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Re:[teacherartexchange] teacherartexchange digest: May 28, 2006

---------

From: maggie at AVAM (maggie_at_TeacherArtExchange)
Date: Mon May 29 2006 - 00:21:15 PDT


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

On May 29, 2006, at 3:00 AM, "TeacherArtExchange Discussion Group
digest" <teacherartexchange@lists.pub.getty.edu> wrote:

> TEACHERARTEXCHANGE Digest for Sunday, May 28, 2006.
>
> 1. Re:teacherartexchange digest: May 27, 2006
> 2. Re: teacherartexchange digest: May 27, 2006
> 3. elementary appropriate: monsters
> 4. Re: elementary appropriate: monsters
> 5. Re: elementary appropriate: monsters
> 6. MS art openings in AZ
> 7. Re: just told by my principal (don't worry happy ending)
> 8. RE: hi i am here
>
> ----------------------------------------------------------------------
>
> Subject: Re:teacherartexchange digest: May 27, 2006
> From: maggie at AVAM <maggie@avam.org>
> Date: Sun, 28 May 2006 03:20:31 -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 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
>>
>> ---
>> maggie@avam.org
>> teacherartexchange-65027E@lists.pub.getty.edu
>>
>
> ----------------------------------------------------------------------
>
> Subject: Re: teacherartexchange digest: May 27, 2006
> From: Elizabeth Heisey <elizhiz@yahoo.com>
> Date: Sun, 28 May 2006 05:01:30 -0700 (PDT)
> X-Message-Number: 2
>
> With the book and movie being such distractions from
> the real Da Vinci facts, I wanted to share some of his
> research aptitudes as I think they are quite
> applicable today.
>
> Leonardo da Vinci's life was a living demonstration of
> his "seven virtues." For those artists of life and of
> art who might plot to develop higher levels of
> accomplishment, here are his seven virtues, as they
> were shared with me:
>
> "Curiosita"--an attitude of curiosity and continuous
> learning. What, when, where, why and how?
>
> "Dimostrazione"--an ability to learn and to test
> knowledge by experience. Experimental nature.
>
> "Sensazione"--a development of awareness and
> refinement of sight and other senses. High
> sensitivity.
>
> "Sfumato"--a tendency to embrace and accept
> uncertainty, ambiguity and paradox. Free thinking.
>
> "Arte/Scienza"--a development of balance between
> science and art, logic and imagination. Whole-brain
> thinking.
>
> "Corporalita"--a calculated desire to achieve poise,
> fitness and ambidexterity. Physical action.
>
> "Connessione"--a recognition that all things are
> connected.Systems thinking.
>
> Da Vinci was a shining example to our students of how
> to study. That is, he did all his own research. Not
> accepting anyone else's writings or studies, he did
> his own lab work in physics, physiology, weather,
> zoology, and dozens of other subjects that hadn't yet
> been defined at his time. He demonstrated much of what
> we consider to be good a student, and, as you can see
> above, a good self educator.
>
> Hoping this helps...
> Beth
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam? Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
>
> ----------------------------------------------------------------------
>
> Subject: elementary appropriate: monsters
> From: L Mitchell <lismatisse@yahoo.com>
> Date: Sun, 28 May 2006 05:32:01 -0700 (PDT)
> X-Message-Number: 3
>
> Julie:
> I had a similar experience with a teacher who took a
> child's art from them (she seemed rude when she
> confronted me about it) and turned it in to the
> counselor - over reacting to a picture of a plane
> nearing the towers ... she thought the picture was
> violent, I thought the child was working through what
> had happened. If you ever have a question about a
> child's work, I think it's safest to talk with the
> student personally, ask him to "tell me about your
> picture..." If there's a pattern, for instance
> something keeps popping up, then I might conference
> with the school counselor.(although my experience in
> middle school was they all used symbols of one kind or
> another).
> As far as what I tell my elementary students - my
> typical line is it must be school appropriate (no
> guns, etc) and no blood and guts. I want to believe
> they're OK to make choices about their work - and I
> don't want to censor their work, so after a couple of
> years in a school, the kids knew what I would and
> wouldn't object to. I also didn't interfere when they
> had finished their project and had "free draw" time.
> If you create a sense that they feel free to
> communicate in your room, I believe they will create
> better. This week we're finishing underwater pictures
> and of course there are several that want shark
> attacks, etc - so the no blood and guts approach has
> worked, those really wanting to show scary sharks have
> large teeth showing, possibly something in the mouth -
> many small fish being chased by larger ones...but no
> blood.
> You'll find something that works for you - there is a
> lot written on interpreting children's work, may a
> book or article this summer would bring some insight.
> I hope you've had a great first year teaching!
> Lisa, Greensboro nC
>
>
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam? Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
>
> ----------------------------------------------------------------------
>
> Subject: Re: elementary appropriate: monsters
> From: "M. Austin" <whest177@wheatstate.com>
> Date: Sun, 28 May 2006 08:06:36 -0500
> X-Message-Number: 4
>
> I have a similar rule in my classroom. Without my censoring to a
> point (no
> blood, no violence, etc) that when given choice in subject matter
> then they
> will revert to the same thing over and over and over. You can only
> teach so
> long before you tire of seeing sports logos, planes bombing things
> on the
> ground, vampires, yin-yang signs, hearts, rainbows, suns in
> corners, etc. I
> don't feel that the kids are expressing themselves if they are all
> drawing
> identical drawings, and yet there is that pull at certain ages to draw
> certain things. It seems that planes and bombs start around 1st
> grade and
> fade away around 3rd or 4th. They then move on to a more personal
> level with
> people shooting or stabbing each other, which lasts another 3-4
> years. I
> noticed this 12 years ago, and was concerned about some of my
> students trend
> towards violence, but years later different kids are drawing the
> same thing.
> ~Michal
> K-12 Kansas Art Teacher
> http://www.geocities.com/theartkids
>
>
>> As far as what I tell my elementary students - my
>> typical line is it must be school appropriate (no
>> guns, etc) and no blood and guts.
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: elementary appropriate: monsters
> From: chris massingill <chris_massingill@yahoo.com>
> Date: Sun, 28 May 2006 08:19:00 -0700 (PDT)
> X-Message-Number: 5
>
> I have similar rules in my classroom as well and my
> district has a rule about no drawings of guns and so
> i've extended that to weapons in general, although
> I've made a few exceptions for swords and catapults,
> etc.
>
> I think that part of the problem with these kinds of
> drawings isn't the kids, it is the media that they are
> being exposed to.
>
> I did a lesson a few months back on space where the
> students draw an audience in a movie theatre with
> several rows of people to talk about how things get
> smaller as they get further away, when they are done
> with people in their seats, they get to draw a scene
> from a movie on a movie screen for the background. I
> did this lesson with second grade and I was SHOCKED at
> some of the movies that they wanted to draw - the list
> included Chucky, Freddy Krueger, SAW, Scary Movie,
> Jarhead, I could go on and on, but you get the picture
> - if this is what they've seen in second grade I can't
> imagine what they will have seen before they have even
> left elementary school.
>
> Chris
> in Central Arkansas
>
>
>
> --- "M. Austin" wrote:
>
>> I have a similar rule in my classroom. Without my
>> censoring to a point (no
>> blood, no violence, etc) that when given choice in
>> subject matter then they
>> will revert to the same thing over and over and
>> over. You can only teach so
>> long before you tire of seeing sports logos, planes
>> bombing things on the
>> ground, vampires, yin-yang signs, hearts, rainbows,
>> suns in corners, etc. I
>> don't feel that the kids are expressing themselves
>> if they are all drawing
>> identical drawings, and yet there is that pull at
>> certain ages to draw
>> certain things. It seems that planes and bombs start
>> around 1st grade and
>> fade away around 3rd or 4th. They then move on to a
>> more personal level with
>> people shooting or stabbing each other, which lasts
>> another 3-4 years. I
>> noticed this 12 years ago, and was concerned about
>> some of my students trend
>> towards violence, but years later different kids are
>> drawing the same thing.
>> ~Michal
>> K-12 Kansas Art Teacher
>> http://www.geocities.com/theartkids
>>
>>
>>> As far as what I tell my elementary students - my
>>> typical line is it must be school appropriate (no
>>> guns, etc) and no blood and guts.
>>
>>
>>
>> ---
>> To unsubscribe go to
>>
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>
>
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam? Yahoo! Mail has the best spam
> protection around
> http://mail.yahoo.com
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam? Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
>
> ----------------------------------------------------------------------
>
> Subject: MS art openings in AZ
> From: Maggie White <mwhiteaz@cybertrails.com>
> Date: Sun, 28 May 2006 09:19:42 -0700
> X-Message-Number: 6
>
> Hi, all,
>
> I have discovered not one, not two, but THREE openings for art
> teachers
> at two schools near the AZ-Mexico border. There are two openings at a
> MS in Nogales, which straddles the border (about 60 miles south of
> Tucson) http://www.nusd.k12.az.us and one at the MS in Rio Rico,
> situated in a lovely river valley north of Nogales (maybe 40 miles
> south
> of Tucson) http://www.santacruz.k12.az.us
>
> Hope this helps those of you searching.
>
> Maggie
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: just told by my principal (don't worry happy ending)
> From: Betty B <bettycarol_40@sbcglobal.net>
> Date: Sun, 28 May 2006 18:19:14 -0700 (PDT)
> X-Message-Number: 7
>
> MAggie, that's exactly what I do. I don't show art
> with nudity, (except, well, the Laocoon has a fig
> leaf, right) but tell them that if they make an issue
> out of what they find in the books, we will just use
> the textbooks. I do the same thing about the human
> figure being difficult, and that it symbolized
> perfection that pleased the Greek Gods. my first
> complaint in 6 years, so it must be ok. Thanks guys.
>
> ----------------------------------------------------------------------
>
> Subject: RE: hi i am here
> From: "Theresa Parker" <tlparker77@hotmail.com>
> Date: Sun, 28 May 2006 19:27:04 -0700
> X-Message-Number: 8
>
> Hi Subha De,
>
> The Whitney has what they term a "special concentration" of Edward
> Hopper's
> paintings. They are on continuous view:
>
> Leonard & Evelyn Lauder Galleries, Floor 5
> An entire century of American art can be seen through the rich
> holdings of
> the Whitney?s permanent collection. The first half of the exhibition
> chronicles the development of American art from the exuberant
> expressions of
> early twentieth-century realists to later modernist experiments in
> abstraction. Highlights of the exhibition include a special
> concentration of
> Edward Hopper paintings, George Bellows?s boxing masterpiece
> Dempsey and
> Firpo (1924), Georgia O?Keeffe?s sexually suggestive abstraction
> Music?Pink
> and Blue II (1919), and Joseph Stella?s paean to mechanization, The
> Brooklyn
> Bridge: Variation on an Old Theme (1939).
>
> You might try finding Powell's Bookstore online for a used copy of the
> Bartell book. Powell's is a great used bookstore in Portland, OR
> and in
> Chicago that will find books for you and ship them.
>
> Good luck and enjoy NYC!
> Theresa Parker
> Gig Harbor,WA
>
>
>> From: subha de <desubhade@yahoo.co.in>
>> Reply-To: "TeacherArtExchange Discussion Group"
>> <teacherartexchange@lists.pub.getty.edu>
>> To: "TeacherArtExchange Discussion Group"
>> <teacherartexchange@lists.pub.getty.edu>
>> Subject: [teacherartexchange] hi i am here
>> Date: Sat, 27 May 2006 14:36:56 +0100 (BST)
>>
>> 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
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
>
>
>
> ---
>
> END OF DIGEST
>
> ---
> teacherartexchange-65027E@lists.pub.getty.edu
>

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