subject: Re:1st day seating & multiple project choices for HS
> From: Sandy Bacon <sbacon@ix.netcom.com>
> Date: Tue, 4 Aug 2009 18:02:56 -0400 (GMT-04:00)
> X-Message-Number: 11
>
>
> After reading your post, Sid, I was reminded and forgot to tell
> Eileen that I use a daily participation grade, too. I give 2 pts./
> day, but if I find that the student is going above and beyond what
> is expected and they are helping another student or clean up after
> someone else, they get an extra point. My project points are not
> too high either. If they screw up and don't turn anything in, it's
> usually easily traced by their lack of participation grade...this
> helps when I have to call parents. Yep, required by our district
> even at the HS level...I'd do it anyway even though passing out an
> "F" is certainly a wake-up call for some of these lazy bones.
>
> It's self-explanatory in my ART 1 class...you work and put forth the
> effort, you get a good grade. If you are talented yet don't show
> the effort, then your grade may not be as high as someone without
> much talent. I agree that fun, basic, interesting projects and lots
> of encouragement and pats on the back are your best tools.
>
> Sandy
>
>> From: Sidnie Miller <SMILLER@elko.k12.nv.us>
>> Sent: Aug 4, 2009 2:48 PM
>> To: TeacherArtExchange Discussion Group <teacherartexchange@lists.pub.getty.edu
>> >
>> Subject: Re:[teacherartexchange] 1st day seating & multiple project
>> choices for HS
>>
>> I know many teachers that have assigned seating--as long as you do
>> whatever you
>> plan to do at the beginning of the year and are consistent I think
>> it will work. Trying to
>> change midstream is a huge problem. I usually let kids sit
>> wherever and talk if they
>> want. I do give a participation grade every day---it gives them 2
>> points/day if they
>> come in, do their work and clean up. It's a small number, but then
>> I deal in small
>> numbers (25 pts. for an assignment). It ends up being about 1/3 or
>> 1/2 of their grade
>> so after a while they get the idea. Some pretend to work, but
>> since they never have
>> a finished project it doesn't work. In many art programs the
>> classes are filled with
>> people who don't really want to do any work and don't care about
>> their grades. I
>> decided that it doesn't mean that I can't like them anyway, but I
>> will definitely give
>> them the F they earn. We always have a few "real" artists who love
>> the class and
>> the challenge and do great things. I used to be really upset
>> because I only had 5-10
>> really competent artists--now I think, well, how many off the chart
>> math students
>> are there??
>>
>> I imply that studio art means your first art course?? I would
>> definitely not give
>> them free range of assignments, especially if their background is
>> poor.
>> Make them learn fundamental stuff--color theory,
>> elements and principles, look at art history, technique. You an
>> always make assignments
>> that are fun. Students with no skills can't usually do great work
>> and mostly waste
>> good materials. Really encourage anyone or any assignment that is
>> well done, and
>> encourage them to take higher level courses where they will have
>> freedom.
>>
>
> ----------------------------------------------------------------------
>
> Subject: CREO Magazine - Premier Issue
> From: "sweerth" <sweerth@earthlink.net>
> Date: Tue, 4 Aug 2009 19:21:13 -0400
> X-Message-Number: 12
>
> CREO Magazine has launched its first issue! Thanks to everyone's
> support to
> get this project off the ground. You can read the current issue by
> visiting
> www.creomagazine.com. You'll also find information on how your
> students can
> contribute to this online publication (open to high school and
> college level
> students only).
>
> CREO is free to students and teachers alike - so feel free to use it
> within
> your classroom. Our goal is to be a relevant visual culture resource
> from
> the perspective of students.
>
> We are accepting submissions for our "Dwellings" issue due to be
> published
> November 1. The deadline is September 30.
>
> If you're not yet familiar with CREO read on...
>
> "More than a magazine, CREO is a work of art created with
> the cooperation and passion of its contributing readers. Each issue
> explores
> a theme where student artists, designers, and writers
> are invited to share their interpretation. We showcase the work of
> innovative, provocative minds from various
> genres to bring a fresh and relevant voice to student publication. We
> celebrate risk-taking, the entrepreneurial
> spirit, and the desire to affect change. This format allows us to
> accentuate
> the art and visual aspect of journalism: the design is
> sophisticated, the writing intelligent, the content relevant. This
> unique
> perspective illuminates the experience of those who will soon
> visually shape our culture."
>
> Here's to the start of a new year!
> Sarah Weerth
> Editor & Creative Director
> CREO Magazine
>
>
>
> ----------------------------------------------------------------------
>
> Subject: kdg lessons with letters
> From: jeryl HOLLINGSWORTH <hollingsworth005@bellsouth.net>
> Date: Tue, 4 Aug 2009 19:56:36 -0700 (PDT)
> X-Message-Number: 13
>
>
> All of the people who faithfully read the teacherartexchange should
> just get free airfare to the conferences because you are a devoted
> to teaching bunch! I wish we could have all been together to see all
> the presentations! I have responding to some folks off-line and
> thought I should just post if for the group. I talked really fast
> for the whole 55 minutes while we were looking at a fairly long ppt
> of lots of examples of my students' work so it would be difficult to
> reproduce here but here is the premise. I do lessons each week
> based on a letter of the alphabet that the classroom teacher is
> doing in her room and they don't teach the alphabet in order. I try
> to have a book to read that goes with the letter and lots of time a
> song. For example on D week we draw dogs. I staple some copy paper
> together to make a book with the cover titled "My Drawing Dog Book"
> Then using Ed Emberely's Drawing animals Book I do some "I draw ,
> you draw" dogs with them. ( I
> draw on my big screen one line , then they draw on their paper) He
> has about 3-4 dogs in the book that use shapes and letters. Very
> easy for kdg.kids but empowering for them. The feel confident. The
> we do observational drawing.
> I have a big box of beanie baby dogs that I bought at yard sales.
> I put them on all the tables (there are enough for every kid to look
> at their own) and they draw more dogs from observation in their
> books. We use markers for drawing. While they are drawing I play
> "How Much is that Doggie in the Window" I have a book called The
> Badly Drawn Dog that I read which is wonderful -usually at the
> beginning of the lesson. So each week we do a lesson based on the
> letter. For B we make bowls by rolling balls of clay, For c we cut
> collage cats. You get the idea! Once you start thinking that way,
> you can come up with lots of lessons and it reinforces what they are
> learning in the classroom. I know another teacher who does alphabet
> lessons but she saves the work each week and they make a big book
> with it.
> hope this gets you on the track!
> Jeryl in SC
>
>
>
> ---
>
> END OF DIGEST
>
> ---

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