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Lesson Plans

Re: artsednet-digest V2 #471

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cindy lundy (clundy)
Wed, 3 Dec 1997 16:40:13 -0700

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Responding to the message of Thu, 20 Nov 1997 11:55:10 -0800 (PST)
from (artsednet-digest):
> artsednet-digest Thursday, November 20 1997 Volume 02 : Number
> 471
> This edition includes :
> Re: A&E.A: Questioning Strategy
> Re: A&E.A Goldsworthy studio lesson plan
> Re: kids CAN do more
> Re: colored sand
> Re: Teacher Burnout
> Re: a&e.o - Individuality/Personality
> Re: judy chicago
> Comprehensive arts education vs DBAE
> Window Painting
> "Bye-Bye Birdie"
> Re: How can we help make one time visits or brief art experience
> portfolios and career video
> Re: Life Drawing+Thanks
> Re: "Bye-Bye Birdie"
> The Web of Life: The Art of John Biggers
> Re: old linoleum
> A&E.O lesson plan--womens bodies in feminist art
> Re: a&e.o - Individuality/Personality
> Re: kids CAN do more
> Re: a&e.o - Individuality/Personality
> ----------------------------------------------------------------------
> Date: Wed, 19 Nov 1997 22:21:14 -0800 (PST)
> From: Emily Agnes Thomas <eat>
> Subject: Re: A&E.A: Questioning Strategy
> I don't know exactly what grade you are teaching or much about the mask
> but...I know it is important with anything that might not be considered
> "art" in culture (because that culture might not categorize everything
> like the Western culture), to address that concept and the fact that many
> museums take these objects out of context of their original setting and
> attempt to interpret them. Some attempts at this are more successful than
> others. Maybe you could bring in information about the Yaqui
> culture...Show a video where these masks are use and ask questions
> regarding the differences they see in our culture and theirs...placing no
> judgements yet acknowledging the differences. Just a suggestion. Might
> bring up a lot of interesting comments/questions about differing ways
> people perceive art and their environment.
> - - Emily Thomas (Art Administration graduate student U of Oregon)


> On Tue, 18 Nov 1997, Bryce M Downing wrote:
> > For our class, we are asked to develop a questioning strategy
> > based
> > on a work of art from our lesson sequence. The artwork we have chosen
> > is
> > a Yaqui mask which is used in several dance ceremonies. The questions
> > are:
> > 1. What do you see?
> > 2. Which colors do you see?
> > 3. What kinds of patterns do you see?
> > 4. What kind of shapes do you see?
> > 5. What do you think the mask is used for?
> > 6. What do you think the mask is made of?
> > 7. What captures your interest when looking at this mask? Is there a
> > personal focal point?
> > 8. Do you like the mask? Why or why not?
> > 9. How does the mask make you feel?
> > 10. Can you make a personal connection to this artwork with something
> > or
> > an experience in your life?
> > 11. Does this mask look like something you've seen before?
> >
> > If you have any suggestions on how these questions may be
> > improved,
> > or an idea about other questions we could ask, please let us know.
> > Your
> > contributions would be greatly appreciated.
> >
> > Thanks,
> > Bryce Downing, Lindsay Crelman, Belia Camacho and Anel Castro
> >
> >
> ------------------------------
> Date: Thu, 20 Nov 1997 01:24:50 -0500 (EST)
> From: "Anthony N. Kopp" <kopp.16>
> Subject: Re: A&E.A Goldsworthy studio lesson plan
> Grace, Rosa, Angela, Margarita,
> This is an inquiry, not a criticism. What are you trying to teach the
> students about Goldsworthy's work through this studio? I am having
> trouble
> relating your choice of medium with the ideas behind Goldsworthy's work.
> That is not to say that I believe you have to use natural items in order
> to
> teach about him, I am just wondering about how you have related this
> studio
> to him and the main ideas of your lesson. I have just taught a similar
> lesson and I am interested in your approach. Also, I can tell you where
> I
> went wrong and you may be able to build off of that in order to avoid the
> same mistakes. Please, feel free to respond via e-mail if you do not
> want
> to take up space on the list-serve.
> Thanks,
> Tony Kopp
> kopp.16
> It appears that we are marooned in the proverbial tributary lacking
> sufficient means of motivation.
> ------------------------------
> Date: Thu, 20 Nov 1997 06:04:56 -0500 (EST)
> From: RWilk85411
> Subject: Re: kids CAN do more
> Deb, what a wonderful statement. If we as teachers, parents and society
> continue to allow students to do whatever they don't complain about, we
> need
> not complain about their behavior and attitudes. I had a student tell me
> that
> their final exam project seemed like " a little much for art class". The
> project involves a research project( ten pages is all) to be represented
> by a
> visual product. They have all year to work on this and will give a ten
> minute
> oral presentation complete with audio and viusal support to an evaluation
> committee in May. They have all year to work on it. They "know the
> questions
> on the exam" - don't have to cram - and he's complaining. Wanted to know
> if
> he could exempt. He couldn't even figure out that if we made these
> presentations during the first two weeks of May and exams actually don't
> take
> place until the end of May that we would obviously be doing something
> else
> during the time allotted for our exam.
> I will have to say tho that, for the most part, they have accepted with
> moderate enthusiasm. We'll see.
> Reatha
> ------------------------------
> Date: Wed, 19 Nov 1997 19:46:50 -0500
> From: "Donna Janeczko" <redhen>
> Subject: Re: colored sand
> Mix dry tempera with clean sand.
> - ----------
> >
> > I too need the receipe for making colored sand for a class project.
> Please either post the receipe or e-mail me if you have it. Thanks
> bunches!
> ------------------------------
> Date: Thu, 20 Nov 1997 04:34:17 -0800 (PST)
> From: wildcotton
> Subject: Re: Teacher Burnout
> hi
> my name is pat poindexter
> i am writing a research paper on teacher burnout and came across your
> request for info on this subject.
> any info you found out on this subject would be most appreciated (such
> as: papers, research, sites i might check on this subject etc) thank you
> pat
> ------------------------------
> Date: Thu, 20 Nov 1997 08:22:03 -0500
> From: Louise <>
> Subject: Re: a&e.o - Individuality/Personality
> >If anyone has information on Individuality or Personality please let me
> >know. Please see a short lesson plan below:
> >
> >Lesson Title: What Makes Me - Me?
> >
> >Grade Level: Kindergarten
> >
> >Idea: Help children identify their sense of self identity
> My K students have trouble identifying their chairs let alone their
> personality traits! I think this would be very difficult esp in the fall
> of the year. Louise
> ------------------------------
> Date: Thu, 20 Nov 1997 08:41:38 -0500
> From: Louise <>
> Subject: Re: judy chicago
> Folks, It is helpful for us, when commenting on your lesson plans, to let
> us know what grade level you're thinking about. Louise
> ------------------------------
> Date: Thu, 20 Nov 1997 08:54:30 -0500 (EST)
> From: Jui-Ying Huang <huang.220>
> Subject: Comprehensive arts education vs DBAE
> Hi, there,
> I am an international student from Taiwan. Right now,
> I am studying in art education in Ohio State Univ.
> Recently, it is about time to work on my research proposal. I want to
> introduce the Comprehensive arts education to Taiwan. But I confused what
> is
> the difference between DBAE and Comprehensive arts education. Why is life
> centered issue so important and necessary in art program?
> Where can I find some lesson plan based on the model of comprehensive
> arts
> education?
> I tried to search on internet for couple weeks, but I am still not
> sure.
> I hope anyone has any suggestion, please let me know.
> I am looking forward any response from you guys. Thank you very much.
> Jui-Ying (English name:Rain)
> ------------------------------
> Date: Thu, 20 Nov 1997 09:58:22 +0000
> From: Marshall Elementary Library <>
> Subject: Window Painting
> Dear Neal;
> Just pour a few tablespoons of dish detergent into your tempra
> paint. To remove the paint, scrape with a razorblade and sweep.
> Kathy
> ------------------------------
> Date: Thu, 20 Nov 1997 09:01:21 +0000
> From: "Susan M. Clark" <WCS-001>
> Subject: "Bye-Bye Birdie"
> I am a music teacher and, although I have never been the producer of
> "Bye-Bye Birdie", I appeared in it twice when I was in high school.
> Could I help in any way?
> Susan M. Clark
> ------------------------------
> Date: Thu, 20 Nov 1997 08:04:04 CST6CDT
> From: "Kathrine Walker" <klwalk>
> Subject: Re: How can we help make one time visits or brief art experience
> In addition to other comments made-
> Even when a child (or and adult for that matter) only visits the
> Museum for 1 hour, we try to send them away with tools that they can
> use - either aesthetic tools for use with other art experiences,
> higher order or critical thinking skills they can use forever, or
> ways to link art with their own lives.
> Interaction and participation is the key to this. The
> children/adults must have a chance to practice what we teach them in
> the galleries. In our case we use gallery games and activities to
> reinforce active discussion.
> Kathrine Walker, Education Coordinator
> Beach Museum of Art, Kansas State University
> klwalk
> ------------------------------
> Date: Thu, 20 Nov 1997 09:40:31 -0500
> From: Cynthia Meyers <>
> Subject: portfolios and career video
> My name is Cyndy Meyers. Most of my career has been spent at the middle
> school level. I'm now teaching high school classes. Upper level
> classes present a few problems that I've not yet had any experience
> dealing with. Maybe some of you could give me some advice. #1...How
> should I advise students to prepare a portfolio for job interviews or
> college admission? #2...Are there any good videos available on the
> subject of job or careers in art related fields? Thanks.
> ------------------------------
> Date: Thu, 20 Nov 1997 10:46:27 -0600
> From: (Eric Utech)
> Subject: Re: Life Drawing+Thanks
> Thank you all who sent suggestions regarding my research project. I
> guess
> what I'm after is some sort of reference that suggests that the act of
> investing oneself in answering reflective questions about an issue (the
> issue for my school's staff is the importance of art education) causes
> one
> to become invested in the issue itself. The survey that I sent to the
> staff caused them to reflect about how art ed should be a priority, and I
> beleive that it will make them more defensive and supportive of the
> program
> at their school. Now I just need to prove that I'm not just making that
> up, that it's really true...
> But about this nude models and under-18 artist thing:
> I was given a scholarship at age 16 to attend a life-drawing
> course
> at a local community arts center. Mom and Dad thought it was great. The
> instructor was given a tax break, and I was given art experience that I
> would not have had for two more years. As I was half the age of anyone
> else in the class, I certainly did my best to act appropriatly. As for
> damage to my psyche, well, I doubt that the experience had any effect on
> my
> by-then already established sexual proclivities.
> That said, I think that you might want to try, in some way,
> scholarship or otherwise, to attract "serious" artists, rather than
> 16-year-old voyeurs. But then again, I must say, now that I'm 30, and a
> "serious" artist, I rather like a bit of voyeurism in my life. I mean,
> how
> can something like visually describing the nude body be completely void
> of
> a tad of voyeurism? Drawing naked people is fun, and educational, for
> about 50 different reasons, but an opportunity that gifted artists should
> not miss out on just because they havn't circumnavigated the sun enough
> times to satisfy some administrative Bozo.
> --Eric-von-stubben-marshfield-the-lecherous
> ------------------------------
> Date: Thu, 20 Nov 1997 08:07:37 -0800 (PST)
> From: carla schiller <>
> Subject: Re: "Bye-Bye Birdie"
> I produced it as an elective in Middle School 3 years ago. What
> information would you like from me?
> Carla Schiller, Esq.
> Teacher, Highly Gifted Magnet
> North Hollywood High School, CA
> e-mail:
> webpage index:
> ***********
> People tend to make the best choice from among those they see,
> they just don't always see ALL the choices.......
> ***********
> On Thu, 20 Nov 1997, Susan M. Clark wrote:
> > I am a music teacher and, although I have never been the producer of
> > "Bye-Bye Birdie", I appeared in it twice when I was in high school.
> > Could I help in any way?
> > Susan M. Clark
> >
> ------------------------------
> Date: Thu, 20 Nov 1997 11:27:13 CST6CDT
> From: "Nancy Walkup" <walkup>
> Subject: The Web of Life: The Art of John Biggers
> ArtsEdNetters:
> Kathrine Walker asked about the possible meaning of the use of
> "strings" in a Biggers' work entitled "The Holy Family," a work
> by Biggers at the Beach Museum of Art, a work not included in
> "The Web of Life" on ArtsEdNet. The piece is similar to
> "Three Generations" and "The House My Father Built" in its use
> of "strings" that flow from upper central figures' mouths and
> from the hands of a child.
> In Biggers' work, such strings often represent the spoken word that
> passes traditions and knowledge from one generation to another.
> In "Starry Crown" (the first work introduced in "The Web of
> Life"), the women on either side of the central figure are creating a
> cradle
> with the string. This action symbolizes creativity and is a
> reference to both the weaving of stories through oral
> tradition and to string games played by children who had no other
> toys.
> Kathrine said many of their visitors draw parallels in the work
> with Christian iconography and African traditions. I'll pass
> along her request for more information to Dr. Biggers.
> Also, we have reorganized the contents page and added the titles
> of the seven "lessons." What do you think is the best approach
> to introducing Biggers' work to your students?
> 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, 20 Nov 1997 12:54:55 -0500
> From: Aimee LaLonde <lalonde.11>
> Subject: Re: old linoleum
> >I haven't tried it, but a teacher I work with says it works to iron the
> back
> of the lino before cutting it to soften the tile for easier cutting.
> Perhaps
> a zap in the microwave might work.
> Judie J
> In my experience, an iron does help to soften old linoleum. Of course,
> it is still not as cutable as fresh linoleum. DO NOT STICK LINOLEUM IN
> THE MICROWAVE by itself--this will lead to your microwave breaking. If
> you have to use a microwave, put the lino in the microwave with a glass
> of water--this will ensure no damage will be done to your microwave.
> (This is also a good tip for warming socks up in the microwave.)
> -Aimee LaLonde
> ------------------------------
> Date: Thu, 20 Nov 1997 14:02:27 -0500
> From: Aimee LaLonde <lalonde.11>
> Subject: A&E.O lesson plan--womens bodies in feminist art
> I know you are probably sick of seeing lesson plans by now, but if you
> could give me any suggestions or comments, I would appreciate it.
> Lesson title: Women's bodies in feminist art
> Idea: Feminist artists have reacted to the male gaze by productin
> images defining women's bodies on their own terms
> Grade Level: High School
> Artists I could focus on include Martha Rosler's 1977 video "Vital
> Statistics of a Citizen" in which she was naked with measurements being
> taken of her body. Another artist, Eleanor Antin, addressed similar
> concerns in her "Carving: A Traditional Sculpture" in which she
> photographed herself (front, back, left side, and right side) each
> morning of her diet which resulted in a loss of 11 and 1/2 pounds. Both
> of these artworks are statements of the impact of societal ideals
> imposed on women as result of the male gaze.
> Other artists I have thought about teaching are Barbara Kruger, Alice
> Neel, Carolee Scheemann, and Hannah Wilke.
> One issue that I have really struggled with is how can I show art works
> depicting vaginal forms or photos of the female body naked. Or should I
> just avoid these images? But, of course, if I do, the statements made
> would not be as strong. Any suggestions?
> By teaching this lesson, I hope to draw attention to societal ideals
> placed on the female body. I want to show alternative views of the
> female body in order to improve students self-concepts. Views of the
> body is an important issue to deal with in high school because students
> are going through puberty and many are expressing themselves sexually
> for the first time.
> ------------------------------
> Date: Thu, 20 Nov 1997 12:30:14 +0000
> From: Christine Merriam <>
> Subject: Re: a&e.o - Individuality/Personality
> I once found a card in School Arts called "Modular Self Portraits" by
> Robert Tracz. It is a long term project that I have done with my 5th
> graders. I still have the card, and recently attended the wedding of
> one of my first students who did this activity :)
> **********
> Puropose:To transform traditional self portraits into pictorial
> biographies with collage.
> Materials:
> Colored paper cut into 6" squares
> 18'x24" backing paper
> Black paper cut into strips
> Yarns,foiled paper,glitter,Markers, Magazines, Crayons, Scissors,
> Pastels, Cotton, Small hand mirrors.
> Process:
> Ask the students: Is a drawing of uyour face the only way a
> self-portrait can be made? Does your face tell about your interests,
> hobbies, faviorite things? Can we create a pictrioeal biography using
> collage materials?
> Have students use twelve 6" square pieces of colored construction
> paper on which to place symbols that collectively tell more about you
> that any mere picture of your face. Have each square symbolically
> isullustrate only: 1)eyes, 2) nose, 3)lips, 4)hairstyle, 5)favorite
> food, 6)favorite person, 7)hobby, 8)prized posession, 9)most-loved
> animal, 10)favorite place, 11)best musical group, 12)most treasured
> clothes.
> Give short lessons on the proper way to draw the facial features, tehn
> encourage teh use of ccreative collage methods to represent each
> feature. The class can interpret the remaining pictures in any order
> and in any medium they wish (e.g. with white cotton for clouds,
> colored cotton for anmimal shapes). Glue the finished squares to onto
> a backing. Black strip frames give the project a finished look.
> *************
> Hope this gives you some ideas!
> Chris Merriam
> Kayenta Intermediate School
> ------------------------------
> Date: Thu, 20 Nov 1997 11:55:08 -0800
> From: gbogus (Gary Bogus)
> Subject: Re: kids CAN do more
> Deb and Christine,
> I couldn't agree more. I am currently involved in writing new standards/
> curriculum in art for my district. As a parent and teacher I have been
> arguing for years for increased content and higher standards in all
> areas,
> especially art. My experience shows me that kids not only CAN learn more,
> they WANT to learn more. Lowered expectations only teach them how to
> slide
> by with minimum effort. Now, the job is convince the audults of this...
> Jai
> Berkeley
> ------------------------------
> Date: Thu, 20 Nov 1997 19:29:26 +0000
> From: rojul (Rosa Juliusdottir)
> Subject: Re: a&e.o - Individuality/Personality
> I have my students start doing selfportraits using a mirror very young, 4
> or 5 yrs. We try looking at all the different little things like the red
> dots in the corners of the eyes as well as the overall picture and how we
> all are different from eachother and that everyone is special. We also
> have
> a full size mirror in the room and sometimes dress up and then paint
> different self portraits of how we might want to look sometimes. All this
> helps build good self esteem I feel. I also show them many different self
> portraits artists have done. Regards from the far north Rosa
> ------------------------------
> End of artsednet-digest V2 #471
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