Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans

Re: artsednet-digest V2 #576

[ Thread ][ Subject ][ Author ][ Date ]
Juliet Moore (jgmoore)
Wed, 11 Feb 1998 13:52:44 -0600

Hello Kevin: I don't know if you remember meeting me last Spring at Penn
State. I was feverishly finishing my dissertation and I was constantly in a
state of panic re. the printing of one draft or another.
I was just writing to let you know that I really appreciate the messages
that you post to artsednet; they are consistently among the most thoughtful
and thought-provoking messages that I read. Thanks! (I, on the other hand,
am too lazy to actually engage in any of the debates, but instead furtively
That's all I wanted to say! Hope to see you at NAEA. Juliet

At 09:52 AM 2/11/98 -0800, you wrote:
>artsednet-digest Wednesday, February 11 1998 Volume 02 : Number 576
>This edition includes :
>Software for middle school art curriculum
>tie dye
>Re: art teacher liability
>classroom (manage) laments
>Re: artsednet-digest V2 #574
>Re: artsednet-digest V2 #574
>MCN'98 Proposal Deadline Extended
>On Museum Visits...
>new teacher
>art & science
>Re: classroom management or misunderstanding forms of resis
>Date: Tue, 10 Feb 1998 21:18:32 -0600
>From: Chaney <lchaney>
>Subject: curriculum
>Is there a list some where of which artists should be taught at which
>grades for elementary? I'm working on writing a new curriculum.
>Thanks to you all for your advice on supplies. I now have a check out
>list on my wall for student supplies, and have lots of ideas for next
>year. Thanks Again!!!!
>Melissa Chaney
>Midway R-1
>Cleveland, MO
>Date: Tue, 10 Feb 1998 22:55:53 -0500
>From: Mike Markowich <mikema89>
>Subject: Software for middle school art curriculum
>I teach art (grades 6-8). I have an IBM compatible computer in my
>classrsoom. What software would you recommend for this age level? I want
>to apply material to the art curriculum?
>Date: Tue, 10 Feb 1998 23:31:32 -0500
>From: jeryl Hollingsworth <holl5>
>Subject: tie dye
>I have been doing tie dye t shirts with 2nd-4th gr for the last 8 years
>(last year after pressure from the teachers I added first grade with
>parent helpers) We do the project in conjunction with our spring P.E.Day
>(where the classes compete in races,etc..) Each class votes for a color
>and after we finish with the shirts they wear them as "team shirts" on
>P.E. day. I just use rit dye- we get it donated by a parent who is the
>manager of a local grocery store. It takes about 4 -5 boxes for a class
>of appox. 20. I used to request .50 from kid to help with that expense.
>I send a note home several weeks before to request a white cotton shirt
>and the money . By now it is such an established, looked forward to
>event that parents and kids expect it. I suggest buying the shirts in
>packages at Wal-mart etc. Many parents send extras. Usually there are
>only a couple of kids in each class who don't have a shirt-(they help
>others) Anyway, I spend one class period with the history of tie dye,
>countries etc. and techniques for folding , twisting and rubber banding.
>The students band their shirts during this class. I bought rubber bands
>in bulk at an office supply store and re-use those that don't get
>broken. fat rubber bands work best. (Watch for some mysteriously
>leaving in pockets of boys) Rit dye usually has a pamphlet on dyeing
>ideas at their display where the dye is sold. They update these yearly
>and I keep a file of them. Be sure the tag of the shirt is hanging out
>and names are written in permanent markers. I throw all the shirts from
>a class in a paper grocery bag with the class name on the side to keep
>200+ shirts straight. Emphasize that bands need to be wrapped
>tight.(This is where younger children have trouble). At the next class
>time we dye! We work outside. I mix two sets of dye for each class in
>separate plastic trash cans. I usually mix the dye in a quart size
>container with boiling water and then just use hot tap water to fill up
>the rest in the trash can (parent helpers!) I use two cans because the
>boys put their shirts in one and the girls in the other , just to
>prevent crowding. They take turns stirring the shirts with a broom
>handle while the other kids sit around on the concrete patio and we
>review what we've learned about tie dye, steps etc. We usually leave
>them in the dye about 15-20 min. I have two kiddie pools filled with
>water for rinsing-I have a garden hose available- it gets messy dumping
>all the dirty water and rinsing-you have to have a good outdoor
>location. I also dig the shirts out of the dye and toss them in the
>kiddie pool for the first rinse-if you let the kids do it their hands
>will temporarily be dyed and chances of splashing concentrated dye on
>their clothes is greater-so I wear really old clothes and sacrifice my
>hands. They (my hands) always look really interesting for about a week
>every May. I string clothesline to hang their shirts after they wring
>them and de-band them. One year it was rainy and moms took them home and
>dried them in their dryers!! Sorry this is so long and maybe not real
>clear- e-mail me if you have questions and I'll just post to you!
> Good luck!! Jeryl Anderson, S.C.
>Date: Tue, 10 Feb 1998 08:38:45 +0000
>From: Ruth Wilson <RWilson>
>Subject: inclusion
>Everyone has been so patient with my questions, I promise I will not
>post for a while so I'm not overusing this resource. Does anyone have
>any thoughts and ideas for inclusion. When special ed students are in
>art how to adapt lessons, tools, helpful resources? My students range
>from K-6th, 2 in a wheelchairs, 1 autistic, 4 very low skills so aids do
>a lot of hand over hand. Do you know of media that might capture the
>interest they might have inside? I always feel that I'm not doing enough
>for them especially when they come with a class of 28. There is always
>an aid with each child.Ruth
>Date: Tue, 10 Feb 1998 22:49:37 -0700
>From: jprintz
>Subject: Re: art teacher liability
>This may vary from state to state. In our district--Colton JUSD in Ca--we
>shop teachers (Ceramics is in the shop wing and is treated like something
>art & shop class) are to teach a unit on safety and administer a safety
>test. The student must pass 100%, but is given several attempts. For
>special needs students, someone can read the test and record answers, but
>the students must come up with the answer--demonstrate knowledge of safe
>use of materials, equiptment, importance of clean-up, etc. The student must
>also sign and date that he/she understands safety procedures and will
>follow them. In this district, we keep the tests for 5 years.
>(what I have at the end of the test) I understand procedures to remain
>safe. Failure to observe all safety rules can result in injury to self
>and/or others and removal from this class with no credit.
>sign ____________________________________
>date ____________________________________
>Some years ago at CHS, a student cut his finger off in a shop class. But he
>had taken, passed and signed the safety test. The teacher taught safety
>procedures, the student demonstrated he knew how to operate the machinery
>safely, but he did not do so.
>This is only my second year. I was given no guidelines as what to include
>in the safety lessons. Fortunately, I'm finding more information on safety
>in the ceramics room and adding it to the safety unit and test. Good place
>to look for info:
>The important thing is to ask questions on every aspect in your room: safe
>handling of materials, reading labels, safe use of any equiptment,
>behavior, clean-up, etc.
>Hope this helps,
>>I am looking for laws or any type of information which deals with art
>>teacher liability. I am also looking for information which dales with
>>using any type of hazzardous or potentially unsafe materials in the
>>artroom. Does anyone know of any court cases or rulings which establish
>>some type of precedent in regards to students getting injured in art
>>classes? It seem like every day I send at least two students to the nurse
>>with some type of injury or accident that occurred in my room. Is it
>>possible that I will be liable for the daily problems and mishaps that
>>happen in my room?
>>Eliza Vagni
>>7- 12 Mountain View School District, PA
>Date: Wed, 11 Feb 1998 01:41:35 -0600
>From: kmt127
>Subject: classroom (manage) laments
>At 6*17 PM 2/10/98, Bunki Kramer wrote:
>>And I have a question for you, Kevin. How long has it been since you've
>>taught in the k-12 classroom? I have an average of 36 students in each of
>>my classroom periods at the middle school level. Counting time for demo and
>>clean-up minutes, that gives me approx. 40-45 seconds to spend with each
>>student during classwork time. I have no time to "re-address student
>>resistance into critical processes of challenging the status quo". I have
>>little time to re-adjust disruptive students into another mode so I can
>>deal with the rest of those who want to do art learning. If you want to
>>come to California and have them give me 20 kids for each of my classes,
>>then I could have more time to delve into why kids act the way they do.
>>However, as it stands now....if I found that goldfish crackers were a good
>>motivator, lordy...that's exactly what I would do! This is "real life"
>>we're talking about here!!! Cya...........
>Your reactionary tone leads me to believe that you misinterpreted the
>content of the original message. You have reduced my message to a fraction
>as to make an argument for a "whatever works" theory of management. I
>shall readdress my initial points. To make it more clear to you I am not
>disparaging all attempts at classroom management, and I am not arguing that
>all oppositional behavior is a response to domination. In fact some
>oppositional behavior may be an expression of power that is fueled by and
>reproduces the most powerful grammar of domination (values or lack thereof
>learned in other contexts). I am certainly aware of the "real life" (I
>suppose that refers to teaching college as somehow not teaching) and since
>this seems relevant to you: I spent seven years teaching k-12 (1989-96)).
>Using "book work " as punishment sends the wrong message, period. Using
>artwork as examples of sites of contention and artists who use their
>dissatisfaction as impetus for their work can be useful to redirect
>inappropriate behavior. Of course, not in every case and not every time.
>We must problematize our own compicity in any model of education that
>rewards control not learning, and understand the myriad of reasons why
>students would be disruptive in classroom social relationships. Teachers
>should always take active responsibility for raising serious questions
>about classroom management, legitimate forms of control, unequal power
>relations and how certain systems of reward and punishment reproduce
>behaviors antithetical to democratic learning.
> I do empathize with your class size however, If you only spend 40-45
>seconds with each student then a hand full of crackers may be necessary to
>keep them occupied when your not around.
>Kevin Michael Tavin Ph.D. Candidate
>Dept. of Art Education
>The Pennsylvania State University
>School of Visual Arts
>Date: Wed, 11 Feb 1998 07:58:29 EST
>From: Rudyway
>Subject: Re: artsednet-digest V2 #574
>to KUO.55
>RE: Chinese/English Teapots
>You may try to contact the Peabody Essex Museum in Salem Massachusetts. They
>have a lot of early colonial period pieces along with pieces from trade with
>China; I would think they could help you.
>Date: Wed, 11 Feb 1998 07:59:16 EST
>From: Rudyway
>Subject: Re: artsednet-digest V2 #574
>to KUO.55
>RE: Chinese/English Teapots
>You may try to contact the Peabody Essex Museum in Salem Massachusetts. They
>have a lot of early colonial period pieces along with pieces from trade with
>China; I would think they could help you.
>Date: Wed, 11 Feb 1998 09:34:34 -0800
>From: Kerridwen Harvey <kharvey>
>Subject: MCN'98 Proposal Deadline Extended
>Apologies for cross-postings.
>**Deadline for proposals for the 1998 Museum Computer Network Conference
>extended to March 16!**
>Knowledge Creation - Knowledge Sharing - Knowledge Preservation
>The Annual Conference of the Museum Computer Network
>Santa Monica, California, USA
>September 23 - 26, 1998
>The Annual Museum Computer Network Conference is a key professional
>event for all concerned with information technology and museums -
>managers, educators, registrars, curators, archivists, librarians,
>conservators, designers, systems analysts, writers, lawyers. Proposals
>may address ideas and issues in any area of museum computing.
>Held at the ocean-facing Loews Santa Monica Beach Hotel, this conference
>will feature hands-on pre-conference workshops, a three-day technical
>program on information technology and museums, a two-day exhibit hall,
>and a reception at the new Getty Center. Don't miss it!
>The call for proposals can be found at For more
>information on proposing a session or workshop, contact:
>Leslie Johnston, MCN'98 Program Chair
>Stanford University Museum of Art
>Stanford, CA 94305
>Tel: +650-725-5383. Fax: 650-725-0464
>E-mail: lesliej
>Date: Wed, 11 Feb 1998 09:37:44 EST
>From: Elizreese
>Subject: On Museum Visits...
>Greetings Friends,
>In response to the discussions about museum visits, I want to add my "two
>cents." As an art museum educator I find the keys to creating a successful
>visit include:
>- - facilitating experiences which are relevant to the students' prior
>and experiences (both in and out of school, although hopefully these are the
>- - informing the students before the visit about what they will see and why
>they are going, otherwise the trip may be considered as a vacation,
>- - quality over quantity: in my experiences the students who spent truly
>thoughtful and engaged time with fewer works rather than the walk-and-look
>approach had more meaningful experiences.
>With that said, let me throw in a few other thoughts for consideration:
>- - how is the classroom environment similar to a museum... There is a
>collection of stuff, it supposedly relates and influences one another... the
>classroom (and museum) is "nothing" without the students (viewers) who
come to
>learn, look, listen, challenge, discuss....
>- - bringing and starting with students' prior knowledge and experiences
>them comfortable and should give them a sense of having a voice, an opinion,
>an interpretation or opportunity to make their own meaning and sense of a
>of art... as we develop opinions (interpretations) we must justify our
>reasons, and it is often fun to compare/contrast our opinions with others,
>including "experts."
>- - Let us not forget that the museum exhibition is a "composition" open to
>interpretation in and of itself! It can be interesting to question the
>curator's choices and decisions, just as we do with an artist.
>- - as far as theory into practice... a few thoughts (which are, by the way,
>forthcoming this spring in a handbook on museum ed. through Crystal Pub.):
> - start off with warm ups... a few easy ones include: describe an apple...
>bring an apple, pass it around, and ask each student to make a different
>observation about it... this promotes looking carefully and multiple
>interpretations. Another one is give them about one minute to look at a work
>of art and then ask them to turn around... ask questions about what they saw
>(and didn't see)... this again promotes careful looking and that we don't
>always see as much as we think.
> - when looking at sculptures, have students take poses, or have students
>turns "sculpting" one another into pose. What does the pose mean? What do
>the gestures convey? How does the material reinforce or challenge the
>possible meanings?
> - let them role play characters or shapes and forms.
> - let them tell stories or write "letters" about a work either from their
>perspective or through the "eyes" of a character in the work.
> - Assign them different "lenses" to use while interpreting a work of art
>(formal, feminist, sociocultural, interdisciplinary, etc.), try assigning
>pairs these lenses to promote student interaction and discovery. As the
>shares it is interesting to note how different perspectives or lenses--just
>like the ones we each have--color what we see.
>Elizabeth B. Reese
>Ph.D. Candidate
>Department of Art Education
>Pennsylvania State University
>Date: Wed, 11 Feb 1998 12:00:22 EST
>From: "Collin, Philippa A." <X8C6>
>Subject: new teacher
>Hello all-
>I am a new student teacher this spring and hoping to bring a little
>art history into the classroom. I am a bit worried that my lack in
>studio skills may reflect in my teaching. I do hope that I may make
>up for that in art history knowledge and examples, but it still worries
>me at night. Do you have any suggestions?
>Date: Wed, 11 Feb 1998 12:04:45 -0500
>From: Louise <>
>Subject: art & science
>>On Friday, Feb 6, 1998, Ebbade wrote:
>>I have exhausted my limited resources and need help.
>>I am looking for lessons or material that I can use to create
>>lessons\workshops on the meeting of art and science.
>>This could be the art in science or the science in art.
>I have been teaching a lesson on simple machines to 2ond graders. First we
>are mechanics. We talk about wheel and axles, pulleys, etc. Then we tear
>apart broken machines that I have collected all glasses of
>course! (Cut off all electric cords first) We look for the simple
>machines within the appliance and put in categories. The next week we are
>inventors...on PAPER. Using the things we saw from the mechanic part of
>the lesson, we think of time or labor saving devices and DRAW those
> Great way to use the brain and cheap as dirt lesson! This idea is
>supposed to be published soon in ARTS & ACTIVITIES.
>Apologies to those who find that "rag" beneath them!
>Date: Wed, 11 Feb 1998 12:55:19 -0500
>From: Deborah Neff <den114>
>Subject: Re: classroom management or misunderstanding forms of resis
>I think it is ashame that some teachers view misbahaving students as
>unmotivated. Yes, students make a choice to misbahave, or disrupt the
>classroom. And they usually make this choice for a reason. The intent of
>the behavior is what needs to be understood.Why is a student acting in this
>way? Maybe there are issues in the students home that are distracting him.
>Maybe he as a learning disability and can't comprehend the instructions.
>Whatever ii may be I feel it needs to be properly dealt with, not just
>"payed off" with crackers. You may have just cause in thinking this way,
>afterall, you have the experience and I don't (being an under grad). But I
>still think teachers need to understand where their students are coming
>from because very often there's s lot more going on.
> Debbie Neff
>At 6:45 PM +0000 2/10/98, Alix E. Peshette wrote:
>>> Date: Tue, 10 Feb 1998 18:17:48 -0700
>>> To:
>>> From: (Bunki Kramer)
>>> Subject: Re: classroom management or misunderstanding forms of
>>Re: Understanding forms of resistance?
>>I know from my decade-plus of experience with 7th graders, that some
>>students make calculated and conscious decisions to be disruptive. There
>>various pay-offs they get from this behavior. Yes, I could take the
>>time to discern what motivates this behavior. What I mostly see is that
>>are making a choice. Life is full of choices and I am a great believer
>>in natural
>>consequences. One consequence is flunking art! Another consequence is being
>>told to leave the room and be elsewhere. Public school is maybe the
>>last bastion in a child's life where inappropriate and disruptive
behavior is
>>tolerated. Just try bad attitude and disruption in the true world of
>>As Bunki said, with class sizes in the thirties and limited time,
>>we need to address the needs of the students who are there to learn.
>>The disruptors are stealing time and attention away from motivated students.
>>Be it goldfish crackers or terrific tickets (my motivational mode) we do
>>what works on any given day, to the benefit of the students who are
>>there to learn!!
>>-Alix Peshette
>>Emerson Junior High School
>>7th grade art and 7th grade social studies
>>Davis, CA
>>> Kevin wrote:
>>> >Busy work, reading and writing as punishment, and feeding crackers to
>>> >students , as if they were a k-9 salivating at the sound of a bell,
>>> >transmit and legitimate the structure and ideology of schooling as a site
>>> >of useless information and textual knowledge as punishment while limiting
>>> >the potential to readdress student resistance into critical processes of
>>> >challenging the status quo.
>>> .....................
>>> And I have a question for you, Kevin. How long has it been since you've
>>> taught in the k-12 classroom? I have an average of 36 students in each of
>>> my classroom periods at the middle school level. Counting time for demo
>>> clean-up minutes, that gives me approx. 40-45 seconds to spend with each
>>> student during classwork time. I have no time to "re-address student
>>> resistance into critical processes of challenging the status quo". I have
>>> little time to re-adjust disruptive students into another mode so I can
>>> deal with the rest of those who want to do art learning. If you want to
>>> come to California and have them give me 20 kids for each of my classes,
>>> then I could have more time to delve into why kids act the way they do.
>>> However, as it stands now....if I found that goldfish crackers were a good
>>> motivator, lordy...that's exactly what I would do! This is "real life"
>>> we're talking about here!!! Cya...........
>>> Bunki Kramer
>>> Los Cerros Middle School
>>> 968 Blemer Rd.
>>> Danville, California 94526
>End of artsednet-digest V2 #576
>To post to the ArtsEdNet Talk Listserve, send e-mail to:
>*To unsubscribe from the listserv, send e-mail to:
>and type in the message area only: UNSUBSCRIBE
>*To send a message to the List-Owner, send e-mail to:
>*ArtsEdNet web site:
Dr. Juliet G. Moore
Assistant Professor in Art Education
Department of Curriculum & Instruction
University of Houston
4800 Calhoun Blvd.
Houston, Texas 77203-5872

E-mail: jgmoore
Tel: 713/743-4956
Fax: 713/795-4990