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Lesson Plans


Re: artsednet-digest V2 #899

[ Thread ][ Subject ][ Author ][ Date ]
nancy senn-kerbs (fmuseumnancy)
Fri, 28 Aug 1998 09:36:12 PDT


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>
>artsednet-digest Thursday, August 27 1998 Volume 02 :
Number 899
>
>
>
>This edition includes :
>Re: Teacher pay
>Re: artsednet-digest V2 #872
>re: window painting
>Art Education at the Millennium: A Critical Convergence
>Open House
>Re: Original work or Plagarism?
>Re: Teacher pay
>Re: Aid plz-- printmaking
>Re: Competitions:Scholastics-my exprnce
>Re: Art & Mathematics newsletter online
>Re: Original work or Plagarism?
>
>----------------------------------------------------------------------
>
>Date: Wed, 26 Aug 1998 18:45:27 -0500
>From: "Lauretta A. Hendricks-Backus" <lhb.edu>
>Subject: Re: Teacher pay
>
>I'm confused. Is this a bad joke, a reprint or what?
>
>Retta
>Who does more then babysit in Kansas
>
>
>
>
>At 02:18 PM 8/26/98 -0400, you wrote:
>>Don't have time to check to see if this has been shared before. It's
>>always good to read it again, anyway. How many kids to you have per
>>class and teach per day?
>>
>>
>>TEACHERS GET PAID TOO MUCH
>>
>>I'm fed up with teachers and their hefty salary schedules. What we
need
>>here is a little perspective. If I had my way, I'd pay these teachers
>>myself...I'd pay them babysitting wages. That's right...instead of
>>paying these outrageous taxes, I'd give them $3.00 an hour out of my
own
>>pocket. And, I'm only going to pay them for five hours, not coffee
>>breaks disguised as planning times. That would be $15.00 a day. Each
>>parent should pay $15.00 a day for these teachers to babysit their
>>children. Even if they have more than one child, it's still cheaper
>>than private daycare. Now how many children do they teach a day -
maybe
>>twenty? That's $15.00 x 20 = $300.00 a day. But remember, they only
>>work 180 days a year! I'm not going to pay them for all those
>>vacations. $300 x 180 = $54,000. (Just a minute, I think my
calculator
>>needs batteries.)
>>I know you teachers will say what about those who have ten years of
>>experience and a master's degree? Well, maybe (just to be fair) the
>>teachers could get the minimum wage, and instead of just babysitting,
>>they
>>could read the kids a story. We can round that off to about $5.00 an
>>hour,
>>times five hours, times twenty children. $5.00 x 5 x 20. That's $500
a
>>day
>>times 180 days. That's $90,000.
>>HUH???? Wait a minute! Let's get a little perspective here.
>>Babysitting
>>wages are too good for those teachers. Did anyone see a salary
schedule
>>around here?
>>
>>
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 21:02:11 EDT
>From: ABRDR
>Subject: Re: artsednet-digest V2 #872
>
>In a message dated 8/4/98 8:53:29 PM Eastern Daylight Time,
owner-artsednet-
>digest.edu writes:
>
><< Subject: (no subject)
>
> Hiya, Artnetters--
> Anyone out there have a neat activity connecting Drama & Art? I
thought of
> making masks--can anyone think of uses for the masks and tying it to
drama?
> Thanks in advance !
> Bluestruth
> >>
>Sorry for the late reply, but I have been to China. I bought some
wonderful
>shadow puppets. They were beautiful, made from donkey hide and
painted. They
>had wonderful intricate design. Perhaps that would be a was to connect
Drama
>& Art.
>Donna Rollins,
>Elementary Art teacher
>Maine
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 20:16:08
>From: Jerry & Anne Carman-Hendel <hendel>
>Subject: re: window painting
>
>Many thanks to all who responded. I will pass your suggestions along.
>
>Anne C-H in the (very humid) Illinois cornfields
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 18:09:01 -0700 (PDT)
>From: Patrick Clark <pdccorwin>
>Subject: Art Education at the Millennium: A Critical Convergence
>
>Dear ArtsEdNet Community:
>
>Occasionally, we at Corwin Press receive manuscripts and book
>proposals in the area of Art Education. Currently, we seek reviewers
>at all levels knowledgeable in the field of Art Education.
>
>As of now, we have a proposal that needs such review.
>
>DESCRIPTION OF PROPOSAL:
>
>Art educators and policy makers today have an unprecedented
>opportunity to rethink how the visual arts are taught in America's
>schools. This opportunity arises from a critical convergence of
>ideas, theories, and technology --- all of which are pushing the arts
>to the core of schooling.
>
>"Art Education at the Millennium: A critical convergence" explores the
>five key factors in this convergence: 1) goals and standards, 2)
>discipline-based art education theory, 3) postmodern perspectives, 4)
>constructivist teaching, and 5)computer technology.
>
>Below is a description of our review process and a reviewer profile
>form. If you are interested in reviewing for Corwin, please complete
>the profile and email to patrick_clark or
>pdccorwin.
>
>TO: Prospective Manuscript Reviewers
>
>FROM: Patrick D. Clark, M.L.I.S.
>Assistant to the Director of Editorial Acquisitions
>Corwin Press, Inc.
>2455 Teller Road
>Thousand Oaks, CA 91360
>
>
>Corwin Press, Inc., a subsidiary of Sage Publications, specializes in
>books and journals for professionals in the field of education. Our
>mission is to offer practical, hands-on resources to help
>professionals involved in K-12 and early childhood education do their
>jobs better -- and, in the process, help advance the field and improve
>education for everyone.
>
>We regularly receive manuscripts for consideration and are currently
>looking for knowledgeable people in a variety of fields to read and
>review them. These reviewer comments are most helpful in providing
>feedback to authors in order to strengthen manuscripts and produce the
>best possible book.
>
>If you would be interested in reviewing manuscripts, we would like to
>talk to you about your areas of interest. Corwin Press invites
>reviewers to select 2-7 complimentary books (depending on the project)
>from our catalog, upon receipt of the review.
>
>Corwin Press has proposals and manuscripts reviewed prior to
>publication. If you would be willing to be a reviewer, please
>complete this form and email to patrick_clark or
>pdccorwin.
>
>
>REVIEWER PROFILE
>
>
>NAME:_____________________________TITLE:______________________________
>
>AFFILIATION:__________________________________________________________
>
>Please indicate whether this is the affiliation address or your home
>address.
>Any review materials will be sent to this address, unless otherwise
>indicated.
>
>ADDRESS:_____________________________________________________________
>
>PHONE:(day)________________________(evening)__________________________
>
>E-MAIL:_______________________________________________________________
>
>FAX:__________________________________________________________________
>
>
>LEVELS OF INTEREST
>
>_______early childhood education/pre-K through grade 3
>_______K-6
>_______middle grades (grades 5 - 9)
>_______grades 7 - 12
>_______2 - 4 year college
>_______post-graduate
>
>
>Please include areas of specialization, courses you have taught,
>subjects you are best versed in and able to teach, or area(s) of
>emphasis. Without this information, it will be hard to pinpoint those
>manuscripts that will be most relevant within the context of your
>experience, background, and interests.
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>I would be willing to review proposals or manuscripts in the following
>areas:
>Please include areas of specialization in conjunction with the
>following list.
>
>_______Art Education
> _______visual
> _______music
> _______dance
> _______theater
> _______childrens art
> _______activities
> _______materials
> _______history
> _______criticism
>
>________Language Arts
> ______reading and its many facets
> ______writing (composition)
> ______writing (creative)
> ______literature curriculum development
> ______rhetoric
> ______speech
> ______storytelling
> ______dramatics
> ______discourse modes
> ______literary criticism
>
>The following can be viewed within the context of Art Education,
>understanding that some areas may not apply.
>
>_______assessment/evaluation
> _______programs
> _______personnel
> _______course evaluation
> _______curriculum evaluation
> _______evaluation methods
> _______student progress
> _______needs assessment
> _______student evaluation
> _______student teacher evaluation
> _______teacher/staff evaluation
> _______writing/reading evaluation
> _______testing and testing methods
> _______preschool evaluation
> _______vocational evaluation
> _______computer software/technology based teaching aids/courseware
>evaluation
>
>_______Early Childhood Education
> _______curriculum activities (development of)
> _______early intervention
> _______instructional methods
>
>_______bilingualism/multilingualism
> _______second language instruction
> _______English as a second language
> _______limited English speakers
> _______educational policy
> _______bilingual instructional materials
> _______immersion programs
> _______multicultural education
> _______Sociolinguistics
>
>_______character education
>
>_______community/parent relations
> ________school community programs
> ________school family relationship
>
>_______counseling
> ________behavior modification
> ________crisis intervention
> ________teachers as counselors
> ________adjustment (to environment)
> ________counseling techniques
> ________counselor characteristics
> ________career counseling
> ________educational counseling
>
>_______curriculum development/design/improvement
>
>_______discipline/classroom management
>
>_______instruction
> ________instructional design/development
> ________instructional materials (textbooks, lab manuals, etc)
> ________courseware/use of technology
>
>_______principalship/leadership/administration
>
>_______professional development
>
>_______school reform/restructuring
>
>_______special needs
>
>_______teachers: leadership/retention/education
>
>_______urban education
>
>_______vocational
>
>_______school-to-work/education work relationship
>
>
>
>
>
>
>
>
>
>
>==
>Patrick D. Clark
>pdccorwin
>Assistant to the Director of Editorial Acquisitions
>Corwin Press, Inc.
>A Sage Publications Company
>2455 Teller Road
>Thousand Oaks, CA 91320-2218
>_________________________________________________________
>DO YOU YAHOO!?
>Get your free @yahoo.com address at http://mail.yahoo.com
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 20:52:40 -0500
>From: Melissa Chaney <meemo>
>Subject: Open House
>
>For our Open House night our faculty has arranged a scavenger hunt.
The
>kids go from class to class with their parents looking for answers to
>questions. The questions have to do with the different subjects
>taught. Well I need an idea for a question. My mind is a blank. I
>teach middle school art and can't seem to think of anything cool. It
>would be nice if the question led to a small activity. Does anyone
have
>any ideas or has anyone done anything like this before?
>
>Melissa Chaney
>6th Grade Art
>Ray-Pec Schools
>Raymore, Missouri
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 22:29:24 EDT
>From: Bicyclken
>Subject: Re: Original work or Plagarism?
>
>I agree that to copy from any artist is wrong however there is an
exception
>that I make in my Art 4 class. We do a unit with Impressionism in
which the
>students study the period, find a favorite artist and write a short
report on
>a particular painting.
>
>In the report they describe the stlye of painting, strokes used, colors
>subject matter etc., then they are asked to create the next painting of
that
>artist using Craypas (oil pastels). This next painting sometimes finds
them
>taking parts of many different paintings and creating another
landscape, or
>horse race, lilly pond, or still life.
>They create a new composition but they use the subject matter of the
artist.
>
>This is copying with a purpose of creating a new picture with common
>resources. This kind of copying I feel lets them explore the stlye the
artist
>but they have to recreate his/her world with their own subject matter.
I may
>be wrong but this is how I do it.
>
>Ken Schwab
>Leigh H.S.
>San Jose, CA
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 18:59:43 -0700
>From: Maggie White <mwhite>
>Subject: Re: Teacher pay
>
>Lauretta A. Hendricks-Backus wrote:
>>
>> I'm confused. Is this a bad joke, a reprint or what?
>>
>> Retta
>> Who does more then babysit in Kansas
>
>Retta,
>
>I'm sure it's meant to be an ironic commentary on those who think we're
>just "overpaid" babysitters. Would that we _were_ paid babysitting
>wages!
>
>I've printed this out to post in our workroom.
>
>Maggie (second week of school and still smiling)
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 22:50:52 EDT
>From: Bicyclken
>Subject: Re: Aid plz-- printmaking
>
>Hello Danielle,
>
>I do all three of these print medias. Embossing is done with a matrix
of
>raised and lowered areas that poduce negative image of the work
intended. By
>pressing wet/softend paper (I use rives BFK) on top of this matrix and
sanded
>wooden dowel press the paper against the edges of the matrix to produce
a
>raised and lowerd image with just paper.
>
>Intaglio is an etched surface that has grooves or lines that are lower
that
>the surface. Ink (etchiing) os rubbbed into the lines with a
dauber(pad) and
>then wiped clean with a series of steps untill the smooth surface is
clean but
>the incised lines are still filled with ink. The paper is soaked and
blotted
>and laid in a press and with felts is passed through the press and the
paper
>is forced into the lines. The result is a clean line print.
>
>Collagraph is a relief of found and created sufaces that can be very
thin and
>delicate, such as sand, tinfoil, paper, doilies,gesso lines,
>string,leaves,etc. These materials are glued to a beveled board and
then
>gesso, glue and shellac are applied to give strength and to be water
tight.
>The process of inking is like the etching,by removing ink to create
light
>areas. With a press the paper is forced into the low areas and an
image will
>be there with embossed areas as well.
>
>These are breif descriptions, there are some fine books on all these
>techniques that show you how to do it and with some experimentation
with the
>press you will be in business.
>
>Ken Schwab
>Leigh H.S.
>San Jose, CA
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 21:15:57 -0700 (PDT)
>From: carla schiller <charwitt.us>
>Subject: Re: Competitions:Scholastics-my exprnce
>
>Thanks for sharing, Maria.
>
>Carla Schiller, Esq.
>Teacher, Highly Gifted Magnet
>North Hollywood High School, CA
>e-mail: charwitt.us
>webpage index: http://lausd.k12.ca.us/~charwitt/index.html
>*************************************************************************************
>"When you know a thing, to hold that you know it; and when you do not
>know a thing, to allow that you do not know it--this is knowledge."
>- --Kongzi (Confucius)
>*************************************************************************************
>
>
>
>On Wed, 26 Aug 1998 GFamiglia wrote:
>
>> I'd like to share my bad high school/student teaching experience in
hopes that
>> others avoid this teaching scenario.
>>
>> As a student, I was a very talented young artist. My skill was high,
yet I was
>> intimidated by new media and being around other students who were
"artsy". My
>> creativity was lacking--I could draw anything from a picture, then
mix some
>> creativity in and it exhibited high craftsmanship. Everyone raved.
>>
>> I was put into a A.P.-advanced placement class, and was dumbfounded.
All
>> these "artsy" kids were doing unusual projects-ink blowing, air
brushing,
>> painting, etc. I sat there and had no idea what I was doing. I was
used to
>> assignments, and here we were our own bosses. I come from an
Italian-catholic
>> background where free thinking wasn't allowed. My self-esteem,
already low,
>> sank lower.
>>
>> The point is, although my teacher gave me a few nudges to expand, he
never sat
>> down with me to really talk about my block, tried to understand me or
gave me
>> any self-confidence. In fact, he gave all his attentions to his
"high
>> performers"--the naturals.
>>
>> Then I went back to student teach there, and everything bitterly
opened up to
>> me. I got to see and hear in the office how he favored his prize
>> winners--from our art show to the state fair shows. I felt like an
insecure
>> child again. (Not to mention how the teachers put me down for a
personal
>> problem I had a hard time dealing with-I thought artists were
supposed to be
>> sensitive?)
>>
>> The moral-?--take the time to understand the shy students--be
sensitive to the
>> students you know "got it" but just need your help. The prize winners
don't
>> need you as much as the struggling students do.
>>
>> Thanks for listening, Maria
>>
>
>------------------------------
>
>Date: Wed, 26 Aug 1998 21:32:52 -0700 (PDT)
>From: carla schiller <charwitt.us>
>Subject: Re: Art & Mathematics newsletter online
>
>Nancy- Amazing! Besides teaching AP Art History, I also teach (among
other
>things) World History. The math teacher and I already do an Islamic
tile
>project that she devised years ago. I am about the e-mail her and
suggest
>we do a mandala project when my class is studying India. The
newsletter
>and its ideas and links will be a big help.
>
>One suggestion - some information on the origin and use of mandalas
would
>be helpful. I only looked quickly (so far) at your newsletter, but I
>didn't see that info. Did I miss it?
>
>I always look forward to your posts!
>- --Carla
>
>Carla Schiller, Esq.
>Teacher, Highly Gifted Magnet
>North Hollywood High School, CA
>e-mail: charwitt.us
>webpage index: http://lausd.k12.ca.us/~charwitt/index.html
>*************************************************************************************
>"When you know a thing, to hold that you know it; and when you do not
>know a thing, to allow that you do not know it--this is knowledge."
>- --Kongzi (Confucius)
>*************************************************************************************
>
>
>
>On Wed, 26 Aug 1998, Nancy Walkup wrote:
>
>> ArtsEdNetters:
>>
>> We would like your feedback on the online version of our most recent
>> newsletter. The theme this time is Interdisciplinary Connections
>> between Art & Mathematics and most of it is based on the work of
>> an outstanding graphic designer and tessellation artist,
>> JimMcNeill. He most generously allowed us to use his "Escher Bowl"
online.
>> Thanks for any comments you may have about the newsletter.
>>
>> First page of the newsletter:
>> fhttp://www.art.unt.edu/ntieva/news/Vol_9/issue3/index.htm
>>
>> "Escher Bowl" by Jim McNeill
>> http://www.art.unt.edu/ntieva/news/Vol_9/issue3/bowl.htm
>>
>> Nancy
>>
>> Nancy Walkup, Project Coordinator
>> North Texas Institute for Educators on the Visual Arts
>> PO Box 305100, University of North Texas
>> Denton, TX 76203
>> walkup
>> 940/565-3986 FAX 940/565-4867
>>
>>
>
>------------------------------
>
>Date: Thu, 27 Aug 1998 05:53:13 EDT
>From: RWilk85411
>Subject: Re: Original work or Plagarism?
>
>That isn't even copying. Your students are working in the style
of.......
>Copying is when someone copies composition and style. It is compounded
when
>they attempt to pass it off as their own. And as preposterous as it may
sound,
>I have actually attended a presentation by an art teacher (?) who was
>literally bragging about his contest winning student pieces and half of
them
>were blatant copies of textbook illustrations. I knew this because I
had
>already seen them in a state level competition where my students
pointed out
>that they were illustrations from their social studies and language
arts text
>books. The illustrations were reproductions of contemporary artists'
artwork,
>not photos, and his students had copied composition and style and had
won
>awards for the work!! Sad isn't it. His princpal was in attendance and
>obviously so proud. Even sadder.
>
>Reatha
>in Bonnie battered Myrtle Beach, SC
>
>------------------------------
>
>End of artsednet-digest V2 #899
>*******************************
>
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