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Lesson Plans


ID:UBC for the cornflake girl

[ Thread ][ Subject ][ Author ][ Date ]
Angie Hofer (anghofer)
Thu, 22 Oct 1998 13:48:39 -0700 (PDT)


Hello Kim
I hear your cries about the different wording used for describing VISUAL
ELEMENTS and the PRINCIPLES of art and design. According to our Individual
Resource Packages this is how they differ:
VISUAL elements are: color, line, shape, space, texture, value and
tone
PRINCIPLES of art and design include: balance, contrast, emphasis,
movement, and unity/harmony
I hope this helps you decide on what to put on your poster. I like to
think about the two being distinguished as (A) being the basic components
of image making, and (B) being how those visual elements are organized.
For example (A)= color and (B)= contrast.

>
> artsednet-digest Thursday, October 22 1998 Volume 02 : Number 1013
>
>
>
> This edition includes :
> Maya Lin Links
> Gifted or normal, what will it be? duh!
> OK, Now I am REALLY cornflaked.....
> [none]
> value of certification.....
> Re: the value of certification?
> Fwd: Congrats to Debi Barrett-Hayes
> Papier Mache
> Re: OK, Now I am REALLY cornflaked.....
> Re: artsednet-digest V2 #1010
> Re: artsednet-digest V2 #1010
> Re: Assignment request overload!
> Re: NPR/PBS Petition
>
> ----------------------------------------------------------------------
>
> Date: Thu, 22 Oct 1998 00:32:52 -0400
> From: John & Sandra Barrick <astroboy>
> Subject: Maya Lin Links
>
> Well I originally posted these in the begining of september.
> Here they are again. Someone suggested the students look in the
> archives and that is a good place to look for past discussiions and
> previous web sites.
> I don't know if these will help,but I know you can get books, or the
> documentary and ask for a catalogue at this museum.
> http://www.cybergate.net/~ccca/upcoming.html
> http://altavista.digital.com/cgi-bin/query?pg=q&q=Maya+Lin
> other info/articles on her:
> http://www.fxb.org/archive/1996/mayalin.htm
>
> http://www.cooper.edu/art/exhibits/stung/lin.html
> Okay these are pictures of Groundswell which have been colored on by
> Lin. Also Cooper Union is in NY,down by St. Mark's place(where are
> you?)
> http://www.artifice.com/cgi-bin/gbc-architect.cgi/Maya_Lin.html
> BBBBBAABIngo
> http://pages.nyu.edu/~sw4/lin.html
>
>
> Sandra Barrick
> astroboy
> http://home.fuse.net/astroboy
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 22:03:33 -0700
> From: "Sheryl Ann McCoy" <smccoy>
> Subject: Gifted or normal, what will it be? duh!
>
> Ellyn:
>
> I know you mean well, but I must protest the strong response you levy on Retta, Jill, and Sandra. I believe that they are on the right track and mean no harm.
>
> It has taken more than twenty years to overcome the alienation from my peers during the 6 years of my containment in a "gifted program" with 60 other "gifted students", in my grade, at my school. What I see in present-day programs, in every part of the country, are knockoffs of the same accelerated programs of my youth.
>
> Oh yes, I did have some classes with "regular kids", but I never knew how truly gifted I was because I was just one of the "gifted kids".
>
> I will tell you that when I was a senior (15 yrs old) I had to take regular English because of a scheduling conflict.
>
> I learned more in that one high school English class than I ever did in my previous three "Honors English" classes. I sat in the back of the class, and I did everything my teacher asked me to do. I also managed to win the grudging approval of the "non-gifted students". I was an OK (normal) person to be around.
>
> These special "gifted" classes are for the safety of the adults who cannot keep two or more (lesson) pots boiling in the same classroom at one time. Adults create insurmountable barriers for kids when they label and categorize, just for the sake of improved curriculum or instruction.
>
> I could write more, but this will suffice for now. I would have received a good education no matter where I was, or what I was taught. The cognitive research on children with high IQ's lends credence to my statements.
>
> Throughout my 23 years of teaching children at all grade levels and intelligence capacities, I have noticed that the children who really do need the extra praise, push, and pressure are the "almost gifted students". The students that "gifted specialists" lovingly called the overachievers!
>
> If you were gifted, I believe that you would be able to understand the humor in Retta's statements and the honesty in Sandra's words.
>
>
> Live and let live!
> Sheryl
>
> - ---
>
> "If the left side of the brain controls the right side of the body, then only the lefthanded people are in their right mind."
> - -Unknown author
>
>
> On Wed, 21 Oct 1998 19:32:44 Ellyn Wenk wrote:
> >> I am sorry to see that
> >> people who are labeled, gifted or not, are not equal.
> >
> >Sandra
> >
> >> Who said they are not equal? Being identified gifted is done because
> >> the gifted students simply need their curriculums adjusted so that
> >> they can actually be taught something when they come to school! In
> >> reality the gifted students are the ones who are not treated equally.
> >> Often the curriculums are set to the average students and teachers
> >> spend most of their time with the slow students. The slower students
> >> have tons of support staff taking them out of class to teach this and
> >> that. The students who have mastered skills are forced to sit and
> >> wait for the majority to catch up to them. Some times they may go
> >> weeks before they learn one new thing in school. Yes, it is nice to
> >> say they are there for the learning of getting along with others and
> >> being nice. But don't they deserve an education as well?
> >
> >> Yes, It is a crime that the gifted students are not treated equally in
> >> our school systems.
> >> Ellyn
>
> - ---
>
> "If the left side of the brain controls the right side of the body, then only the lefthanded people are in their right mind."
> - -Unknown author
>
>
>
>
>
>
>
>
>
>
>
>
> On Wed, 21 Oct 1998 19:32:44 Ellyn Wenk wrote:
> >> I am sorry to see that
> >> people who are labeled, gifted or not, are not equal.
> >
> >Sandra
> >
> >> Who said they are not equal? Being identified gifted is done because
> >> the gifted students simply need their curriculums adjusted so that
> >> they can actually be taught something when they come to school! In
> >> reality the gifted students are the ones who are not treated equally.
> >> Often the curriculums are set to the average students and teachers
> >> spend most of their time with the slow students. The slower students
> >> have tons of support staff taking them out of class to teach this and
> >> that. The students who have mastered skills are forced to sit and
> >> wait for the majority to catch up to them. Some times they may go
> >> weeks before they learn one new thing in school. Yes, it is nice to
> >> say they are there for the learning of getting along with others and
> >> being nice. But don't they deserve an education as well?
> >
> >> Yes, It is a crime that the gifted students are not treated equally in
> >> our school systems.
> >> Ellyn
> >>
> >>
> >
> >
> >
> >
>
>
> Join 18 million Eudora users by signing up for a free Eudora Web-Mail account at http://www.eudoramail.com
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 01:14:36 EDT
> From: MzVogo
> Subject: OK, Now I am REALLY cornflaked.....
>
> Can anyone help me out there?
>
> I want to make a poster for the Elements of Art and one for the Principles of
> Design
> Now, the poster is NOT the problem - it's which words to use......
>
> The teacher at the local HS uses the following terms:
>
> Elements: Line, texture, form, color, value, space
> Principles: Emphasis, Movement, balance, repitition, contrast, space
>
> My text book uses this set:
>
> E: Line, Texture, Form, Shape, form, Space, Texture
> P: Balance, Variety, Harmony, emphasis, proportion,movement, rhythm, unity
>
> One more resource I found uses:
>
> E:color, line, value, composition(shape & form)
> P:balance, texture, symmetry & asymmetry, contrast, dominance,repitition,
> rhythm, theme & variation, unity
>
> I give up.....is there a STANDARD list somewhere???? If not, which should I
> use....the list the HS teacher uses so we are "standardized" or the textbook
> list for the middle school or something in between??? I certainly can see
> that some of the terms mean the same things (a rose by any other name.....)
> but I want the kids to get the right "language".....
>
> Incidently.....our kids do NOT go to the HS I am referring to under normal
> circumstances - they stay in our K-12 school where we offer NO art for HS (I
> know.....but I am the only person who comes close to an art teacher at this
> time). So it isn't like all these kids would go off and look stupid or
> anything......I still want them to get the "right stuff."
>
> Thanks....kim in oregon
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 02:06:11 -0400
> From: "Skc" <skc203>
> Subject: [none]
>
> This is a multi-part message in MIME format.
>
> - ------=_NextPart_000_0151_01BDFD60.8AC388C0
> Content-Type: text/plain;
> charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> try it out(sorry)
>
> - ------=_NextPart_000_0151_01BDFD60.8AC388C0
> Content-Type: text/html;
> charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
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> <!DOCTYPE HTML PUBLIC "-//W3C//DTD W3 HTML//EN">
> <HTML>
> <HEAD>
>
> <META content=3D"text/html; charset=3Diso-8859-1" =
> http-equiv=3DContent-Type>
> <META content=3D'"MSHTML 4.72.3110.7"' name=3DGENERATOR>
> </HEAD>
> <BODY bgColor=3D#ffffff>
> <DIV><FONT color=3D#000000 size=3D2>try it =
> out(sorry)</FONT></DIV></BODY></HTML>
>
> - ------=_NextPart_000_0151_01BDFD60.8AC388C0--
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 22:25:42 -0700 (PDT)
> From: bkramer.us (Bunki Kramer)
> Subject: value of certification.....
>
> >> My observation is that certification is relatively meaningless. What counts
> >> is the instructor's ability and his capacity to connect with students.
> >> There are no objective standards for art, anyway, so certification is in
> >> itself somewhat arbitrary. I would even say that many lousy teachers hide
> >> behind their certification.
> >
> >I am just reading Monday's email, but I have a feeling the above
> >statement is going to rub a lot of people the wrong way........ Sandra
> ************************
>
> I'm glad you felt the same way I did, Sandra, when I read this statement. I
> wasn't going to respond to it at the time but I've been thinkin' about just
> exactly what is being said here. Certification is not meaningless nor
> arbitrary. Certification is not easy to come by. Certification is EXACTLY
> what it implies...to have taken courses in ed. methods, art background, and
> student teaching in this field and to have passed these with passable
> grades. The toughest part of cert.is to pass a national art education as
> well as general education "test" to qualify walking into a classroom and
> teaching. Yes there ARE objective art standards for teaching art.
>
> I was out of the teaching field for over 5 years and had to re-qualify to
> re-enter as well as be recertified in a new state. Hey, guys, if you're
> like me, some of you took the "test" way-back-when and it isn't like that
> these days. The subject matter test in art is way harder and much longer
> for our newer teachers. Now you have to do alot more writing, support value
> judgments, compare and contrast, bring pictures of your own work and
> discuss in writing. You have to explain methods and materials and how you
> would present lesson plans using these materials. If you happen to not know
> alot about an area because you've never worked with that particular
> material, you're up a creek. That means your knowledge has to be VAST and
> specific. Much more so nowadays.
>
> Not only did I have to go through that, I had to go through certification
> in a new state (California). Now I don't know about YOUR particular state,
> but this one loves to make it difficult and expensive for us teachers. They
> keep adding new required courses for new teachers... like CLAD, special
> ed., computers, health, reading, to mention a few.
>
> The reason I'm mentioning all of this is that I KNOW when I meet a teacher
> on this listserv and he/she is credentialed, I know they have gone through
> the same hoops as I have. I know what their extensive knowledge MUST be and
> I know they had to pass the same requirements as I did. If I'm speaking to
> an non-credentialed person, I have no idea their amt. of knowledge garnered
> and must weigh only what they say in order to make a judgment. I say this
> in all fairness and am not implying that an uncredentialed person is less
> of a teacher...only that I have no indication of their knowledge other than
> their verbal communication.
>
> Credentialing does not make a good teacher. That's a fact. But...it does
> give an indication of standards being met. Yes...these standards can be
> tested, measured and are. Certification is both meaningful and specific.
> Bye........
>
> Bunki Kramer - Los Cerros Middle School
> 968 Blemer Rd., Danville, California 94526
> bkramer.ca.us...(sch)925-552-5620
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 05:59:21 EDT
> From: RWilk85411
> Subject: Re: the value of certification?
>
> The statement that bothered me most is:
> "There are no objective standards for art, anyway"
>
> This attitude is exactly what causes us the most problems in promoting serious
> Art Education in public schools. As long as there are artists and teachers who
> really believe there is no objectivity in Art, that there are no objective
> standards to teach, our problems are guaranteed to continue.
> Reatha
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 06:04:00 EDT
> From: RWilk85411
> Subject: Fwd: Congrats to Debi Barrett-Hayes
>
> This is a multi-part message in MIME format.
>
> - --part0_909050640_boundary
> Content-ID: <0_909050640.com.1>
> Content-type: text/plain; charset=US-ASCII
>
>
>
> - --part0_909050640_boundary
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> Content-transfer-encoding: 7bit
> Content-disposition: inline
>
> From: RWilk85411
> Return-path: <RWilk85411>
> To: shildret
> Subject: Re: Congrats to Debi Barrett-Hayes
> Date: Thu, 22 Oct 1998 06:03:23 EDT
> Mime-Version: 1.0
> Content-type: text/plain; charset=US-ASCII
> Content-transfer-encoding: 7bit
>
> I too would like to congratulate Debbi. I thought that her name sounded
> familiar because I have an acquaintance by that name. But you are right. There
> have been some bery good posts from Debbi. So Debbi, if you are lurking,
> congratulations.
> Reatha
>
> - --part0_909050640_boundary--
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 05:14:53 -0700
> From: "vicki ranck" <vranck>
> Subject: Papier Mache
>
> Hello to Rachel,
> Are you restricted to paper mache only? I find with the older students that plaster cast gauze is more interesting to them. Either way, start with a look at the history of masks, the various cultures, time periods and reasons they were used. Then I have students sketch various mask designs exploring different facial expressions. Finally they construct their mask based on a specific theme they have chosen. I also have them write an explanation, description.
> Vicki in TN
>
>
> Free web-based email, Forever, From anywhere!
> http://www.mailexcite.com
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 06:30:29 -0700
> From: "Sheryl Ann McCoy" <smccoy>
> Subject: Re: OK, Now I am REALLY cornflaked.....
>
> Kim:
> I know there are many other talented art teachers who will also give you great information, yet I hope this may help.
>
> Check my post about Mark Kistler. He talks about the 12 Renaissance Words for Art. There are videos that you might be able to get through your PBS station. I found he always made the connections between science, math, and creativity part of the art experience.
>
> Mark has a website. Even if you don't use the videos with the kids, you will mostly likely get valuable information from his work.
>
> Have a great day,
> Sheryl
> - ---
>
> "If the left side of the brain controls the right side of the body, then only the lefthanded people are in their right mind."
> - -Unknown author
>
>
>
>
>
>
>
>
>
>
>
>
> On Thu, 22 Oct 1998 01:14:36 MzVogo wrote:
> >Can anyone help me out there?
> >
> >I want to make a poster for the Elements of Art and one for the Principles of
> >Design
> >Now, the poster is NOT the problem - it's which words to use......
> >
> >The teacher at the local HS uses the following terms:
> >
> >Elements: Line, texture, form, color, value, space
> >Principles: Emphasis, Movement, balance, repitition, contrast, space
> >
> >My text book uses this set:
> >
> >E: Line, Texture, Form, Shape, form, Space, Texture
> >P: Balance, Variety, Harmony, emphasis, proportion,movement, rhythm, unity
> >
> >One more resource I found uses:
> >
> >E:color, line, value, composition(shape & form)
> >P:balance, texture, symmetry & asymmetry, contrast, dominance,repitition,
> >rhythm, theme & variation, unity
> >
> >I give up.....is there a STANDARD list somewhere???? If not, which should I
> >use....the list the HS teacher uses so we are "standardized" or the textbook
> >list for the middle school or something in between??? I certainly can see
> >that some of the terms mean the same things (a rose by any other name.....)
> >but I want the kids to get the right "language".....
> >
> >Incidently.....our kids do NOT go to the HS I am referring to under normal
> >circumstances - they stay in our K-12 school where we offer NO art for HS (I
> >know.....but I am the only person who comes close to an art teacher at this
> >time). So it isn't like all these kids would go off and look stupid or
> >anything......I still want them to get the "right stuff."
> >
> >Thanks....kim in oregon
> >
>
>
> Join 18 million Eudora users by signing up for a free Eudora Web-Mail account at http://www.eudoramail.com
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 09:53:10 EDT
> From: THAX1138
> Subject: Re: artsednet-digest V2 #1010
>
> About hte paving stones...
> At your local Stained Glass supply house , one of hte current trends is to
> make stepping stones using Stained glass to decorate the top. You can get a
> lot of info from one of these places. also have you tried to get some
> commercial sponsorship? maybe from a local cement company?
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 09:59:59 EDT
> From: THAX1138
> Subject: Re: artsednet-digest V2 #1010
>
> Ok so I'll try again... There is a current trend wihtin the stained glass
> community, of making steppping stones using stained glass for decoration.
> Most of the Stained Glass suppliers have all the information as well as
> some really good supplies. You may think of a cement company locally who would
> be willing to donate enough of the kind (of cement) you need for the stones.
> Proportionately it is not very much compared to pouring a foundation. and It
> is a project that will benefit two different kinds of people (the students as
> well as the home). There are many Stained Glass suppliers out there who could
> help yoou wiht a lot of information. If you need help finding one in you area
> (within mailing distance.. let me know
> I sent a message and seemed to have pushed the wrong button somehow so this is
> a continuation
> Good Luck and thanks,
> Jan Brian
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 07:15:22 -0700
> From: af063 (Maria Bodmann)
> Subject: Re: Assignment request overload!
>
> >Maybe start with the archives? Or AltaVista?
>
> A great source of reference is dejanews.com - it searches all the
> newsgroups w/keywords, provides a spam-free way to post/receive e-mail
> from the newsgroups, and has a my dejanews section where you can
> personally configure newsgroups, etc. Definitely worth checking out
> http://www.dejanews.com
>
> Hope this helps.
> Maria
>
> - --
> Maria Bodmann, BALI & BEYOND, shadow
> http://www.balibeyond.com/gamelan
> Ph/Fax: 818/768-7696
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
> ------------------------------
>
> Date: Thu, 22 Oct 1998 07:19:00 -0700
> From: af063 (Maria Bodmann)
> Subject: Re: NPR/PBS Petition
>
> >
> >>>Sorry, I will do everything within my power to kill public funding for the
> >>>arts.
>
> So Mike, this obviously means your not an artist or at least not an
> artist whose work is so creative that you need funding because audiences
> aren't ready for it yet, or that it's on the fringe somehow.
>
> I'm sure I cant sway your opinion, just hope you aren't/won't be elected
> to public office...
>
> Maria
>
> - --
> Maria Bodmann, BALI & BEYOND, shadow
> http://www.balibeyond.com/gamelan
> Ph/Fax: 818/768-7696
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>
> ------------------------------
>
> End of artsednet-digest V2 #1013
> ********************************
>
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