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Lesson Plans


Re: artsednet-digest V2 #1572

[ Thread ][ Subject ][ Author ][ Date ]
Sharon Hodges (smhodges)
Thu, 29 Jul 1999 21:46:52 -0700


thank you Linda. I was getting confused about what was being asked for.
Shari in Texas
-----Original Message-----
From: artsednet-digest <owner-artsednet-digest.edu>
To: artsednet-digest.edu
<artsednet-digest.edu>
Date: Monday, July 26, 1999 1:38 PM
Subject: artsednet-digest V2 #1572

>
>artsednet-digest Monday, July 26 1999 Volume 02 : Number 1572
>
>
>
>This edition includes :
>Re: One-Point Perspective Site plus bad teaching experience...
>Re: One-Point Perspective Site plus bad teaching experience...
>Clip Art for Professionals?
>Re: Clip Art for Professionals?
>Re: perspective question....
>Art Web Sites???
>making paper with kids
>Re: Art Web Sites???
>Re: making paper with kids
>Re: Collage...
>Re: Clip Art
>bulletin boards
>
>----------------------------------------------------------------------
>
>Date: Mon, 26 Jul 1999 13:58:53 EDT
>From: DIGARTIST1
>Subject: Re: One-Point Perspective Site plus bad teaching experience...
>
>Recognizing that all of us have different learning as well as expressive
>styles, Is or should one point or any point perspective be a determinate of
>potential artistic expression? We tend to learn as we need things, at what
>point do we need perspective is a good question. I've taught adults how to
>render a building in the appropriate perspective in a few min. When my
kids
>are interested in drawing cities in perspective most learn easily, and
others
>sometimes create "great" pictures using their own perspective!
PERSPECTIVE
>ONE<TWO<THREE is only one way of looking at the world and often not the
most
>aesthetic solution. Marvin Grossman Sarasota. Fl.
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 14:08:54 EDT
>From: Tmcnorf
>Subject: Re: One-Point Perspective Site plus bad teaching experience...
>
>In a message dated 7/26/99 1:18:52 PM Eastern Daylight Time,
>fromkinr writes:
>
><< > >
> > >
> I think Linda makes a good point in saying that students who understand
> perspective can help other students who don't. Quite often a student
> explaining a concept to another benefits both parties involved.
>
> Just a thought.
> Ricki
> >>
>
>
>good call. one of the hardest parts of teaching perspective (and other
>aspects of drawing for that matter) is that when you "get it" it is so
>difficult to explain how. sometimes as an artist, and as a teacher who has
>been doing this for a long time you just see it, thats all. and that is
>sooooo hard to explain in words at times. the kids often know how to say
>what you mean so that it makes sense.
>
>teresa
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 11:24:27 -0700
>From: "Bob Beeching" <robprod>
>Subject: Clip Art for Professionals?
>
>This is a multi-part message in MIME format.
>
>- ------=_NextPart_000_0159_01BED759.6BD2F080
>Content-Type: text/plain;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
>Ricki wrote:
>
>"As a Graphic Designer who doesn't possess the strongest drawing =
>ability,
>I still consider myself a good artist. Using clip-art (or copy-right
>free visuals) allows some artists to get their message across more
>efficiently and more successfully visually. Depending on what the
>person is using the clip-art for, I se absolutely nothing wrong in using
>it as a design tool."
>
>Bob replies:
>
>Have we missed a point here?
>
> Children are not "professional" graphic designers with deadlines to =
>meet. By allowing children to include "clip art" in their original =
>compositions, and allowing them to say: "I did this," tends to put one's =
>integrity to question. Teachers who allow children to use "clip art" as =
>part of an original visual statement, contribute little toward a child's =
>notions of morality.
>
> If - on the other hand - one uses "clip art" as an embellishment for =
>say, a writing, social studies, or history assignment, and acknowledges =
>the source in print, i.e. graphics source from Geographic Issue #, 1999, =
>then that student is following the protocol of a legitimate researcher.
>
>This practice tends to cut down on the appalling amount of plagiarism =
>found in student-submitted work from grade 7 through college levels of =
>instruction.
>
>___________________________________________________________rb
>
>
>
>- ------=_NextPart_000_0159_01BED759.6BD2F080
>Content-Type: text/html;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
><HTML><HEAD>
><META content=3D"text/html; charset=3Diso-8859-1" =
>http-equiv=3DContent-Type>
><META content=3D"MSHTML 5.00.2314.1000" name=3DGENERATOR>
><STYLE></STYLE>
></HEAD>
><BODY bgColor=3D#ffffff>
><DIV><FONT size=3D2>Ricki wrote:</FONT></DIV>
><DIV>&nbsp;</DIV>
><DIV><FONT size=3D2>"As a Graphic Designer who doesn't possess the =
>strongest=20
>drawing ability,<BR>I still consider myself a good artist.&nbsp; Using =
>clip-art=20
>(or copy-right<BR>free visuals) allows some artists to get their message =
>across=20
>more<BR>efficiently and more successfully visually.&nbsp; Depending on =
>what=20
>the<BR>person is using the clip-art for, I se absolutely nothing wrong =
>in=20
>using<BR>it as a design tool."</FONT></DIV>
><DIV><FONT size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT size=3D2>Bob replies:</FONT></DIV>
><DIV><FONT size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT size=3D2>Have we missed a point here?</FONT></DIV>
><DIV><FONT size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT size=3D2>&nbsp;Children are not "professional" graphic =
>designers with=20
>deadlines to meet. </FONT><FONT size=3D2>By allowing children to include =
>"clip=20
>art" in their original compositions, and allowing them to say: "I did =
>this,"=20
>tends to put one's</FONT><FONT size=3D2> integrity to question.&nbsp; =
>Teachers who=20
>allow children&nbsp;to use "clip art" as part of an original visual =
>statement,=20
>contribute little toward a child's notions of morality.</FONT></DIV>
><DIV><FONT size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT size=3D2>&nbsp;If&nbsp; - on the other hand - one uses "clip =
>art" as an=20
>embellishment for say, a writing, social studies, or history assignment, =
>and=20
>acknowledges the source in print, i.e. graphics source from Geographic =
>Issue #,=20
>1999, then that student is following the protocol of a legitimate=20
>researcher.</FONT></DIV>
><DIV>&nbsp;</DIV>
><DIV><FONT size=3D2>This practice tends to cut down on the appalling =
>amount of=20
>plagiarism found in student-submitted work from grade 7 through college =
>levels=20
>of instruction.</FONT></DIV>
><DIV>&nbsp;</DIV>
><DIV><FONT=20
>size=3D2>___________________________________________________________rb<BR=
>><BR></DIV></FONT></BODY></HTML>
>
>- ------=_NextPart_000_0159_01BED759.6BD2F080--
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 14:57:11 -0500
>From: lindacharlie <lindacharlie>
>Subject: Re: Clip Art for Professionals?
>
>gosh, bob. the original post simply inquired about sites for free clip
>art. was that grounds for such a pedantic response? take a breather and
>have a cold drink.
>linda, listening to the crickets in michigan
>
>Bob Beeching wrote:
>>
>> Ricki wrote:
>>
>> "As a Graphic Designer who doesn't possess the strongest drawing
>> ability,
>> I still consider myself a good artist. Using clip-art (or copy-right
>> free visuals) allows some artists to get their message across more
>> efficiently and more successfully visually. Depending on what the
>> person is using the clip-art for, I se absolutely nothing wrong in
>> using
>> it as a design tool."
>>
>> Bob replies:
>>
>> Have we missed a point here?
>>
>> Children are not "professional" graphic designers with deadlines to
>> meet. By allowing children to include "clip art" in their original
>> compositions, and allowing them to say: "I did this," tends to put
>> one's integrity to question. Teachers who allow children to use "clip
>> art" as part of an original visual statement, contribute little toward
>> a child's notions of morality.
>>
>> If - on the other hand - one uses "clip art" as an embellishment for
>> say, a writing, social studies, or history assignment, and
>> acknowledges the source in print, i.e. graphics source from Geographic
>> Issue #, 1999, then that student is following the protocol of a
>> legitimate researcher.
>>
>> This practice tends to cut down on the appalling amount of plagiarism
>> found in student-submitted work from grade 7 through college levels of
>> instruction.
>>
>> ___________________________________________________________rb
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 14:52:52 EDT
>From: Artemis420
>Subject: Re: perspective question....
>
>In a message dated 7/26/99 11:50:50 AM EST, bkramer.us
writes:
>
><< I vividly remember learning
> 1-pt. in 5th grade during the Glacial Age and I was the ONLY person in the
> classroom who "saw it" easily. That's why I got to wear the "art pin" all
> week. I couldn't understand why my classmates couldn't do it. This belies,
> to me, the fact that its mostly left-brain but then again, it being
> considered by most to be left-brained explains why a few of my more
> advanced art students cannot see it readily. One fact defies the other. >>
>
>I think you probably have a well balanced brain and can see all sides! I
>always think that the most gifted have a brain that can access both
>mentalities at will.
>I am speaking from experience here. Children in the second grade learning
to
>draw cubes from squares either 'get it' or don't, depending on their mind
set.
>Artie
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 15:09:37 -0700
>From: Leigh Robinson <ride2593>
>Subject: Art Web Sites???
>
>Greetings to all!
>I am currently working on a project with my school media services
>teacher that involves using illustrators as a way of learning about how
>artists are influenced by many different kinds of visual resources.
>Together we are creating a web page for our students to use as a
>resource to link with other illustrator/art sites. My end of this
>project is researching the art sites. Currently I am searching for
>sites and images to be used by 4th graders. The following is a list of
>some specific topics I'm trying to locate resources for: Plains
>Indians particularly Sioux, architecture: Roman, Cathedrals, mill
>buildings, Ukrainian and Scandanavian Design and German Design in
>particular commercial art, posters and comic books(1932-1952). Got any
>ideas??? I'd appreciate any art sites that you can suggest.
>Thanks!!!! -Leigh
>
>------------------------------
>
>Date: Mon, 26 Jul 99 12:20:29 -0700
>From: MaryAnn Kohl <maryann>
>Subject: making paper with kids
>
>What would you say is your favorite recipe for making paper with kids? Do
>you use a blender?
>
>................................
>MaryAnn F. Kohl (WA)
>maryann
>http://www.brightring.com/books
>
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 15:20:31 -0500
>From: lindacharlie <lindacharlie>
>Subject: Re: Art Web Sites???
>
>try this one for links to native american sites:
> http://indy4.fdl.cc.mn.us/~isk/mainmenu.html
>linda in michigan
>
>Leigh Robinson wrote:
>>
>> Greetings to all!
>> I am currently working on a project with my school media services
>> teacher that involves using illustrators as a way of learning about how
>> artists are influenced by many different kinds of visual resources.
>> Together we are creating a web page for our students to use as a
>> resource to link with other illustrator/art sites. My end of this
>> project is researching the art sites. Currently I am searching for
>> sites and images to be used by 4th graders. The following is a list of
>> some specific topics I'm trying to locate resources for: Plains
>> Indians particularly Sioux, architecture: Roman, Cathedrals, mill
>> buildings, Ukrainian and Scandanavian Design and German Design in
>> particular commercial art, posters and comic books(1932-1952). Got any
>> ideas??? I'd appreciate any art sites that you can suggest.
>> Thanks!!!! -Leigh
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 15:24:24 EDT
>From: Tmcnorf
>Subject: Re: making paper with kids
>
>i use a blender, usually. sometimes i let the shredded paper sit and mush
up
>overnight. the kids love to "blend" with their hands. depends on the kind
>of time i have. the blender is neat, clean, and time effecient.
>teresa in ny
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 12:54:58 -0700
>From: "Bob Beeching" <robprod>
>Subject: Re: Collage...
>
>This is a multi-part message in MIME format.
>
>- ------=_NextPart_000_01B4_01BED766.10D6C820
>Content-Type: text/plain;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
>Henry wrote:
>
>"This year I think that I'm going to play in at least one class with =3D
>collage as a foundation for learning representation and drawing. I found =
>=3D
>a really neat book the other day: Realistic Collage: step by step by =
>=3D"
>
>Bob replies:
>
>Don't forget to include the works of "MAX ERNST" - on collage
> "ALPHONS MUCHA - =
>Czech Poster Artist
> "KANDINSKY" - =
>Russian abstractionist
> =20
>Producer: Peter Schamoni
>
>RM Productions, Munich, Germany - a great source on rarely seen videos =
>on artists.
>
> "CALIFORNIA SCENE =
>PAINTERS" 1930'S to present
>
>Producer: PBS, Huntington Beach. CA
>
> "ARTIST WAS A WOMAN"
>Director: Suzanne Bauman
>
>Producer: WNET/PBS N.Y.
>
>NOTES ON SCREENING:=20
> a.. Run the tape up to the segment you want. Press "INDEX" on your =
>remote or video player to mark Beginning "INDEX" and end of segment =
>"INDEX" you wish to view. This way you get the section you want students =
>to see, thereby cutting down on inappropriate segments, and on screening =
>time.
>ENJOY!
>__________________________________________rb
>
>P.S.
>
>This nonsense about upper case shouting has got to cease. We're =
>emphasizing, not shouting, for Pete's sake! Let's think visual graphics, =
>here! After all - this is a VISUAL ARTS site - maybe some day?
>
>
>- ------=_NextPart_000_01B4_01BED766.10D6C820
>Content-Type: text/html;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
><HTML><HEAD>
><META content=3D"text/html; charset=3Diso-8859-1" =
>http-equiv=3DContent-Type>
><META content=3D"MSHTML 5.00.2314.1000" name=3DGENERATOR>
><STYLE></STYLE>
></HEAD>
><BODY bgColor=3D#ffffff>
><DIV><FONT size=3D2>Henry wrote:</FONT></DIV>
><DIV>&nbsp;</DIV>
><DIV><FONT size=3D2>"This year I think that I'm going to play in at =
>least one=20
>class with =3D<BR>collage as a foundation for learning representation =
>and drawing.=20
>I found =3D<BR>a really neat book the other day: Realistic Collage: step =
>by step=20
>by =3D"</FONT></DIV>
><DIV><FONT size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT size=3D2>Bob replies:</FONT></DIV>
><DIV><FONT size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT size=3D2>Don't forget to include the works of&nbsp; "MAX =
>ERNST" - on=20
>collage</FONT></DIV>
><DIV><FONT=20
>size=3D2>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbs=
>p;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp=
>;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;=
>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&=
>nbsp;&nbsp;&nbsp;&nbsp;=20
>"ALPHONS MUCHA - Czech Poster Artist</FONT></DIV>
><DIV><FONT=20
>size=3D2>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbs=
>p;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp=
>;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;=
>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&=
>nbsp;&nbsp;&nbsp;=20
> "KANDINSKY"&nbsp;- Russian abstractionist</FONT></DIV>
><DIV><FONT=20
>size=3D2>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbs=
>p;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp=
>;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;=
>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&=
>nbsp;&nbsp;&nbsp;&nbsp;</FONT></DIV>
><DIV><FONT size=3D2>Producer: Peter Schamoni</FONT></DIV>
><DIV><FONT size=3D2></FONT>&nbsp;</DIV>
><DIV><FONT size=3D2>RM Productions, Munich, Germany - a great source on =
>rarely=20
>seen videos on artists.</FONT></DIV>
><DIV>&nbsp;</DIV><FONT size=3D2>
><DIV><FONT size=3D2>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; =
>&nbsp;&nbsp;&nbsp;=20
>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; =
>&nbsp;&nbsp;&nbsp;=20
>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; =
>&nbsp;&nbsp;&nbsp;=20
>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; "CALIFORNIA SCENE PAINTERS" 1930'S =
>to=20
>present</FONT></DIV>
><DIV>&nbsp;</DIV>
><DIV><FONT size=3D2>Producer: PBS, Huntington Beach. CA</FONT></DIV>
><DIV>&nbsp;</DIV>
><DIV>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; =
>&nbsp;&nbsp;&nbsp;=20
>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; =
>&nbsp;&nbsp;&nbsp;=20
>&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; =
>&nbsp;&nbsp;&nbsp;=20
>&nbsp;&nbsp;&nbsp; "ARTIST WAS A WOMAN"</DIV>
><DIV>Director: Suzanne Bauman</DIV>
><DIV>&nbsp;</DIV>
><DIV>Producer: WNET/PBS N.Y.</DIV>
><DIV>&nbsp;</DIV>
><DIV>NOTES ON SCREENING: </DIV>
><UL>
> <LI>Run the tape up to the segment you want. Press "INDEX" on =
>your&nbsp;=20
> remote or video player to mark Beginning "INDEX" and end of segment =
>"INDEX"=20
> you wish to view. This way you get the section you want students to =
>see,=20
> thereby cutting down on inappropriate segments, and on screening =
>time.</LI></UL>
><DIV>ENJOY!</DIV>
><DIV>__________________________________________rb</DIV>
><DIV>&nbsp;</DIV>
><DIV>P.S.</DIV>
><DIV>&nbsp;</DIV>
><DIV>This nonsense about upper case shouting has got to cease. We're=20
>emphasizing, not shouting, for Pete's sake! Let's think visual graphics, =
>here!=20
>After all - this is a VISUAL ARTS site - maybe some day?</FONT></DIV>
><DIV>&nbsp;</DIV></BODY></HTML>
>
>- ------=_NextPart_000_01B4_01BED766.10D6C820--
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 15:00:12 -0600
>From: Jackie Aust Billingsley <jab1997>
>Subject: Re: Clip Art
>
>It seems to me, unless I misunderstood, that I offended someone asking
>about clip art. My purpose was strickly for saving time and for personal
>use, not for students to copy. I am excited about using PowerPoint in
>my classroom. I wanted the clipart to add a little life to my
>presentations, web sites, etc.. I saves time. I do not believe in
>students really copying anything, however, sometimes, the school
>surroundings for the day are rather dull. I have allowed level one
>students to draw from magazine photos, but not at all times. Keeps
>their interest.
>
>Jackie
>
>------------------------------
>
>Date: Mon, 26 Jul 1999 15:33:33 -0500
>From: "Christopher Oglesby" <coglesby>
>Subject: bulletin boards
>
>This is a multi-part message in MIME format.
>
>- ------=_NextPart_000_0016_01BED77C.3887E820
>Content-Type: text/plain;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
>Does anyone have some great ideas for hallway bulletin boards? I need =
>to think of two ideas/themes to welcome the kids back to school.
>I would love to hear some of your ideas of eye-catching bulletin boards!
>Thanks, EAO
>
>- ------=_NextPart_000_0016_01BED77C.3887E820
>Content-Type: text/html;
> charset="iso-8859-1"
>Content-Transfer-Encoding: quoted-printable
>
><!DOCTYPE HTML PUBLIC "-//W3C//DTD W3 HTML//EN">
><HTML>
><HEAD>
>
><META content=3Dtext/html;charset=3Diso-8859-1 =
>http-equiv=3DContent-Type>
><META content=3D'"MSHTML 4.72.3110.7"' name=3DGENERATOR>
></HEAD>
><BODY bgColor=3D#ffffff>
><DIV><FONT color=3D#000000 size=3D2>Does anyone have some great ideas =
>for hallway=20
>bulletin boards?&nbsp; I need to think of two ideas/themes to welcome =
>the kids=20
>back to school.</FONT></DIV>
><DIV><FONT color=3D#000000 size=3D2>I would love to hear some of your =
>ideas of=20
>eye-catching bulletin boards!</FONT></DIV>
><DIV><FONT color=3D#000000 size=3D2>Thanks, =
>EAO</FONT></DIV></BODY></HTML>
>
>- ------=_NextPart_000_0016_01BED77C.3887E820--
>
>------------------------------
>
>End of artsednet-digest V2 #1572
>********************************
>
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