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[teacherartexchange] NAEA - Must see Middle School Presentations


From: Judy Decker (judy.decker_at_TeacherArtExchange)
Date: Mon Feb 12 2007 - 11:42:04 PST

Dear Art Educators,

Linda Kieling just sent me her presentations... they all look VERY good.
I don't know how you folks will be able to pick out all of the
presentations you want to see.
I envy all of you who are attending.

From Linda Kieling - Oregon.

Wed 4:00 - 4:25
Concourse C

Tribute Tins

It is important to help middle school students find a sense of self as
well as a sense of community. In this exploration students interview
their fellow classmates to learn more about that individual. Working
in pairs students also take digital images of each other to use. Their
goal is to incorporate this learning into a small, pocket sized work
as a tribute to the classmate. Metal mint tins (like Altoids) are used
as the foundation. Found objects, trinkets and specialty papers are
added to represent the student both symbolically as well as literally.
Works are then presented to the class as an introduction of that
student. Historical and contemporary artists creating work that pays
tribute to someone or something are examined. Discussion about
possible integrations, project structure, resources and assessment
will be included in this presentation.


Friday 8-8:25 am
Concourse D

You Want Us to What?...or Using technology to talk about art!

Remember they love text and instant messaging so why not use
DiscussIt! a motivating web based forum where middle school students
learn to explore, evaluate and exchange ideas about art.

"Communication permeates education" (Taylor, 1987) Using DiscussIt!,
a web based forum, middle school students regularly look at and talk
critically about historic and cultural art exemplars as well as their
own works. Technology use is motivating and engaging for this age
student. It offers them the chance to explore, exchange, and evaluate
ideas in a format that they are comfortable and familiar with.

While adults tend to view text messaging, instant messaging and e-mail
as impersonal forms of communication, the perceptions of adolescences
are different. Literally growing up with technological advancements,
students are content with this type of contact. Because this
discussion format both suits their perspective of communication
desires while providing opportunities for dialog centered on art, it
is important for art educators to delve into it as a resource.

Examples of works, communications, and vocabulary will be shared along
with procedures for implementing this important kind of forum.

Friday 9 -9:50 pm
Midtown Suite, 4th floor

East Coast/West Coast: Creating and Solving Artistic Problems

Two Middle school art teachers: one in South Carolina and a colleague
from Oregon continued a third year of investigating how their students
construct problems and make meanings through art making. Middle
school art students researched selected artists and worked in teams or
individually to create interpretations of their research of
artists' "big ideas" in visual form. The art teachers used lessons
learned from the last two years as they helped their students to
create their own artistic problems, inspired by their research into
selected contemporary artists, the artists' influences and historical
precedents. When the studio projects were complete, students exchanged
digital photos of their work, along with their artist statements, and
then responded with written feedback (criticism). The exchange reveals
cultural differences along with have common interests and concerns
which center on important human issues and ideas. Examples of the
student processes will be shown during the presentation.

I will compile all of the responses and will post back one more time
later this month.


Judy Decker

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