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RE:[teacherartexchange] pinwheels for peace

---------

From: Diane Taylor (dianet_at_TeacherArtExchange)
Date: Wed Sep 14 2005 - 09:33:06 PDT


After experimenting with pinwheels, I found it easier to have elementary
students place a cheap bead (e.g. plastic pony beads) between the
pinwheel & eraser when joining together. This enabled the pinwheels to
spin freely, easily -- and, I did not have to cut up straws into small
sections (as suggested earlier).

Diane Taylor
Art Specialist
Trinity Elementary
-----Original Message-----
From: TeacherArtExchange Discussion Group digest
[mailto:teacherartexchange@lists.pub.getty.edu]
Sent: Wednesday, September 14, 2005 2:01 AM
To: teacherartexchange digest recipients
Subject: teacherartexchange digest: September 13, 2005

TEACHERARTEXCHANGE Digest for Tuesday, September 13, 2005.

1. Need assistance
2. forward from an art therapist
3. Re: forward from an art therapist
4. Pinwheel sucesses
5. discount to subscribe to SchoolArts
6. 1st grade clean up: I need some tips!
7. Re: 1st grade clean up: I need some tips!
8. Re: 1st grade clean up: I need some tips!

----------------------------------------------------------------------

Subject: Need assistance
From: David Miller <tex.art@verizon.net>
Date: Tue, 13 Sep 2005 04:27:18 -0400
X-Message-Number: 1

I am attempting to put together a presentation that explores the various
interpretations of appropriate and inappropriate imagery in the context
of
the high school art class. I am a high school art teacher at Wissahickon
HS
in Ambler, PA.

I am interested in challenges faced in terms of visual culture
investigations, nudity, religion, politics, abortion, etc.

Anecdotal stories, articles, policies, examples, etc. would be very
appreciated. I'm hoping to do a presentation at the PAEA conference and
the
NAEA conference. It will be titled Appropriateness: Traversing the
Hegemonic
Minefield.

Thanks,
David Miller

----------------------------------------------------------------------

Subject: forward from an art therapist
From: "Randy Menninghaus" <india99@infionline.net>
Date: Tue, 13 Sep 2005 05:42:59 -0400
X-Message-Number: 2

I asked a dear friend who is also an art therapist to give advice to any
art teacher who is dealing with survivors. I forwarded one ofour
digests. I
hope this will help any body who is dealing Randy in Maine
:

Rachelle?s description of her gift of art to some of the kids in the
Astrodome in New Orleans was wonderful. Any good art teacher has the
knowledge and sensitivity to bring kids art materials and to provide an
art
club/ art room environment so they can draw and tell their story.
Sharing
their work with others and telling their story provides both an
excellent
way for kids to explain to adults what they are thinking about and a
healthy outlet for their energy. Don?t confuse her gift with art
therapy.
 
Art therapists, a legal designation, have both an art background and a
counseling background, brought together in a master?s level training and
licensing. Much of art therapy group work looks like an art class, but
there are some serious differences. The art therapist will be able to
tune
into the kids who have real mental health issues and to use the group to
support those kids in a safe and potentially healing manner. I am a
state-certified art teacher, K-12, in Maine and I am also a qualified
art
therapist with a state LCPC license. I taught 22 years before switching
careers, five of those years after I had received my art therapy
training.
I found a big difference between being an art teacher and an art
therapist.
I had to work to maintain appropriate boundaries as an art teacher and
to
respect the power of art making as an art therapist. I love both
processes
and I respect the differences.
 
A qualified and caring art teacher can give kids the appropriate and
wonderful respite from their problems that Rachelle did.
Art teachers whowant to work with Katrina survivors and evacuees, here
is
my suggestion:
Rather than get yourself in a difficult situation that may cause
unwitting
damage to already traumatized children, don?t pretend to be an art
therapist if you are not trained. Instead, use your ability to supervise
groups of kids using art materials and making art to tell stories and
generally to find pleasurable activity amidst chaos and confusion. Art
gives voice to finding a sense of unity and harmony with color, line and
shape, etc. We art teachers know that. Trust the pleasure and power of
art making and don?t try to provide therapy. Tune into the kids and if
one
or a few of them seem to be having an abnormal reaction to an abnormal
situation, refer them to a mental health professional. You will be doing
them a valuable service. Teachers are the front line for children; even
art teachers do not need to be the school counselor, too. Let your love
of
art making and knowledge of group art making provide a marvelous respite
for the children ? and the families as well - displaced by the
hurricane.
Provide children who need real therapy with references to real art
therapists. Fran Clukey, PhD, RATh, LCPC (12 Sept 2005).
 

----------------------------------------------------------------------

Subject: Re: forward from an art therapist
From: "Diane C. Gregory" <dianegregory@grandecom.net>
Date: Tue, 13 Sep 2005 06:46:16 -0600
X-Message-Number: 3

Randy,

Thanks for forwarding that advice from an art therapist. Well said.

Diane

--
Dr. Diane C. Gregory
Director, Undergraduate & Graduate
Studies in Art Education
Texas Woman's University
Denton, TX  76204
dgregory@mail.twu.edu
940-898-2540
Quoting Randy Menninghaus <india99@infionline.net>:
> I asked a dear friend who is also an art therapist to give advice to
any
> art teacher who is dealing with survivors. I forwarded one ofour
digests. I
> hope this will help any body who is dealing Randy in Maine
> :
>
> Rachelle?s description of her gift of art to some of the kids in the
> Astrodome in New Orleans was wonderful. Any good art teacher has the
> knowledge and sensitivity to bring kids art materials and to provide
an art
> club/ art room environment so they can draw and tell their story.
Sharing
> their work with others and telling their story provides both an
excellent
> way for kids to explain to adults what they are thinking about and a
> healthy outlet for their energy. Don?t confuse her gift with art
therapy.
>
> Art therapists, a legal designation, have both an art background and a
> counseling background, brought together in a master?s level training
and
> licensing. Much of art therapy group work looks like an art class, but
> there are some serious differences. The art therapist will be able to
tune
> into the kids who have real mental health issues and to use the group
to
> support those kids in a safe and potentially healing manner. I am a
> state-certified art teacher, K-12, in Maine and I am also a qualified
art
> therapist with a state LCPC license. I taught 22 years before
switching
> careers, five of those years after I had received my art therapy
training.
> I found a big difference between being an art teacher and an art
therapist.
> I had to work to maintain appropriate boundaries as an art teacher and
to
> respect the power of art making as an art therapist. I love both
processes
> and I respect the differences.
>
> A qualified and caring art teacher can give kids the appropriate and
> wonderful respite from their problems that Rachelle did.
> Art teachers whowant to work with Katrina survivors and evacuees, here
is
> my suggestion:
> Rather than get yourself in a difficult situation that may cause
unwitting
> damage to already traumatized children, don?t pretend to be an art
> therapist if you are not trained. Instead, use your ability to
supervise
> groups of kids using art materials and making art to tell stories and
> generally to find pleasurable activity amidst chaos and confusion. Art
> gives voice to finding a sense of unity and harmony with color, line
and
> shape, etc. We art teachers know that. Trust the pleasure and power of
> art making and don?t try to provide therapy. Tune into the kids and if
one
> or a few of them seem to be having an abnormal reaction to an abnormal
> situation, refer them to a mental health professional. You will be
doing
> them a valuable service. Teachers are the front line for children;
even
> art teachers do not need to be the school counselor, too. Let your
love of
> art making and knowledge of group art making provide a marvelous
respite
> for the children ? and the families as well - displaced by the
hurricane.
> Provide children who need real therapy with references to real art
> therapists. Fran Clukey, PhD, RATh, LCPC (12 Sept 2005).
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
----------------------------------------------------------------------
Subject: Pinwheel sucesses
From: "Leah Rachlis" <leah@pcisys.net>
Date: Tue, 13 Sep 2005 09:24:09 -0600
X-Message-Number: 4
I planned to have my elementary classes work on pinwheels this week - I
too
switched from Pencils to straws - BUT  added a dollop of Model magic to
the
tip of the straw, it acts as a holder for the pin and a spacer at behind
the
wheel... as I sometimes do, I experimented on my Middle Schoolers before
trying it with kindergarten! - worked out most of the bugs.
We do not have a garden, to any grass but we will plant the (with duct
tape)
on the outer railing of our building on Wednesday - pretty cool project!
Leah
----- Original Message ----- 
From: "TeacherArtExchange Discussion Group digest"
<teacherartexchange@lists.pub.getty.edu>
To: "teacherartexchange digest recipients"
<teacherartexchange@lists.pub.getty.edu>
Sent: Tuesday, September 13, 2005 1:00 AM
Subject: teacherartexchange digest: September 12, 2005
----------------------------------------------------------------------
Subject: discount to subscribe to SchoolArts
From: Nancy Walkup <nwalkup@verizon.net>
Date: Tue, 13 Sep 2005 19:15:09 -0500 (CDT)
X-Message-Number: 5
You can subscribe to SchoolArts at a discount ($16.00) if you are an
undergraduate or graduate students. Go to
http://www.davis-art.com/schoolarts/index.asp to subscribe. You will
need the code ST1. University teachers can share this info with your
students.
Nancy
rom: Nancy Walkup <nwalkup@verizon.net>
Date: Tue Sep 13 04:42:59 CDT 2005
To: TeacherArtExchange Discussion Group
<teacherartexchange@lists.pub.getty.edu>
Subject: Re: [teacherartexchange] forward from an art therapist
From: Randy Menninghaus <india99@infionline.net>
Date: Tue Sep 13 04:42:59 CDT 2005
To: TeacherArtExchange Discussion Group
<teacherartexchange@lists.pub.getty.edu>
Subject: [teacherartexchange] forward from an art therapist
I asked a dear friend who is also an art therapist to give advice to any
art teacher who is dealing with survivors. I forwarded one ofour
digests. I
hope this will help any body who is dealing Randy in Maine
:
Rachelle?s description of her gift of art to some of the kids in the
Astrodome in New Orleans was wonderful. Any good art teacher has the
knowledge and sensitivity to bring kids art materials and to provide an
art
club/ art room environment so they can draw and tell their story.
Sharing
their work with others and telling their story provides both an
excellent
way for kids to explain to adults what they are thinking about and a
healthy outlet for their energy. Don?t confuse her gift with art
therapy. 
 
Art therapists, a legal designation, have both an art background and a
counseling background, brought together in a master?s level training and
licensing. Much of art therapy group work looks like an art class, but
there are some serious differences. The art therapist will be able to
tune
into the kids who have real mental health issues and to use the group to
support those kids in a safe and potentially healing manner. I am a
state-certified art teacher, K-12, in Maine and I am also a qualified
art
therapist with a state LCPC license. I taught 22 years before switching
careers, five of those years after I had received my art therapy
training. 
I found a big difference between being an art teacher and an art
therapist.
I had to work to maintain appropriate boundaries as an art teacher and
to
respect the power of art making as an art therapist. I love both
processes
and I respect the differences.
 
A qualified and caring art teacher can give kids the appropriate and
wonderful respite from their problems that Rachelle did. 
Art teachers whowant to work with Katrina survivors and evacuees, here
is
my suggestion:
Rather than get yourself in a difficult situation that may cause
unwitting
damage to already traumatized children, don?t pretend to be an art
therapist if you are not trained. Instead, use your ability to supervise
groups of kids using art materials and making art to tell stories and
generally to find pleasurable activity amidst chaos and confusion. Art
gives voice to finding a sense of unity and harmony with color, line and
shape, etc. We art teachers know that. Trust the pleasure and power of
art making and don?t try to provide therapy. Tune into the kids and if
one
or a few of them seem to be having an abnormal reaction to an abnormal
situation, refer them to a mental health professional. You will be doing
them a valuable service. Teachers are the front line for children; even
art teachers do not need to be the school counselor, too. Let your love
of
art making and knowledge of group art making provide a marvelous respite
for the children ? and the families as well - displaced by the
hurricane. 
Provide children who need real therapy with references to real art
therapists. Fran Clukey, PhD, RATh, LCPC (12 Sept 2005).
 
---
To unsubscribe go to 
http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: 1st grade clean up: I need some tips!
From: marcia <marciadotcom@yahoo.com>
Date: Tue, 13 Sep 2005 18:27:57 -0700 (PDT)
X-Message-Number: 6
I am now teaching elementary this year after teaching
middle school for 3 1/2 years.  So far, I am enjoying
it. It is a big change from middle school!  
All of my classes are going okay and the kids are
following directions pretty well, except for one
class.  This is a first grade class at the end of the
day and when I tell them to "put away their markers
and crayons" they think this means to get out of their
seats and run around the room and goof off.  I know I
need to reteach them the procedures for clean up.
Should I do this at the beginning of the class when
they are calm or at the end of the period when we are
ready to pack up?  Does anyone have any tips for
managing and teaching clean up procedures to little
ones? Thanks in advance! Marcia
		
__________________________________ 
Yahoo! Mail - PC Magazine Editors' Choice 2005 
http://mail.yahoo.com
----------------------------------------------------------------------
Subject: Re: 1st grade clean up: I need some tips!
From: "Chris Lincoln" <artlover44@socal.rr.com>
Date: Tue, 13 Sep 2005 18:56:08 -0700
X-Message-Number: 7
Marcia,
I teach 600 students, K-8, at a Catholic school in Calif.....my best
advice 
is at clean-up time start counting from 10 down to 0.  I let them know
at 
the beginning of the school year this is how clean-up works.....by the
time 
you get to 0 you expect that they will be seated in their seats and
their 
table will be "impeccably" clean.  Don't ask how or why, but they
respond 
sooooo well to this game.
Best of luck,
Chris 
----------------------------------------------------------------------
Subject: Re: 1st grade clean up: I need some tips!
From: "M. Austin" <whest177@wheatstate.com>
Date: Tue, 13 Sep 2005 21:28:46 -0500
X-Message-Number: 8
Before you begin cleaning up you might make clear your expectations.
Maybe 
something like "after we finish drawing our dog it will be time to begin
cleaning up. We will put our markers in the bags, stack our artwork
neatly 
on the table in a pile, and then wait for my super special
instructions". 
Then, do different things for line up. One day I might line them up by 
quietest table first, some days it is by color clothes (whoever is
wearing 
the color that red and blue mixed together make may line up), some days
it 
is by individual students, some days it is by who is standing quietly
behind 
the red chairs (I have 2 different color chairs). The students know that
it 
is routine to clean up, stack their artwork, and stand quietly behind
their 
chairs, but they don't know how we're going to line up, so they have to 
listen closely, because we ALL know how important it is to line up
first! 
*L*
~Michal
K-12 Kansas Art Teacher
http://www.geocities.com/theartkids
>
> All of my classes are going okay and the kids are
> following directions pretty well, except for one
> class.  This is a first grade class at the end of the
> day and when I tell them to "put away their markers
> and crayons" they think this means to get out of their
> seats and run around the room and goof off.  I know I
> need to reteach them the procedures for clean up.
> Should I do this at the beginning of the class when
> they are calm or at the end of the period when we are
> ready to pack up?  Does anyone have any tips for
> managing and teaching clean up procedures to little
> ones? Thanks in advance! Marcia 
---
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