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Lesson Plans


Re: artsednet-digest V2 #1010

[ Thread ][ Subject ][ Author ][ Date ]
campbell (campbell)
Thu, 22 Oct 1998 17:45:01 -0400


artsednet-digest wrote:
>
> artsednet-digest Wednesday, October 21 1998 Volume 02 : Number 1010
>
> This edition includes :
> Re: Mark Kistler's Draw Squad
> Test....
> Re: Mark Kistler's Draw Squad
> Claymation and anamations
> Re: Mark Kistler's Draw Squad
> Re: unneccessary flames
> Re: garden tiles
> Re: gifted info
> Re: National Assessment Testing of the Arts
> Re: Test....
> (no subject)
>
> ----------------------------------------------------------------------
>
> Date: Wed, 21 Oct 1998 18:21:20 -0500
> From: mikelr (Roseau)
> Subject: Re: Mark Kistler's Draw Squad
>
> >>....(snip)..... I would even say that many lousy teachers hide
> >>behind their certification.
> >
> >This is true in ALL areas of certification.
>
> Very true. I think certification best serves professions where the
> expertise is somehow quantifiable. It still doesn't prevent bad
> practitioners, but at least the public (who certification is meant to
> serve) has a better idea what the certified person knows.
>
> >>My absolute favorite show for art instruction - and an approach I've
> >>actually used for adults - was Mark Kistler's Draw Squad. He took definite
> >>concepts - shapes, foreshortening, overlapping, etc - and gave the kids
> >>specific drawing exercises. Children love to actually learn HOW to do
> >>something, and this concept of providing concrete infoprmation has been
> >>quite absent in most art programs for children that I've been familiar
> >>with.
> >
> >I agree with you about Mark Kistler's Draw Squad. I teach middle school and
> >this is the way I start each of my 6th grade classes when they first come to
> >me each nine weeks. And believe, after just a few days using these "warmup
> >exercises", they are "hooked on drawing".
>
> Way to go ... I wish more art classes were taught like that.
>
> >Carolyn Roberts
>
> cheers
>
> - --
> Mike Reed
>
> http://www.winternet.com/~mikelr/html/art.html
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 19:26:34 -0400
> From: "croberts" <b2w6w4kn>
> Subject: Test....
>
> Will someone please respond if this is going out to the list? I keep
> getting messages saying that the "messages are undeliverable"...
>
> Carolyn Roberts
> E. B. Frink Middle School
> Kinston, NC
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 19:31:19 EDT
> From: Laurann65
> Subject: Re: Mark Kistler's Draw Squad
>
> I found 3 used Draw Squad videos at a video store, I bought them cheap hoping
> they would be something I could use... the kids LOVE them (I've used them
> mostly with 4th grade). Do you know how many videos he has made and where one
> could purchase them?
> :) Laura Allan
>
> In a message dated 10/21/98 6:12:17 PM Central Daylight Time,
> b2w6w4kn writes:
>
> << >....(snip)..... I would even say that many lousy teachers hide
> >behind their certification.
>
> This is true in ALL areas of certification.
>
> >My absolute favorite show for art instruction - and an approach I've
> >actually used for adults - was Mark Kistler's Draw Squad. He took definite
> >concepts - shapes, foreshortening, overlapping, etc - and gave the kids
> >specific drawing exercises. Children love to actually learn HOW to do
> >something, and this concept of providing concrete infoprmation has been
> >quite absent in most art programs for children that I've been familiar
> >with.
>
> I agree with you about Mark Kistler's Draw Squad. I teach middle school and
> this is the way I start each of my 6th grade classes when they first come to
> me each nine weeks. And believe, after just a few days using these "warmup
> exercises", they are "hooked on drawing".
>
> Carolyn Roberts
> E. B. Frink Middle School
> Kinston, NC >>
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 18:50:35 -0500
> From: "John Bundy" <jibundy>
> Subject: Claymation and anamations
>
> This is a multi-part message in MIME format.
>
> - ------=_NextPart_000_00D8_01BDFD23.B050A600
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> charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> I have several students (high school) who are trying to use standard =
> camcorders to do claymation and anamation. The problem is that todays =
> video equipment unlike old movie 8mm cameras do not single frame. Has =
> any one solved this problem? Thanks ahead of time......John =
> Bundy..Anderson High School...Anderson IN.
>
> - ------=_NextPart_000_00D8_01BDFD23.B050A600
> Content-Type: text/html;
> charset="iso-8859-1"
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> <!DOCTYPE HTML PUBLIC "-//W3C//DTD W3 HTML//EN">
> <HTML>
> <HEAD>
>
> <META content=3Dtext/html;charset=3Diso-8859-1 =
> http-equiv=3DContent-Type>
> <META content=3D'"MSHTML 4.72.3509.100"' name=3DGENERATOR>
> </HEAD>
> <BODY bgColor=3D#ffffff>
> <DIV><FONT color=3D#000000 size=3D2>I have several students (high =
> school) who are=20
> trying to use standard camcorders to do claymation and anamation. The =
> problem is=20
> that todays video equipment unlike old movie 8mm cameras do not single =
> frame.=20
> Has any one solved this problem? Thanks ahead of time......John =
> Bundy..Anderson=20
> High School...Anderson IN.</FONT></DIV></BODY></HTML>
>
> - ------=_NextPart_000_00D8_01BDFD23.B050A600--
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 19:40:30 -0400
> From: "croberts" <b2w6w4kn>
> Subject: Re: Mark Kistler's Draw Squad
>
> >I found 3 used Draw Squad videos at a video store, I bought them cheap
> hoping
> >they would be something I could use... the kids LOVE them (I've used them
> >mostly with 4th grade). Do you know how many videos he has made and where
> one
> >could purchase them?
> >:) Laura Allan
>
> I was not aware of the videos...I only have the book. When we do the
> exercises, we (as a class) draw together...me on the overhead and students
> in their journals.
>
> Carolyn Roberts
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 20:15:14 EDT
> From: Artedsusan
> Subject: Re: unneccessary flames
>
> Harry Wong, from "First Days of Schools" fame, spoke to all of the teacher's
> in our district yesterday and he pointed out that other professions--dentists,
> lawyers, CPAs, etc.--put their degrees on the wall in a public area.
> Businesses put plaques and awards on the walls of their businesses for
> everyone to see too. and teachers don't do any of these things. He
> encouraged us to be proud of our accomplishments and show the kids what we did
> to get where we were. Good point, I thought. and fitting for this strange
> discussion that is happening. Be proud of yourself! SB
>
> In a message dated 10/21/98 4:24:31 AM, MPBC90 writes:
>
> <<As teachers do we not attempt to instill a sense of pride in our students
> regarding their work? Perhaps signing one's name at the end of a post with
> (not quite a thousand!) our degrees, our schools, our grade levels being
> taught, our addresses, etc., is somewhat a form of expression of our
> individual pride.
> Just as artists sign and date artwork?
> Just as students reach over and scribble on a fellow artists work in class?
> Let's get back to "sharing" and "supportive" of one another, please.
> I find this listserv inspiring and helpful. It makes my day, sometimes. But
> not lately.
> mp
> (That's it! My signature. If you want to know more, email me privately with
> any attacks.)>>
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 20:15:09 EDT
> From: Artedsusan
> Subject: Re: garden tiles
>
> if cost is a factor, you could use aluminum pie tins. Reinforcing them with a
> light wire will help, but if they are placed on flat ground they should hold
> up pretty well. If they are placed on uneven ground, they will break when
> someone steps on one of the edges. I have seen the paver stone molds in
> Gardener's Supply or Gardener's Eden and are around $10 each. The key is you
> can use the mold over and over, so it might not be too bad. Of course, it
> would be way more interesting to use the pie tins and figure out how to make
> it an actual art project for the kids! I think marbles pressed into the
> cement in different designs could be very cool. (yes, you can use regular
> instant-type cement) good luck!
>
> In a message dated 10/21/98 3:12:24 PM, ESears.us writes:
>
> <<One of my parents works at a children's home. They want the children to
> make garden tiles/cement paver type things. Has anyone done this? I know
> there are kits, but that is cost prohibitive.
> I told here I thought they could use pizza boxes for molds (plastic lined?)
> and regular cement.
> Are items (shells, marbles, pottery shards) added when it starts to set?
> Can they press their hands in it? Write in it (that's a stupid question -
> isn't that what everyone sees in sidewalks etc?... - when do they write in
> it?) Is there a curing period? Should they add a chicken wire
> reinforcement in the middle of the tile? I've made cement bird baths with
> kids - I didn't know if it was the same.
> Any thoughts?
> Thanks,
> Ellen
>
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> From: "Sears, Ellen" <ESears.us>
> To: artsednet.edu
> Subject: garden tiles
> Date: Wed, 21 Oct 1998 15:21:09 -0400
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> >>
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 19:32:44 -0500
> From: Ellyn Wenk <ellyn>
> Subject: Re: gifted info
>
> - --------------20C9BBF5C01E134710F8F083
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>
> > 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
> >
> >
>
>
>
> - --------------20C9BBF5C01E134710F8F083
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> <BODY BGCOLOR="#FFFFFF">
>
> <BLOCKQUOTE TYPE=CITE>&nbsp;I am sorry to see that
> <BR>people who are labeled, gifted or not, are not equal.</BLOCKQUOTE>
> Sandra
> <BLOCKQUOTE TYPE=CITE>
>
> <P>Who said they are not equal?&nbsp; Being identified gifted is done because
> the gifted students&nbsp; simply need their curriculums adjusted so that
> they can actually be taught something when they come to school!&nbsp;&nbsp;
> In reality the gifted students are the ones who are not treated equally.&nbsp;
> Often the curriculums are set to the average students and teachers spend
> most of their time with the slow students.&nbsp; The slower students have
> tons of support staff taking them out of class to teach this and that.&nbsp;
> The students who have mastered&nbsp; 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.&nbsp; Yes, it is nice to say they are
> there for the learning of getting along with others and being nice.&nbsp;
> But don't they deserve an education as well?</BLOCKQUOTE>
>
> <BLOCKQUOTE TYPE=CITE>Yes, It is a crime that the gifted students are not
> treated equally in our school systems.
> <BR>Ellyn
> <BR>&nbsp;
> <BR><A HREF="http://home.fuse.net/astroboy"></A>&nbsp;</BLOCKQUOTE>
>
> </BODY>
> </HTML>
>
> - --------------20C9BBF5C01E134710F8F083--
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 23:45:53 +0100
> From: nop62861 <teresatorreseca>
> Subject: Re: National Assessment Testing of the Arts
>
> - --------------B2D24683EBE247CC81A8123A
> Content-Type: text/plain; charset=us-ascii
> Content-Transfer-Encoding: 7bit
>
> Hello meropi and artsdsneters!
>
> > I think assessment is a very essential process in art education. To
> > make the artistic learning reliable, of course. But also to improve
> > the quality of the strategies, to help the students in order to reach
> > the best achievement. Teachers are often insecure about that . But i
> > think we must not be afraid . On the contrary we must apply it in our
> > teaching as a fondamental resource. May be we are not using the best
> > process of assessment art works, may be some times we just teach for
> > written tests and assessment is not only made only by this sort of
> > data: i think the best models for assessment are based in the notes of
> > students, in portfolios, in the dialogue with them: workbooks,
> > processfolios, interviewes are much more reliable than tests.
> > Assessing arts might be assessing achievement: ideas; process;and
> > produc as Malcolm Ross have defined it . The most important is the
> > student growth and students have the right to be assessed by their
> > complete learning. In my experience, and because me too, sametimes i
> > am insecure the best way to make reliable judgements is when two
> > teachers are grading the same works. This is very important to limit
> > the subjective factors and also because art is a dinamic discipline
> > and we can not , and may not establish a static definition. Criteria
> > and standards are not fixed rules,they act more like objectives and
> > it is the essential role of the judge/examiner/ teacher who helps to
> > grade the student. I think we can not avoid it. Because it is a step
> > not only to make grades but also to help students in their growth. I
> > have just read an article by Doug Boughton from Australia in Studies
> > in Art Education 1997 38(4) about that issue, and i think he have a
> > good proposal for assessing the arts.
> >
> > Best regards, from Portugal
> > Teresa
> >
> >
> >
> >
> >
> >
> >
>
> - --------------B2D24683EBE247CC81A8123A
> Content-Type: text/html; charset=us-ascii
> Content-Transfer-Encoding: 7bit
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> <HTML>
> <BODY BGCOLOR="#FFFFFF">
> &nbsp;
>
> <P>&nbsp;Hello meropi and artsdsneters!
> <BLOCKQUOTE TYPE=CITE>&nbsp;<FONT COLOR="#000000"><FONT SIZE=-1>I think
> assessment is a very essential&nbsp; process in art education. To make
> the artistic learning reliable, of course. But also to improve the quality
> of the&nbsp; strategies, to help the students in order to reach the best
> achievement. Teachers are often insecure about that . But i think we must
> not be afraid . On the contrary we must apply it in our teaching as a fondamental
> resource. May be we are not using the best process of assessment art works,
> may be some times we just teach for written tests and assessment is not
> only made&nbsp; only by this sort of data: i think the best models for
> assessment are based in the notes of students, in portfolios, in the dialogue
> with them: workbooks, processfolios, interviewes are much more reliable
> than tests. Assessing arts might be assessing achievement: ideas; process;and
> produc as Malcolm Ross have defined it . The most important is the student
> growth and students have the right to be assessed by their complete learning.
> In my experience, and because me too, sametimes i am insecure the best
> way to make reliable&nbsp; judgements is when two teachers are grading
> the same works. This is very important to limit the subjective factors
> and also because art is a dinamic discipline and we can not , and may not
> establish a static definition. Criteria and standards are not fixed rules,they
> act more&nbsp; like objectives and it is the essential role of the judge/examiner/
> teacher&nbsp; who helps to grade the student. I think we can not avoid
> it. Because it is a step not only to make grades but also to help students
> in their growth. I have just read an article by Doug Boughton from Australia
> in Studies in Art Education 1997 38(4)&nbsp; about that issue, and i think
> he have a good proposal for assessing the arts.</FONT></FONT><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>
>
> <P><FONT COLOR="#000000"><FONT SIZE=-1>Best regards, from Portugal</FONT></FONT>
> <BR><FONT COLOR="#000000"><FONT SIZE=-1>Teresa</FONT></FONT>
> <BR><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>&nbsp;
> <BR><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>&nbsp;
> <BR><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>&nbsp;
> <BR><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>&nbsp;
> <BR><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>&nbsp;
> <BR><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>&nbsp;
> <BR><FONT COLOR="#000000"><FONT SIZE=-1></FONT></FONT>&nbsp;</BLOCKQUOTE>
> &nbsp;
> </BODY>
> </HTML>
>
> - --------------B2D24683EBE247CC81A8123A--
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 20:39:03 -0400 (EDT)
> From: Fran Marze <fmaiu+@pitt.edu>
> Subject: Re: Test....
>
> I received this message, Carolyn. I, too, have had some messages returned
> lately. Perhaps it's just a glitch of some kind. Fran
>
> On Wed, 21 Oct 1998, croberts wrote:
>
> > Will someone please respond if this is going out to the list? I keep
> > getting messages saying that the "messages are undeliverable"...
> >
> > Carolyn Roberts
> > E. B. Frink Middle School
> > Kinston, NC
> >
>
> ------------------------------
>
> Date: Wed, 21 Oct 1998 20:37:05 EDT
> From: MPBC90
> Subject: (no subject)
>
> Linda in Michigan responded to the art ed student who "loathes the fact" that
> she is already juggling time for her art with time learning how to be an art
> ed. student with the most wonderful quote! I felt the same way when I read
> the post. If "loathing" that juggling is occurring now, just wait until the
> "juggling" of life and teaching hits you! And I am speaking as an
> Artist...got my BFA in Graphic Design/Illustration, worked for some years and
> freelanced from home while popping out my three wonderful children, and NOW I
> am teaching art. I love it, and find so many outlets for my "art" and
> creative expression in the classroom and school. In my opinion, this student
> should consider becoming a professional artist and get her degree in that
> field now. Teaching may or may not come later for her. Follow your heart.
>
> ------------------------------
>
> End of artsednet-digest V2 #1010
> ********************************
>
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I got your message! Ginny Campbell