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Re:[teacherartexchange] teacherartexchange digest: May 29, 2006

---------

From: maggie at AVAM (maggie_at_TeacherArtExchange)
Date: Tue May 30 2006 - 00:21:59 PDT


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

On May 30, 2006, at 3:00 AM, "TeacherArtExchange Discussion Group
digest" <teacherartexchange@lists.pub.getty.edu> wrote:

> TEACHERARTEXCHANGE Digest for Monday, May 29, 2006.
>
> 1. Re:teacherartexchange digest: May 28, 2006
> 2. Best Buy grant
> 3. Please Don't Resend Digest
> 4. Re: Please Don't Resend Digest
> 5. Put Getty mail on hold while away
> 6. nudity in art
> 7. Re: nudity in art
> 8. Re: nudity in art
> 9. Re: Put Getty mail on hold while away
> 10. Re: nudity in art
> 11. What is the BEST Art History text? (for High school)
> 12. Re: What is the BEST Art History text? (for High school)
> 13. RE: What is the BEST Art History text? (for High school)
> 14. Nudity in Art
> 15. Re: RE: What is the BEST Art History text? (for High school)
>
> ----------------------------------------------------------------------
>
> Subject: Re:teacherartexchange digest: May 28, 2006
> From: maggie at AVAM <maggie@avam.org>
> Date: Mon, 29 May 2006 03:21:15 -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 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
>>
>> ---
>> maggie@avam.org
>> teacherartexchange-65027E@lists.pub.getty.edu
>>
>
> ----------------------------------------------------------------------
>
> Subject: Best Buy grant
> From: JoAnHeiman@cs.com
> Date: Mon, 29 May 2006 08:18:28 -0400
> X-Message-Number: 2
>
> Hi! I posted this to Art Educators listserve as well. I am sorry
> for the duplication but wanted to make sure everyone is aware of
> this opportunity!
>
> While I???ve not posted in a long while I have tried to keep up
> with the issues and threads. It has been a busy year in my Art room
> and I would like to share the reason with you. The information, I
> hope, will truly benefit many, many of you.
>
> Last year at this time I was still tied to my overhead and slide
> projector if I wanted to share information with the students, I had
> to make transparencies or create color table copies for groups. I
> envied those of you who created Power Points and especially those
> of you who had the tools to let your students use the computer for
> art.
> Thanks to the inspiration of a fellow Art teacher on our curriculum
> committee, I took a chance and applied for the Best Buy grant for
> $2,500. The students in the Art room could certainly benefit from a
> laptop and DLP projector as well as digital cameras. I was amazed
> at the short, straightforward application. The on-line format was a
> breeze. Included in the application was an additional question that
> allowed me to dream. It was fun to peruse the Best Buy web site and
> plan the answer to the question, ???What would I do with $15,000
> that would benefit all the students in the school????
>
> In January I was notified that not only did I receive the $2,500,
> but our school was one of 30 across the United States to receive
> the $15,000!!!
> We now have what I term a Great CRATE that includes 6 laptops, 6
> digital cameras, 6 digital audio recorders, 2 video recorders and
> all the trimmings. We use them for interdisciplinary, Art based
> projects. Classroom teachers- after training ??? are allowed to
> borrow my babies- uh, CRATE- and coordinate lessons with the Arts.
>
> It???s been an exciting semester and I can???t wait to implement
> units next year using this technology.
>
> Please take advantage of this opportunity! The people at Best Buy
> have been wonderful and really want teachers to apply. I am
> thrilled that it is a technology grant that recognizes the
> importance of the Arts!
>
> The grant application will not be on the website until late summer
> but you can start planning now. Go to:
> http://communications.bestbuy.com/communityrelations/teach.asp
>
> Feel free to contact me if you have any other questions.
> Annamae
>
>
> ----------------------------------------------------------------------
>
> Subject: Please Don't Resend Digest
> From: Woody Duncan <woodyduncan@comcast.net>
> Date: Mon, 29 May 2006 09:27:20 -0600
> X-Message-Number: 3
>
> I wonder if it is possible to set the automatic reply feature on =20
> peoples computers
> so they do not send the entire daily digest back to the list. It
> must =20=
>
> be frustrating
> for some folks who are on dial-up or have limited storage space. I =20
> don't do the
> digest nor do I know how to set my computer to auto reply when I'm =20
> gone. But,
> perhaps someone could explain it for the benefit of all.
> Woody
>
> On May 29, 2006, at 1:21 AM, maggie at AVAM wrote:
>
>> I will be back in the office on June 1 and will reply to your
>> email =20=
>
>> as soon as I can.
>>
>> On May 29, 2006, at 3:00 AM, "TeacherArtExchange Discussion Group =20
>> 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
>
> I deleted miles of old digest prior to sending this message.
> 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: Please Don't Resend Digest
> From: "croberts" <croberts18@cox.net>
> Date: Mon, 29 May 2006 12:38:01 -0400
> X-Message-Number: 4
>
> Woody,
> You can do it under "Create Rule from Message"...which on Outlook
> Express is
> under Message. You probably have something similar for Mac.
> Carolyn
>
>
>
>
> I wonder if it is possible to set the automatic reply feature on
> peoples computers
> so they do not send the entire daily digest back to the list. It must
> be frustrating
> for some folks who are on dial-up or have limited storage space. I
> don't do the
> digest nor do I know how to set my computer to auto reply when I'm
> gone. But,
> perhaps someone could explain it for the benefit of all.
> Woody
>
> On May 29, 2006, at 1:21 AM, maggie at AVAM wrote:
>
>> 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
>
> I deleted miles of old digest prior to sending this message.
> Woody
>
> Woody, Retired in Albuquerque
> mailto:woodyduncan@comcast.net
>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Put Getty mail on hold while away
> From: "Judy Decker" <judy.decker@gmail.com>
> Date: Mon, 29 May 2006 13:01:57 -0400
> X-Message-Number: 5
>
> Dear Getty Folks,
>
> Rather than having your email program auto respond that you are gone,
> why not put your mail on hold? You can reactivate your account when
> you return.
>
> Go to this page to edit membership:
> http://www.getty.edu/education/teacherartexchange/login.html
>
> Sure... You will miss the posts while away, but you can always check
> them online.
> Just change the archive links to current month (first three letters)
> and 06. Archives are all available even though they are not on the
> site.
>
> Just thought I'd toss out this solution....
>
> Judy Decker
> Incredible Art Department
> http://www.princetonol.com/groups/iad/
> Incredible Art Resources
> http://www.princetonol.com/groups/iad/lessons/middle/
>
> ----------------------------------------------------------------------
>
> Subject: nudity in art
> From: Patricia Knott <pknott@enter.net>
> Date: Mon, 29 May 2006 13:31:48 -0400
> X-Message-Number: 6
>
> Today
> There was an article in the Philadelphia Inquirer addressing the
> issue of nudity in art
>
> http://www.philly.com/mld/inquirer/14691032.htm
>
> Although I have many reservations about showing much contemporary
> work that includes nudity ( it's more sexual than body adoration)
> I think the historical representations offer much in the way as to
> how the artists responds to issues of how we should regard the
> human form.
> We, Americans. are a little queer about how we regard the body.
>
> "Perhaps art is the best medium to spell the difference between
> Michelangelo and Playboy. It is a difference in poses, in lighting,
> and most of all, in intent. "
>
>
> We do a disservice to the history of art if we exclude the examples
> of important works that "honor" the human form. Just what do you
> show from the Greeks that don't have boobs?
>
> Let's not get pulled into any sense of supposed ethics that
> eliminates the important works all our students should know
> about. If I have to eliminate Michelangelo from my curriculum
> than I might as well eliminate everybody.
> The history of art is the history of the human -- and it includes
> Nudes.
>
> Patty
>
> ----------------------------------------------------------------------
>
> Subject: Re: nudity in art
> From: Eileen Lurker <eileen181@yahoo.com>
> Date: Mon, 29 May 2006 10:56:11 -0700 (PDT)
> X-Message-Number: 7
>
> For those teachers who do not show nudity in the art room, what do
> you do when you take your students to an art museum? Do you run in
> and cover all the nudes. I think a discussion about nudity in art
> and the beauty of the human body can solve many of the problems. I
> do not teach elementary, but I did teach Jr. High and I explained
> the use of the nudes in art and the fact that it is not done in the
> manner of Playboy. I once had a superintendent who asked me if I
> were giving a slide presentation would I pull the nudes or leave
> them in and I said I would leave them in. I have no idea why he
> asked me that question, but I am still working in the same school
> system 25 years later. We cannot take nudes out of the museum so
> why should we take them out of the classroom they are an important
> part of art history.
>
>
> Eileen Lurker
>
> ----------------------------------------------------------------------
>
> Subject: Re: nudity in art
> From: Woody Duncan <woodyduncan@comcast.net>
> Date: Mon, 29 May 2006 12:29:37 -0600
> X-Message-Number: 8
>
> When we (docents) were studying the art of Spain for our recent =20
> Spanish art exhibitions
> at the Albuquerque Museum, an unusual point was made. It seems that
> =20
> in a sculpture
> or painting of Christ on the cross, if the feet are slightly
> crossed =20
> (rather than straight)
> it was considered very sensual and therefore banned.
> It might be productive for students to research and discuss with
> how =20
> art is viewed as
> sensual (not just unclothed) across time and cultures. Different =20
> regions of Spain held
> different views on this same concern.
> Woody
>
> On May 29, 2006, at 11:56 AM, Eileen Lurker wrote:
>
>> I think a discussion about nudity in art and the beauty of the =20
>> human body can solve many of the problems. I do not teach =20
>> elementary, but I did teach Jr. High and I explained the use of
>> the =20=
>
>> nudes in art and the fact that it is not done in the manner of =20
>> Playboy. I once had a superintendent who asked me if I were giving
>> =20
>> a slide presentation would I pull the nudes or leave them in and I
>> =20
>> said I would leave them in. I have no idea why he asked me that =20
>> question, but I am still working in the same school system 25
>> years =20=
>
>> later. We cannot take nudes out of the museum so why should we
>> take =20=
>
>> them out of the classroom they are an important part of art history.
>
> 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: Put Getty mail on hold while away
> From: "M. Austin" <whest177@wheatstate.com>
> Date: Mon, 29 May 2006 13:40:10 -0500
> X-Message-Number: 9
>
> I agree - it can be frustrating receiving those automated replys.
> And can
> you imagine if just 20 of us did that over summer break?
> ~Michal
> K-12 Kansas Art Teacher
> http://www.geocities.com/theartkids
>
>> Rather than having your email program auto respond that you are gone,
>> why not put your mail on hold? You can reactivate your account when
>> you return.
>>
>> Go to this page to edit membership:
>> http://www.getty.edu/education/teacherartexchange/login.html
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: nudity in art
> From: "M. Austin" <whest177@wheatstate.com>
> Date: Mon, 29 May 2006 14:02:18 -0500
> X-Message-Number: 10
>
> First and foremost, you have to know your community and what they will
> accept. Yes, you can try educating the public, but I have a hard
> enough time
> getting my parents to come to conferences. And just how young do
> you start?
> I don't even teach "artists" to my primary, because they just weren't
> getting it. Instead, I introduce them to great children's
> illustrators. I
> also do not take my elementary students to museums, mainly because the
> museums are all quite a distance away, and the trips would all have
> to come
> out of my budget. However, I do take my high school students, and I
> do show
> nudes with them. There are so many thousands of great artworks to
> share that
> not showing nudes at the elementary has never been an issue. I have
> a hard
> enough time narrowing down what I do want to teach in that one hour
> a week
> not to worry about the nudity issue.
> ~Michal
> K-12 Kansas Art Teacher
> http://www.geocities.com/theartkids
>
>
>
>
>> For those teachers who do not show nudity in the art room, what do
>> you do
>> when you take your students to an art museum? Do you run in and
>> cover all
>> the nudes. I think a discussion about nudity in art and the beauty
>> of the
>> human body can solve many of the problems. I do not teach
>> elementary, but
>> I did teach Jr. High and I explained the use of the nudes in art
>> and the
>> fact that it is not done in the manner of Playboy. I once had a
>> superintendent who asked me if I were giving a slide presentation
>> would I
>> pull the nudes or leave them in and I said I would leave them in.
>> I have
>> no idea why he asked me that question, but I am still working in
>> the same
>> school system 25 years later. We cannot take nudes out of the
>> museum so
>> why should we take them out of the classroom they are an important
>> part of
>> art history.
>>
>
>
>
> ----------------------------------------------------------------------
>
> Subject: What is the BEST Art History text? (for High school)
> From: "Judy Decker" <judy.decker@gmail.com>
> Date: Mon, 29 May 2006 15:04:56 -0400
> X-Message-Number: 11
>
> Greetings Art Educators,
>
> Michael Gerrish needs the best art/art history text for Art/Art
> high school and/or Jr. College students. He got a title from a member
> of the list who
> is a teacher at Bucks County College in PA - but the email with title
> has now vanished (smile - you know how that can happen).
>
> I sent him Davis Publications Discovering Art History.... and I
> believe there is a HS version of Janson's Art History (but I don't
> have the exact title).
>
> Post to the list in case someone else out there is looking. I searched
> the archives and couldn't get previous thread to come up.
>
> Is there a Gardner for high school?
>
> What titles/authors do you prefer? Michael needs a text that students
> could use for independent work (without his aid).
>
> 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: What is the BEST Art History text? (for High school)
> From: Louise Neal <tamaru@epix.net>
> Date: Mon, 29 May 2006 16:08:47 -0400
> X-Message-Number: 12
>
> Dear Michael,
> Art in Focus by Mittler from Glencoe Corp. is the one I use
> for Independent Study kids. There is a whole lot additional support
> for this book. Louise
> On May 29, 2006, at 3:04 PM, Judy Decker wrote:
>
>> Greetings Art Educators,
>>
>> Michael Gerrish needs the best art/art history text for Art/Art
>> high school and/or Jr. College students. He got a title from a member
>> of the list who
>> is a teacher at Bucks County College in PA - but the email with title
>> has now vanished (smile - you know how that can happen).
>>
>> I sent him Davis Publications Discovering Art History.... and I
>> believe there is a HS version of Janson's Art History (but I don't
>> have the exact title).
>>
>> Post to the list in case someone else out there is looking. I
>> searched
>> the archives and couldn't get previous thread to come up.
>>
>> Is there a Gardner for high school?
>>
>> What titles/authors do you prefer? Michael needs a text that students
>> could use for independent work (without his aid).
>>
>> Regards,
>>
>> Judy Decker
>> Incredible Art Department
>> http://www.princetonol.com/groups/iad/
>> Incredible Art Resources
>> http://www.princetonol.com/groups/iad/lessons/middle/
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>
>
>
> ----------------------------------------------------------------------
>
> Subject: RE: What is the BEST Art History text? (for High school)
> From: "KPRS" <KPRS2@Earthlink.net>
> Date: Mon, 29 May 2006 18:27:27 -0400
> X-Message-Number: 13
>
>
>
>
> "Post to the list in case someone else out there is looking. I
> searched
> the archives and couldn't get previous thread to come up.
>
> Is there a Gardner for high school?
>
> What titles/authors do you prefer? Michael needs a text that students
> could use for independent work (without his aid)."
>
>
> This conversation comes up quite frequently on the listserve for AP
> Art
> History teachers. Here is our list
>
> Marilyn Stokstad's "Art Through The Ages"
> Gardner's Concise (Art History) (smaller version of Gardner's Art
> Through
> The Ages, which needs a wheelbarrow to transport)
> Laurie Schneider Adams "Art Across Time"
>
> I use Art History for Young People by Janson, but will readily
> admit that it
> is NOT high school or college level (it is 9th grade reading level,
> but I
> need to start my students at a base). I supplement my students
> reading with
> additional handouts and powerpoints.
>
> San D Hasselman
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Nudity in Art
> From: Aartteachr@aol.com
> Date: Mon, 29 May 2006 18:39:33 EDT
> X-Message-Number: 14
>
>
> In a message dated 5/29/2006 1:28:07 P.M. Eastern Standard Time,
> pknott@enter.net writes:
> Today
> There was an article in the Philadelphia Inquirer addressing the
> issue of nudity in art
>
> "Perhaps art is the best medium to spell the difference between
> Michelangelo and Playboy. It is a difference in poses, in lighting,
> and most of all, in intent. "
>
> Patti,
> I agree, This is also how I see it and explain it to parents and
> students in
> high school. I tell them to distinguish nudity in art by its
> message. Is its
> intention to convey a sexual, porn message? In other words, what
> was the
> artist's motives?
> All nudity is not bad...it is how we perceive it. Is it porn? Now
> when
> students in my classes see a nude in my art books they understand
> this concept
> and are not blown away. They get more disgusted with a girl in a
> boating ad
> just wearing a thong with her boobs hanging out.
> I went to a major expo of galleries and print companies in Miami a
> few years
> ago. There was an installation of a man on a table having
> intercourse with a
> woman, motorized no less. I was deeply offended by it because I
> felt the
> artist belittled my intelligence and judgement of what is
> decency . I did not
> think the artist's intent was convey anything more than shock.
>
> Is this so new? Actually art movements always went off the edge.
> Worhol's
> Campbell's Soup Can had the same effect. But, this installation
> went a little
> too far because it challenged society's values of decency. Are we
> even
> losing the boundaries of what that is in our culture? Where do we
> stop? Would
> someone want that fornicating sculpture in their living room?
> Worse, in a
> house with kids? Are we so fixated on the sexual that we can't
> discern anymore?
>
> I guess I must be getting old and have lost touch with what is our
> new
> trends in the arts.
>
> Marsh in Orlando
> The ole gray mare.
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: RE: What is the BEST Art History text? (for High school)
> From: Gabrielle Bliss <Gabrielle.Bliss@mpls.k12.mn.us>
> Date: Mon, 29 May 2006 20:05:26 -0600
> X-Message-Number: 15
>
> When I have taught Art History I based the class on Marilyn
> Stokstad's work and did"readings" for my students.
> The publisher has a fantastic web site that complements the book-
> which I used alot with High School Students.
> I also used an ONLINE high school text for much of the readings.
> (also has cool links.) The online text is pretty
> good. But I'll don't remember what it was called.
>
> Gabrielle in Mpls
>
> ----- Original Message -----
> From: KPRS <KPRS2@Earthlink.net>
> Date: Monday, May 29, 2006 5:27 pm
> Subject: RE: [teacherartexchange] What is the BEST Art History
> text? (for High school)
>
>>
>>
>>
>> "Post to the list in case someone else out there is looking. I
>> searchedthe archives and couldn't get previous thread to come up.
>>
>> Is there a Gardner for high school?
>>
>> What titles/authors do you prefer? Michael needs a text that students
>> could use for independent work (without his aid)."
>>
>>
>> This conversation comes up quite frequently on the listserve for AP
>> ArtHistory teachers. Here is our list
>>
>> Marilyn Stokstad's "Art Through The Ages"
>> Gardner's Concise (Art History) (smaller version of Gardner's Art
>> ThroughThe Ages, which needs a wheelbarrow to transport)
>> Laurie Schneider Adams "Art Across Time"
>>
>> I use Art History for Young People by Janson, but will readily
>> admit that it
>> is NOT high school or college level (it is 9th grade reading level,
>> but I
>> need to start my students at a base). I supplement my students
>> reading with
>> additional handouts and powerpoints.
>>
>> San D Hasselman
>>
>>
>>
>> ---
>> To unsubscribe go to
>> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>>
>
>
>
> ---
>
> END OF DIGEST
>
> ---
> teacherartexchange-65027E@lists.pub.getty.edu
>

---
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