Re: artsednet

[ Thread ][ Subject ][ Author ][ Date ]
jassen ceci (jceci)
Fri, 29 Aug 1997 16:51:27 -0500

Respond to this message.


artsednet-digest wrote:
>
> artsednet-digest Saturday, August 23 1997 Volume 02 : Number 356
>
> ----------------------------------------------------------------------
>
> Date: Sat, 23 Aug 1997 09:09:05 -0400
> From: <john.gilinsky>
> Subject: Re:Assistance in locating scholarly and other documentation/lit on "misuse/abuse" of visual arts in public education
(K-12)
>
> Can anyone please respond to me directly regarding locating post-1980
> literature/documentation such as conference
> proceedings,resolutions,association
> policies/statements,articles,books,etc. on what the author(s)claim or
> believe to be "misuse" or "abuse" of visual arts within public education
> (K-12)?
> Thank you,
> John Gilinsky,B.Ed.
> (Canada)
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 09:35:42 -0400 (EDT)
> From: Fran Marze <fmaiu+@pitt.edu>
> Subject: Re: Quotes Handbook
>
> Why not post this for all to see? this book sounds interesting.So many of
> you have suggested some good books. I'm in the middle of Jamming that was
> suggested on this list.
>
> On Fri, 22 Aug 1997 nomar wrote:
>
> > I am interested in the artist quotations handbook. Please send me some information.
> >
> > Greg Johnson
> > Greenup County H. S.
> > Art Instructor
> >
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 09:52:08 -0500
> From: (Mark Alexander) mamjam
> Subject: Re: The Annotated Mona Lisa & Rewards
>
> I'm sure I wasn't the first to introduce THE ANNOTATED MONA LISA to this
> list, but we did discuss it last year and I bought a copy then. It sure IS
> a GREAT book, and each art room should have one.
>
> Some AtrsEdNetters have been speaking of rewards for good behavior. I use
> parts of THE ANNOTATED MONA LISA for this. I photocopy some of little
> rectangles with blurbs about artists or painting styles or interesting
> tidbits of art history information. I then mount them on small construction
> paper cards, into which I write short notes of appreciation to students
> responsible for particularly good deeds or improved bahavior.
>
> Mark
>
> At 11:01 PM 8/22/97, Carolyn Roberts wrote:
> >I don't remember who first suggested THE ANNOTATED MONA LISA by Carol
> >Strickland. I finally purchased the book this summer. It is great! It
> >includes many facts of interest about the artists.
> >
> >Thanks to whoever first suggested it and thanks to all the others who
> >also recommended it. I highly recommend it.
> >
> >Carolyn Roberts
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 10:29:47 -0400 (EDT)
> From: Stubby4B
> Subject: Class Rules
>
> I have struggled with the idea of rules this year, and this is what I've come
> up with. I teach high school, and I'm definitely of the frame of mind that
> they know what is right and wrong, and it becomes simplistic to break it down
> (raise your hand, follow directions, etc) the way one does for elementary
> kids. So this is going to be my *rule* for this year:
>
> The Teacher Has A Right To Teach;
> The Student Has A Right To Learn.
>
> Whoever obstructs this from happening will be breaking the rule, and I'll
> come up with consequences of some sort. I feel that, for high school kids,
> I can use a less physical, more conceptual rule like this. At least I'll
> see how it works. The quote, by the way, isn't mine; I saw it written
> someplace and I really liked it.
>
> I've been off this list for several months, and I'm looking forward to being
> back on it again. I had gone away sometime last February, and those darn
> digests just kept piling up, and I put off reading them until there were 30,
> 40 50, 60, 70 of them, and finally I just deleted all of them and
> unsubscribed. I think I've regained my sanity again, so here I am. Hi
> everyone!
>
> Duffy Franco
> Norwalk High School
> stubby4B
> (note new address)
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 10:44:40 -0400 (EDT)
> From: Fran Marze <fmaiu+@pitt.edu>
> Subject: Re: Elementary rewards
>
> It is o.k. for all to express ideas. I hope noone misinterprets some of
> the comments. From what I read, it seems that some elementary teachers are
> devising some extra ways of reinforcing good behavior with a reward that
> students like. Am I correct? On the other hand, it didn't seem like Robert
> was "bashing' anyone, but was trying to give some ideas linked to
> students' gaining confidence in their own ideas. Could there be a way of
> taking both ideas and coming up with a reward?
> I hope everyone feels free to comment on any topic. Maybe the
> "impersonality" of the link leaves out the personality of the speaker,
> which could be gauged if we were in a seminar somewhere.
> When I taught elementary art one items I always had available was a big
> potato chip can of plasticene clay which could be used for fun modeling as
> a reward. I teach at a high school where some of my colleagues give small
> pieces of candy. I, however, cannot keep up with a daily reward system so
> sometimes just have a "class appreciation" day when I make lemonade or
> bring in pretzels occasionally. I've even brought in breakfast of bagels,
> etc. for advanced classes for a sometime treat. One thing I like to do to
> recognize the specialness of each student is send an art related
> postcard(usually bought in quantity from Dover) for the student's
> birthday. I still am surprised at how happy this makes my "sophisticated"
> students. Well....we start school soon--so everyone have a productive year
> and let's not take all comments too personally.
> On Fri, 22 Aug
> 1997, Chaney wrote:
>
> > Robert Beeching wrote:
> > >
> > > >Date: Thu, 21 Aug 1997 13:51:38 -0700
> > > >To: holmgren
> > > >From: Robert Beeching <robprod>
> > > >Subject: Re: Elementary rewards
> > > >In-Reply-To: <v01540b00b021deca2f8d@[206.10.52.187]>
> > > >
> > > >At 12:11 PM 8/21/97 -0500, you wrote:
> > > >>
> > > >>Hi Melissa,
> > > >>
> > > >> I use a similar system with my classes. For awards, I've done several
> > > >>things. One, is to reproduce a page from a book of designs; you know, the
> > > >>kind of real complex designs that can be colored in.
> > > >
> > > >This activity does not allow a child to design his or her
> > > >own repeat pattern arrangements. Teach children the art "principle"
> > > >of "repetition" by introducing circles, squares, and triangles:
> > > >"the basic shapes of industry" and how to repeat shapes in
> > > >both hroizontal/vertical, and implied "diagonal" arrangements.
> > > >In this way, children not only learn to create their own complex
> > > >repeat patterns for "applique" "block printing" and "cut paper"
> > > >designs, they learn to form geometric shapes "free-hand."
> > > >--------------------------------------------rb
> > > >
> > > > Sometimes I blow them
> > > >>up on the zerox so the designs are larger and cut the paper in half; each
> > > >>child gets a half sheet which they can fill in any way they want. Another
> > > >>thing I do is to reproduce a small line drawing I've done
> > > >
> > > >Doing line drawings for children perpetuates a dependence
> > > >on others, and as they advance through the grades get further
> > > >away from the notion that they are capable of creating their
> > > >own work!
> > > >---------------------------------------------------------rb
> > > >
> > > > (these fit four
> > > >>to a sheet), and give them each one of those. I call these "art awards".
> > > >
> > > >An award is usually presented for personal accomplishments.
> > > >What have children accomplished in this activity other than
> > > >coloring in and manipulating the work of others?
> > > >------------------------------------------------rb
> > > >>
> > > >>Mary
> > > >>
> > > >>
> >
> >
> > Robert,
> >
> > People like you make me furrious. I'm sure tired of seeing your name on
> > the listserv when you bash others. Your attitude tends to keep others
> > from sharing ideas. Some people have become quiet observers instead.
> > It's a shame that no one is perfect like you.
> >
> > I appreciate any responses to my inquiries. I love to hear ideas and
> > weather I use them or not is my choice. I sure wish you would do the
> > same. I teach K-12 and feel that anything that helps me establish
> > classroom control is worth it. I guess that you did not understand that
> > we were discussing this, NOT our curriculum and how we teach it.
> >
> > I know that I'm begining to think twice before voicing my ideas. Others
> > are as well. Now isn't that sad?
> >
> >
> > Melissa Chaney
> >
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 08:15:02 -0700 (PDT)
> From: McJeanne
> Subject: Re: where are the new leaders for arts ed going to come from
>
> Good luck in your efforts for promoting Arts education! I am a part-time Art teacher (K-8) that has a BFA but no certification in
teaching. I would have given
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 16:18:44 -0600 (MDT)
> From: dngart.us (Deborah Gilbert)
> Subject: re: Elementary rewards
>
> > From what I read, it seems that some elementary teachers are
> >devising some extra ways of reinforcing good behavior with a reward that
> >students like. Am I correct? On the other hand, it didn't seem like Robert
> >was "bashing' anyone, but was trying to give some ideas linked to
> >students' gaining confidence in their own ideas. Could there be a way of
> >taking both ideas and coming up with a reward?
> >I hope everyone feels free to comment on any topic. Maybe the
> >"impersonality" of the link leaves out the personality of the speaker,
> >which could be gauged if we were in a seminar somewhere.
>
> I agree!! I think that Robert just has a confrontive way of talking that
> can be interpretted as bashing, even tho' it isn't meant that way. From
> what I have begun to know of him, he is very concerned about the state of
> art education in this country today, as are all of us, I am sure. When he
> puts forth ideas, I think it is with the concern that all students be given
> the richest art experience possible, while at the same time, ensuring that
> the public (our employers, by the way - and an uneducated lot they are,
> too, at least art-wise) doesn't view us as unnecessary, cutesy or without
> substance. It has always been my view that *we* should be doing what the
> classroom teachers *can't*, due to lack of background and training. If we
> reduce our programs to include projects and learnings that can just as
> easily be taught by a generalist, then we are doing ourselves and art
> education as diservice.
>
> Deborah
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 05:02:22 -0700
> From: bryan <rekcets>
> Subject: Jamming
>
> I would like some more information on the book Jamming, author, ?,
> publisher, etc.?
>
> Many thanks,
>
> Anne Stecker
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 05:14:39 -0700
> From: bryan <rekcets>
> Subject: Annenberg Grant
>
> I will be teaching art at a new charter school for 6-8 grades this
> fall. We are teaching a humanities block that includes art. I am so
> excited to teach at a school where art is at the core of the curriculum,
> not to mention the fantastic staff I'll have the priviledge to work
> with. The last Getty newsletter I received had an article about schools
> across the country that had been chosen to recive grant money to put art
> at the core of the curriculum. The article said that curriculum
> information from these programs would be available online. I would
> appreciate any information about this, web site, etc.
>
> Many thanks,
>
> Anne Stecker
> Howard Street Charter School
> 710 Howard Street SE
> Salem, OR 97302
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 22:06:23 -0400 (EDT)
> From: RWilk85411
> Subject: Re: Elementary rewards
>
> Well spoken. I whole heartedly agree with you and with Robert. We must be
> careful not to diminish the value and integrity of art and art education. But
> I guess we all need to be careful to think of the feelings of the recipient
> of our words. I know I could use some lessons in that area. Sometimes my
> passion surpasses my thoughtfulness. Our numbers are small compared to other
> subject areas. We must work together.
>
> Reatha
>
> ------------------------------
>
> Date: Sat, 23 Aug 1997 20:52:20 -0700 (MST)
> From: henry <taylorh>
> Subject: Re: The Annotated Mona Lisa & Rewards
>
>
> very elegant mark! what grades are you covering just now?
> i'm suffering a memory lapse :)
>
> henry
>
> ------------------------------
>
> Date: Sun, 24 Aug 1997 00:07:15 -0400 (EDT)
> From: SOKERO
> Subject: Re: artsednet-digest V2 #355
>
> In a message dated 97-08-23 14:38:32 EDT, you write:
>
> << From: nomar
> Subject: Re: Quotes Handbook
>
> I am interested in the artist quotations handbook. Please send me some
> information.
>
> Greg Johnson
> Greenup County H. S.
> Art Instructor
> >>
> AN ARTIST NOTEBOOK, a fine parchment book with quotations and space for
> notes. Running Press Book Publishers, 125 Soulth Twenty-second Street,
> Philadelphia, Pennsylvania 19103
> " It is a basic blank book with artist's quotations, their own signature, and
> their proper name. The friend who gave it to me said they found it in a
> local mall bookstore.
>
> ------------------------------
>
> End of artsednet-digest V2 #356
> *******************************
>
> To post to the ArtsEdNet Talk Listserve, send e-mail to:
> artsednet
> *To unsubscribe from the listserv, send e-mail to:
> artsednet-request
> and type in the message area only: UNSUBSCRIBE
> *To send a message to the List-Owner, send e-mail to:
> artsednet
> *ArtsEdNet web site: http://www.artsednet.getty.edu/

-- 
MZ
Need help on lesson plans for high school art classes. Lessons dealing 
with Western Erope art from the 5000 B.C.-1000 A.D., Eastern Europe art 
from 5000 B.C.-1 A.D., and Pacific Island art from 1500 A.D.- 1800 A.D.. 
Please send ideas if possible.

Respond to this message.