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.

Find Lesson Plans on getty.edu! GettyGames

Re:[teacherartexchange] teacherartexchange digest: May 27, 2006

---------

From: maggie at AVAM (maggie_at_TeacherArtExchange)
Date: Sun May 28 2006 - 00:20:31 PDT


I will be back in the office on June 1 and will reply to your email
as soon as I can.

On May 28, 2006, at 3:01 AM, "TeacherArtExchange Discussion Group
digest" <teacherartexchange@lists.pub.getty.edu> wrote:

> TEACHERARTEXCHANGE Digest for Saturday, May 27, 2006.
>
> 1. Re:teacherartexchange digest: May 26, 2006
> 2. monsters in the closet
> 3. Re: just told by my principal (don't worry happy ending)
> 4. Re: just told by my principal (don't worry happy ending)
> 5. RE: NEED ART IMAGES CHECK OUT....fair use for teachers?
> 6. hi i am here
> 7. Re: NEED ART IMAGES CHECK OUT....fair use for teachers?
> 8. Re: just told by my principal (don't worry happy ending)
> 9. Re: monsters in the closet
>
> ----------------------------------------------------------------------
>
> Subject: Re:teacherartexchange digest: May 26, 2006
> From: maggie at AVAM <maggie@avam.org>
> Date: Sat, 27 May 2006 03:20:20 -0400
> X-Message-Number: 1
>
> I will be back in the office on June 1 and will reply to your email
> as soon as I can.
>
> On May 27, 2006, at 3:01 AM, "TeacherArtExchange Discussion Group
> digest" <teacherartexchange@lists.pub.getty.edu> wrote:
>
>> TEACHERARTEXCHANGE Digest for Friday, May 26, 2006.
>>
>> 1. Re: defining abstract
>> 2. NAEA Grant and Funding Alert - deadlines are approaching
>> 3. NEED ART IMAGES CHECK OUT....fair use for teachers?
>> 4. just told by my principal (don't worry happy ending)
>> 5. Re: just told by my principal (don't worry happy ending)
>> 6. Collage project ideas - from old library cards
>> 7. Great Self Portrait idea - contour drawing plus digital collage
>> 8. Re:teacherartexchange digest: May 23, 2006
>> 9. Re: just told by my principal (don't worry happy ending)
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: Re: defining abstract
>> From: Marvin Bartel <marvinpb@goshen.edu>
>> Date: Fri, 26 May 2006 09:07:27 -0400
>> X-Message-Number: 1
>>
>> Jeryl
>> Thanks for sharing. What you are doing has a lot of great creative
>> aspects going for it. I think you are using creative ways to have
>> a good discussion of Georgia O'Keefe's artwork.
>> 1. Students are active participants in their learning.
>> 2. They are learning to ask good questions.
>>
>> What if this creative discussion and learning about abstract and
>> about O'Keefe took place AFTER the students had done their
>> painting. Yes, if I take away this motivation and clarification
>> away from the beginning of the lesson, it leaves a huge gap in the
>> motivation for the artwork production. Kids will be lost. I would
>> have to use another motivation. What can I do that is appropriate
>> and effective to prepare and motivate them for creative artwork
>> that will help them relate to the O'Keefe artwork as a result of
>> their own experiences, imaginations, and observations?
>>
>> What were the special artistic aspects in O'Keefe's way of seeing,
>> thinking, and feeling? What activities and questions could I use to
>> help kids develop some aspect of an O'Keefe experience, feeling,
>> and expression without showing them her images? What might be a
>> few of the questions in her mind, and what special sensitivities
>> would O'Keefe be smitten with if she could be in our 4th grade
>> classroom in this community? What do we have in the classroom, in
>> our community, in the lives of 4th graders, etc. that can be
>> modified so that its essence is isolated, enlarged, emphasized,
>> etc. while leaving out other aspects of it (abstracted for stronger
>> effect)? How do we practice this way of seeing and expressing?
>> What are some practice routines? How are the choices made? What
>> criteria do I give them? What would the limitations I would place
>> on the creative problem? How do I define the essential variables
>> in the assignment in 4th grade language? How many practice ideas
>> should
>> each student do to get to the point of selecting, developing,
>> enlarging, and/or refining a quality product (for a 4th grader).
>> How do I get them to strive and to thrive rather than simply
>> fulfill my requirements?
>>
>> After they practice ways of getting ideas, produce, and assess
>> their artwork, they would move to a creative discussion of the
>> creativity and abstract qualities of Georgia O'Keefe's work. They
>> could study her work and each write discussion questions to ask
>> O'Keefe (pretending that she would visit our class). After the
>> questions are asked, students might have a week or two to do
>> research and to speculate on what O'Keefe would say in response.
>> By the end of the year the students should be able to comparing the
>> way different artists see and express their lives and their
>> worlds. They would realize that every artist is a unique and
>> creative individual (just like themselves). They should also know
>> how to generate work from their own experiences.
>>
>> Yes, this is a longer unit, but time can be saved if we keep only
>> our best units and ideas. This way the pace can be less busy, but
>> we might get better at what we do as a teachers and as a students.
>> Time might be saved if we have students focus their out-of-class
>> thinking on advance preparation questions and awareness thinking
>> for several weeks or more prior to each project. Time might be
>> saved if students keep a journal and do sketches based on our open
>> focusing questions several weeks prior to each project. The
>> sketches for this assignment might include both a realistic and
>> 'abstract' versions to emphasize the essence of each subject.
>> Artist are continually using their subconscious minds while
>> sleeping and while doing routine daily tasks. This happens because
>> they habitually and continually have positioned art questions and
>> issues that they intend to work on in the studio. It happens
>> because they have learned to expect their minds to be working on
>> these ideas. They m
>> ake sketches, they rest, they modify, they revise, etc. How can
>> art teaching help foster more of this kind of artistic thinking?
>>
>> WHICH WAY?
>> There are many different ways to teach art. One the one hand, some
>> methods are more apt to support consistent predictable and
>> impressive products and testable concept knowledge about art. One
>> the other hand, some methods are more apt to help students develop
>> the ability to experiment, observe, imagine, invent, innovate,
>> refine, and construct knowledge about art based on the student's
>> own life. Can we use methods that do BOTH of the above at the same
>> time? Our approaches should not have be limited to one or the
>> other, but the sequence (what comes first, second, last, etc.) we
>> use may make an essential difference in how students learn to use
>> their minds.
>>
>> Sometimes, by way of explanation, I tell my students I am always
>> visiting galleries and museums to see what others have done so that
>> I do NOT have to do the same thing that has already been done (said
>> with a smile). I am more interested in figuring out WHY artists do
>> what they do. How are they thinking? What bothers them and why?
>> Finally, if they were me (living in my skin with my life
>> experiences), what art would they do, and how would they do it? As
>> an artist, I am trying to learn how to think, feel, and express
>> better. As a teacher, I want to arrange learning so that others
>> will learn to think, feel, and express better.
>>
>> Marvin
>>
>> Marvin Bartel, Ed.D., Professor of Art Emeritus
>> Goshen College, 1700 South Main, Goshen IN 46526
>> studio phone: 574-533-0171??
>> http://www.bartelart.com
>> http://www.goshen.edu/art/ed/art-ed-links.html
>> "You can't never know how to do it before you never did it
>> before." ... a kindergarten boy working with clay for the first
>> time.
>>
>>> Amy,
>>> I do a lesson with my 4th graders based on the art of Georgia
>>> O'Keeffe. One of the beginning activities I do is give all the
>>> students a postcard of her work as they walk in the door. On the
>>> tables I have signs -still life, portraits, landscapes, cityscapes
>>> and abstract. I tell them they have to stand by the table that
>>> would fit for the artwork they are holding. This opens up some
>>> great discussions-most of them will be holding a big flower
>>> picture-but is it a still life? What about the bones ? Where
>>> should they go? And then they start asking, what is abstract
>>> anyway? So I ask them what should you do if you don't know the
>>> meaning of a word? And someone always says look it up! So I have
>>> someone look in the glossary of those art text books that sit on
>>> the shelf by the door and are seldom used. The definition is
>>> something like, artwork that is simplified or has parts left
>>> out (I know I'm leaving parts of the definition out but I spend 7
>>> hours straight with the gifted and
>> talented students today making a plaster kid and marbling with
>> shaving cream,etc and then meeting with the superintendent for an
>> hour about transition to the new school next year so.....) Anyway-
>> O' Keeffe's art is great to lead the students into abstract. She
>> did one painting called Abstract of Lake George (or something like
>> that) and after the definition is read, the kids pick up on it
>> with that painting right away--"oh, year, that round blue blob is
>> the lake and those wavy green lines are supposed to be the trees
>> around it,etc.." So Marvin, is that leading them into it instead of
>> just feeding it to them? I have been reading a lot of the info on
>> Marvin's site about creativity. It really gets you thinking about
>> the way you teach!
>>> no school tomorrow!!!!! Let the summer begin!
>>> Jeryl
>>> p.s Amy, it is my week to be a mess- I went to my meeting with the
>>> Super covered in plaster!
>>>
>>>
>>>
>>> ---
>>> To unsubscribe go to
>>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>
>>
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: NAEA Grant and Funding Alert - deadlines are approaching
>> From: "Judy Decker" <judy.decker@gmail.com>
>> Date: Fri, 26 May 2006 10:51:15 -0400
>> X-Message-Number: 2
>>
>> Dear Art Educators,
>>
>> I just received this from NAEA (you can receive it first hand by
>> signing up for the e-News)
>>
>> NAEA GRANT AND FUNDING ALERT
>> NATIONAL ART EDUCATION ASSOCIATION
>> Office of the Executive Director
>> Phone 703-860-8000 Fax 703-860-2960
>>
>> GRANT AND FUNDING INFORMATION AS OF 5/26/06
>> Circulated as a public service by the
>> NATIONAL ART EDUCATION ASSOCIATION
>> www.naea-reston.org
>>
>> "Grants for School Website Development"
>> SchoolSpan "Set-You-Free" Grants are for school districts
>> nationwide that
>> feel they are financially unable to escape from their current
>> content manag=
>> ement
>> software vendors. The grant offers complete setup of a new web
>> site; added
>> functionality such as alumni portals, teacher course sites and
>> newsletters;=
>> and
>> one year of free web site service. Maximum Award: Varies.
>> Eligibility: all
>> public and private school systems currently using a third party
>> company to manage
>> its web site; school districts using independent consultants or
>> local firms=
>> to
>> update and manage their site. Deadline: May 30, 2006.
>> http://www.schoolspan.com/grant_SetYouFree.asp
>>
>> "Target Store Grants for Arts, Reading, and Family Violence
>> Prevention" Tar=
>> get
>> Store Grants support local giving in the categories of Arts,
>> Reading, and
>> Family Violence Prevention. The program awards Reading grants to
>> schools,
>> libraries, and nonprofit organizations, supporting programs such as
>> weekend=
>> book
>> clubs, after-school reading programs, and events encouraging family
>> reading time.
>> ARTS GRANTS are given to programs that bring the arts to schools or
>> make it
>> affordable for families to participate in cultural experiences,
>> such as sch=
>> ool
>> touring programs, field trips to the theater or symphony, or artist
>> residencies and workshops in schools. Family Violence Prevention
>> grants support groups working to make individual homes and entire
>> communities safer, such as child abuse counseling programs and
>> shelters. Maximum Award: $3000. Eligibility:
>> nonprofit organizations with 501(c)(3) status, schools, or units of
>> governm=
>> ent.
>> Deadline: May 31, 2006.
>> http://sites.target.com/site/en/corporate/page.jsp?
>> contentId=3DPRD03-001818
>>
>> "Grants for Youth with Disabilities"
>> The Mitsubishi Electric America Foundation awards Grants for Youth
>> with
>> Disabilities. The Foundation is dedicated to helping young
>> Americans with
>> disabilities maximize their potential and full participation in
>> society. The Foundation
>> supports organizations and projects within its mission that address
>> importa=
>> nt
>> needs, have broad scope and impact, and demonstrate potential for
>> replicati=
>> on
>> at other sites. A major program emphasis is inclusion: enabling
>> young peopl=
>> e
>> with disabilities to have full access to educational, vocational and
>> recreational opportunities and to participate alongside their
>> non-disabled peers.
>> Maximum Award: Varies. Eligibility: U.S.-based 501(c)(3)
>> organizations. Deadline:
>> June 01, 2006.
>> http://www.meaf.org/apply/
>>
>> "Seeking Applications for Youth Partnership Team"
>> The America's Promise Alliance's Youth Partnership Team is currently
>> accepting applications for new members. The Youth Partnership Team is
>> a select group of young leaders chosen to help support and lead the
>> America's Promise
>> Alliance's campaign for children and youth. Members of the YPT are
>> often called upon to speak on behalf of the America's Promise
>> Alliance, give presentations and
>> workshops at conferences, and help manage and facilitate a
>> national, web-ba=
>> sed
>> youth leadership program for other young people. Maximum Award: n/a.
>> Eligibility: youth ages 14-22. Deadline: June 2, 2006.
>> http://www.americaspromise.org/files/YPT2006.doc
>>
>> Circulated as a public service by the National Art Education
>> Association
>>
>> "Recognizing Extraordinary Good Done for Children"
>> Each year the World of Children presents awards to ordinary people
>> who have
>> done extraordinary good on behalf of the health, education, and
>> well-being =
>> of
>> children. Maximum Award: $50,000. Eligibility: person nominated
>> must have f=
>> ull
>> knowledge that he or she is being nominated and must be available
>> in Novemb=
>> er
>> to participate in World of Children event held in New York City.
>> Deadline:
>> June 9, 2006.
>> http://www.worldofchildren.org/NOMINATE_Selection_process.htm
>>
>> "Learning in the Arts Grants"
>> National Endowment for the Arts LEARNING IN THE ARTS FOR CHILDREN
>> AND YOUTH
>> Program offers funding for projects that help children and youth
>> acquire
>> appreciation, knowledge, and understanding of and skills in the arts.
>> Projects must
>> provide participatory learning and engagement of students with
>> skilled
>> artists, teachers, and excellent art, and ensure the application of
>> national, state,
>> or local arts education standards. Maximum Award: $5,000-$150,000.
>> Eligibility: school-based or community based projects. Deadline:
>> June 12, 2=
>> 006.
>> http://www.arts.gov/grants/apply/GAP07/LearningintheArts.html
>>
>> "National Neighborhood Day Short Film Contest"
>> National Neighborhood Day is hosting its second SHORT FILM
>> Contest, an
>> opportunity for filmmakers to use technology and creativity to tell
>> the nation "What
>> Neighborhood Means to Me". Maximum Award: $2,000. Eligibility:
>> Adults and
>> youth K-12. Deadline: June 15, 2006.
>> http://www.neighborhoodday.org
>>
>> "U.S. Dana Foundation Rural Arts Initiatives"
>> Beginning in 2007, The Dana Foundation will grant professional
>> development
>> programs in rural communities in the U.S. Dana Foundation RURAL ARTS
>> INITIATIVES are interested in professional artists teaching
>> performing
>> arts in public
>> schools and in-school arts specialists who teach performing arts in
>> the pub=
>> lic
>> schools. Maximum Award: varies up to $50,000. Eligibility: Rural
>> organizati=
>> ons
>> with professional artists serving the K-12 education community.
>> Deadline: J=
>> une
>> 15, 2006.
>> http://www.dana.org/grants/artseducation/rural/guidelinesrural.cfm
>>
>> "Grants for Education, Health & Fitness, and Arts Education"
>> The Louis R. Cappelli Foundation makes grants in support of
>> philanthropic
>> activities with a focus on programs addressing the special needs of
>> youth. =
>> Three
>> specific targeted areas where the Foundation focuses its attention
>> are
>> education, health and fitness, and ARTS EDUCATION. Maximum Award:
>> varies.
>> Eligibility: 501(c)(3) organizations that serve at-risk youth.
>> Deadline: June 30, 2006.
>> http://www.cappelli-inc.com/application.shtml#
>>
>> "Freedom Alliance Scholarships"
>> Freedom Alliance Scholarships provide financial assistance to sons
>> and
>> daughters of soldiers, sailors, airmen, Marines and Guardsman who
>> have
>> been killed or permanently disabled (100% VA disability rating) in
>> the
>> line of duty, or who
>> are currently classified as a Prisoner of War (POW) or Missing in
>> Action
>> (MIA). Maximum Award: one year scholarships to undergraduates.
>> Eligibility:=
>> high
>> school seniors, high school graduates or registered undergraduate
>> students =
>> at
>> an accredited college or post high school vocational/technical
>> institution =
>> who
>> are dependent sons or daughters of a soldier, sailor, airman,
>> Marine or
>> Guardsman who was killed or permanently disabled (100% VA disability
>> rating) in the line of duty or currently classified as a POW or MIA.
>> Deadline: July 31, 2006.
>> http://www.freedomalliance.org/scholarship.htm#guidelines
>>
>> "Red, White, and Green Climate Change Grants"
>> Youth Service America and the Civil Society Institute are awarding
>> Red,
>> White, and Green Climate Change Grants to design a service-learning
>> project=
>> that
>> promotes awareness about climate change and possible solutions.
>> Projects sh=
>> ould
>> be youth-led, and the service must take place between October 1 and
>> Novembe=
>> r
>> 30, 2006. Maximum Award: $500. Eligibility: youth between the ages
>> of 15-25=
>> or
>> to organizations serving or engaging youth ages 15-25. Deadline:
>> September =
>> 1,
>> 2006.
>> http://www.ysa.org/
>>
>> Circulated as a public service by the National Art Education
>> Association
>>
>> "Student Peace Prize"
>> The Student Peace Prize is to be awarded during the International
>> Student
>> Festival in Trondheim (ISFiT) 2007. The prize is awarded every
>> second year =
>> on
>> behalf of all Norwegian students, and is the only peace prize in the
>> world to and
>> from students. This prize highlights the important role of students
>> in the
>> struggle for peace, democracy and human rights. Eligibility:
>> nominee must =
>> be a
>> student or a student organization who or which has made an
>> outstanding
>> contribution to peace, democracy or human rights. Maximum Award: an
>> invitation to
>> come to Norway to accept the prize at the Peace Prize Ceremony during
>> ISFiT 2007, and travel throughout Norway to meet with important
>> organizations and
>> decision makers. Deadline: September 20, 2006.
>> http://ga1.org/ct/51w2-xY1PqRR/peaceprize
>>
>> "Grants for Music Education and Talent Development Programs"
>> The ASCAP Foundation is now considering proposals from
>> organizations engagi=
>> ng
>> in music education and talent development programs that support music
>> education programs for aspiring songwriters and composers. Maximum
>> Award: $5,000.
>> Eligibility: Organization must be 501(c)(3). Deadline: October 1,
>> 2006.
>> http://www.ascapfoundation.org/grants.html
>>
>> "Awards for Excellence in Private Enterprise Education"
>> The Freedoms Foundation at Valley Forge conducts the Leavey Awards
>> for
>> Excellence in Private Enterprise Education to honor outstanding
>> educators who excite a commitment in their students to the free
>> enterprise system and unleash the entrepreneurial skills of their
>> students at the elementary, junior high
>> school, high school and college level. Maximum Award: $7,500.
>> Eligibility: teachers
>> at schools (K-12), colleges, and universities. Deadline: November
>> 1, 2006.
>> http://www.ffvf.org/leavey.asp
>>
>> The Surdna Foundation Fellowships to High School Arts Teachers
>> The Surdna Foundation is pleased to announce the seventh round of
>> the Surdn=
>> a
>> Arts Teachers Fellowship Program, a national initiative to support
>> the
>> artistic revitalization of outstanding arts teachers in specialized,
>> public arts high
>> schools. The Surdna ARTS TEACHERS FELLOWSHIP Program will enable
>> selected teachers to create art with professionals in their fields,
>> stay current with new practices and resources, and create new bodies
>> of work. Twenty awards of up
>> to $5,000 each will be made. A complementary grant of $1,500 will
>> be award=
>> ed
>> to the Fellow's school to support post-fellowship activities.
>> Letters of In=
>> tent
>> to apply are due by November 17, 2006. For more information and
>> application
>> materials, please go to:
>> www.surdna.org/artsteachersfellowship
>>
>> GRANTS WITH NO DEADLINE
>> Circulated as a public service by the
>> National Art Education Association
>>
>> "Grants for Formal K-12 Education"
>> RGK Foundation awards grants within education to programs that
>> focus on
>> formal K-12 education (particularly mathematics, science and
>> reading), teac=
>> her
>> development, literacy, and higher education. Maximum Award: $25,000.
>> Eligibility:
>> 501(c)3 organizations. Deadline: N/ A.
>> http://www.rgkfoundation.org/guidelines.php#programs
>>
>> Circulated as a public service by the National Art Education
>> Association
>>
>> "Grants for Arts, Education, and Health Projects"
>> The Milagro Foundation seeks grants applications from community-
>> based,
>> grass-roots organizations that work with underprivileged children and
>> youth in the
>> areas of ARTS, EDUCATION, and health. Maximum Award: $5000.
>> Eligibility:
>> 501(c)3 organizations in the United States. Deadline: N/A.
>> http://www.milagrofoundation.org/apply.asp
>>
>> "Barnes & Noble Corporate Contributions"
>> Barnes & Noble Corporate Contributions Program is committed to
>> literary-bas=
>> ed
>> sponsorships and partners with organizations that focus their core
>> business=
>> es
>> on higher learning, literacy and the arts. Maximum Award: varies.
>> Eligibility: non-profit organizations that focus on literacy, the
>> ARTS
>> OR EDUCATION (K - 12). Deadline: N/A.
>> http://www.barnesandnobleinc.com/our_company/sponsorship/
>> sponsorships_natio=
>> nal
>> /donations_national.html
>>
>> "Prudential Foundation Ready to Learn Program"
>> Prudential Foundation Ready to Learn Program for education reform
>> efforts
>> that strengthen public education at the elementary school level:
>> systemic s=
>> chool
>> reform; improving the quality of teachers, principals and other
>> school
>> leaders, and ARTS EDUCATION; early childhood care and education
>> initiatives=
>> , and
>> strategies to improve literacy that address professional development
>> for teachers,
>> family literacy programs or literacy in the early years. Maximum
>> Award:
>> $25,000-$1 million. Eligibility: Public education at the elementary
>> school level.
>> Deadline: N/A.
>> http://www.prudential.com/productsAndServices/0,1474,intPageID%
>> 253D1444%252=
>> 6blnPrinterFriendly%253D0,00.html
>>
>> "Beyond Words: The Dollar General School Library Relief Program"
>> Dollar General has created a grant program to benefit public school
>> librari=
>> es
>> in communities affected by disasters. The fund will provide grants
>> for book=
>> s,
>> media, and/or equipment that support learning in a school library
>> environment. Maximum Award: $15,000. Eligibility: Public school
>> libraries that have
>> incurred substantial damage or hardship due to a natural disaster
>> (tornado,
>> earthquake, hurricane, flood, avalanche, mudslide), fire or an act
>> recognized by the
>> federal government as terrorism. First priority for the initial
>> grants will=
>> be
>> given to school libraries impacted by hurricanes Katrina, Rita, and
>> Wilma =
>> =96
>> either through direct loss or through an increase in enrollment
>> due to
>> displaced students. Deadline: open.
>> http://www.ala.org/ala/aasl/aaslawards/dollargeneral/
>> disasterrelief.htm
>>
>>
>> --------------------------------------------------------
>>
>> TEACHING ART APPRECIATION
>>
>> NO. 291
>> "PATHWAYS TO ART APPRECIATION
>> A SOURCE BOOK FOR MEDIA & METHODS"
>>
>> By Al Hurwitz and Stanley S. Madeja with Eldon Katter. Pathways is
>> a source
>> book for art teachers for the teaching of art appreciation at all
>> levels.
>> Content strands are carried throughout the book. Each chapter opens
>> with a general
>> discussion about various approaches to the study of art related to
>> the
>> "teaching of art appreciation." Instructional strategies and art
>> activities=
>> are
>> presented in a separate "Things to Do" section. At the close of
>> each chapte=
>> r,
>> "Assessment Strategies" that contribute to the teaching of art
>> appreciation=
>> are
>> addressed. Formative and summative assessment activities can be found
>> throughout the book. Many instructional approaches in the "Things to
>> Do" strand are dual purpose, being applicable to assessment and to
>> instruction. This book
>> accomplishes two goals: to help dispel the unnecessary mystique
>> surrounding=
>> art
>> appreciation, and to clarify the significant ways in which this far-
>> reachin=
>> g
>> subject can excite, motivate, and enhance the lives of students. It
>> serves =
>> as a
>> resource for the teacher who desires to enhance and expand the
>> teaching of =
>> art
>> appreciation in the classroom.
>> 125 pgs. {2003} ISBN 1-890160-24-5
>> Price: $25.00; Members $20.00
>>
>> Ordering info can be found on NAEA web site: www.naea-reston.org
>>
>> --------------------------------------------------------------------
>> I will be listing these on IAD soon.... but won't list all of them
>> since deadlines are just around the corner.
>>
>> Judy Decker
>> Incredible Art Department
>> http://www.princetonol.com/groups/iad/
>> Incredible Art Resources
>> http://www.princetonol.com/groups/iad/lessons/middle/
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: NEED ART IMAGES CHECK OUT....fair use for teachers?
>> From: sarawren@houston.rr.com
>> Date: Fri, 26 May 2006 13:39:18 -0400
>> X-Message-Number: 3
>>
>> NEED ART IMAGES CHECK OUT
>>
>> http://www.thecityreview.com/s05simp1.html
>>
>>
>> Impressionist & Modern Art
>> Sotheby's Auction
>> SHOWS PHOTOS OF FAMOUS PAINTINGS BEING SOLD
>> DESCRIPTION OF
>> PRICE SOLD FOR
>>
>> ALSO CHECK OUT
>> Home Page of The City Review
>>
>> SHOWS PHOTOS OF ARCHITECTURE, ARTISTS, ART EXHIBITS, MUSEUMS
>>
>> http://www.thecityreview.com/home.html
>>
>>
>> Judy Decker, what do you think of the fair use of these images????
>>
>>
>> Sara
>>
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: just told by my principal (don't worry happy ending)
>> From: Betty B <bettycarol_40@sbcglobal.net>
>> Date: Fri, 26 May 2006 13:19:44 -0700 (PDT)
>> X-Message-Number: 4
>>
>> In just checking out for the year (still cleaning my
>> room of course!) my principal told me that he had had
>> complaints from a couple of sets of parents this
>> semester about "all the nudity" in my classroom. I
>> thanked him for sheilding me from that, since that was
>> the first I'd heard. So then I told him that I had not
>> shown my students any nudity actually, but I had asked
>> them to do a little art history research, and they had
>> seen some nudity in that, in Renaissance work and
>> Degas bathers. And he asked me if I thought they were
>> too young to deal with that (middle school) and I
>> (carefully) told him that the nudity that causes the
>> most furor is National Geographic, and how old should
>> students be before they can look at National
>> Geographic?? What is the cutoff age? So then he said
>> that parents had also complained about the Rick Steves
>> "Best of Italy" DVD that my boyfriend down the hall
>> had shown his 6th graders during their Europe unit
>> (which they loved), and that the parents were upset
>> about things the kids were shown in Florence. So I
>> said yes, that would be Michelangelo's David, which
>> has been in a public square for around 500 years, and
>> is one of the great works of art in the world. You
>> aren't going to find a good video on Florence without
>> nudity, so do we just not teach them about Florence?
>> Or the Sistine Chapel?? So then (this is the only
>> funny part) he said well, you know, the mother was
>> sitting here, and I was sitting over here, and he had
>> her legs crossed, and her shorts were so short, if I
>> hadn't known better, I'd have thought she was sitting
>> there in her panties and I kind of wanted to ask, "the
>> way you're dressed, I'm somewhat suprised this is a
>> problem for you!". I wish he had.
>>
>> So, I guess next year I should send out a warning note
>> before I do any art history.
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: Re: just told by my principal (don't worry happy ending)
>> From: Woody Duncan <woodyduncan@comcast.net>
>> Date: Fri, 26 May 2006 14:42:03 -0600
>> X-Message-Number: 5
>>
>> Betty,
>> I'm sure drafting a carefully worded note to go home with every =
>> student
>> would not hurt. You should always CYA. But the note would be a
>> wonderful
>> method of educating the parents as well. I was lucky to seldom have
>> =20
>> parent
>> involvement in what I did, or perhaps they didn't care. I like to =20
>> think they were
>> too busy earning a living working two jobs to make ends meet.
>> Don't worry, be happy is good advice, =
>> Woody
>>
>> On May 26, 2006, at 2:19 PM, Betty B wrote:
>>
>>> In just checking out for the year (still cleaning my
>>> room of course!) my principal told me that he had had
>>> complaints from a couple of sets of parents this
>>> semester about "all the nudity" in my classroom. I
>>> thanked him for sheilding me from that, since that was
>>> the first I'd heard. So then I told him that I had not
>>> shown my students any nudity actually, but I had asked
>>> them to do a little art history research, and they had
>>> seen some nudity in that, in Renaissance work and
>>> Degas bathers. And he asked me if I thought they were
>>> too young to deal with that (middle school) and I
>>> (carefully) told him that the nudity that causes the
>>> most furor is National Geographic, and how old should
>>> students be before they can look at National
>>> Geographic?? What is the cutoff age? So then he said
>>> that parents had also complained about the Rick Steves
>>> "Best of Italy" DVD that my boyfriend down the hall
>>> had shown his 6th graders during their Europe unit
>>> (which they loved), and that the parents were upset
>>> about things the kids were shown in Florence. So I
>>> said yes, that would be Michelangelo's David, which
>>> has been in a public square for around 500 years, and
>>> is one of the great works of art in the world. You
>>> aren't going to find a good video on Florence without
>>> nudity, so do we just not teach them about Florence?
>>> Or the Sistine Chapel?? So then (this is the only
>>> funny part) he said well, you know, the mother was
>>> sitting here, and I was sitting over here, and he had
>>> her legs crossed, and her shorts were so short, if I
>>> hadn't known better, I'd have thought she was sitting
>>> there in her panties and I kind of wanted to ask, "the
>>> way you're dressed, I'm somewhat suprised this is a
>>> problem for you!". I wish he had.
>>>
>>> So, I guess next year I should send out a warning note
>>> before I do any art history.
>>>
>>> ---
>>> To unsubscribe go to
>>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>
>> Woody, Retired in Albuquerque
>> mailto:woodyduncan@comcast.net
>>
>> 35 Quality Middle School Art Lessons
>> in powerpoint format, on one CD $17 (includes shipping)
>> http://www.taospaint.com/QualityLessons.html
>> Ordering Address: PO Box 91703
>> Albuquerque, NM 87199-1703
>>
>> =93The function of the overwhelming majority of your artwork
>> is simply to teach you how to make the small fraction
>> of your artwork that soars.=94 from: =93Art & Fear=94
>>
>> Woody's Watercolor Portfolio:
>> http://www.taospaint.com/Portfolio/Watercolors.html
>> Newest Fantastic Triplet Pics:
>> http://www.taospaint.com/DancePics/Triplets.html
>> My newest watercolors:
>> http://www.taospaint.com/Portfolio/Recent.html
>>
>>
>>
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: Collage project ideas - from old library cards
>> From: "Judy Decker" <judy.decker@gmail.com>
>> Date: Fri, 26 May 2006 16:56:59 -0400
>> X-Message-Number: 6
>>
>> Dear Art Educators,
>>
>> This was posted by Dodi on Art Education list.... Thought I would
>> pass
>> it on to you.
>>
>>> From Dodi:
>>
>> I saw this website on my collage group's list.
>> www.lib.uiowa.edu/pr/cartalog/
>>
>> The University of Iowa library will send you cards from their old
>> catalog (if you send them a self addressed stamped envelope) as the
>> point of departure for an art project. There is a gallery on the
>> site
>> -- most of the work looks collaged -- plus more info.
>> -----------------------------------------------
>> I imagine most of your schools have done away with the card
>> catalog by
>> now? But it wouldn't hurt to check to see what they did with the old
>> cards.
>>
>> Judy Decker
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: Great Self Portrait idea - contour drawing plus digital
>> collage
>> From: "Judy Decker" <judy.decker@gmail.com>
>> Date: Fri, 26 May 2006 17:03:23 -0400
>> X-Message-Number: 7
>>
>> Dear Art Educators,
>>
>> Lotte Petricone just finished a 5 week 8th grade self-portrait
>> project
>> using Adobe
>> Photoshop with a scanned contour drawing, and the results are on her
>> site -
>>
>> http://www.ccsd.edu/ffms/Art/eighth_grade1.htm
>>
>> The webquest they used for searching for images in the computer
>> lab is
>> above the images - "Photoshop". These were inspired by Kris
>> Fontes "Fill Your Head", but they did contour drawings
>> from observation, and then scanned them in and filled the background.
>> This was done as a test - Lotte will be teaching a computer
>> graphics class =
>> next
>> year, and wanted to troubleshoot. If anyone has any good ideas out
>> there for Photoshop and possibly Illustrator for middle school,
>> combining regular
>> art with the tech, and including Elements and Principles, Lotte would
>> like to hear about them. If you can help Lotte with ideas - send me
>> your email address and I will forward it to Lotte.
>>
>> Regards,
>>
>> Judy Decker
>> Incredible Art Department
>> http://www.princetonol.com/groups/iad/
>> Incredible Art Resources
>> http://www.princetonol.com/groups/iad/lessons/middle/
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: Re:teacherartexchange digest: May 23, 2006
>> From: maggie at AVAM <maggie@avam.org>
>> Date: Fri, 26 May 2006 17:14:40 -0400
>> X-Message-Number: 8
>>
>> I will be back in the office on June 1 and will reply to your email
>> as soon as I can.
>>
>> On May 24, 2006, at 3:01 AM, TeacherArtExchange Discussion Group
>> digest <teacherartexchange@lists.pub.getty.edu> wrote:
>>
>>> TEACHERARTEXCHANGE Digest for Tuesday, May 23, 2006.
>>>
>>> 1. employment
>>> 2. Re: movies with art history
>>> 3. Ceramic Figurative Sculpture to inspire - Orly Nezer
>>> 4. CBS Sunday Morning + Everyday Art
>>> 5. RE: Looking for books
>>> 6. Re: Reinventing the (color) Wheel
>>> 7. Re: employment
>>> 8. Re: employment
>>> 9. Re: employment
>>> 10. awesome art elements by andy
>>> 11. Re: employment
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: employment
>>> From: JLC <jeanette_10@yahoo.com>
>>> Date: Tue, 23 May 2006 04:38:32 -0700 (PDT)
>>> X-Message-Number: 1
>>>
>>> Hello all:
>>> I am a certifed k-12 art teacher. I am looking for a
>>> High school position, willing to relocate to the
>>> south, and southwest part of the USA.
>>> If anyone out there can direct me to where there are
>>> actually any jobs, as there doesnt seem to be any or
>>> enough to go around here in Michigan, I would
>>> appreciate it. I have LOTS of debt in student loans to
>>> pay off and NEED to start working.
>>> email me off post please with any job leads.
>>> Thank you
>>>
>>> Check out the new look of my site, also the
>>> new art!
>>> www.lochertheartist1.bravehost.com
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> __________________________________________________
>>> Do You Yahoo!?
>>> Tired of spam? Yahoo! Mail has the best spam protection around
>>> http://mail.yahoo.com
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: Re: movies with art history
>>> From: Jayna Huffines <jayna_99@yahoo.com>
>>> Date: Tue, 23 May 2006 05:45:55 -0700 (PDT)
>>> X-Message-Number: 2
>>>
>>> Can you believe he forgot Ferris Beuller's Day Off?
>>>
>>>>
>>> http://daphne.palomar.edu/mhudelson/ArtHistoryMovies.html
>>>
>>>
>>> Jayna
>>>
>>> <a href="http://www.myspace.com/netinemmy" target="_blank"><img
>>> src="http://x.myspace.com/images/Promo/myspace_4.jpg"
>>> border="0"><br><img src="http://www.myspace.com/images/no_pic.gif"
>>> border="0"><br><font size="1" face="Verdana, Arial, Helvetica, sans-
>>> serif">Check me out!</font></a>
>>>
>>>
>>>
>>>
>>> __________________________________________________
>>> Do You Yahoo!?
>>> Tired of spam? Yahoo! Mail has the best spam protection around
>>> http://mail.yahoo.com
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: Ceramic Figurative Sculpture to inspire - Orly Nezer
>>> From: "Judy Decker" <judy.decker@gmail.com>
>>> Date: Tue, 23 May 2006 08:50:29 -0400
>>> X-Message-Number: 3
>>>
>>> Dear Art Educators,
>>>
>>> I found many good images on this site to inspire students in a
>>> figurative clay sculpture lesson - Orly Nezer A Touch of Clay:
>>> http://www.atouchofclay.com/index.php
>>>
>>> Those of you who are not permitted to show nude figures will have to
>>> select images for PowerPoint. Her nudes are very tastefully done.
>>>
>>> I will not be adding a link at this time as she has many missing
>>> images - so save the link if it interests you.
>>>
>>> Regards,
>>>
>>> Judy Decker
>>> Incredible Art Department
>>> http://www.princetonol.com/groups/iad/
>>> Incredible Art Resources
>>> http://www.princetonol.com/groups/iad/lessons/middle/
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: CBS Sunday Morning + Everyday Art
>>> From: "Sears, Ellen" <ELLEN.SEARS@Anchorage.kyschools.us>
>>> Date: Tue, 23 May 2006 09:33:24 -0400
>>> X-Message-Number: 4
>>>
>>>
>>> I can't believe I missed the first 20 minutes - but I did get to
>>> tape
>>> the rest... Sunday morning had their design show on last Sunday
>>> (5/21) -
>>> it would be good to show the last week of school and have the kids
>>> reflect on 'everyday art' - here is the 'article' that accompanies -
>>> =20
>>> http://www.cbsnews.com/stories/2006/05/21/sunday/main1638399.shtml
>>>
>>>
>>> Ellen
>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: RE: Looking for books
>>> From: "Diane Purdie" <dap1@rogers.com>
>>> Date: Tue, 23 May 2006 10:15:09 -0400
>>> X-Message-Number: 5
>>>
>>> There's also a blog called Post Secret if you're interested:
>>> http://postsecret.blogspot.com/
>>>
>>>
>>> Diane Purdie
>>> If you think you are too small to be effective, you have never
>>> been in bed
>>> with a mosquito.
>>>
>>> Anonymous
>>>
>>> Aunt Alice's Art Room
>>> Diapositive
>>> Industrial Art
>>> Little Black Sketchbook
>>> Trying so very hard to be perfect
>>>
>>>
>>>> -----Original Message-----
>>>> From: Sidnie Miller [mailto:SMILLER@elko.k12.nv.us]
>>>> Sent: Monday, May 22, 2006 3:25 PM
>>>> To: TeacherArtExchange Discussion Group
>>>> Subject: Re: [teacherartexchange] Looking for books
>>>>
>>>>
>>>> A student brought in a book called Post Secret by Frank Warren.
>>>> It's
>>>> pretty
>>>> interesting--art therapy I guess you would say--He put out 300
>>>> blank
>>>> postcards
>>>> all over the place and asked people to send them to him
>>>> anonymously with a
>>>> secret that they had never told anyone. He has gotten back over
>>>> 10,000
>>>> cards.
>>>>
>>>>
>>>>
>>>> ---
>>>> To unsubscribe go to
>>>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: Re: Reinventing the (color) Wheel
>>> From: <lpapanicolaou@pausd.org>
>>> Date: Tue, 23 May 2006 07:46:13 -0700 (PDT)
>>> X-Message-Number: 6
>>>
>>> A colleague of mine from the haiku lists has begun compiling
>>> resources on the
>>> traditional Japanese use of color. I immediately thought that
>>> people here might be
>>> insterested, so here are the links she has just posted (I'm not
>>> sure I understand the
>>> part about green babies, but I'm working on it!):
>>>
>>> GREY/GRAY and haiku
>>> http://haikutopics.blogspot.com/2006/05/grey-hyaku-nezu.html
>>>
>>> Green and Haiku
>>> http://haikutopics.blogspot.com/2006/05/green-midori-ao.html
>>>
>>> Linda
>>>
>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: Re: employment
>>> From: "Sidnie Miller" <SMILLER@elko.k12.nv.us>
>>> Date: Tue, 23 May 2006 12:14:55 -0700
>>> X-Message-Number: 7
>>>
>>> You could try the Clark County School District--it's Las Vegas and
>>> usually
>>> is hiring a bunch of new teachers each year. Look them up on the
>>> web
>>>
>>>>>> jeanette_10@yahoo.com 5/23/2006 4:38 am >>>
>>> Hello all:
>>> I am a certifed k-12 art teacher. I am looking for a
>>> High school position, willing to relocate to the
>>> south, and southwest part of the USA.
>>> If anyone out there can direct me to where there are
>>> actually any jobs, as there doesnt seem to be any or
>>> enough to go around here in Michigan, I would
>>> appreciate it. I have LOTS of debt in student loans to
>>> pay off and NEED to start working.
>>> email me off post please with any job leads.
>>> Thank you
>>>
>>> Check out the new look of my site, also the
>>> new art!
>>> www.lochertheartist1.bravehost.com=20
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> __________________________________________________
>>> Do You Yahoo!?
>>> Tired of spam? Yahoo! Mail has the best spam protection around=20
>>> http://mail.yahoo.com=20
>>>
>>> ---
>>> To unsubscribe go to=20
>>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: Re: employment
>>> From: blue@bham.rr.com
>>> Date: Tue, 23 May 2006 14:30:39 -0500
>>> X-Message-Number: 8
>>>
>>> Greetings - the south is where it's at folks - a hidden secret that
>>> others think is still living in the past. Nothing like the southland
>>> in the springtime... :)
>>>
>>> Please contact Janice Stephens at step18@bellsouth.net. She is in
>>> charge of fine arts for Jefferson County in Birmingham, Alabama. You
>>> can also find more information on the net with Jefferson County
>>> Schools.
>>>
>>> Good luck,
>>> blue n bham
>>>
>>> ----- Original Message -----
>>> From: Sidnie Miller <SMILLER@elko.k12.nv.us>
>>> Date: Tuesday, May 23, 2006 2:16 pm
>>> Subject: Re: [teacherartexchange] employment
>>> To: TeacherArtExchange Discussion Group
>>> <teacherartexchange@lists.pub.getty.edu>
>>>
>>>> You could try the Clark County School District--it's Las Vegas and
>>>> usuallyis hiring a bunch of new teachers each year. Look them up
>>>> on the web
>>>>
>>>>>>> jeanette_10@yahoo.com 5/23/2006 4:38 am >>>
>>>> Hello all:
>>>> I am a certifed k-12 art teacher. I am looking for a
>>>> High school position, willing to relocate to the
>>>> south, and southwest part of the USA.
>>>> If anyone out there can direct me to where there are
>>>> actually any jobs, as there doesnt seem to be any or
>>>> enough to go around here in Michigan, I would
>>>> appreciate it. I have LOTS of debt in student loans to
>>>> pay off and NEED to start working.
>>>> email me off post please with any job leads.
>>>> Thank you
>>>>
>>>> Check out the new look of my site, also the
>>>> new art!
>>>> www.lochertheartist1.bravehost.com
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> __________________________________________________
>>>> Do You Yahoo!?
>>>> Tired of spam? Yahoo! Mail has the best spam protection around
>>>> http://mail.yahoo.com
>>>>
>>>> ---
>>>> To unsubscribe go to
>>>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>>>
>>>>
>>>> ---
>>>> To unsubscribe go to
>>>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: Re: employment
>>> From: "M. Austin" <whest177@wheatstate.com>
>>> Date: Tue, 23 May 2006 17:50:01 -0500
>>> X-Message-Number: 9
>>>
>>> Frederic Remington High School is looking for a new art teacher. It
>>> also
>>> entails teaching 6-8 tho. It is located north of Wichita, KS.
>>> ~Michal
>>> K-12 Kansas Art Teacher
>>> http://www.geocities.com/theartkids
>>>
>>>
>>>> I am a certifed k-12 art teacher. I am looking for a
>>>> High school position, willing to relocate to the
>>>> south, and southwest part of the USA.
>>>> If anyone out there can direct me to where there are
>>>> actually any jobs, as there doesnt seem to be any or
>>>> enough to go around here in Michigan, I would
>>>> appreciate it. I have LOTS of debt in student loans to
>>>> pay off and NEED to start working.
>>>> email me off post please with any job leads.
>>>> Thank you
>>>
>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: awesome art elements by andy
>>> From: ceastman <ceastman@twmi.rr.com>
>>> Date: Tue, 23 May 2006 21:34:01 -0400
>>> X-Message-Number: 10
>>>
>>> check out this site...
>>> http://www.writedesignonline.com/history-culture/AndyGoldsworthy/
>>> overview.htm
>>>
>>> andy goldsworthy images which demonstrate the elements of art. very
>>> cool!
>>>
>>> linda in michigan
>>>
>>>
>>> --------------------------------------------------------------------
>>> -
>>> -
>>>
>>> Subject: Re: employment
>>> From: "" <lava5000@excite.com>
>>> Date: Tue, 23 May 2006 23:20:11 -0400 (EDT)
>>> X-Message-Number: 11
>>>
>>>
>>> Las Vegas always need teachers.
>>>
>>>
>>>
>>>
>>>
>>> Lauren
>>>
>>>
>>>
>>>
>>>
>>> _______________________________________________
>>> Join Excite! - http://www.excite.com
>>> The most personalized portal on the Web!
>>>
>>>
>>>
>>>
>>>
>>> ---
>>>
>>> END OF DIGEST
>>>
>>> ---
>>> maggie@avam.org
>>> teacherartexchange-65027E@lists.pub.getty.edu
>>>
>>
>> ---------------------------------------------------------------------
>> -
>>
>> Subject: Re: just told by my principal (don't worry happy ending)
>> From: "M. Austin" <whest177@wheatstate.com>
>> Date: Fri, 26 May 2006 20:10:36 -0500
>> X-Message-Number: 9
>>
>> I had to laugh at your story as it reminded me of a field trip that
>> the
>> music teacher and I took our 6th graders on. We were touring the
>> WSU campus,
>> which has a fantastic outdoor sculpture collection, as well as the
>> art
>> galleries. Since it is a college, and it has been a few years since I
>> attended, I hadn't realized the amount of nudity displayed. The music
>> teacher was abit uncomfortable, and told the kids that we were
>> going over to
>> see "the big organ" (which is actually a huge musical instrument,
>> so big
>> that the building was built around it), not realizing that there
>> was a huge
>> nude sculpture outside the building. One of the kids goes "Yup,
>> that's a big
>> organ alright". It was all I could do not to die laughing right
>> there! The
>> music teacher had never noticed that sculpture in all the years he
>> had
>> attended the college.
>> ~Michal
>> K-12 Kansas Art Teacher
>> http://www.geocities.com/theartkids
>>
>>
>>
>>> In just checking out for the year (still cleaning my
>>> room of course!) my principal told me that he had had
>>> complaints from a couple of sets of parents this
>>> semester about "all the nudity" in my classroom. I
>>> thanked him for sheilding me from that, since that was
>>> the first I'd heard. So then I told him that I had not
>>> shown my students any nudity actually, but I had asked
>>> them to do a little art history research, and they had
>>> seen some nudity in that, in Renaissance work and
>>> Degas bathers.
>>
>>
>>
>>
>>
>> ---
>>
>> END OF DIGEST
>>
>> ---
>> maggie@avam.org
>> teacherartexchange-65027E@lists.pub.getty.edu
>>
>
> ----------------------------------------------------------------------
>
> Subject: monsters in the closet
> From: Julie Jacobusse <JacobusseJulie@bellsouth.net>
> Date: Sat, 27 May 2006 08:03:04 -0400
> X-Message-Number: 2
>
> I had a 4th grade class this year that was totally unmotivated and
> had a
> lot of behavior problems. Anyway around Halloween time I found this
> project called Monsters in the closet (Like the kids movie Monsters
> Inc.) where your fold a brown piece of 12x18" paper horizontally and
> then on the inside glue a smaller white piece of paper and have the
> students make a monter on the inside piece of paper. They also
> were to
> make a design on thier doors using oil pastels. This week, I have
> been
> passing back all their art work-as I had the students make portfolios.
> One disturbed 4th grade teacher saw one of her students doors and
> monster. (She said she was also going to show the school counselor.)
> He was finally very motivated by this project and he had a lady
> hanging
> from a noose with dagers around her and a pit of tar under her, he
> also
> wrote the words "Boo!" on the inside. On the outside of the door
> he had
> blood specs coming out from the door. I feel he was just trying to
> make a scary door and had no other psychological things attached-like
> the 4th grade teacher thought. I was happy I finally found a project
> the class liked and was interested in making art. My goals for this
> project were to gain their interest in art, learn how to use art
> materils like oil pastels, and to use design elemnts and creative
> drawings of monsters. My question is: Should I have told that
> student to just make a monster and he was not allowed to use the
> gorry
> stuff? How limiting should I make it for the elementary students?
> (It
> was my first year teaching.)
>
> ----------------------------------------------------------------------
>
> Subject: Re: just told by my principal (don't worry happy ending)
> From: Betty B <bettycarol_40@sbcglobal.net>
> Date: Sat, 27 May 2006 05:37:48 -0700 (PDT)
> X-Message-Number: 3
>
> That's a keeper. Very funny. In retrospect, yesterday
> evening I was thinking it really just means I need to
> show lots and lots more art, and deal with it very
> openly. I really don't want to send "disclaimer" notes
> home to parents, because that is like saying the
> Sistine Chapel is on par with a PG movie. But I may
> have a parent evening early in the year and make a
> little tour of art history out of it.
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: just told by my principal (don't worry happy ending)
> From: "M. Austin" <whest177@wheatstate.com>
> Date: Sat, 27 May 2006 08:10:31 -0500
> X-Message-Number: 4
>
> I don't send out letters or "disclaimer" notes. I have alot of
> books in my
> middle/high school classroom, and I don't censor them. With my
> middle school
> students I don't use artwork with nudity, but I do tell them that
> it is in
> my books. I simply explain that the human body is the hardest thing
> to draw
> or piant. They are allowed to browse my books during free time or
> when they
> need inspiration, but I tell them that the minute they laugh,
> point, or call
> others to the book to "share", that they have turned art into porn
> and they
> are banned from the books. I let them decide if they are mature
> enough to
> handle it or not. By being matter-of-fact about it, students
> quickly pass
> through that uncomfortable stage and quit looking for nudity and start
> enjoying the artwork.
> ~Michal
> K-12 Kansas Art Teacher
> http://www.geocities.com/theartkids
>
>
>
>> That's a keeper. Very funny. In retrospect, yesterday
>> evening I was thinking it really just means I need to
>> show lots and lots more art, and deal with it very
>> openly. I really don't want to send "disclaimer" notes
>> home to parents, because that is like saying the
>> Sistine Chapel is on par with a PG movie. But I may
>> have a parent evening early in the year and make a
>> little tour of art history out of it.
>
>
>
> ----------------------------------------------------------------------
>
> Subject: RE: NEED ART IMAGES CHECK OUT....fair use for teachers?
> From: "Marcia Lopez Lopez" <oromara@hotmail.com>
> Date: Sat, 27 May 2006 09:26:32 -0400
> X-Message-Number: 5
>
> I subcribe to this web site and I can not find the icon that leads
> me to th
> POST section. Where is it? Maybe you can help me. Thanks
>
>
>> From: sarawren@houston.rr.com
>> Reply-To: "TeacherArtExchange Discussion Group"
>> <teacherartexchange@lists.pub.getty.edu>
>> To: "TeacherArtExchange Discussion Group"
>> <teacherartexchange@lists.pub.getty.edu>
>> Subject: [teacherartexchange] NEED ART IMAGES CHECK OUT....fair
>> use for
>> teachers?
>> Date: Fri, 26 May 2006 13:39:18 -0400
>>
>> NEED ART IMAGES CHECK OUT
>>
>> http://www.thecityreview.com/s05simp1.html
>>
>>
>> Impressionist & Modern Art
>> Sotheby's Auction
>> SHOWS PHOTOS OF FAMOUS PAINTINGS BEING SOLD
>> DESCRIPTION OF
>> PRICE SOLD FOR
>>
>> ALSO CHECK OUT
>> Home Page of The City Review
>>
>> SHOWS PHOTOS OF ARCHITECTURE, ARTISTS, ART EXHIBITS, MUSEUMS
>>
>> http://www.thecityreview.com/home.html
>>
>>
>> Judy Decker, what do you think of the fair use of these images????
>>
>>
>> Sara
>>
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
>
> ----------------------------------------------------------------------
>
> Subject: hi i am here
> From: subha de <desubhade@yahoo.co.in>
> Date: Sat, 27 May 2006 14:36:56 +0100 (BST)
> X-Message-Number: 6
>
> I am in New York from India having a good time.
> yesterday visited MO MA that was a Friday treat. Today
> would visit Whitney Museum and Strand book store. Can
> anyone suggest a museum where I could find a display
> of Edward Hooper's paintings. Is there any museum
> exclusively for women artists?
> Yesterday I had also been to the Pearl Paints and got
> to see many art materials which I read about in the
> list.I was most inquisitive about sharpies, and found
> it is very similar to what we use.
> My daughter had a good time in Hillsdale Junior School
> as a visiting student for few hours.
> If you have any suggestions regarding what I should
> be seeing or visiting as a art teacher do let me know.
> Marvin Bartell's book on amazon .com was too expensive
> is there a store where I can get a used copy?
> Subha De
>
> Send instant messages to your online friends http://
> in.messenger.yahoo.com
>
> ----------------------------------------------------------------------
>
> Subject: Re: NEED ART IMAGES CHECK OUT....fair use for teachers?
> From: Woody Duncan <woodyduncan@comcast.net>
> Date: Sat, 27 May 2006 07:49:57 -0600
> X-Message-Number: 7
>
>
> On May 27, 2006, at 7:26 AM, Marcia Lopez Lopez wrote:
>
>> I subcribe to this web site and I can not find the icon that leads
>> =20
>> me to th POST section. Where is it? Maybe you can help me. Thanks
>>
>>
> Marcia,
> This is not a web site. It is a list serve for the exchange of =
> ideas =20
> about teaching art.
> As for posting ? There is no icon. You simply reply to earlier
> posts. =20=
>
> You just did it. I am
> posting a response to your post. Everyone who is subscribed
> to the list serve got your post and now my post. Did I understand =20
> your question ?
> Woody
>
> Woody, Retired in Albuquerque
> mailto:woodyduncan@comcast.net
>
> 35 Quality Middle School Art Lessons
> in powerpoint format, on one CD $17 (includes shipping)
> http://www.taospaint.com/QualityLessons.html
> Ordering Address: PO Box 91703
> Albuquerque, NM 87199-1703
>
> =93The function of the overwhelming majority of your artwork
> is simply to teach you how to make the small fraction
> of your artwork that soars.=94 from: =93Art & Fear=94
>
> Woody's Watercolor Portfolio:
> http://www.taospaint.com/Portfolio/Watercolors.html
> Newest Fantastic Triplet Pics:
> http://www.taospaint.com/DancePics/Triplets.html
> My newest watercolors:
> http://www.taospaint.com/Portfolio/Recent.html
>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: just told by my principal (don't worry happy ending)
> From: Maggie White <mwhiteaz@cybertrails.com>
> Date: Sat, 27 May 2006 11:10:46 -0700
> X-Message-Number: 8
>
> Michal,
>
> I agee with your strategy. I think sending disclaimers would get
> parents all excited (in a bad way) and open up a can of worms. I used
> to have pretty much the same policy as you; if I lent a book to a
> student I told him/her there was nudity in it, it was nothing to get
> excited about, and if s/he didn't think s/he could handle it, to
> select
> a different book. Never had a problem. The only class I ever showed
> slides of nudes to were my art history classes, and I prepared them
> for
> it the very first day. No complaints, no problems. I think if you're
> matter-of-fact about it, the students will be, too.
>
> Maggie
>
> M. Austin wrote:
>
>> I don't send out letters or "disclaimer" notes. I have alot of books
>> in my middle/high school classroom, and I don't censor them. With my
>> middle school students I don't use artwork with nudity, but I do tell
>> them that it is in my books. I simply explain that the human body is
>> the hardest thing to draw or piant. They are allowed to browse my
>> books during free time or when they need inspiration, but I tell them
>> that the minute they laugh, point, or call others to the book to
>> "share", that they have turned art into porn and they are banned from
>> the books. I let them decide if they are mature enough to handle
>> it or
>> not. By being matter-of-fact about it, students quickly pass through
>> that uncomfortable stage and quit looking for nudity and start
>> enjoying the artwork.
>>
>>
>>
>>> That's a keeper. Very funny. In retrospect, yesterday
>>> evening I was thinking it really just means I need to
>>> show lots and lots more art, and deal with it very
>>> openly. I really don't want to send "disclaimer" notes
>>> home to parents, because that is like saying the
>>> Sistine Chapel is on par with a PG movie. But I may
>>> have a parent evening early in the year and make a
>>> little tour of art history out of it.
>>
>>
>>
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>
>>
>>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: monsters in the closet
> From: Maggie White <mwhiteaz@cybertrails.com>
> Date: Sat, 27 May 2006 11:25:32 -0700
> X-Message-Number: 9
>
> Julie,
>
> It's possible this student was saying something more than just
> "scary;"
> the image sounds morbid and somewhat violent. The image of a hanging
> woman doesn't sound like a personal "monster" that's trying to scare
> him; he's trying to scare other people who open the door. On the
> other hand, who knows what kinds of videos/games/"comics" he's exposed
> to at home. Maybe he was influenced by that and used it for shock
> value. It's a very slim line we walk between allowing personal
> expression and censoring certain images, and it takes experience to
> even
> begin to understand the difference. In my classroom, if a student was
> preparing sketches that seemed inappropiate, I would talk to him or
> her
> privately and try to find out if there was more to the image than just
> shock value. Occasionally they would confide things that really
> needed
> to be taken care of by a professional counselor or psychologist; I
> will
> not play that role. If it was a subject he felt strongly about,
> enough
> to cause him to go on strike if he couldn't complete it, I'd allow it
> but would tell him it could not leave the classroom. He could "visit"
> it, but could not share it with his friends. This was a satisfactory
> solution to a surprising number of students and I guess the making of
> the image was cathartic. I did, on occasion, take some of the
> drawings
> to the counselor or principal for advice.
>
> The 4th grade teacher may seem to be overreacting to you, but it's
> possible she has information or suspicions about this boy that she
> felt
> the counselor needed to look into.
>
> Maggie
>
> Julie Jacobusse wrote:
>
>> I had a 4th grade class this year that was totally unmotivated and
>> had
>> a lot of behavior problems. Anyway around Halloween time I found
>> this
>> project called Monsters in the closet (Like the kids movie Monsters
>> Inc.) where your fold a brown piece of 12x18" paper horizontally and
>> then on the inside glue a smaller white piece of paper and have the
>> students make a monter on the inside piece of paper. They also were
>> to make a design on thier doors using oil pastels. This week, I have
>> been passing back all their art work-as I had the students make
>> portfolios. One disturbed 4th grade teacher saw one of her students
>> doors and monster. (She said she was also going to show the school
>> counselor.) He was finally very motivated by this project and he had
>> a lady hanging from a noose with dagers around her and a pit of tar
>> under her, he also wrote the words "Boo!" on the inside. On the
>> outside of the door he had blood specs coming out from the door. I
>> feel he was just trying to make a scary door and had no other
>> psychological things attached-like the 4th grade teacher thought. I
>> was happy I finally found a project the class liked and was
>> interested
>> in making art. My goals for this project were to gain their interest
>> in art, learn how to use art materils like oil pastels, and to use
>> design elemnts and creative drawings of monsters. My question is:
>> Should I have told that student to just make a monster and he was
>> not allowed to use the gorry stuff? How limiting should I make it
>> for the elementary students? (It was my first year teaching.)
>>
>>
>
>
>
>
>
> ---
>
> END OF DIGEST
>
> ---
> teacherartexchange-65027E@lists.pub.getty.edu
>

---
To unsubscribe go to 
http://www.getty.edu/education/teacherartexchange/unsubscribe.html