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Lesson Plans


no more e-mail!

[ Thread ][ Subject ][ Author ][ Date ]
Glen Smith (gsmith)
Tue, 2 Nov 1999 16:03:26 -0500


please stop sending me these e-mails
-----Original Message-----
From: artsednet-digest <owner-artsednet-digest.edu>
To: artsednet-digest.edu
<artsednet-digest.edu>
Date: Tuesday, November 02, 1999 3:43 PM
Subject: artsednet-digest V2 #1826

>
>artsednet-digest Tuesday, November 2 1999 Volume 02 : Number 1826
>
>
>
>This edition includes :
>Re: non art certified possible?--but not easy!
>Art room tables and chairs
>Re: inclusion to what point...?
>Re: Types of experience2
>Re: Sharing an art room
>[none]
>research
>Re: cleaning brushes....
>Re: Re: non art certified possible?
>resuming chat
>
>----------------------------------------------------------------------
>
>Date: Tue, 2 Nov 1999 06:45:17 -0500
>From: "Sharon Barrett Kennedy" <sharonbk>
>Subject: Re: non art certified possible?--but not easy!
>
>I graduated from college in '79 with a degree in Studio Art and electives
>all over the place, including in education, psych, and adaptive recreation.
>Worked for several years in nursing homes/homes for adults as an activities
>director (and had worked as an art counselor in a variety of summer camps
>before that over the years).
>
>I made the decision to pursue art ed certification starting in '88 and
found
>the first snag--as a single mom I didn't have time to take more than 1
class
>per semester, and yet because I was only taking one class, I didn't qualify
>for financial assistance. And yet as a single mom, I didn't have the MONEY
>to pay for college courses out of pocket on a regular basis, so I had to
>take classes when I could afford to. I finally finished all course work
and
>practica (practicums?)--with the exception of student teaching --in 1996!!
>I took National Teacher Exams the same year.
>
>In '92 I'd started working as a TA in an elementary school, figuring it
>would be a good foot in the door. HOWEVER, since I hadn't student taught I
>was, therefore, uncertified, and I simply could NOT get a teaching
position.
>In this district as well as others in this area, competition is fierce and
>certification is simply required....
>
>I watched some very young, right out of college certified art teachers get
>jobs, and it was frustrating because I knew I had so much more classroom
>experience (like 7 years in an elementary school by that point, as well as
>years in therapeutic rec, etc., etc.).
>
>And yes--I tried to have the state waive part of the student teaching
>requirements based on my daily classroom experience. I also went beyond the
># of hours that were required for practicums. I even "volunteered" to
>student teach over the course of a YEAR in the afternoons at the high
>school/middle school level (since the day is longer). But there was no
>flexibility with the "system," and the bottom line was that I couldn't quit
>my (part time) job as a TA for 4 months in order to do traditional student
>teaching.
>
>Incidentally, I'd figured up that it would cost me about $8000 to student
>teach between what I'd lose in income, what I'd have to pay to keep my
>insurance going--even if I could work it as a leave of absence--and what
I'd
>have to pay for student teaching (as a course). Again, as a single mom,
>this was just out of the question.
>
>This year I was hired by a private school as a middle/high school art
>teacher. FINALLY I'm teaching, though it's taken me 11 years to accomplish
>this!! And the best part about this is that since I'm teaching at an
>ACCREDITED private school, I will qualify for certification after this
year.
>(And go figure--just after I'd accepted the position at the private school,
>I got 2 calls from public schools asking me to interview for positions. I
>wasn't interested at that point, plus I'd already signed the contract.)
>
>While I'm not sure I'll jump back into the public school arena once I'm
>certified, at least I know that I'll be more competitive in this and in
>surrounding school districts.
>
>I'm all for making sure that art teachers are very well qualified and feel
>very strongly that they should have some art ed classes including various
>methods classes, etc, under their belt. However, from my experience, I can
>also say that lack of certification does not necessarily mean that someone
>is unqualified to be a teacher.
>
>------------------------------
>
>Date: Tue, 02 Nov 1999 07:08:51 -0500
>From: "Sharon Heneborn" <heneborn>
>Subject: Art room tables and chairs
>
>> THIS MESSAGE IS IN MIME FORMAT. Since your mail reader does not
understand
>this format, some or all of this message may not be legible.
>
>- --MS_Mac_OE_3024371332_140338579_MIME_Part
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>
>I posted this suggestion over a year ago. My supervisor saw the tennis
>balls and took the idea to the nursing home where his mother lives.
>Now all the nursing homes in the area have balls on the walkers. It
>is amazing how much quieter the classroom is with those balls. The
>traction of the balls prevents the stools from sliding out from under
>the wiggley artists. It is one of those ideas you wish you had thought
>of years before to save some wear and tear on your nerves. My
>students need to put the stools/chairs on the table top at the end of
>the day. The noise level is so much less and the stools don't slip
>back and wipe out the students. I have had chairs and stools. Prefer
>stools in a crowded room. Those artists who prefer to stand are not
>encumbered with a chair. We never have art periods long enough to get
>tired on a stool. I wish!
>Sharon, NJ
>
>Date: Wed, 27 Oct 1999 18:33:52 EDT
>From: Moonbeargj
>Subject: Re: art room tables and chairs/stools
>
>I like stools also. But they can make a terrible racket when moved
>across
>the linoleum floor. My husband has drilled a hole in enough tennis
>balls to
>go on the legs of all 30 stools. The difference is unbelievable. The
>children love it and it has changed my life.....the room is much
>quieter!
>Think I heard about the idea first on this list serve some time ago
>but was
>reminded of it recently when I saw a nursing home resident with them
>on the
>legs of her walker.
>
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><HTML>
><HEAD>
><TITLE>Art room tables and chairs</TITLE>
></HEAD>
><BODY BGCOLOR=3D"#FFFFFF">
><TT>I posted this suggestion over a year ago. My supervisor saw the tennis
=
>balls and took the idea to the nursing home where his mother lives.
&nbsp;No=
>w all the nursing homes in the area have balls on the walkers. &nbsp;It is
a=
>mazing how much quieter the classroom is with those balls. The traction of
t=
>he balls prevents the stools from sliding out from under the wiggley
artists=
>. It is one of those ideas you wish you had thought of years before to save
=
>some wear and tear on your nerves. &nbsp;My students need to put the
stools/=
>chairs on the table top at the end of the day. &nbsp;The noise level is so
m=
>uch less and the stools don't slip back and wipe out the students. &nbsp;I
h=
>ave had chairs and stools. &nbsp;Prefer stools in a crowded room.
&nbsp;Thos=
>e artists who prefer to stand are not encumbered with a chair. &nbsp;We
neve=
>r have art periods long enough to get tired on a stool. &nbsp;I wish!
&nbsp;=
><BR>
>Sharon, NJ<BR>
><BR>
>Date: Wed, 27 Oct 1999 18:33:52 EDT<BR>
>From: <FONT COLOR=3D"#0000FF"><U>Moonbeargj<BR>
></U></FONT>Subject: Re: art room tables and chairs/stools<BR>
><BR>
>I like stools also. &nbsp;But they can make a terrible racket when moved
ac=
>ross <BR>
>the linoleum floor. &nbsp;My husband has drilled a hole in enough tennis
ba=
>lls to <BR>
>go on the legs of all 30 stools. &nbsp;The difference is unbelievable.
&nbs=
>p;The <BR>
>children love it and it has changed my life.....the room is much quieter!
&=
>nbsp;<BR>
>Think I heard about the idea first on this list serve some time ago but
was=
> <BR>
>reminded of it recently when I saw a nursing home resident with them on
the=
> <BR>
>legs of her walker.<BR>
></TT>
></BODY>
></HTML>
>
>- --MS_Mac_OE_3024371332_140338579_MIME_Part--
>
>------------------------------
>
>Date: Tue, 02 Nov 1999 07:29:47 -0600
>From: Kimberly Anne Herbert <kimberly>
>Subject: Re: inclusion to what point...?
>
>- --------------0A41BE98D500A9A6821FC1CA
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>Your message did get through the first time, the bounce back was probably
from
>someone who did not sign off the list properly. Generally I think
inclussion is
>great for the majority of students. But it has to be the least restrictive,
most
>appropriate placement for the child, and the parent of a medically fragile
child
>should have final say about the most appropriate placement. I can't believe
your
>school district is suing a parent, who is trying to protect the health of
her
>child. Another consideration has to be the safety of other students. If an
>emotionally disturbed child is a credible threat (ie assults or threatens
to
>assult other students) to other students, that child should be removed.
>Kimberly Herbert
>
>PurpleArt wrote:
>
>> Hello friends, I posted this message a week ago, and just got it returned
>> today as undeliverable. I am going to try again, so if you already did
>> receive this once before, please disregard! I will add one point before
I
>> recopy my situation: I usually and enthusiastically support the
inclusion of
>> a wide variety of students with abilities and disabilities in my art
>> classroom. However, the following is a recent concern:
>>
>> May I ask what your collective opinions are regarding total inclusion
with
>> students who are severely disabled both physically (blind, deaf &
paralyzed)
>> and mentally and are so
>> medically fragile that they rely on a nurse and a full time Education
>> Assistant to just survive the day in a public school setting? I have
>> experienced severely fragile, disabled students who suffer frequent grand
mal
>> seizures and others who
>> often choked on their own saliva. We have no way of knowing what, if
any,
>> benefit-educationally or otherwise-these kids derive from sitting in a
wheel
>> chair, or lying on a slanted table in a public school classroom all day
long.
>> At the moment, our school district in it's infinite wisdom is charging a
>> parent
>> for the truancy of her multiply, severely disabled daughter. The mother
>> insists that public school is not the least restrictive, most beneficial
>> placement for her daughter so has kept her home for the past few months
while
>> the school hounds her to send the girl to school on the bus. When do
>> sensitivity and
>> common sense prevail?
>
>- --
>"A room without books is like a body without a soul" - Cicero
>Page me through ICQ http://wwp.icq.com/28986800 - Home
>Page me through ICQ http://wwp.icq.com/30330163 - Work
>
>
>- --------------0A41BE98D500A9A6821FC1CA
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><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
><HTML>
>Your message did get through the first time, the bounce back was probably
>from someone who did not sign off the list properly. Generally I think
>inclussion is great for the majority of students. But it has to be the
>least restrictive, <B>most appropriate placement </B>for the child, and
>the parent of a medically fragile child should have final say about the
>most appropriate placement. I can't believe your school district is suing
>a parent, who is trying to protect the health of her child. Another
consideration
>has to be the safety of other students. If an emotionally disturbed child
>is a credible threat (ie assults or threatens to assult other students)
>to other students, that child should be removed.
><BR>Kimberly Herbert
><P>PurpleArt wrote:
><BLOCKQUOTE TYPE=CITE>Hello friends, I posted this message a week ago,
>and just got it returned
><BR>today as undeliverable.&nbsp; I am going to try again, so if you
already
>did
><BR>receive this once before, please disregard!&nbsp; I will add one point
>before I
><BR>recopy my situation:&nbsp; I usually and enthusiastically support the
>inclusion of
><BR>a wide variety of students with abilities and disabilities in my art
><BR>classroom.&nbsp; However, the following is a recent concern:
><P>May I ask what your collective opinions are regarding total inclusion
>with
><BR>students who are severely disabled both physically (blind, deaf &amp;
>paralyzed)
><BR>and mentally and are so
><BR>medically fragile that they rely on a nurse and a full time Education
><BR>Assistant to just survive the day in a public school setting?&nbsp;
>I have
><BR>experienced severely fragile, disabled students who suffer frequent
>grand mal
><BR>seizures and others who
><BR>often choked on their own saliva.&nbsp; We have no way of knowing what,
>if any,
><BR>benefit-educationally or otherwise-these kids derive from sitting in
>a wheel
><BR>chair, or lying on a slanted table in a public school classroom all
>day long.
><BR>&nbsp;At the moment, our school district in it's infinite wisdom is
>charging a
><BR>parent
><BR>for the truancy of her multiply, severely disabled daughter.&nbsp;
>The mother
><BR>insists that public school is not the least restrictive, most
beneficial
><BR>placement for her daughter so has kept her home for the past few months
>while
><BR>the school hounds her to send the girl to school on the bus.&nbsp;
>When do
><BR>sensitivity and
><BR>common sense prevail?</BLOCKQUOTE>
>
><P>--
><BR>"A room without books is like a body without a soul" - Cicero
><BR>Page me through ICQ <A
HREF="http://wwp.icq.com/28986800">http://wwp.icq.com/28986800</A> - Home
><BR>Page me through ICQ <A
HREF="http://wwp.icq.com/30330163">http://wwp.icq.com/30330163</A> - Work
><BR>&nbsp;</HTML>
>
>- --------------0A41BE98D500A9A6821FC1CA--
>
>------------------------------
>
>Date: Tue, 02 Nov 1999 05:56:42 PST
>From: "Donald Peters" <softsnow>
>Subject: Re: Types of experience2
>
>>
>>Many of us have gotten the same "you've got to pay your dues" "what makes
>>you think you're qualified" remarks because we have MFA's and no education
>>degree...like me. (with frequent comments on how "artists can't teach art"
>>-
>>that sort of thing.)
>
>To take a different look at the controversy running through the list, I was
>told two weeks ago that I can't pursue an MFA because I don't have my
>bachelors in a studio degree (I have a BA in art education) The best I
could
>do without a BUNCH of leveling work is an MA. (This from a respected 4 year
>university with good Masters and Doctorate programs in art.
>
>So I guess it's artist's can't teach and teacher's can't do art! :P
>Pat
>
>______________________________________________________
>Get Your Private, Free Email at http://www.hotmail.com
>
>------------------------------
>
>Date: Tue, 2 Nov 1999 09:07:22 EST
>From: Tmcnorf
>Subject: Re: Sharing an art room
>
>i share my art room with the 7th grade english teacher. except for the
>inaccessibility of my room during his 80 minute block, there is little
>inconvenience for me. i have the last period of the day free and get most
>things set up then. the english teacher, on the other hand, has to deal
with
>clay dust and the button down shirts hung on hangers across the chalk ledge
>of the blackboard in front of the room, and teaching english at tables of
6!
>pros: it makes me more organized. i never leave for the day without making
>sure everything is tidy (not really in my nature). i make sure i have every
>thing set up for the next day and don't rush to put it together right
before
>class. (my real nature) his class is first thing in the am.
>cons: i don't have the quiet of my room to make the artwork of my own to
use
>for class examples and i find myself still at school at 5 or 6:00. i would
>not want to teach english in the art room!!
>
>------------------------------
>
>Date: Tue, 02 Nov 1999 11:23:16 -0700
>From: "Charlton, Jeremiah" <j_charlton>
>Subject: [none]
>
>Hello,
> I am a senior at Western Montana College and I am doing an inquiry project
>on dealing with ADHD in the High School art class and I was wondering if
>anyone had any special techniques, or tricks for discipling, lesson plans
>and so on that specifically deals with ADHD in the art class. Thank you
>very much, Jeremiah Patrick Charlton
>Jeremiah Patrick Charlton
>j_charlton
>110 S.Dakota
>Dillon, MT
>59725
>
>------------------------------
>
>Date: Tue, 2 Nov 1999 13:29:38 EST
>From: SnJOlsen
>Subject: research
>
>Hi everyone,
> I am doing a research paper on the frustrations of art teachers. I am
>doing this paper in sort of an interview style (on-line). If you would
kindly
>respond with some of your frustrations, I would greatly appreciate it. My
>main topic is how art is not seen as a real or important subject, and what
>problems art teachers face because of that way of thinking. Thanks a lot!
> Sue
>
>------------------------------
>
>Date: Tue, 2 Nov 1999 14:41:17 EST
>From: SZim52
>Subject: Re: cleaning brushes....
>
>I put a circle of screening to fit the drain to prevent brushes going down
>the drain..and other stuff as well.
>:)Shari
>
>------------------------------
>
>Date: Tue, 2 Nov 1999 15:15:02 EST
>From: Wizzlewolf
>Subject: Re: Re: non art certified possible?
>
>Musee
>In a message dated 11/1/99 7:27:00 PM, you wrote:
><<I do not go to college to be trained. ( I
>have several degrees by the way and a very broad academic background) I
>think the term training is demeaning to the profession. >>
>
>First of all, I would like to ask that if you are referring to something I
>said, please point out the remark you are commenting on. One of the posts
>today, linked my name (Wizzlewolf) with a comment about "paying dues". I
>NEVER used that phrase in any of my posts. Apparently someone else did.
>I did use the word training in one of my notes and I used it in a way that
>school systems use the word. We go to training to learn more. If you are
>offended by that word and think it is demeaning, that is your own problem.
>That is the word we use for going to classes to become better teachers.
>As far as this continuing discussion about artist / art education, I have
>made observations about both teachers and artists. I think there can be
>excellent art educators with various types of backgrounds (and terrible
>teachers too.) I think that the more TRAINING you can get in ALL areas is
>just more of an asset. I did not get my degrees in Art Ed. I was a visual
>artist before I was a teacher. I went the BFA, MFA, Art Ed cert, Spec. Ed
>cert, National Board certification route. With all these different
>perspectives, I have a wide range of diversity and expertise. This allows
be
>to be the best art teacher I can be. wizzle
>
>------------------------------
>
>Date: Sun, 31 Oct 1999 01:43:20 -0500
>From: "Hubbard" <hubbardk.us>
>Subject: resuming chat
>
>This is a multi-part message in MIME format.
>
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>Hi Everyone!
>I have switched buildings and my E-Mail is finally up! I am testing a =
>new computer to see if E-Mail is up and running. I missed our chat this =
>Summer and just picked up 4405 messages...I guess I will be busy. =
>Please respond to let me know if this was received by the chatline =
>correctly! Thanks!-K. Hubbard
>
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><HTML><HEAD>
><META content=3D"text/html; charset=3Diso-8859-1" =
>http-equiv=3DContent-Type>
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><STYLE></STYLE>
></HEAD>
><BODY bgColor=3D#ffffff>
><DIV><FONT face=3DArial size=3D2>Hi Everyone!</FONT></DIV>
><DIV><FONT face=3DArial size=3D2>I have switched buildings and my E-Mail =
>is finally=20
>up!&nbsp; I am testing a new computer to see if E-Mail is up and =
>running.&nbsp;=20
>I missed our chat this Summer and just picked up 4405 messages...I guess =
>I will=20
>be busy.&nbsp; Please respond to let me know if this was received by the =
>
>chatline correctly!&nbsp; Thanks!-K. Hubbard</FONT></DIV></BODY></HTML>
>
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>------------------------------
>
>End of artsednet-digest V2 #1826
>********************************
>
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