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Re:[teacherartexchange] teacherartexchange digest: May 30, 2006

---------

From: maggie at AVAM (maggie_at_TeacherArtExchange)
Date: Wed May 31 2006 - 00:22:35 PDT


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

On May 31, 2006, at 3:00 AM, "TeacherArtExchange Discussion Group
digest" <teacherartexchange@lists.pub.getty.edu> wrote:

> TEACHERARTEXCHANGE Digest for Tuesday, May 30, 2006.
>
> 1. Re:teacherartexchange digest: May 29, 2006
> 2. Secondary Level Poster Lesson
> 3. Interested in Korean Art?
> 4. Getty settings
> 5. Re: Secondary Level Poster Lesson
> 6. Re: visual journaling
> 7. Re: visual journaling
> 8. Re: Secondary Level Poster Lesson
> 9. Need to make a decision
> 10. Re: Need to make a decision
> 11. RE: Need to make a decision
> 12. Re: Need to make a decision
> 13. Re: Need to make a decision
> 14. RE: Need to make a decision
>
> ----------------------------------------------------------------------
>
> Subject: Re:teacherartexchange digest: May 29, 2006
> From: maggie at AVAM <maggie@avam.org>
> Date: Tue, 30 May 2006 03:21:59 -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 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
>>
>> ---
>> maggie@avam.org
>> teacherartexchange-65027E@lists.pub.getty.edu
>>
>
> ----------------------------------------------------------------------
>
> Subject: Secondary Level Poster Lesson
> From: "Kevan Nitzberg" <knitzber@ties2.net>
> Date: Tue, 30 May 2006 06:20:32 -0500
> X-Message-Number: 2
>
> Here is an idea for working with a design class on a poster
> project. I do
> the following with a high school art lab class that also explores
> printmaking and photoshop applications as well. This assignment is
> more of
> an initial idea generation project that also gives students an
> opportunity
> to consider effective communication using a combination of image
> and text.
> Here is the link to my web site for this year's completed work on this
> project:
>
> http://www.anoka.k12.mn.us/education/projects/projects.php?
> sectionid=27352
>
> While the students ultimately select the project theme that they
> wish to
> explore, the following list is presented to them to help them think
> about
> theme and message:
>
> Ideas for Poster Project:
> Craft /Printmaking Lab - Mr. Nitzberg
>
>
> 1. A poster that proclaims sayings by highly creative people - does
> not just
> have to be limited to artists.
>
> 2. A poster with list of ways that highly creative artists get
> their ideas
> for their art.
>
> 3. A poster listing the purposes of art in society.
>
> 4. A poster listing the ways in which artful living improves our
> individual
> and
> collective worlds.
>
> 5. Posters of artwork by contemporary artists that are really
> famous, but
> very
> unfamiliar to this community - especially work that pushes the
> edges of
> what is
> considered art.
>
> 6. A poster listing the ways people earn part or all of their
> living because
> they are
> artists.
>
> 7. A poster listing the ways we are daily deceived by art and design
> (subliminal
> learning), used in mass merchandising and politics.
>
> 8. A poster that illustrates / communicates a particular historical
> art
> style or period,
> including a list of artists and notable works from the topic
> selected.
>
> 9. A poster that proclaims a particular artistic event - either
> contemporary
> or
> historic.
>
> 10. A poster that illustrates a range of art forms from different
> cultures.
>
> Further considerations for designing the poster are as follows:
>
> Posters are a method of communication just like books, movies or
> Web sites:
> The better your poster design, the more likely your audience will
> understand
> your project
>
> Best Practices in Planning and Design:
> No matter what the subject of the poster is, an effective poster is:
>
> * attractive
> * well-organized
> * self-explanatory
> * careful in linking text and imagery
> * appropriate to the audience at hand
>
>
> Follow the 5 steps below when you design your poster, and you'll be
> more
> likely to achieve all of these characteristics of effective posters.
>
> Step 1: Determine the single most important message of your poster
> by asking
> yourself: If my viewer carries away one idea, what do I want it to
> be? Or,
> what is the big, take-home message that I want to convey? The
> answer will be
> the central theme that determines your entire poster design. It
> should be
> clearly expressed in the title (which should be the largest piece
> of text on
> the poster, readable from at least 5 feet away), and should be
> supported in
> every element that you decide to include in the poster design.
>
> Step 2: Decide the major sections of information that you will
> include to
> support your main point, and organize these into a logical flow of
> information. Many effective posters include sections such as:
> ? a statement of an issue, topic or event (visual / written)
> ? a description (sub text)
> ? directions to be taken (implied or stated)
> You should adapt these section categories according to your
> project, method,
> and stage in the research. The important point is that your
> information be
> visually appealing, and then organized into a self-explanatory,
> logical
> progression that someone can understand even in your absence. Think
> carefully about your audience as you compose your text. The
> audience will
> be varied and not necessarily 'up' on your topic / theme. Finally,
> keep in
> mind that you can only make a limited number of points in the space
> of your
> poster, and, often, less is more.
>
> Step 3: Select images and graphics that are closely tied to your major
> points. There should be a clear reason for each image, and each
> image should
> be tied to the text. Avoid cluttering the poster with too many
> images-if the
> connection between an image and one of your main points is not
> immediately
> clear, don't include it just for the sake of visual appeal. At the
> same
> time, be sure that your poster is not too text-heavy and, thus,
> unappealing
> or overwhelming. Aim for balance between text and graphics.
>
> Step 4: Experiment with layout and presentation. Move things around
> before
> gluing down. Decide on a layout that best fits the 5
> characteristics above.
> Some design basics to keep in mind:
>
> ? White space (the area not covered with text or graphics):
> not too
> much (or the viewer's eye will wander), not too little (or you'll
> confuse
> and overwhelm your viewer).
> ? Fonts: 18-24 minimum font size. Not more than 3 or 4 text
> fonts.
> Avoid all capital letters, except in titles.
> ? Color: Background should typically be a solid color, not a
> pattern.
> Avoid juxtaposing colors that clash or that fade each other out.
> Avoid too
> using too many colors. Use more intense colors only as borders or for
> emphasis, but be conservative--overuse of color is distracting.
> ? Cropping, Margins, and Spacing: All edges and margins
> should be
> straight and even. Use a ruler and razor knife. Overcrowding space
> may be
> distracting. Be attentive to balance from top to bottom and side-
> margin to
> side-margin. Organize your elements into columns, rather than a
> book-style,
> left to right page-layout.
>
> Step 5: Do a final edit of text, graphics, and the links between
> the two to
> assure that your poster meets the 5 characteristics above.
>
> Materials are left open. Students may work in paint, collage,
> marker, oil
> pastel or color pencil or a combination of media. The actual
> surface worked
> on is either white or black poster board that is 22" x 28" in size.
>
>
> Here's wishing everyone a successful end of the school year,
>
>
> Kevan
>
>
> ----------------------------------------------------------------------
>
> Subject: Interested in Korean Art?
> From: "Judy Decker" <judy.decker@gmail.com>
> Date: Tue, 30 May 2006 08:46:09 -0400
> X-Message-Number: 3
>
> Dear Art Educators,
>
> I got a link request for this commercial site.
>
> http://www.AntiqueAlive.com
>
> There are some excellent essays on the site - however, I was not able
> to right click to copy and paste or save images so I will not be
> adding a link to it.
>
> I did save one essay to file and was able to get the images that way,
> but still could not select text to copy into a handout for students.
>
> I respect their copyright - but I also believe in Fair Use for
> educators.... The person who requested the link wrote that they do
> allow Fair Use.... You just have to jump through hoops to get it I
> guess (smile).
>
> Regards,
>
> Judy Decker
> Incredible Art Department
> http://www.princetonol.com/groups/iad/
> Incredible Art Resources
> http://www.princetonol.com/groups/iad/lessons/middle/
>
> ----------------------------------------------------------------------
>
> Subject: Getty settings
> From: "Sears, Ellen" <ELLEN.SEARS@Anchorage.kyschools.us>
> Date: Tue, 30 May 2006 08:59:59 -0400
> X-Message-Number: 4
>
> I was out a lot this Spring - my dad was ill - and our school changed
> e-mail addresses (and they changed the locks on the doors too - but I
> don't take it personally). Our system will recognize my old
> address for
> another 6 months, so I was still Getty mail, but I couldn't respond
> because it was sent from the new e-mail. So I registered.. but can't
> stop the old because it wouldn't recognize the command from the new
> - so
> I have been getting doubles of all getty posts.
> The only thing I can think of is to switch the new to no posts... and
> just keep getting the old.
>
> Any other ideas? My brain isn't that clear right now - end of the
> year
> and everything else...=20
> Ellen
>
> ----------------------------------------------------------------------
>
> Subject: Re: Secondary Level Poster Lesson
> From: Marvin Bartel <marvinpb@goshen.edu>
> Date: Tue, 30 May 2006 09:00:55 -0400
> X-Message-Number: 5
>
> Kevan,
> Thanks for sharing an excellent poster assignment. Good content
> for students to think about. I found that when I asked students to
> pick content that they believed in and that they felt would make
> the world a better place, it resulted in more wholesome content
> that was great to display.
> Marvin
>
> ----------------------------------------------------------------------
>
> Subject: Re: visual journaling
> From: Jayna Huffines <jayna_99@yahoo.com>
> Date: Tue, 30 May 2006 07:11:21 -0700 (PDT)
> X-Message-Number: 6
>
> I haven't forgotten about sending you photos of my
> work and the kids', but I have forgotten to take the
> pictures! I am getting ready to go get a digi camera
> right now....
>
> --- Marian Colman <mcolman2@charter.net> wrote:
>
>> Hi Jayna,
>>
>> What are the prompts you used? I want to do more
>> with visual
>> journaling in the Fall. Have you checked out
>> Michael Bell's site?
>>
>> http://www.visualjournaling.com/
>>
>> It's a great resource with examples of visual
>> journals from well
>> known artists as well as student journals.
>>
>> Marian
>>
>> ---
>> To unsubscribe go to
>>
> http://www.getty.edu/education/teacherartexchange/unsubscribe.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: Re: visual journaling
> From: Jayna Huffines <jayna_99@yahoo.com>
> Date: Tue, 30 May 2006 10:55:35 -0700 (PDT)
> X-Message-Number: 7
>
> Sorry folks, didn't mean to send my last post out to
> the whole list...
>
>
>
> 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: Re: Secondary Level Poster Lesson
> From: Patricia Knott <pknott@enter.net>
> Date: Tue, 30 May 2006 17:26:05 -0400
> X-Message-Number: 8
>
>
> On May 30, 2006, at 9:00 AM, Marvin Bartel wrote:
>
>> Kevan,
>> Thanks for sharing an excellent poster assignment. Good content
>> for students to think about. I found that when I asked students to
>> pick content that they believed in and that they felt would make
>> the world a better place, it resulted in more wholesome content
>> that was great to display.
>> Marvin
>>
>>
>
>
> I too would also like to thank Kevan for the comprehensive
> suggestions.
>
> More and more I get asked by members of the community to have
> students design posters, brochure covers, t-shirt designs, etc. I
> always say yes to these requests to keep "art in the spotlight"
> within the community. Often the subject is specified and it's
> always the same kind of thing. My kids rack their brains trying to
> come up with new ideas. Although I agree with Marvin that personal
> choice in content works best, there is something to be said for
> "real world" assignments where the content/theme is chosen by the
> client and the artist has to produce to that theme. I try to give
> the lesson that most artists, when starting out, have to a lot of
> stuff that pleases the client more than it pleases the artist, but
> you can design something and keep your own integrity even if you
> have to meet the limited knowledge of those making the choices.
>
> All of us artists, no matter what field we chose, need to teach what
> is good design and effective communication no matter how
> unsophisticated the client's taste is.
>
> I would add another step to Kevan's list.
>
> ... an evaluation and justification of the composition
> tell the client why the artist choice is better than the popular
> choice
>
> I say this because my kids have found, that no matter how different
> they try to get with designs, the community requesters most often
> choose the "cutsie." They get very frustrated.
>
> I am SOOOOO ready for this year to be over. It's been the most
> challenging so far. I still have until June 16 then back again Aug
> 22 and a summer filled with grad classes and curriculum writing.
> Whatever happened to summers off?
>
> Patty
>
> ----------------------------------------------------------------------
>
> Subject: Need to make a decision
> From: StacieMich@aol.com
> Date: Tue, 30 May 2006 21:09:04 EDT
> X-Message-Number: 9
>
> First off, I'd like to thank everyone on this list for all of their
> support,
> wonderful advice and lessons this past year. It helped me
> tremendously during
> my first year of teaching. I plan on getting some of my lessons
> together
> with photos to share with you all this summer.
>
> So, I made it. I survived my first year of teaching. It
> definitely was the
> biggest challenge I've taken on, besides running a marathon, in my
> life.
> Actually, it was much tougher than the marathon, but I survived
> both. I am
> exhausted and have been cleaning out my room all day. At the end,
> I said goodbye to
> a few teary eyed students, received some sweet gifts and cards and
> felt
> relief at the departure of others. I had my art show last week,
> which was a
> terrible decision...never again will I do one the last week of
> school. Last week
> was such a whirlwind and nightmare that I don't even know what
> happened. I
> never had time to stop, never had a chance to take a moment to
> reflect or to say
> proper goodbyes to some of the students I actually will miss. It
> went though,
> over 200 pieces of art. I tried so hard to make it perfect, and
> there simply
> was not enough time. It did look beautiful though. I only wish I
> had had the
> time to enjoy it.
>
> So, now I am faced with a tough decision for next year. I have
> been informed
> that I need to decide on elementary or middle school for next
> year. I was
> leaning toward elementary after realizing that those students
> appreciate me so
> much more than the older ones. They actually look forward to my
> class, and I
> found out that I was able to teach them more. They had a general
> interest in
> art and even learning about artists. Well, here's the catch. If I
> take
> elementary, I lose my room. I'll be on a cart traveling from room
> to room. Many
> rooms don't have sinks, so that will definitely limit my projects.
> If I take
> middle, I get to keep my room, but I will have to deal with all of
> those bad
> attitudes and the students who don't want to take my class. I'm
> really torn. I'm
> trying to figure out which will be a better situation for me in the
> end. Of
> course, I'm going to put out my resume just in case another
> opportunity pops
> up, but I'm feeling pretty low. I don't want to give up my room.
> I hate the
> thought of having to share it with another teacher. It's already
> so small, and
> I like to set it up and have my art library and play my music...but
> I really
> don't know if I can learn how to deal with the middle schoolers in
> a more
> effective manner next year. They are so disrespectful and have no
> desire to
> learn. About five of them failed my class, and I had to really
> work at passing
> five others. Many of them failed the entire year because they have
> no motivation
> whatsoever. I'm torn! What would you do?
>
> Thanks again,
>
> Stacie d'Albenas
>
> ----------------------------------------------------------------------
>
> Subject: Re: Need to make a decision
> From: "M. Austin" <whest177@wheatstate.com>
> Date: Tue, 30 May 2006 20:48:58 -0500
> X-Message-Number: 10
>
> Middle school is not for everyone. You either like this age group
> or you
> don't. I don't know if I like them because I have had children of
> my own go
> through that phase, if they just kind of grew on me, or if I always
> did like
> them. Since you aren't sure, I don't think I'd take a middle school
> position
> unless I really enjoyed them because their energy level can be
> draining. As
> for being on a cart, I was on one at my elementary school for
> years, and it
> wasn't that big of deal. You adapt rather quickly, and if you work
> at being
> organized, there really isn't any project you can't do.
> ~Michal
> K-12 Kansas Art Teacher
> http://www.geocities.com/theartkids
>
>> but I really
>> don't know if I can learn how to deal with the middle schoolers in
>> a more
>> effective manner next year. /
>
>
>
> ----------------------------------------------------------------------
>
> Subject: RE: Need to make a decision
> From: "Alix Peshette" <apeshet@sbcglobal.net>
> Date: Tue, 30 May 2006 18:57:51 -0700
> X-Message-Number: 11
>
> Stacie,
> I would suggest that you stay in the middle school where you will have
> your own classroom. It's terribly exhausting to do art-on-a-cart!
> Plus, you are never on your own turf. Also, when you have your own
> room, you have much more control over supplies, student movement and
> storage of art in progress - something that is very hard to control
> from
> an art cart.
>
> I know you are a first year teacher - and frankly, the first three
> years
> are the hardest. By the time you hit the fourth year, you will
> have all
> your projects worked out and will be able to refine, elaborate on them
> and develop new curriculum.
>
> Believe it or not, middle school kids are extremely loveable once they
> understand that you are undisputed Empress of the Room. There are two
> big secrets to middle school kids: 1) They desperately want to
> know if
> you like them just for themselves. They know their parents "have" to
> like them, but they aren't sure about other adults. To test this out,
> they will do behaviors that they know are unacceptable at home,
> just to
> see your reaction. Your reaction can be amused-disapproval, with a
> verbal reiteration of what behavior you expect from them. They
> need to
> hear your expectations about 1000 times in the first few weeks, then
> only 100 times each week.
>
> The second secret to middle school kids is their need for power over
> something in their life. They have just realized that they are
> powerless - and they hate it. Give them projects that have 'hooks' in
> them that tickle and delight the teenage soul. They love food, money,
> surrealism, things out of proportion, and anything that glorifies them
> in some good way.
>
> They also absolutely crave the knowledge of how to draw so that things
> look real. This is where most kids stop with art - they can't make
> things look real because they don't know proportion, scale, dimension
> and shading. Research suggests that most adults draw at an eleven
> year
> old level - because they stopped drawing once they felt ashamed that
> their work didn't look real! Short drawing lessons using things that
> they can destroy as they draw are always a hit. Start with foam cups;
> let them tear chunks out and arrange a still life - then draw it.
> Teaching realism in drawing works best (for me) in short chunks of
> time,
> a couple times a week.
>
> Stacie, sorry to be so long and preachy about this. I taught middle
> school art for 18 years. The first three years were a living
> hell. Now
> I adore that age group! Now I work with adult learners in
> technology in
> my district and while I love my new position, I do miss the
> interaction
> with the kids!
>
> -Alix
> Technology Training Specialist
> 18 years of middle school and still sane!!
>
> -----Original Message-----
> From: StacieMich@aol.com [mailto:StacieMich@aol.com]
> Sent: Tuesday, May 30, 2006 6:09 PM
> To: TeacherArtExchange Discussion Group
> Subject: [teacherartexchange] Need to make a decision
>
>
> First off, I'd like to thank everyone on this list for all of their
> support,
> wonderful advice and lessons this past year. It helped me
> tremendously
> during
> my first year of teaching. I plan on getting some of my lessons
> together
> with photos to share with you all this summer.
>
> So, I made it. I survived my first year of teaching. It
> definitely was
> the
> biggest challenge I've taken on, besides running a marathon, in my
> life.
>
> Actually, it was much tougher than the marathon, but I survived
> both. I
> am
> exhausted and have been cleaning out my room all day. At the end, I
> said goodbye to
> a few teary eyed students, received some sweet gifts and cards and
> felt
> relief at the departure of others. I had my art show last week, which
> was a
> terrible decision...never again will I do one the last week of school.
> Last week
> was such a whirlwind and nightmare that I don't even know what
> happened.
> I
> never had time to stop, never had a chance to take a moment to reflect
> or to say
> proper goodbyes to some of the students I actually will miss. It went
> though,
> over 200 pieces of art. I tried so hard to make it perfect, and there
> simply
> was not enough time. It did look beautiful though. I only wish I had
> had the
> time to enjoy it.
>
> So, now I am faced with a tough decision for next year. I have been
> informed
> that I need to decide on elementary or middle school for next year. I
> was
> leaning toward elementary after realizing that those students
> appreciate
> me so
> much more than the older ones. They actually look forward to my
> class,
> and I
> found out that I was able to teach them more. They had a general
> interest in
> art and even learning about artists. Well, here's the catch. If I
> take
>
> elementary, I lose my room. I'll be on a cart traveling from room to
> room. Many
> rooms don't have sinks, so that will definitely limit my projects.
> If I
> take
> middle, I get to keep my room, but I will have to deal with all of
> those
> bad
> attitudes and the students who don't want to take my class. I'm
> really
> torn. I'm
> trying to figure out which will be a better situation for me in the
> end.
> Of
> course, I'm going to put out my resume just in case another
> opportunity
> pops
> up, but I'm feeling pretty low. I don't want to give up my room. I
> hate the
> thought of having to share it with another teacher. It's already so
> small, and
> I like to set it up and have my art library and play my music...but I
> really
> don't know if I can learn how to deal with the middle schoolers in a
> more
> effective manner next year. They are so disrespectful and have no
> desire to
> learn. About five of them failed my class, and I had to really
> work at
> passing
> five others. Many of them failed the entire year because they have no
> motivation
> whatsoever. I'm torn! What would you do?
>
> Thanks again,
>
> Stacie d'Albenas
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
>
> ----------------------------------------------------------------------
>
> Subject: Re: Need to make a decision
> From: Occasm@aol.com
> Date: Tue, 30 May 2006 22:15:18 EDT
> X-Message-Number: 12
>
> A wonderful post Alix and completely true.
>
> MIke Sacco
>
> ----------------------------------------------------------------------
>
> Subject: Re: Need to make a decision
> From: Woody Duncan <woodyduncan@comcast.net>
> Date: Tue, 30 May 2006 22:25:48 -0600
> X-Message-Number: 13
>
> I have to agree with Michal here. Some teachers know they belong in
> =20
> middle school.
> Those who do love it. I've heard too often, when people find out I =20
> taught middle school
> for 27 years, Bless you !! I laugh, but I understand, yet I loved =20
> every minute of it. If you
> are not cut out for middle school then teach a different level.
> It's =20
> important to find your
> nitch and then work at being the best at what fits you. The kids
> will =20=
>
> benefit from it.
> Woody
>
> On May 30, 2006, at 7:48 PM, M. Austin wrote:
>
>> Middle school is not for everyone. You either like this age group =20
>> or you don't.
>>
>>> but I really
>>> don't know if I can learn how to deal with the middle schoolers
>>> in =20=
>
>>> a more
>>> effective manner next year. /
>
> 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: Need to make a decision
> From: "Leslie Miller" <zandeerae@comcast.net>
> Date: Wed, 31 May 2006 00:45:57 -0400
> X-Message-Number: 14
>
> Yes, My friend, George, doesn't understand how I taught elementary
> and I
> don't understand how he taught Middle school, and yet when I see
> him in his
> classroom with 6th, 7th, and 8th graders I see a genius, who loves
> his work
> and kids who love what they are doing.
> Les
>
> Leslie A.Miller
> ORIGINAL PAPERCUTS
> Midway Studios
> 15 Channel Center Street, #309
> Boston, MA 02210
> www.originalpapercuts.com (coming soon)
> and www.fountainstreetstudios.com
> zandeerae@comcast.net
>
>
> -----Original Message-----
> From: Woody Duncan [mailto:woodyduncan@comcast.net]
> Sent: Wednesday, May 31, 2006 12:26 AM
> To: TeacherArtExchange Discussion Group
> Subject: Re: [teacherartexchange] Need to make a decision
>
>
> I have to agree with Michal here. Some teachers know they belong in
> middle school.
> Those who do love it. I've heard too often, when people find out I
> taught middle school
> for 27 years, Bless you !! I laugh, but I understand, yet I loved
> every minute of it. If you
> are not cut out for middle school then teach a different level. It's
> important to find your
> nitch and then work at being the best at what fits you. The kids will
> benefit from it.
> Woody
>
> On May 30, 2006, at 7:48 PM, M. Austin wrote:
>
>> Middle school is not for everyone. You either like this age group
>> or you don't.
>>
>>> but I really
>>> don't know if I can learn how to deal with the middle schoolers in
>>> a more
>>> effective manner next year. /
>
> 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
>
> ?The function of the overwhelming majority of your artwork
> is simply to teach you how to make the small fraction
> of your artwork that soars.? from: ?Art & Fear?
>
> 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
>
>
>
>
> ---
> 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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