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Lesson Plans


[ Thread ][ Subject ][ Author ][ Date ]
Christina M Eagan (ceagan)
Sat, 31 Oct 1998 16:20:58 -0700 (MST)

I am curious about your idea of using art to discuss economic inequity.
Are you suggesting an exploration of art history as a means of inquiring
into class divisions and poverty? Or are you suggesting the use of
creating art to express current social inequity?
U of A

On Tue, 20 Oct 1998,
artsednet-digest wrote:

> artsednet-digest Tuesday, October 20 1998 Volume 02 : Number 1004
> This edition includes :
> ID UBC appropriation issues
> I.D UBC re: OSU food and art
> id:ubc
> Re: ID UBC appropriation issues
> Re: artsednet-digest V2 #1001
> On being "gifted" (long post)
> Re: id:ubc
> I.D. U.B.C.
> Re: Matisse, Help
> RE:Gifted in art
> Re: Spring Art Exhibits
> Re: Matisse, Help
> Re: artsednet-digest V2 #1001
> liquid starch
> ----------------------------------------------------------------------
> Date: Tue, 20 Oct 1998 15:54:51 -0700 (PDT)
> From: Christina Diane McGladdery <christdm>
> Subject: ID UBC appropriation issues
> Hello, I was just researching body art, specifically tattooing, and I was
> just wondering if anyone had any opinions regarding the issue of creative
> inspiration versus creative appropriation in tattoo imagery? Tina
> ------------------------------
> Date: Tue, 20 Oct 1998 16:02:11 -0700 (PDT)
> From: Terry Foster <tfoster>
> Subject: I.D UBC re: OSU food and art
> I found the comments relating fast food as excess interesting. It
> was suggested that fast food and the related excesses should be seen in
> opposition to "Starvation" - does that mean that those who 'have' indulge
> in fast food, and those who 'don't have' do not? in my humble opinion,
> those with less disposable income are more likely to consume fast food.
> Healthy food is often "expensive" food - which may explain why the poorest
> of our society are often heavier (which may suggest they have enough to
> eat, but in fact they can only afford the inexpensive "junk" foods)
> "McDonald's" is the poor man's "Planet Hollywood". Perhaps using art to
> look at economic inequities would be an idea.
> Foster @ UBC, Can.
> ------------------------------
> Date: Tue, 20 Oct 1998 16:10:31 -0700 (PDT)
> From: ester volpe <evolpe>
> Subject: id:ubc
> Hello, i'm a pre-service teacher currently struggling with the
> construction of lesson plans. I've currently finished interviewing a
> fellow artist about her work and issues it explores. I'm interested in
> forming a lesson around our discussion. In the lesson I want to address
> issues about identity. What I'm wondering is if anyone has suggestions
> for projects or activities dealing with identity, other than self
> portraits?
> ------------------------------
> Date: Tue, 20 Oct 1998 16:13:44 -0700
> From: "R.E.William Loring" <bcloring>
> Subject: Re: ID UBC appropriation issues
> one of my art school drop out at this point, has made an
> interesting
> and unique career managing a tatoo and piercing parlor. She custom designs a
> lot of the work she does, but some folks like a "clip art " approach. I
> guess its like any art form...some of it is unique and some of it is
> appropriated. I love to have her come
> back and talk to my kids about different art careers...she is sort of a
> walking ad...she has done lots of practicing on herself and her boyfriend...
> - -----Original Message-----
> From: Christina Diane McGladdery <christdm>
> To: <>
> Date: Tuesday, October 20, 1998 3:57 PM
> Subject: ID UBC appropriation issues
> >Hello, I was just researching body art, specifically tattooing, and I was
> >just wondering if anyone had any opinions regarding the issue of creative
> >inspiration versus creative appropriation in tattoo imagery? Tina
> >
> ------------------------------
> Date: Tue, 20 Oct 1998 16:16:06 -0700 (PDT)
> From: James Graham Finlay <gfinlay>
> Subject: Re: artsednet-digest V2 #1001
> As a preservice art teacher about to enter the profession; I was wondering
> about the teacher as artist.I consider myself an artist first and a
> teacher second. I am committed to my work and loath the fact that I am
> oblidged to spend a lot of time away from it. How does an artist manage to
> juggle responsibilities of both artist and teacher. I have some artist
> friends who are teachers and I personnaly think their work suffers due to
> the demands of teaching. They often complain of not finding the time to do
> their art work. How does one reconcile those issues?.
> ------------------------------
> Date: Tue, 20 Oct 1998 16:23:08 -0700
> From: lincarts (Lincoln Arts)
> Subject: On being "gifted" (long post)
> A personal story about being "gifted" - please feel free to not read it if
> you don't want to. :)
> When I was young (late 60's/early 70's) I was tested and labeled as
> "gifted." The school district I was in didn't do anything about it back
> then - they just liked to know how many students were labeled as gifted or
> slow or ???
> Too many of my elementary teachers decided that if I was "gifted" I didn't
> have to do the same work as the other kids. In fact, in sixth grade - I
> really didn't do anything! The teacher basically turned me into her
> assistant - grading papers, in charge of the class when she left the room,
> etc. She thought she was doing me a favor as I'd be "bored" with the work
> everyone else was doing, so I was just to read whatever I wanted on any
> subject (I ended up with a lifetime pass to the library), and she gave me
> A's in every subject.
> Unfortunately, when I got to middle school the next year - I began a slow
> slide to heck. As I was gifted (pun intended) with many good teachers, I
> was able to succeed (and well) in English, social studies, history, etc.
> However, due to my sixth grade teacher's remarks regarding how "bright" I
> was and the "gifted" label - I was put into advanced math classes. Not
> having an analytical mind, and not having seen a math book in at least two
> years, I failed miserably. And, of course, it was just that I was not
> "applying myself" (an expression I despise to this day).
> So, I failed math my first semester and was dropped into another "lower"
> math class and my teachers, parents, extended family, were soooo
> "disappointed" in me. This math "failure" continued throughout middle
> school and high school, too. Unfortunately, this failure to "apply myself"
> only exacerbated the problems of a relatively normal teenager - so by the
> end of high school, I never wanted to see a classroom again. And I've
> struggled ever since with the formal classroom setting (only have 40 college
> units).
> Meanwhile, you're asking yourself - okay, a bad experience for one person -
> so what? Unfortunately, it isn't just one person. As I've grown older,
> I've met others just like me - labeled as kids as "gifted" or "slow" - when
> actually we were just all kids needing extra help in some fashion.
> So, what's my point(s) after all this? Just this:
> Nowadays, if a school district has labeled kids as "highly gifted,"
> "gifted," or any other label - they darn well better have a program in place
> that does its level best to assist those students in whatever fashion they
> need. And I'm happy to read that some are.
> And, I'm sure most of you are good teachers who try and treat ALL students
> well. But as some of these subsequent posts have shown, (and I may be wrong,
> but weren't the initial posts just teasing/joking - "what about slightly
> gifted?") sometimes biases can show through.
> School is hard enough on a child without being labeled. (And, God forbid,
> they look a little different than their classmates!) Teachers' attitudes
> towards their students end up being a vital component of how a student ends
> up. Children pick up on everything, and if you have a bias AGAINST "gifted"
> students - even if you think you aren't expressing it - you most probably ARE.
> Jeanne
> P.S. Sorry if this is too long, or you think it's inappropriate for the
> list, but as you can probably tell - it's a sore subject with me. And,
> since now my niece is "gifted" and there isn't a good program in this area -
> I'm worried....
> Thanks!
> Jeanne-Marie Fritts
> lincarts
> ------------------------------
> Date: Tue, 20 Oct 1998 16:31:44 -0700
> From: "R.E.William Loring" <bcloring>
> Subject: Re: id:ubc
> I have done a really interesting assignment with my drawing students...i
> have them do a self portrait using symbols and "touchstones" or "icons "
> they draw amazing personal compositions rich in pattern and line...they can
> use blask markers of varying widths and good paper....we discuss negative
> and positive space, repetition, line pquality, pattern, focal points....they
> usually work from a brainstormed, written list. They all matt them and then
> we do a critique and they explain is a wonderful intro.
> assignment and they all love thinking and talking about themselves. It is
> usually the kids fave. assignment of first quarter...I do need to remind
> some of them about drug and alcohol no-no's but if you set that up they
> usually respect it...
> - -----Original Message-----
> From: ester volpe <evolpe>
> To: <>
> Date: Tuesday, October 20, 1998 4:13 PM
> Subject: id:ubc
> >Hello, i'm a pre-service teacher currently struggling with the
> >construction of lesson plans. I've currently finished interviewing a
> >fellow artist about her work and issues it explores. I'm interested in
> >forming a lesson around our discussion. In the lesson I want to address
> >issues about identity. What I'm wondering is if anyone has suggestions
> >for projects or activities dealing with identity, other than self
> >portraits?
> >
> ------------------------------
> Date: Tue, 20 Oct 1998 16:33:26 -0700 (PDT)
> From: laurie jean geddes <ljean>
> Subject: ID:UBC
> I am responding to the articles on gifted programs for students in
> the arts. I feel that being gifted artistically and creatively is
> overlooked in our society. It is extremely important to have programs in
> the arts for gifted children. One of the rational's in other gifted
> programs is that gifted children become bored in regular classrooms.
> Therefore would not the gifted artist become bored in an art program which
> presented no challenges for the student?
> ------------------------------
> Date: Tue, 20 Oct 1998 16:40:47 -0700 (PDT)
> From: Stephen J Williams <sj>
> Subject: I.D. U.B.C.
> I have sympathy with San D Hasselman who wrote about the opposition he
> experienced when he attempted to exhibit a student's drawings of male and
> female nudes . Nothing provokes censorship like depictions of the human
> body . People seem to struggle with the personal analogy of their own
> sexuality as represented in the nude . My concern is what does this say
> about unhealthy fragmentation of the human psychi in North America ? When
> I experienced censorship in regards to this subject , the administrator's
> concern was around the financial problems the school might face if a major
> donor took offense
> ------------------------------
> Date: Tue, 20 Oct 1998 19:56:24 -0500
> From: lindacharlie <lindacharlie>
> Subject: Re: Matisse, Help
> John & Sandra Barrick wrote:
> >
> > Well my turn,
> > I am doing Matisse this friday with all the leaves and fall
> > activities... does anyone have a (DBAE) lesson on him? Would
> > you care to share?
> Sandra,
> I've done three Matisse lessons with 2nd/3rd graders. Two are "cutouts",
> one is painting.
> The first cutout is a quickie based on a reproduction I can't remember
> the name of but it has dozens (?) of his famous leaf shapes mounted on a
> horizontal format of different colored rectangles. We basically do the
> same thing - I teach cutting skills, turning the paper instead of the
> scissors, and contrasting colors, and the kids make large Matisse
> inspired leaf shapes out of colored construction paper. They arrange and
> glue them to large rectangles of colored roll paper. Those are then
> arranged and glued to a long peice of white roll paper.
> The second cutout lesson is longer - based on Beasts of the Sea. I tell
> the students a little about HM the painter/stainedglass designer and
> have some slides of him doing his cutouts from bed/wheelchair. We role
> play Henri cutting out shapes in his confinement and directing his
> "assistants" to place the cutouts in his composition. We also scan
> "Beasts" and figure out what the shapes/colors represent before I give
> them the name of the picture. Students create a composition as follows:
> collage colored tissue paper to 12x18 white construction paper w/
> thinned white glue...let dry. Cut shapes of sea creatures out of
> construction paper and glue to collaged background. We list many sea
> creatures and I show them how to cut the M-style leaf (seaweed), star
> (sea urchin), curved heart (clam) which they may include if they wish.
> For display, I mount their pictures end-to-end in two columns, 6 or 7
> each column, on white roll paper similar to Matisse's composition, and
> write the title of the picture with students' signatures at the bottom
> with black marker - it makes a nice display, especially if you have the
> repro to show with it.
> The painting lesson always is successful for everyone. Talk about M's
> use of patterns. Paint a vase of flowers on 12x18 white. Paint a table
> top under the vase. Divide the rest of the space into large shapes and
> fill each shape with a different pattern. Exciting, painterly pictures
> result everytime!
> I know your kids are a lot younger so hope these are helpful.
> Linda in the land of colored leaves and blue lakes - M!ch!gan
> ------------------------------
> Date: Tue, 20 Oct 1998 19:32:26 -0400
> From: frankland
> Subject: RE:Gifted in art
> I just had to get in on the gifted question. I recently completed a 6
> week exploratory in middle school and one of the most gifted students
> was in my 6th hour, 33 student class. It was at best controlled chaos,
> at worst mayhem. No one got hurt, but you get the picture. Every day
> this student came in, sat down and did the most amazing startup drawing
> and then continued to do every project beyond my expectations - without
> any encouragement from me, (this class had 7 or 8 LD, EI, EMI, etc
> students who were more than capable of grabbing me for attention). The
> only time he really asked for anything was when he needed brown paper
> for his mixed media collage. A week before the class ended he approached
> me and asked if he could switch into my first hour to work on a comic
> strip. I said absolutely and he and a friend are now my first advanced
> art class. He got my first Awesome Art Award and will be helping with
> our webpage, etc.
> If a student is truly gifted in art they will come to you. They will
> make the best of your projects that you have tailored to the middle, and
> once in a awhile you'll teach to them specifically, even if it's a
> glance in their direction with a look that says - I know you'll go
> places with this one. I had believed this, and now I've seen it happen.
> Of course I'm ecstatic that my students know they can come to me for the
> extra input they need and want - and even feel confident enough to
> create their own class!
> As for tracking - I don't know. I certainly struggled through the 6th
> hour I mentioned, where I had the largest gap.
> And as for the $ issue, my school has 80% free and reduced lunch - $
> doesn't create gifted students, and they do deserve our extra attention
> - - especially in art. It may be the most challenging class they have - a
> chance to think creatively.
> Thanks for reading,
> Victoria
> ------------------------------
> Date: Tue, 20 Oct 1998 20:23:29 EDT
> From: Bicyclken
> Subject: Re: Spring Art Exhibits
> At our district we have an annual art show, this year is #25, with all the
> schools in the district. This is a High School district with 5 schools.
> We take turns hosting the show at our respctive school gyms. We take over the
> entire gym for a week with set up on tuesday and wednesday, Judging on
> Thursday, and the show on Friday through Sunday. We have portable stands and
> flats for hanging. We show about 250 pieces of flat 2-d work, 75-100 3-d
> pieces and 120 photography.
> Judging is done for all the schools together and seperatlly with ribbons for
> the Kids. We also have a contest for seniors only and an open house show in
> April.. This annual show is in the firat weekend in June.
> Ken Schwab
> Campbell Union H.S. District
> San Jose CA
> ------------------------------
> Date: Tue, 20 Oct 1998 20:29:03 -0400
> From: John & Sandra Barrick <astroboy>
> Subject: Re: Matisse, Help
> Actually with my older son having a huge birthday part on sunday I
> was hoping someone would send me their handout on him so I don't
> have to type it up. I usually with pre and kindergarten do the
> "Matisse" shapes
> colored leaves, and then they add a blue body. I have fadeproof
> bright paper which was donated 3 years ago from a copy store(Yes
> it's still around) so the leaves are very bright they glue it to a
> white background and then add the blue(naked outline of dance type
> women) and I laminate. It's always been super successful. I was
> hoping someone had all the history blah blah blah typed up. I'm not
> lazy just tired. Went to the opening of the Children's museum
> tonight and my husbands been on another commercial job for the past
> week and I'm painting a mural for Jess' birthday(Yes, his birthdays
> are quite the production), so on top of that I have to type my art
> newsletter and do the lesson. So I was hoping someone had a handout,
> but if not that's okay, I'll just get less sleep.
> E. Delaney wrote:
> >
> > I did a lesson on Matisse a few weeks ago with high school. So >what are you planning and
> > how do you need my help? Ann from Indiana
> Sandra Barrick
> astroboy
> ------------------------------
> Date: Tue, 20 Oct 1998 20:39:38 -0500
> From: lindacharlie <lindacharlie>
> Subject: Re: artsednet-digest V2 #1001
> James Graham Finlay wrote:
> >
> > As a preservice art teacher about to enter the profession...I consider myself an artist first and a teacher second. I ... loath the fact that I am oblidged to spend a lot of time away from it. How does an artist manage to juggle responsibilities of both artist and teacher. I have some artist friends who are teachers and I personnaly think their work suffers due to the demands of teaching. How does one reconcile those issues?.
> Dear James,
> I had the most wonderful advisor/mentor/professor when I was earning my
> undergraduate degree in art ed a few years ago. He wrote the following
> and posted it outside his office. Feeling as you do, you might want to
> take his advice seriously and consider some alternatives to teaching as
> a career choice.
> PLEASE..........
> don't "fall back on teaching!"
> the weight of your disappointment and bitterness over lack of success
> in your "chosen" field
> can squaush the enthusiasm of hundreds of young people
> who will have to suffer the heavy burden of your impatience with them
> as you "endure" an undeserved fate.
> Teaching demands a commitment to the educational welfare
> of your students. The fullest possible development of each individual is
> your charge. You must be dedicated to the task.
> The young people of the United States do not deserve those individuals
> who have drifted into the profession as a "poor second choice."
> Linda in Michigan
> ------------------------------
> Date: Tue, 20 Oct 1998 20:50:54 -0400
> From: "Diane L." <mselle>
> Subject: liquid starch
> Does anyone know if the liquid starch one made in the old days with boiling
> a batch of cornstarch mixed with water can be substituted for the liquid
> starch one buys ready mixed in a plastic bottle in the grocery store? I
> would like to use it for marbling paper. I just read the posting, Autumn
> leaves, and the writer asked where they could purchase bulk amts of starch.
> It is very difficult for me to find liquid starch. The supermarket gets a
> few bottles for the year and that's it. Hardly anyone uses it. They carry
> lots of spray starch instead. I guess if I don't hear from anyone I'll have
> to experiment...I'm just so tired, I kind of hope one of you can help me
> out. Thanks, Diane L.
> ------------------------------
> End of artsednet-digest V2 #1004
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