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Lesson Plans


Re: artsednet-digest V2 #1648

[ Thread ][ Subject ][ Author ][ Date ]
June P. McLeavey (emmanoah)
Thu, 26 Aug 1999 08:36:25 -0400


----------
> From: artsednet-digest <owner-artsednet-digest.edu>
> To: artsednet-digest.edu
> Subject: artsednet-digest V2 #1648
> Date: Wednesday, August 25, 1999 4:09 PM
>
>
> artsednet-digest Wednesday, August 25 1999 Volume 02 : Number
1648
>
>
>
> This edition includes :
> Printing lab maintenance
> Printing studio maintenance
> seating charts
> second day activity
> Re: artsednet-digest V2 #1093
> 1st Year Teaching
> Re: Fossils...
> re: fred babb book
> RE: 1st Year Teaching
> Tile Mural ideas?
> Re:room decorations
> RE: gripe
> Teaching Positions
> Re: Tile Mural ideas?
> art prints source(s)
> Re: Printing lab maintenance
> Fw: DEVOS FAMILY DECLARES OPEN SEASON ON KIDS & THEIR SCHOOLS
>
> ----------------------------------------------------------------------
>
> Date: Wed, 25 Aug 1999 07:41:51 EDT
> From: "yolanda r. brown" <imaniyo>
> Subject: Printing lab maintenance
>
> Artsednetters:
>
> I will be working with high school students this year and the maintenance
of
> the studio will be crucial, I am seeking advice on that matter.
> Please share your suggestions regarding the maintenance of a printmaking
> lab/station/studio or general maintenance of the classroom when you have
> printmaking lessons. I am interested to know: if you tie maintenance of
the
> studio to the final grades for the students?;how do you get students to
use
> materials, space and tools safely and economically?;do you post signs
around
> the studio that tells what a clean studio looks like/or jobs to be
completed
> everyday?
>
> Thank You,
>
> YRB
>
>
> _______________________________________________________________
> Get Free Email and Do More On The Web. Visit http://www.msn.com
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 07:54:17 EDT
> From: "yolanda r. brown" <imaniyo>
> Subject: Printing studio maintenance
>
> Artsednetters:
>
> I will be teaching printmaking with high school students this year and I
am
> interested in your toughts on class/studio maintenenace. I am curious to

> know: if you put up "To DO" list,; if you put up safety tips posters;do
you
> tie the final grades to the upkeep of the class/studio, and if so how do
you
> do this?
>
> Thank you in advance for your response.
>
>
>
> _______________________________________________________________
> Get Free Email and Do More On The Web. Visit http://www.msn.com
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 08:40:46 EDT
> From: Tmcnorf
> Subject: seating charts
>
> this is a second day of school activity.
> on the first day i let the class sit anywhere they like, i tell them its
only
> for the day. i access the "groupings" interactions while we go over the
> rules and expectations.
> on the second day ( i do this with the 7th and 8th grade classes) i pass
out
> cards to the students face down. one color with the artist name for boys
and
> one color with the description of the artist for girls. or the other way
> around! go ahead and call me sexist, but this has always worked!
> the first three boy girl pairs sitting at a table together with a correct

> artist pair get a prize (candy). i then get the artist pairs together
and
> explain this becomes the seating chart. tables have 4 seats 2 boys, two
> girls.
> it is fun because in 6th grade we do intensive artist research projects
with
> written reports and artwork in that artists style and class
presentations.
> there are 15 artists the 6th graders (should) know. we have a good
laugh at
> who remembers and what artists and recall the artwork students did, etc.
> you can also see how the seating arraignments can be manipulated by
you!!!
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 08:54:43 EDT
> From: Tmcnorf
> Subject: second day activity
>
> this is a second day of school activity.
> on the first day i let the class sit anywhere they like, i tell them its
only
> for the day. i access the "groupings" interactions while we go over the
> rules and expectations.
> on the second day ( i do this with the 7th and 8th grade classes) i pass
out
> cards to the students face down. one color with the artist name for boys
and
> one color with the description of the artist for girls. or the other way
> around! go ahead and call me sexist, but this has always worked!
> the first three boy girl pairs sitting at a table together with a correct

> artist pair get a prize (candy). i then get the artist pairs together
and
> explain this becomes the seating chart. tables have 4 seats 2 boys, two
> girls.
> it is fun because in 6th grade we do intensive artist research projects
with
> written reports and artwork in that artists style and class
presentations.
> there are 15 artists the 6th graders (should) know. we have a good
laugh at
> who remembers and what artists and recall the artwork students did, etc.
> you can also see how the seating arraignments can be manipulated by
you!!!
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 09:02:01 -0500 (EST)
> From: "Yolanda R. Brown" <brownyr.edu>
> Subject: Re: artsednet-digest V2 #1093
>
> Artsednetters:
>
> I am teaching printmaking (woodcut, litho, and monoprints)with high
school
> students this year and I am interested in your suggestions for studio
> maintenenance. Iam particularly interested in the following:
>
> - - Do you post safety tips?
> - - Do you tie the final grade to class/studio maintenance and if so
> how?
> - - What types of set up for chemicals, paper, etc. has worked best
> for you?
> - - I would also be interested in tips for critiques and assessment
> and evaluation of the work produced.
>
>
>
> Yolanda R. Brown, Visual Artist/Educator
> Miami University
> Art Education
> New Art Building
> Oxford, Ohio 45056
> 888-942-0402 Voice Mail
> 513-529-2232 Work (Art Museum)
> 513-529-2900 Art Ed. Dept.
> brownyr
>
> "If at first you do succeed, try not to look astonished"
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 09:20:52 -0400
> From: apurser (Ashley Purser)
> Subject: 1st Year Teaching
>
> This is my first year teaching in the lower school (K-3). I have worked
> in depth with 1st through 3rd grade through thematic approaches, but not
> as much with Kindergarten and Pre-First. I have done research on four
and
> five year olds, but know it will be much different when I actually work
> with them. If anyone has curriculum ideas, resources I could use, or
> lesson ideas I would greatly appreciate it!
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 10:11:40 -0400
> From: "Lawrence A. Parker/OCCTI" <occti>
> Subject: Re: Fossils...
>
> - ----- Original Message -----
> From: Litesal <litesal>
> To: Lawrence A. Parker/OCCTI <occti>
> Sent: Wednesday, August 25, 1999 9:36 AM
> Subject: Re: Fossils...
>
> > ----- Original Message -----
> > From: Lawrence A. Parker/OCCTI <occti>
> > To: <KtownLady>; <owner-artsednet.edu>;
> > <artsednet.edu>
> > Sent: Tuesday, August 24, 1999 9:23 PM
> > Subject: Fossils...
> >
> >
> > > Christine,
> > >
> > > > They were very curious as to why people are afraid to say they are
> old.
> > >
> > > Were you able to explain it to them?
> > >
> > > Larry
> >
> > Why are they so afraid? I don't get it, why would people shun what is
> right
> > in front of them? I've never run into people like this.
> >
> > Leah
>
> Actually, you most likely run into them every day; but different people
have
> different 'fossils' they don't want to see. Think of the person who uses
> artificial 'enhancements' to retain the appearance of youth, or the
person
> who maintains that other races are genetically inferior in the face of
> overwhelming evidence to the contrary.
>
> Have you ever taken a class which had very little (traditional)
structure?
> Perhaps only a rough syllabus, no 'objective' tests but only a written
> paper, perhaps on a topic the student chooses? No 'homework'
assignments,
> but materials listed which could be used as needed by each student?
>
> Such a course really freaks out some students - they need the structure.
> Likewise, we have each developed, even if this consists only of adopting
> from others, in whole or in part, a worldview and in this worldview is
> embedded a personalview. The worldview is my understanding of how the
world
> works, the laws (scientific and/or religious) and principles (of ethics
and
> morality) which bind it together and make it work in such a way that it
> makes sense to me. My view of who and what I am is supported by and
> embedded in this worldview; it is justified by this worldview. Likewise,
> for some to many of us, our worldview is constructed in part by what we
> experience in the construction of our personalview.
>
> So, to the point - when the precepts which form the basis for our
worldview
> are challenged or, more dramatically, proven to be false, we are
threatened
> at the most basic level of our psyche. This challenge or knowledge of
> falsity shakes the very foundations of who we believe ourselves to be and
> what we understand the world to be and how it operates.
>
> Some people are so...insecure?...that they will deny obvious evidence to
the
> contrary of what they believe. I knew a man years ago who would not even
> discuss the possibility of UFO's because alien life would completely
> contradict his world and personal views.
>
> This is the rut we cannot get our children into. The world is too vast,
> composed of too many dissimilar yet interrelated and integrated parts,
and
> too constantly changing to be held in one rigid view.
>
> The application of all this to Art Education, I think, is obvious.
>
> Just out of curiosity, have any of you ever read Ayn Rand's
_Fountainhead_?
> It deals with several forms of art, but particularly architecture. If
you
> haven't, I highly recommend it.
>
> Larry
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 10:19:22 -0500
> From: "Teri Sanford" <terily>
> Subject: re: fred babb book
>
> I got his book last year. I love it! I ordered some cheap
> black metal frames from nasco (16x20) and matted them. They are
> all over my room, even outside the artroom door. No one has
> really *taken notice* of them yet, but hoepfully they will read
> them and it will sink in...
> teri
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 10:55:22 -0500
> From: "Kimberly Anne Herbert" <kimberly>
> Subject: RE: 1st Year Teaching
>
> The first thing I would tell you is that the younger kids DO NOT like
messy
> hands. Many have out grown this by Kinder. but some kids will fuss the
> entire time. I put rags out during Summer For Kids for this age group.
> Summer for Kids is a different situation than teaching in a school but my
> two best sources are MaryAnn's Preschool Art ISBN 0-87659-168-3 and Art
for
> the Very Young by Elizabeth Kelly & Joanne McConville ISBN 1-56822-668-3.
> Also for our 3.5-5 years classes I always make sure the activities that
use
> scissors can also be torn, for the kids not ready for scissors (or their
> parents do it for them).
>
> Clean up time - Procedures are very important. At the beginning of the
> summer, it was very difficult to have the kids clean up. I started out
with
> one chore for the kids, then did the rest. I added chores each week. By
the
> end of our summer program most of the PK's were able to clean up their
space
> and equipment, with strict supervision at the sink.
>
> Kimberly Herbert
> CAM Administrator
> San Angelo Museum of Fine Arts/Children's Art Museum
>
>
> - -----Original Message-----
> From: owner-artsednet.edu
> [owner-artsednet.edu] On Behalf Of Ashley Purser
> Sent: Wednesday, August 25, 1999 8:21 AM
> To: brownyr.edu
> Cc: artsednet.edu; artsednet-digest.edu
> Subject: 1st Year Teaching
>
> This is my first year teaching in the lower school (K-3). I have worked
> in depth with 1st through 3rd grade through thematic approaches, but not
> as much with Kindergarten and Pre-First. I have done research on four
and
> five year olds, but know it will be much different when I actually work
> with them. If anyone has curriculum ideas, resources I could use, or
> lesson ideas I would greatly appreciate it!
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 12:03:29 EDT
> From: KnPWinn
> Subject: Tile Mural ideas?
>
> Hello all!
> I have almost 600 elementary students (k-6) at a 41 year old school about
to
> undergo major renovation. My principal is interested in having each child

> create a ceramic tile that will be a permanent part of the renovated
> building. Another local school put student designed tiles throughout the
> building as a border. A second building is about to install some
geometric
> designs made of student tiles. My principal likes the idea of a central
mural
> as opposed to the border idea.
> My design problem is to come up with a mural(s) that can be constructed
from
> 600 tiles painted by k-6 students. We probably need two murals because of
the
> space 600 tiles will take. Possibly k-3 and 4-6. I want each child to
feel
> that their tile is special and am afraid that if we try to create a
specific
> image many tiles will end up being a solid color, or something totally
devoid
> of creativity. I don't want to make a giant puzzle that will be difficult
to
> assemble either. My AP joked about doing one of those images made of
many
> photographs- how cool- and impossible- would that be! I do want the
image on
> each tile to be the child's own design (within guidelines)- not a paint
by
> number deal.
> I'm starting the brainstorming process. Help fellow art teachers!!! Any
> suggestions will be most appreciated!
> Kelly Winn
> knpwinn
> Churchill Road Elementary
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 10:42:48 -0500
> From: "Betty Bowen" <bbowen.ok.us>
> Subject: Re:room decorations
>
> If you ever read Dr. Demming on management, the first thing he would do
in
> helping a business become more quality-oriented and to improve morale was
to
> remove all the slogans from the walls.
> There is an excellent PBS program about him. Most of his ideas are
> applicable in some way to classroom management, though without changing
the
> whole system won't be as productive.
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 12:03:44 -0400
> From: "Sears, Ellen" <ESears.us>
> Subject: RE: gripe
>
> Well - Last Friday this ( Gripe)could have been written by me... it was
our
> first week of school and our new (last year) principal had implemented a
new
> schedule for teachers (K-8) to have common planning time... I know, I
know -
> I told him the same thing all last Spring - not ALL 4th (or 5th, or
6th...)
> teachers will have common planning. - because all of the kids will be in
> related arts - He even went so far to create a 7th and 8th team of
teachers
> (5 core)... these are the same people that I have worked with for 18
> years... we are a small school - adding related arts to the team wouldn't
> have added too many more. We (RATs) were even told not to go to their
> 'team' meetings - he and I debated many times - 'how can this be if they
are
> making decisions that affect my class? "Correct me if I'm wrong - don't
I
> have 7th and 8th Kids?" Blah, Blah, Blah...
>
> I asked for support from my friends and colleagues - and perhaps that is
> what hurt the most - I have a math background, and I am interested in
> science, and I've taught Literature - so I think of myself as an asset
> (inflated ego) - and there wasn't one person on 'the team' that hasn't
> worked with me using art in their classrooms- so I felt that I had
'proven'
> myself - but nothing...
> So needless to say - I don't want to be here - Really didn't want to come
on
> Friday - cried and my husband made me go (something about 3 boys in
> parochial school - two cars over 100,000 miles and " he had to go so did
I")
> had a lousy day and it ended when the air conditioner mounted on the
ceiling
> in my storage room leaked - all over my paper and various collections of
> found objects - gee was I a mess.
>
> So I read the quote that Linda Kelty sent:
> A loving person lives in a loving world. A hostile person
> lives in a hostile world: everyone you meet is your mirror.
> - --Ken Keyes, Jr.
>
> ...and being the cynical person I am, just couldn't buy it...
>
> ...but my last period class - 6th grade - helped me clean up the mess,
my
> family was especially nice to me, I blew school off all weekend, helped
> someone else with a problem and made it here Monday...
> still don't want anything to do with the chosen few...
>
> ...and yesterday my 6th grade class gave me some cards, and had taken up
a
> collection in case there was something ruined that I really wanted to
> replace...
> and Claire's card said:
>
> "Hope your artistic days are not remembered by the day you lost some
things
> that cannot be replaced easily"...
>
> so I need to remember that I am here for the kids, and there are teachers
> that do appreciate the arts and what goes on...
> Ellen
>
> Have a good year -
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 13:38:31 -0400
> From: shill.va.us
> Subject: Teaching Positions
>
> We have 2 openings for high school art teachers in our district
> (Norfolk, VA); 1 fulltime and 1 part-time. We need people who are strong
> in studio, art history, with computer and photo skills. If you know
> anyone who is looking, please have them contact Anitra Walker at
> 757-441-2717 or check out our homepage for hiring info. @
> http://www.nps.k12.va.us/. Any assistance is appreciated!
>
> Sharon L. Hill Senior Coordinator, Art Education
>
> ------------------------------
>
> Date: Wed, 25 Aug 99 10:42:53 -0700
> From: MaryAnn Kohl <maryann>
> Subject: Re: Tile Mural ideas?
>
> KnPWinn KnPWinn 8/25/99 9:03 AM
>
> >I'm starting the brainstorming process. Help fellow art teachers!!! Any

> >suggestions will be most appreciated!
>
>
> Though rainbows are somewhat overdone with children, this might be a good

> place for a rainbow!!
>
> Or how about a quilt design. I like that better. You could look at quilts

> in books and choose a design that most like, and do tiles to build this
> design on a wall. I like the concept of how a quilt is formed by many
> different patterns and fabrics untiting to form one big beautiful united
> thing. Good concept --- all the different kinds of kids ---
>
> Yes, make a tile QUILT!
> MaryAnn Kohl
>
> ................................
> MaryAnn F. Kohl (WA)
> maryann
> http://www.brightring.com
>
>
> ------------------------------
>
> Date: Wed, 25 Aug 99 11:47:45 -0700
> From: MaryAnn Kohl <maryann>
> Subject: art prints source(s)
>
> I would like to recommend one of the less expensive art print companies I

> have found. Maybe you know of some too.
>
> Art Image Publications Inc.
> 800-361-2598 in NY
> They have all kinds of creative ways of selling you few or many at prices

> to help take the pain away!!
>
> I have dealt with Rachel Ross there.
>
> Does anyone else have a good source for art prints?
>
> MaryAnn Kohl
>
> ................................
> MaryAnn F. Kohl (WA)
> maryann
> http://www.brightring.com
>
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 16:06:52 -0400
> From: hmcelroy (Heidi McElroy)
> Subject: Re: Printing lab maintenance
>
> yolanda,
> in my high school classes, i demonstrate clean-up. i assign jobs
> daily..like cleaning the trays we use to roll inks on. i help..for
instance
> i collect brayers in soapy water and rinse them. everybody pitches in. my
> students are required to clean everything up. it is not tied to grades
but
> to common courtesy. i have to be alert and direct clean-up. i have on
> occasion called a mess maker back to class to clean up. there are no
> repeaters here.
> if everyone works..no one grumbles about fairness.
> hopes this helps. heidi in va.
>
> ------------------------------
>
> Date: Wed, 25 Aug 1999 16:05:26 -0400
> From: "Lawrence A. Parker/OCCTI" <occti>
> Subject: Fw: DEVOS FAMILY DECLARES OPEN SEASON ON KIDS & THEIR SCHOOLS
>
> - ----- Original Message -----
> From: <humanist1>
> Sent: Wednesday, August 25, 1999 1:21 PM
>
> > DEVOS FAMILY DECLARES OPEN SEASON ON KIDS & THEIR SCHOOLS
> >
> > The prime mover behind the petition drive to amend the state
> > constitution to allow private school vouchers in Michigan is Dick
> > DeVos, President of the Amway Corporation. DeVos has vowed to spend
> > at least $5 million to make the Religious Right's dream of public
> > funding for religious schools a reality.
> >
> > The name chosen for the ballot initiative campaign - "Kids First!
> > Yes!" - uses PR appeal to try to paper over the far right agenda it
> > promotes. For the DeVos family and their billions, that agenda is
> > what has always come first. Public schools have long been a favored
> > target for Dick DeVos; as a member of the State Board of Education in
> > the early '90s, he pushed for vouchers and other programs to defund
> > the schools. Like his father before him, Dick DeVos sits on the
> > Council for National Policy, a secretive organization whose meetings
> > the far right uses to plan and coordinate state and local strategies
> > nationwide.
> >
> > A brief glance at where the DeVos family dollars - including funding
> > by Dick DeVos and his father, Richard DeVos - have been invested
> > makes it clear that the attempt to "sell" Michigan voters on the idea
> > of religious and private school vouchers isn't about kids, it's about
> > right-wing ideology. (All dollar figures are for 1996 unless
> > otherwise noted.*)
> >
> > - Focus on the Family: James Dobson's multi-million-dollar Religious
> > Right empire and its state affiliate, the Michigan Family Forum,
> > received $150,000 from DeVos sources.
> >
> > - Family Research Council: Dick DeVos's wife Betsey sits on the
> > board of this Religious Right organization, which was Gary Bauer's
> > home base until he left to run for President. In total, DeVos
> > dollars added up to $25,000.
> >
> > - Right to Life of Michigan Education Fund and other anti-
> > reproductive choice organizations received $173,750 from DeVos.
> >
> > - The Mackinac Center for Public Policy Research, which drafted the
> > constitutional amendment on private and religious school vouchers
> > for the 2000 ballot, also opposes the Americans with Disabilities
> > Act, living wage ordinances, arts funding, and even wants to
> > privatize public zoos. Support from the DeVos family totaled
> > $110,000.
> >
> > - The Heritage Foundation, whose monthly luncheons have become the
> > meeting ground for opponents of affirmative action across the
> > nation, including at the University of Michigan, received over
> > $200,000 from DeVos and Amway in 1998.**
> >
> > - The Federalist Society, whose board of trustees includes such
> > hard right conservatives as Robert Bork, Donald Hodel, Orrin Hatch,
> > and Edwin Meese, has its work supported by DeVos dollars totaling
> > $26,000.
> >
> > - 'Of The People' authored a controversial Parental Rights Amendment,
> > which was denounced by child welfare agencies, teachers,
> > psychologists, and PTAs across the country. DeVos funding
> > totaled $60,000.
> >
> > - Anti-public education organizations like the Friedman Foundation
> > in Indiana, the National Center for Policy Analysis in Texas,
> > Partners Advancing Values in Education in Milwaukee all support
> > efforts to reroute money from public schools into private and
> > religious schools and all receive DeVos funding -- $35,000 for
> > these three organizations.
> >
> > - The Acton Institute for the Study of Religion and Liberty, a
> > Religious Right organization that opposes welfare and favors
> > using tax money to pay churches and other religious institutions
> > to provide social services, received $70,000 from the DeVos
> > family.
> >
> > * Financial information from The Richard and Helen DeVos
> > Foundation, IRS Form 990-PF, FY 1996; and The Dick and Betsey
> > DeVos Foundation, IRS Form 990-PF, FY 1996.
> >
> > ** From The Heritage Foundation, 1998 Annual Report, "1998 Income
> > and Expenses."
> > --------- End forwarded message ----------
> >
> > ________________________________________________________________
> > Get free e-mail you don't need Web access to use --
> > Or get full, reliable Internet access from Juno Web!
> > Download your free software today: http://dl.www.juno.com/dynoget/tagh.
> >
>
> ------------------------------
>
> End of artsednet-digest V2 #1648
> ********************************
>
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