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RE: [teacherartexchange] Art Students Needed to Help Children Living in War

---------

From: Judi Morgan (judi.morgan_at_TeacherArtExchange)
Date: Thu Sep 29 2005 - 08:41:53 PDT


Wow. What an opportunity for students to be involved in such a positive
manner. I am presenting this to our ASB President (who is also an AP
Art student) to see if we can energize the students to work on this
project.

Thank you for sharing it with us.

Judi Morgan
Saint George's School
2929 W. Waikiki Road
Spokane, WA 99208
509.466.1636
judi.morgan@sgs.org

-----Original Message-----
From: Kevan Nitzberg [mailto:knitzber@ties2.net]
Sent: Thursday, September 29, 2005 4:10 AM
To: TeacherArtExchange Discussion Group
Subject: [teacherartexchange] Art Students Needed to Help Children
Living in War

Good morning,
The following information was sent to me which I have subsequently
looked at
and found to be an exciting project for high school art students. Even
if
this doesn't specifically concern your particular level of student
interaction, this would be good information to share within your
respective
districts. I will be sharing this with the art teachers in my district
as
well as the various art education list servs that I am in contact with.

Kevan

Begin forwarded message:

Subject: Art Students Needed to Help Children Living in War

Dear Minnesota State NAEA President,
I am a graduate student at the University of Wisconsin and also the
director
of a nationwide project to create unique, service-learning opportunities
for
art students. We are currently in need of high school students to make
illustrated children's books for children living amidst a civil war in
Uganda. These children live in shelters and refugee camps, and the books
are
meant to provide them peace of mind while helping them learn to read.
(more
info at www.thememoryproject.org/childrensbooks)
This is truly a unique humanitarian effort that has been hugely popular
with
the schools already involved. I would greatly appreciate it if you could
announce this opportunity to your state's NAEA members, as I am trying
to
get as many students involved as possible.
I greatly look forward to your response.
Thank you,
Ben Schumaker
Director
The Memory Project
1109 Emerald Street
Madison, WI 53715
Phone: 608-299-1432
ben@thememoryproject.org

"Promoting positive change through art"
www.thememoryproject.org

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

Subject: cartouche ideas
From: Sheri Fried <sfried68@yahoo.com>
Date: Wed, 28 Sep 2005 05:01:35 -0700 (PDT)
X-Message-Number: 2

Hi everyone.
I love all of your ideas and enthusiasm for teaching
Egyptian art! I especially like the idea of using
Shrinky Dink material. I think though, that I will
use that idea next year so I can order the sheets with
my school's $. At this point, it's too late to order,
and if I bought it myself, for 125 kids, that's too
much out of pocket for me.
Thanks again for the idea. I'll pack that one away.
Sheri

__________________________________
Yahoo! Mail - PC Magazine Editors' Choice 2005
http://mail.yahoo.com

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

Subject: RE: teacherartexchange digest: September 27, 2005
From: "Freeland, Sue" <freelas@gardnerk12.org>
Date: Wed, 28 Sep 2005 08:22:47 -0400
X-Message-Number: 3

Hi Guys, I'm looking for some ammunition in the line of Art Advocacy =
articles and info to help save a Middle School Art program. I did find a
=
good site linked to Judy's site (Thanks Judy!) It's the AOTL Arts on the
=
Line, http://www.artslynx.org/aotl/ . If anyone has any more please let
=
me know.
Thanks,
Sue

-----Original Message-----
From: TeacherArtExchange Discussion Group digest
[mailto:teacherartexchange@lists.pub.getty.edu]
Sent: Wednesday, September 28, 2005 3:01 AM
To: teacherartexchange digest recipients
Subject: teacherartexchange digest: September 27, 2005

TEACHERARTEXCHANGE Digest for Tuesday, September 27, 2005.

1. Re: "thuggy little boys"
2. Re: Re:"thuggy little boys"
3. Re: Stacie: visual journals
4. egyptian cartouche
5. Re: egyptian cartouche
6. Re: egyptian cartouche
7. Re: egyptian cartouche
8. Re: "thuggy little boys"
9. Update
10. art content policies-Help!
11. Re: art content policies-Help!
12. Re: art content policies-Help!
13. classroom management-- Stacie
14. Re: motivating 4th graders
15. Re: classroom management-- Stacie
16. Re: art content policies-Help!

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

Subject: Re: "thuggy little boys"
From: lindwood@webtv.net
Date: Tue, 27 Sep 2005 07:14:49 -0500
X-Message-Number: 1

Holly,
    You said that your "thuggy little boys" had become some of your
favorites. I can relate to that. My cockateil has become a way to get
to some of them. One "thuggy little boy" (haha) races to the room to
be first to see her each day. One of the other boys said, "Alexander is
just obsessed with your cockateil!!!" as if complaining. "That's ok," I
said. I saw a little smile come from Alexander's face as he realized
that it perfectly ok to be obsessed with my cockateil. He is like putty
in the palm of my hand now. He will do anything for me. He just so
happens to sit right by her cage anyway. He turns around to talk to her
occasionally during class but he is working harder and stays in his
seat! Love it. You have some great words of wisdom in your post. =20

Linda
=20
Visit our Lower and Middle School Art Gallery Sites:
www.sjs.org
Click on Arts, Lower School or Middle School, Gallery

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

Subject: Re: Re:"thuggy little boys"
From: "HGillum" <hgillum@csd2.k12.ar.us>
Date: Tue, 27 Sep 2005 08:03:54 -0500
X-Message-Number: 2

Thanks Linda, I needed that encouragement this morning. It's amazing =
what
you can get a child to do for you once you've bonded. So many of my
students come from questionable backgrounds with no semblance of normal
family life. I guess the "mama" in me just wants to adopt them...and =
I've
told my husband more than once, if I show up with a kid one evening, =
just go
along with me! Of course, there are too many to take home, but I do =
what I
can when I'm with them.

Hope you have a great day!

Holly
----- Original Message -----=20
From: <lindwood@webtv.net>
To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
Sent: Tuesday, September 27, 2005 7:14 AM
Subject: Re:[teacherartexchange] "thuggy little boys"

> Holly,
> You said that your "thuggy little boys" had become some of your
> favorites. I can relate to that. My cockateil has become a way to =
get
> to some of them. One "thuggy little boy" (haha) races to the room to
> be first to see her each day. One of the other boys said, "Alexander
=
is
> just obsessed with your cockateil!!!" as if complaining. "That's ok,"
=
I
> said. I saw a little smile come from Alexander's face as he realized
> that it perfectly ok to be obsessed with my cockateil. He is like =
putty
> in the palm of my hand now. He will do anything for me. He just so
> happens to sit right by her cage anyway. He turns around to talk to =
her
> occasionally during class but he is working harder and stays in his
> seat! Love it. You have some great words of wisdom in your post.
>
> Linda
>
> Visit our Lower and Middle School Art Gallery Sites:
> www.sjs.org
> Click on Arts, Lower School or Middle School, Gallery
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html

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

Subject: Re: Stacie: visual journals
From: "go4art@juno.com" <go4art@juno.com>
Date: Tue, 27 Sep 2005 14:01:47 GMT
X-Message-Number: 3

Stacie, I have my students complete two assignments a week...one teacher
=
directed from observation in pencil, one student directed with any media
=
they choose. They have an assignment sheet glued onto the inside cover
=
of their sketchbook. The evaluation sheet is completed by them first =
and then by me. I do this during class so that we can have =
conversations rather than me keeping them, grading and giving them back
=
without verbal feedback.

I've had some trouble with new pdf files, but the ones for 6th grade are
=
on my site. Feel free to use, adapt, etc if this is something that =
would work for you and your students.
http://www.rrms.wlwv.k12.or.us/KielingL/Sketchbook/assignments.htm

creatively, Linda in Oregon=20

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

Subject: egyptian cartouche
From: Sheri Fried <sfried68@yahoo.com>
Date: Tue, 27 Sep 2005 09:24:11 -0700 (PDT)
X-Message-Number: 4

Hello
I am teaching a unit about Egyptian art to 4th and 5th
graders. We are finishing working with heiroglyphs,
and I would like them to create personal cartouches.=20
Any ideas?
Thanks
Sheri

        =09
__________________________________=20
Yahoo! Mail - PC Magazine Editors' Choice 2005=20
http://mail.yahoo.com

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

Subject: Re: egyptian cartouche
From: "sharon@art-rageous.net" <sharon@art-rageous.net>
Date: Tue, 27 Sep 2005 15:48:13 -0400
X-Message-Number: 5

My students enjoyed making cartouche pendants out of shrinky-dinks:
http://www.art-rageous.net/EgyptianArt.html
--=20
Sharon
www.art-rageous.net <http://www.art-rageous.net>
www.cafepress.com/artrageous <http://www.cafepress.com/artrageous>

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

Subject: Re: egyptian cartouche
From: "Sue Stevens" <suestevens@rogers.com>
Date: Tue, 27 Sep 2005 17:53:48 -0400
X-Message-Number: 6

I have many egyptian ideas!!!

My favourite for cartouches (and that grade level) is 'shrinky-dink'
or=20
'skrink-it' (two different brand names of the same thing). These =
plastic=20
sheets are availabe from most craft stores like Michaels. Instructions
=
are=20
always included in the packages, which are not that expensive, and =
contain=20
usually 6 or more sheets. If you are doing necklaces - you can get 4 =
out of=20
one sheet.) If you have a template of a cartouche, the students can =
trace=20
it, put in their own name in hieroglyphics, cut it out, and then you can
=

shrink them at home in your oven, at school in an oven, or in a toaster
=
oven=20
in the classroom. It shrinks to about a quarter of the original
size.=20
Pencil crayons and permanent markers only (crayolas will wash off). =
Metalic=20
pencil crayons work great also. They can make necklaces out of it, or =
key=20
chains. Actually we are doing this activity with teachers at a workshop
=
on=20
Egyptian lessons next month, and we are attaching pin backs to them. If
=
you=20
would like a PDF of the template that I am using for these - e-mail me =
off=20
list, and I will be happy to e-mail that to you. Actually, I think I =
have=20
it so that I can get 8 out of one sheet of plastic.

Another idea would be to cast plaster.....mix up good old plaster of =
paris,=20
and pour into styrofoam meat trays (if you ask your local grocery store,
=
you=20
may be able to get some new ones - got to watch out for those germs), =
Once=20
the paster has set up, the kids can pop out the plaque, and then carve =
into=20
the damp plaster a cartouche with their name in it. Let the plaster dry
=

further, and then paint. If you cut apart big paper clips (so that you
=
have=20
two loop sections instead of one clip) and you partially immerse the =
open=20
end into the plaster before it dries, when you pop out the plaque, you =
have=20
a hook already in it for hanging!

Got to go - the school is losing internet connection in a few minutes =
for an=20
upgrade.....
Sue Stevens=20

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

Subject: Re: egyptian cartouche
From: "Sue Stevens" <suestevens@rogers.com>
Date: Tue, 27 Sep 2005 18:40:27 -0400
X-Message-Number: 7

Have a look at this website...
Click on "making a cartouche" - neat activity making a cartouche out of
=
clay=20
or sculpty.

http://www.boiseartmuseum.org/education/egyptian.htm

Sue Stevens

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

Subject: Re: "thuggy little boys"
From: StacieMich@aol.com
Date: Tue, 27 Sep 2005 19:11:40 EDT
X-Message-Number: 8

Some of my "thugs" are my favorites as well, I have to admit.

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

Subject: Update
From: StacieMich@aol.com
Date: Tue, 27 Sep 2005 19:12:52 EDT
X-Message-Number: 9

So things are going a little better this week. I gave out my first =
detention=20
today. Boo, but at least I did it, which should make it easier to give
=
out=20
future ones...okay maybe not. Let's see, I've made a few changes, but =
not too=20
many...just haven't had the chance.

I started giving out bucks, and the kids got excited about it. =
Actually,=20
yesterday my 7th/8th grade class was working so well, I ran out of =
bucks! They=20
were working well on their own too...before they even knew bucks =
existed. =20
Today, they weren't as good...don't know why. I explained that I will =
give them=20
out on my terms, at random when I see someone doing something really =
good. =20
Once they get four, they can get something out of my box.

For my elementary classes, I started going through the project step by =
step=20
with them, which helped with the helpless hands. We made a color
wheel=20
together, and they seemed to get it pretty well. =20

As for cleanup, it's still a little tough. Some days go better than =
others. =20
I'm still working that whole thing out, trying to figure out what will =
work=20
best. =20

No more "silent Art." I've made it more simple. If I have to tell them
=
to=20
quiet down three times, they will simply clean up and put their heads =
down. I=20
came very close yesterday with my sixth graders. They almost lost art,
=
but=20
then they shaped up a little.

I made a rubric for each of the projects they are working on now. I =
have a=20
checklist and tell them that if they check off each item, they should =
get an=20
"A." This way they know exactly what I'm looking for. Then I ask them
=
a few=20
questions about the project. They are supposed to glue or tape the form
=
to the=20
back of their project when they turn it in. I think it's really going =
ot help=20
and plan on making rubrics for them for all projects in the future.

I slipped up and yelled today and got flustered. I need to work on =
that. I=20
need to figure out how to get the class under control when they are =
completely=20
out of control. This tends to happen during cleanup. Everyone starts =
to=20
forget the rules and gets out of their seat. They start putting things
=
away=20
without my direction, and before I know it 30 kids are out of there =
seats, banging=20
into each other, hitting each other, screaming, laughing, falling =
down...etc.=20
 It can happen in a matter of seconds! I need to find a more controlled
=
way,=20
more calm way to gain their attention and get them to sit down. =
Preferably=20
something that doesn't involve paperwork. Some days they can follow=20
directions: Sit quietly at their table with supply boxes ready to be =
checked and=20
portfolios in a nice stack. Other days, they forget everything! I have
=
created a=20
checklist for the table captains so that they can start checking the =
bins=20
themselves and putting them away without me, but I haven't really =
figured it out=20
yet. I'm just worried that if I let them have that responsibility, they
=
won't=20
care and will put the boxes away totally trashed. Since I've been =
"inspecting"=20
them, the supplies have stayed in much better shape.

I just found out that this is my last full week with my middle =
schoolers! I=20
thought I had two more weeks, but I only have three days with them next
=
week=20
and then must turn in my grades and get ready for a new bunch. I'm =
supposed to=20
do some bike and walking home safety project with them next week, but =
many=20
are ready for a new project tomorrow. Do you guys have any suggestions?
=
=20
Something fun and easy, something that will leave a good lasting =
impression? Forget=20
paint...too complicated, and if I get observed on Thursday, that would =
be a=20
bad thing. Should I let them choose their last project? How about a =
comic=20
strip of sorts? It needs to be something cool I can figure out tonight
=
and=20
present tomorrow. Right now they are finishing up perspective =
watercolor drawings.=20
=20

Thanks again for all of your help. I have printed out all of the =
replies and=20
have them in a folder so I can keep going back to them for guidance. I
=
know=20
I still need to make a lot of adjustments!

Stacie in Miami

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

Subject: art content policies-Help!
From: "Dawn Malosh" <dmalosh@stmichael.net>
Date: Tue, 27 Sep 2005 17:02:57 -0700
X-Message-Number: 10

Hi Fellow Art Teachers!

I really need your help!. My boss and I are having a meeting on Friday =
about
acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop a
policy that we all agree on, which is tough. My boss asked me to find =
out
what other art departments' official policies are. Please help me!!! Do
=
you
have official policies to regulate student content? Does anyone else =
have
actual written policies? I posted this last week but didn't have much of
=
a
response.

With Great Appreciation,

        Dawn in Tucson

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

Subject: Re: art content policies-Help!
From: "Diane C. Gregory" <dianegregory@grandecom.net>
Date: Tue, 27 Sep 2005 18:18:49 -0600
X-Message-Number: 11

Please clarify your question. When you say art content are you talking
=
about
subject matter or are you talking about art concepts that are covered in
curriculum guides? Is the concern objectionable subject matter?

--
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 Dawn Malosh <dmalosh@stmichael.net>:
> Hi Fellow Art Teachers!
>
> I really need your help!. My boss and I are having a meeting on Friday
=
about
> acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop a
> policy that we all agree on, which is tough. My boss asked me to find
=
out
> what other art departments' official policies are. Please help me!!! =
Do you
> have official policies to regulate student content? Does anyone else =
have
> actual written policies? I posted this last week but didn't have much
=
of a
> response.
>
> With Great Appreciation,
>
> 	Dawn in Tucson
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
----------------------------------------------------------------------
Subject: Re: art content policies-Help!
From: "M. Austin" <whest177@wheatstate.com>
Date: Tue, 27 Sep 2005 19:50:40 -0500
X-Message-Number: 12
While my district does not have a written policy I have my own comfort =
zone=20
on what I will show each level, and this is based on my knowledge of the
=
culture I live in and what my parents deem acceptable. 4th & 5th
aren't=20
knowingly exposed to any nudity. 6th - 8th I don't show artwork with =
obvious=20
nudity, but I do have shelves upon shelves of art books that students =
may=20
browse. I don't censor my books, but I do tell them that nudity in art =
is=20
normal, but that if they are not mature enough to handle looking at my =
books=20
then they will lose the privelege. Same with the internet. I tell them =
that=20
they turn it into something dirty and unpleasant when they point, laugh,
=
and=20
share with their friends, and this is how I judge their ability to =
handle=20
the material. There are so many artworks available that it is possible =
to=20
teach these grades about great art/artists without the nudity. Again, =
you do=20
have to teach to your own personal culture - you know best what your =
parents=20
and community find acceptable.
~Michal
K-12 Kansas Art Teacher
http://www.geocities.com/theartkids
> I really need your help!. My boss and I are having a meeting on Friday
=
> about
> acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop=20
> a
> policy that we all agree on, which is tough. My boss asked me to find
=
out
> what other art departments' official policies are. Please help me!!! =
Do=20
> you
> have official policies to regulate student content? Does anyone else =
have
> actual written policies? I posted this last week but didn't have much
=
of a
> response.
----------------------------------------------------------------------
Subject: classroom management-- Stacie
From: Sheri Fried <sfried68@yahoo.com>
Date: Tue, 27 Sep 2005 18:35:01 -0700 (PDT)
X-Message-Number: 13
Hi Stacie
I teach K-5.  I have a few clean up routines that work
for me. =20
For a non-messy project, one that does not involve the
sink or getting out of their seats, I get their
attention and inform them that the table that follows
clean up directions the best (not the quickest) will
get an art prize :drawing paper/coloring sheet/tracing
paper/etc. - they truly like this.  I know a lot of
you out there are against prizes, but sometimes it
really motivates students to work together and follow
directions.  I then explain that they must organize
their tables for the collectors by working as a team,
and stress NOT getting out of their seats, that will
disqualify their table.  They can not yell at a
tablemate, or grab something out of their hand.  I
find that with the peer pressure to clean up quickly,
quietly, and politely, this technique works for me.  I
also tell them that I will write down names of kids
who don't work with their table/teams to organize, and
those students will lose some of their next free
choice time.
For messy clean ups, painting, etc. :  I first explain
the procedure so they all know what is expected.  They
are to keep painting until I call their table.  When
called, they are to leave the paint trays/brushes and
go wash hands.  While they are up, I grab their
paintings and put on the drying rack.  After washing,
they get a coloring sheet (something associated with
the lesson) and markers or crayons, go back to their
tables and color quietly.  Again, I tell them I am
watching for the table that follows these directions
the best, and that table will get an art prize.  You
might be wondering when do the kids wash the paint
trays and brushes?  They don't.  When I first started
teaching, I thought it was so important for my kids to
learn the skill of properly washing brushes and trays.
 I have learned that this is not as important to me as
a calm, orderly classroom is.  So, I have a tub of
water prepared and simply dump all paint trays and
brushes in it, letting it soak til I have time to wash
them.  Usually, I have students who finish early and
want a job, or students who stay after school in a
latch key program who help me.  I seriously don't feel
I am keeping my students from learning an important
skill by not making them wash their stuff.  (maybe
their middle school teacher might think so!)
Enough already--
 good luck.
Sheri
____________
=09
	=09
______________________________________________________=20
Yahoo! for Good=20
Donate to the Hurricane Katrina relief effort.=20
http://store.yahoo.com/redcross-donate3/=20
----------------------------------------------------------------------
Subject: Re: motivating 4th graders
From: Jerry Vilenski <jvilenski@yahoo.com>
Date: Tue, 27 Sep 2005 19:11:54 -0700 (PDT)
X-Message-Number: 14
Here's some advice, for what it's worth:
=20
I have found that, especially with upper elementary
students, projects and activities that are
specifically geared toward their interests and skill
levels are what keeps them excited about art.=20
Motivating disinterested students is always an uphill
struggle, but with consistent discipline strategies,
over time, they will get the message you are serious
and start working.  I also find that liberal use of a
sense of humor tends to disarm the hard core types and
will eventually win them over.=20
Having said all that, here is what I would do:
> clue into the regional culture and develop new or
alter old projects to that culture.
> 4th graders like to work with their hands, building
things, sculpting, claywork, paper mache, etc. are all
prime motivators that get kids excited and engaged.=20
Drawing and design projects are ok with highly
motivated kids, but if they are not focused on that
type of activity, switch to 3d activities until they
are used to working with you, or at least use 3d as an
incentive to get through a paper activity.
>Physical activity also helps keep kids moving and
focused, so set up work stations at various locations
in the room so kids are not near each other for the
entire art class period and are kept busy at the
workstation getting crayons, brushes, etc.
>Make sure you have contact with each student during
the class period, so you can check progress and let
them know you have certain expectation of behavior and
performance.  Simply having them get in line to check
their work serves this purpose, or go around to
tables.
> Be crystal clear with your expectations as each
project begins, so there is no ambiguity in their
minds as to the rules or guidlines you expect to be
followed.
> If you need specific project ideas, write me at my
e-mail address, and I will be glad to send photos and
lessons your way.
=20
Hope this helps,
=20
Jerry
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around=20
http://mail.yahoo.com=20
----------------------------------------------------------------------
Subject: Re: classroom management-- Stacie
From: StacieMich@aol.com
Date: Tue, 27 Sep 2005 22:16:09 EDT
X-Message-Number: 15
Thanks.  Yes, I've been wondering the same thing.  I feel like my middle
=
school students should have the responsibility of washing their stuff, =
but they=20
just seem to take too long.  I've been wondering if I should collect =
their=20
stuff, either wash it myself or ask a helper to wash them and give that
=
student=20
extra bucks or something.  I definitely need to figure this out.  The =
other=20
problem is that I have no drying rack, so finding spots for 33 wet =
paintings is=20
interesting.  I've hung up clothelines, but it doesn't work so well with
=
that=20
many paintings.  I am praying that they get me a rack soon.  I've been =
begging=20
for one since before I started.  They told me that they ordered it, but
=
that=20
like like three months ago.  It would really help. =20
----------------------------------------------------------------------
Subject: Re: art content policies-Help!
From: Woody Duncan <woodyduncan@comcast.net>
Date: Tue, 27 Sep 2005 20:49:14 -0600
X-Message-Number: 16
I'm starting my 3rd year of retirement but I'll put
my two cents in. I taught 6th - 8th art for 27 years
Our district never had any written guidelines
or official policy about content but I tried to impose
my own. I also did not allow cussing, fighting or
the word "no" in my classroom. I imposed my own
morals upon my students and if they didn't like it
"tough. As for art content: No beer, cigarettes, guns,
knifes, frontal nudity, etc. were some of my restrictions.
Gang signs and related symbols were the only real problem
cause they kept changing. Our school security officer was
good at keeping me clued in. I've done lessons around
Graffiti as art and the kids loved it. Administrators
can get real hung up on the silliest things. We did a
still-life with bottles with great renderings of glass
and reflected light. I displayed the art in a showcase
along with some of the many shapes of wine bottles we
used. I was told to remove them. We compromised by
turning the labels to the back. If you set some
reasonable standards the kids will cooperate. Also,
I seldom left the choice of subjects wide open. Some
content I used was: Animals, Birds, City Scapes,
White Water Rafting, Indoor Soccer, Cheerleaders,
Winter Olympics, Vases of Flowers, Musical Instruments,
Self Portraits (always a good one) etc. The possible list
is endless but I choose the major areas and supplied
resources and motivation. I don't believe in saying
"draw what you want today." I encouraged lots of
variety and experimentation within the content I
choose. I choose content based on degree of
difficulty, appropriateness to media, and if it
would fit into the sequence of lessons that came
before. I hope this helps.
				Woody
Dawn Malosh wrote:
> Hi Fellow Art Teachers!
>=20
> I really need your help!. My boss and I are having a meeting on Friday
=
about
> acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop a
> policy that we all agree on, which is tough. My boss asked me to find
=
out
> what other art departments' official policies are. Please help me!!! =
Do you
> have official policies to regulate student content? Does anyone else =
have
> actual written policies? I posted this last week but didn't have much
=
of a
> response.
>=20
> With Great Appreciation,
>=20
> 	Dawn in Tucson
--=20
	Woody, Retired in Albuquerque
		mailto:woodyduncan@comcast.net
35 Quality Middle School Art Lessons
in powerpoint format, on one CD $17 (includes shipping)
http://www.taospaint.com/QualityLessons.html
Ordering Address: PO Box 91703
Albuquerque, NM    87199-1703
?The function of the overwhelming majority of your artwork
is simply to teach you how to make the small fraction
of your artwork that soars.?              from: ?Art & Fear?
Woody's Watercolor Portfolio:
http://www.taospaint.com/Portfolio/Watercolors.html
Newest Fantastic Triplet Pics:
http://www.taospaint.com/Spring05/Photos.html
Your Invite to Woody's Exhibit:
http://www.taospaint.com/ArtShow/Invite.html
---
END OF DIGEST
---
freelas@gardnerk12.org
leave-teacherartexchange-46949Y@lists.pub.getty.edu
----------------------------------------------------------------------
Subject: Stacie-classroom control
From: "Jeannette Anthos - JHH" <JAnthos@rockdale.k12.ga.us>
Date: Wed, 28 Sep 2005 09:17:19 -0400
X-Message-Number: 4
Hi Stacie
Sorry this post is coming so late-but we didn't have school this past
Monday & Tuesday.
As a class reward here's what I do:
It's called Surprise Day, and it basically works like this:
I have a chart at the front of my room (it's actually a paint palette,
and each "splotch" of paint represents a teacher's class-the paint
splotches are held on by Velcro)
The goal for the students it to keep their surprise day-they can have
one at the end of each quarter-up to 4 per year, and it is basically
anything I choose. It can be art movie & popcorn day (which is rare),
clay, sidewalk chalk, going outside to draw, or what I really like doing
is having art centers at each table. Different memory games, free
drawing, etch a sketch, etc. I set a timer, and when it "dings", they
move to the next center.
Now, how do they lose surprise day?
It's 3 marbles in the can (I use a coffee can)
If the class is too loud, or being disrespectful, talking while I am,
etc. they receive a marble, which is VERY LOUD when it is dropped into a
can.  I do not give warnings about the marble. I just drop it in there.
2 marbles-the kids get really nervous & apply peer pressure, but if
there is a 3rd marble, I take their paint down off the palette, and
instead of surprise day, we do bookwork that day, vocabulary definitions
and such. I know bookwork shouldn't be used as punishment, but it is
VERY effective. If that happens, they never lose surprise day again that
year.  I make that day pretty miserable for them, and at the end of the
class I let them know there are 2 ways we can go about learning art. We
can read it in a textbook, which is informative, but not hands on. Or we
can do it the more "fun" way, it's their choice.  If I have just one
student who is particularly rowdy, he/she loses surprise day, while the
rest of the class has it. He/she has to do bookwork and watch the rest
of the class have fun. =20
I also have done silent art---and if the class talks during silent art,
then we put away everything, and put our heads down and have no art. If
that happens, it generally isn't a problem again, in regards to getting
too loud.
And if there is still a problem, I send a note home, but could also call
parents or do the detention thing.
Discipline can be the most difficult thing, but remember it's ALWAYS
easier to start out strict, and then let up. It's much more difficult to
be easier, and then try to tighten the reigns. The kids are testing
you-seeing how far they can push you. Now I am in elementary school, so
I know that's different from MS, but I use Time out. It's very
effective. 3 strikes & you're out. Strike 1 is a warning, strike 2 TO
for 5 min, strike 3, TO for rest of class and a note home. I should also
say that a student is NOT allowed to participate in art class again
until the note is brought back signed. And if I think it's a forgery, I
check it with documentation in the front office, and call home to talk
to the parent. I let my students know that art is a privilege, and they
make a conscious choice to participate or not.
I have a student teacher right now, and she has struggled with the
discipline in the class, but now she is really "getting it".  She was
hesitant to give out strikes or marbles.  But as long as you are
consistent with it & fair, the students will truly respect you for it.
She just had  a class today who had silent art last week, and they still
weren't silent, so she took art away, and they put their heads down. So
today, they really controlled their voices, and worked, and the class
went much more smoothly. I don't know if these ideas help or not, but
that's my 2 cents worth.
Thanks!
Jeannette Anthos
Art Educator
J. H. House Elementary School
2930 Hwy 20 North
Conyers, GA 30012
770-483-9504
Fax: 770-483-0397
www.artsonia.com/jhhouse1
----------------------------------------------------------------------
Subject: Re: Need tips on how to gain 4th grade interest in art
From: "HGillum" <hgillum@csd2.k12.ar.us>
Date: Wed, 28 Sep 2005 09:15:30 -0500
X-Message-Number: 5
Julie,
Boy, do you have a challenge ahead of you!  I can't accurately predict
what
your kids will do - or are thinking, but I can tell you things I've
tried.
As you may have discovered, 4th grade is a tough age.  They aren't kids,
but
they aren't teens either.  They are wise to the truths and deceits of
adults - and many of them have home lives that would make us shudder.
I've
been thinking about your post for a few days and thought I'd pitch in my
2
cents, being a southern girl myself!
It sounds as if you are in a K-5 school.  So, it's easy to assume these
kids
have had 3 years of unpredictable art.  The mean teacher and the one who
left didn't do much to instill a love of the subject - as well as the
trust
that consistency will build over time.  In addition, (please don't be
offended), but you are a Yankee and they know that.  You will speak
differently from them, use different slang, and in general, be someone
they
may have never seen before.  (Yes, I know you look just like them, but
with
the cultural differences, you may as well be from Mars!)  I realize
Atlanta
is a big city, but rural Georgia - or even the outskirts of Atlanta is
like
ever other small town in the south.  Tradition is deeply ingrained and
change is a foreign concept.
Your ethnic mix is about what we have all over, for the most part.
Being a
southerner myself, what you are describing from the kids is nothing more
than disrespect.  The African-American culture doesn't have the
eye-contact
issue that the Hispanic and Asian cultures sometimes have.  If they
won't
look at you, they're being disrespectful.  I get that from my kids
sometimes - which translates to
"I'm-better-than-you-and-I-don't-have-to-listen-to-or acknowledge-you."
Also, the mumbling is a form of disrespect.  Keep in mind that we often
talk
slower and draw out our syllables, but we don't mumble unless it's
intentional!  When my kids mumble, they are disrespecting me -
knowing/hoping I won't be able to understand them.  That's common and
has
nothing to do with your state of origin.  They are being typical 4th
graders.
It seems as if you have a great handle on the K-3 - and even the 5th
grades
who see you all day.  Good for you!  One thing you may try is a simple
survey.  I've done these before with much success for me.  I approach
the
kids as humble as I can - as if I'm there to serve them (which, in
essence,
we are).  I tell them I want to know what they expect to learn from me.
What can I do to make the class better?  What do I need to change?  What
is
the best and worst thing about art?  I've gotten great answers - from
the
temperature in the room, the kind of perfume I wear, and my bulletin
boards
to not having long-enough classes.  Considering it's art, you may ask
what
they want to learn about most.  I'm discovering my 4th graders are most
interested in learning to draw - rather than the elements of art and
influential artists.  I taught them to draw a cartoon frog - nearly all
of
the 4th grade teachers have stopped me to tell me about the frogs that
have
been drawn everywhere in their rooms!  They are excited the kids are
learning and are excited!  They are struggling to be independent and
"grown-up" but are still kids at heart.  I try to give them lessons they
can
use in other places.  Many of my students are budding cartoonists - they
draw their own comics - and some write mini-books and illustrate them.
That
is art, as far as I'm concerned.
Well, I can ramble forever about this, but I'll close.  You may have to
throw your traditional topics/lessons out the window for the sake of
getting
them involved in art again.  Once you hook them - with cartoons, etc.,
you
can gradually slip in color theory, etc.  Get them hooked, and next
year, as
5th graders, you can build on their love of the subject and fill in the
blanks the previous years have left.  Also, you may want to try the old
trick of making them think they are in charge of the classroom.  If they
think they are running the show, the take an enormous amount of
ownership in
the project.  Give them a choice of projects and let the class vote.
Make
it a class project - something that can be accomplished in small groups
-
making mosaic stepping-stones for the school-yard/quad or designing &
painting a hall mural.  Your willingness to work "for" them will make a
huge
difference.  Keep showing that dedication - they see it, but they don't
trust it yet.
As for southern culture, we really aren't that different.  We have a
deep
love for family, faith, and food...not always in that order!  We aren't
the
mysterious people you read about or see on TV - those are the
southerners
you don't find anymore - and treasure once you do.  Try to enjoy the
school
year and let the kids lead you where they may - I think you'll be
pleasantly
surprised!
Hope this helps - and if not, it's only 2 days until the weekend!
Holly Gillum
----- Original Message -----
From: "JacobusseJulie" <JacobusseJulie@bellsouth.net>
To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
Sent: Sunday, September 25, 2005 7:46 AM
Subject: [teacherartexchange] Need tips on how to gain 4th grade
interest in
art
I just moved from Michigan to Georgia to begin my first year teaching
art
K-5.  The town is a small community south of Atlanta with deep southern
values and religious beliefs.  I am building relationships and
establishing
an art program for the K-3 students and the 5th graders have come around
recently-they are in my hall by my classroom.  However the 4th grade
classes-there are 3 of them-they seem to have no desire or interest in
art.
They are loud, disrespectful and have not been able to complete the
first
couple of projects I have given them to the best of their abilities.
There
are about 27-29 students in each class with about 50% African American
and
50% white.  I want to gain their interest in art and to build a strong
program for them.  I have been looking for books to help me understand
the
southern culture-many African American students do not look at me when I
talk to them.  Some students both white and African American talk like
they
have a sock in their mouth making it hard for me to understand them.
Are
there any lessons or tips that would help me with them?  I personally
think
the classes are too big.  I have talked to their classroom teachers, the
principal, and many others and their solutions have not seemed to help
and
only helped the classes behave short term-for one class period.  Also,
this
school system has been though many art teachers.  The one before me was
there for a year and took a job at her church, the one before that 3
years
but I was told she was mean to the students, from what I have heard they
have had other art teachers but none for very long.
Thanks for any helpful input,
Yours in Georgia-Julie Jacobusse
-----Original Message-----
From: TeacherArtExchange Discussion Group digest
[mailto:teacherartexchange@lists.pub.getty.edu]
Sent: Sunday, September 25, 2005 3:00 AM
To: teacherartexchange digest recipients
Subject: teacherartexchange digest: September 24, 2005
TEACHERARTEXCHANGE Digest for Saturday, September 24, 2005.
1. I need an art project based on Leonardo Da Vinci
2. Re: sjs website and my week with Katrina and other issues
3. Mike Sacco's visual journals
4. Re: Mike Sacco's visual journals
5. Re: The Tracer
6. Re: Mike Sacco's visual journals
7. Re: Mike Sacco's visual journals
8. Long email with tons of questions
9. Re: Mike Sacco's visual journals
10. Re: The Tracer
11. Re: Long email with tons of questions
12. Re: Long email with tons of questions
13. RE: I need an art project based on Leonardo Da Vinci
14. Re: freedom of expression
15. Re: Some sort of new work
16. Re: Long email with tons of questions
17. Re: [teacherartexchange tons of questions
18. Re: I need an art project based on Leonardo Da Vinci
19. Re: Stacie: visual journals
20. RE: I need an art project based on Leonardo Da Vinci
21. Re: I need an art project based on Leonardo Da Vinci
22. Re: [teacherartexchange tons of questions
23. Too Strange a Picture
24. Wonderfully Illustrated Children's Book
25. Re: [teacherartexchange tons of questions
26. Re: Stacie: visual journals
27. Re: Stacie: visual journals
28. Re: Stacie: visual journals
29. Re: Stacie hang in there
----------------------------------------------------------------------
Subject: I need an art project based on Leonardo Da Vinci
From: Sharon Blackwood <ziadawn@gmail.com>
Date: Sat, 24 Sep 2005 01:35:44 -0600
X-Message-Number: 1
I teach K-5 art at 2 elemenart schools. I am in each of their
classrooms for about 45 minutes every two weeks. For the next two
weeks I will be covering Leonardo Da Vince. I will show a power  point
presentation about him for the first 10 minutes, then I will have
about 30 minutes left for an art project. Any ideas? Thanks
----------------------------------------------------------------------
Subject: Re: sjs website and my week with Katrina and other issues
From: lindwood@webtv.net
Date: Sat, 24 Sep 2005 07:28:05 -0500
X-Message-Number: 2
Hi all,
   I lost my mom in hospice this past Tuesday.  We barely got her into
the ground before they shut down the cemetery for the storm.  I feel so
great that she is in the ground with my dad and not in a morgue
somewhere.  We'll have a memorial service soon.  We were going to leave
and go to Kerrville, but it was simply not meant to be. We were much too
fried to get out of here, couldn't think well enough to get organized,
and were sleep deprived and too stressed out to function well, so we
stayed.  Boy am I glad we did now, though I totally support and am
thrilled that the evacuation worked as well as it did.  There is simply
no way that it could have been perfect with our population.  Each time
we do these things now, we will learn something else about how to handle
it better next time.  I can only imagine the stress the evacuees felt
sitting in gridlock with gas running out.  While Houston's dodging the
bullet is someone else's panic attack, I have to say that one thing I am
most greatful for, as you must be is that the refineries here appear to
be fine.
At least, that is my impression.
It's been quite a week.  My mom died very peacefully with all of us
there.  The last six weeks of her life in hospice are some of the
dearest and sweetest memories I have of her.  Strange.
Please don't feel that you all need to reply to this.  I just wanted to
let you all know what was going on here.  I live 5 miles from downtown
Houston.  As I look out at daybreak, I see no trees down, no water
standing anywhere, just a rainy morning.
Hallelujah!!!  I'm going to bed!
Linda
Visit our Lower and Middle School Art Gallery Sites:
www.sjs.org
Click on Arts, Lower School or Middle School, Gallery
----------------------------------------------------------------------
Subject: Mike Sacco's visual journals
From: J Well <scherenschnitte442000@yahoo.com>
Date: Sat, 24 Sep 2005 06:28:51 -0700 (PDT)
X-Message-Number: 3
Thanks so much for the link; they're terrific.  Tell
me, please, are the books spiral notebooks with blank
pages?  or regular lined notebooks with plain paper
pasted in?  or art sketchbooks?  Did you purchase them
in bulk?  Also, have you previously shared your list
of journal assignments?  Compliments to you and those
9th graders.  J.
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
----------------------------------------------------------------------
Subject: Re: Mike Sacco's visual journals
From: "Diane C. Gregory" <dianegregory@grandecom.net>
Date: Sat, 24 Sep 2005 07:49:45 -0600
X-Message-Number: 4
Yes Congratulations to Mike Sacco!  They are terrific.  I went to the
web
site
yesterday and I was amazed at the visual journals.  I also was truly
inspired
by other art work up there, including the shells, abstract art projects,
etc.
Truly inspirational work. I bookmarked the site so that I could share
the
project ideas and examples of finished work with my art education
majors.
There
are also examples from other art teachers at this school.
I am sure they will be inspired as I was!  Thanks for sharing
--
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 J Well <scherenschnitte442000@yahoo.com>:
>
>
> Thanks so much for the link; they're terrific.  Tell
> me, please, are the books spiral notebooks with blank
> pages?  or regular lined notebooks with plain paper
> pasted in?  or art sketchbooks?  Did you purchase them
> in bulk?  Also, have you previously shared your list
> of journal assignments?  Compliments to you and those
> 9th graders.  J.
>
> __________________________________________________
> Do You Yahoo!?
> Tired of spam?  Yahoo! Mail has the best spam protection around
> http://mail.yahoo.com
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
----------------------------------------------------------------------
Subject: Re: The Tracer
From: Rachel Smith <rsmith@columbus.rr.com>
Date: Sat, 24 Sep 2005 11:11:25 -0400
X-Message-Number: 5
Mike,
I used to have one and ended up giving it away.  The projected images
were not very clear and not much larger than the original.
Rachel Smith
Art Educator
Barrett Middle School Urban Academy
Columbus, Ohio
On Thursday, September 22, 2005, at 07:14  PM, Occasm@aol.com wrote:
> Wondering if anyone has any experience with "The Tracer" by ARtograph.
> bAsically an economical opaque projecter. I want to use it to enlarge
> student
> drawings. Not necessarily for a mural though.
>
> Thanks,
> Mike Sacco
> Paul J. Gelinas JHS
> Setauket, NY
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
----------------------------------------------------------------------
Subject: Re: Mike Sacco's visual journals
From: Occasm@aol.com
Date: Sat, 24 Sep 2005 11:14:28 EDT
X-Message-Number: 6
Thanks for looking at these and I'm glad you like them.
   I opened up the course last year with having the kids design their
own
cover. Took maybe three periods to do this. I told them to buy small
5x7ish
blank
sketchbooks. I had the local hardware/school supply store stock up on
them,
but they're available in the office supply chains as well.
   I gave two entries a week. ONe was to use one of my demos, such as a
watercolor wash, an ink jet transfer, rubbings, etc. The other was
"free" or
their
choice. Sometimes I would say it was a free entry but they had to
combine
media. Two media, three, etc.
   By the end of the courseI was giving my strong group complete freedom
with
two free entries a week.
   With all  entries, I stressed "working the page" meaning I wanted
them to
really make maximum use of the space and activate it as well.
    I also stressed experimentation. I showed them burned edges, told
girls
to try make up, nail polish, etc.
   I graded them on completeness, level of creativity/experimentation,
and
effort.
I checked the journals every three weeks and all entries had to be
labeled
and dated.
This was a lot of work for me but when I handed them back, it was show
and
tell time and the students loved seeing me spotlight the "strong pages".
   Any other questions, please don't hesitate to ask.
Mike Sacco
----------------------------------------------------------------------
Subject: Re: Mike Sacco's visual journals
From: "Diane C. Gregory" <dianegregory@grandecom.net>
Date: Sat, 24 Sep 2005 10:25:02 -0600
X-Message-Number: 7
Did you ask students to bring in their visual journals to class on a
daily
basis
for individual critiques and suggestions during each three week period?
Or,
did
you encourage them to work mostly on their own. Did you use any kind of
peer
or
self-evaluation strategies?  The work displayed on the web site is so
strong, I
am wondering how this happened.  Great Work!
Cheers,
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 Occasm@aol.com:
> Thanks for looking at these and I'm glad you like them.
>    I opened up the course last year with having the kids design their
own
> cover. Took maybe three periods to do this. I told them to buy small
5x7ish
> blank
> sketchbooks. I had the local hardware/school supply store stock up on
them,
> but they're available in the office supply chains as well.
>    I gave two entries a week. ONe was to use one of my demos, such as
a
> watercolor wash, an ink jet transfer, rubbings, etc. The other was
"free"
or
> their
> choice. Sometimes I would say it was a free entry but they had to
combine
> media. Two media, three, etc.
>    By the end of the courseI was giving my strong group complete
freedom
with
> two free entries a week.
>    With all  entries, I stressed "working the page" meaning I wanted
them
to
> really make maximum use of the space and activate it as well.
>     I also stressed experimentation. I showed them burned edges, told
girls
> to try make up, nail polish, etc.
>    I graded them on completeness, level of creativity/experimentation,
and
> effort.
> I checked the journals every three weeks and all entries had to be
labeled
> and dated.
> This was a lot of work for me but when I handed them back, it was show
and
> tell time and the students loved seeing me spotlight the "strong
pages".
>    Any other questions, please don't hesitate to ask.
>
> Mike Sacco
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
----------------------------------------------------------------------
Subject: Long email with tons of questions
From: StacieMich@aol.com
Date: Sat, 24 Sep 2005 13:13:12 EDT
X-Message-Number: 8
Just an update.  So, I've been teaching now for about six weeks.  I've
been
going through it all...the highs and the lows, the frustrating parts and
the
few rewarding parts.  It's been really hard, but I knew it would be.  I
keep
trying new things.  Some things work, some things don't.  Some things
work
for
certain classes and not for others. Some things work one day and then
for
some
reason don't work the next day.  Here's what I've been doing so far:
I have rearranged my tables so that they are in a "U" formation with one
in
the center, like an island.  This allows for only four students per
table
and
six students at the one in the middle.  It works a little better because
I
can
see all of my students, but it is crowded, very crowded.  It also seems
to
work a little better because there are less students per table, and it
feels
more
like a typical classroom setup...less freedom.  I have assigned table
captains.  The captain is responsible for getting the supplies for the
table, for
keeping his or her table quiet and for making the students cleanup.  It
works
well for the younger students, not as well for the middle schoolers.  I
find
that
most of the middle school students don't want the responsibility.
I'm still having trouble with too much noise and students getting out of
their seats.  They simply can't seem to control themselves.  Cleanup is
a
nightmare when they use paints.  Simply a nightmare.  My sixth graders
like
to make a
mess, paint their hands, and then they can't seem to get the whole,
"only
one
table at a time will clean their brushes and rinse the cups."  They all
want
to get up at once no matter what I tell them.  Or they don't listen and
won't
clean up when I ask, and then only half of the class has cleaned up by
the
time
the bell rings.
So, now I only allow half of the students to paint and the other half
works
on another project.  The next day we flip.  It helps a little.
I know that part of my problem is that I'm not hard enough on them.  So,
I
handed out two notes home on Friday.  The parents need to sign it and
the
student owes me a 150 word essay.  The next step is detention.  These
two
students
were talking during "silent art."  When it gets too loud, and I have to
warn
them three times, I ask for silence.  They can't handle it AT ALL.
I'm really not sure what to do.  Do I hand out detentions to the whole
class
because they are talking during silent art?  I did buy a timer this
weekend,
and I'm going to see if we can start MOnday's class with five minutes of
silence just to set the tone.  I'm really not sure if it will work.  Any
ideas on
how to keep the noise level down?  My mom says I simply should not allow
any
talking, but they need to share supplies and ask for help often.  I've
told
them
that they must whisper, but they can't seem to keep it to a whisper.
It's
frustrating.
As for the cleanup, I need help there too.  It's just so hard when it's
33
students.  That's why I'm only allowing half of them to paint at a time.
I
could use more tips though.  I keep their supplies in bins, and I
inspect
the bins
before they can line up.  I explain that their portfolios must be
stacked
neatly on the table, that their supply bin should be organized with the
lid
off
for me to inspect, and that they must be sitting quietly.  After I
inspect
the
bin, I allow the captain to put up the bin and portfolios, and that
table
can
line up.  It works better, but it's still not perfect.
I also want to start some sort of incentive program.  I've bought two
charts,
one for my elementary classes and one for the middle school classes.
For
elementary, I figured I could do it by day, as in whichever class on
that
day has
the most stars will get a reward the next class.  I have the elementary
kids
only once a week for the whole year.  As for the prize, I'm thinking
bucks
and
then allowing them to cash them in at the end of the month or every two
weeks?  For the middle school, the tables in each class would compete.
Whichever
table in the class had the most stars at the end of the week would get
bucks
the following Monday.  I only have them for nine weeks, but I see them
every
day.  As an incentive to be a good captain, I thought the captains could
get
two
bucks while the other students at that table would get one.  I need help
figuring this all out.  How should we keep track of the bucks?  Should
they
hold on
to them?  Should I?  What if they lose them?  I need a system that will
be
easy, not a lot of work for me or else it won't work.  I won't have
time.
How
should I decide which tables get stars, which don't?  If a student is
acting
up
at a table, should I stick something on it and explain that the table
has
lost it's star for the day?  It's difficult because I have a total of 16
different classes a week.  Also, what should the rewards be?  I have
stickers and
pencils for the little ones.  I have some other things like cute
notepads
and
calendars for the older ones.  As far as candy, I'm a little nervous
about
it.
What if a student isn't supposed to eat sugar?  If it's candy, it needs
to
be
something they can eat quickly.  My mom suggested the mini twizzlers
that
come
in bulk.
Attitude:
Some of my students are starting to give me attitude when they get into
trouble.  They get angry and turn on me, and it's actually quite
hurtful.  I
had a
student goof off in the hallway the other day for about 3 minutes before
he
entered my class.  Then he asked to use the restroom and I told him that
he
had
wasted three minutes in front of my class and should have gone then.  He
got
angry and threatened to pee in my garbage can.  I was outraged.  I
should
have
given him a detention, but I think I was just so disappointed and
shocked.
This student was a problem in the beginning of the year because he was
always
goofing off and getting out of his seat.  Then all of a sudden he
started
working, and I realized that he was my most talented student.  For the
past
three
weeks, I've been beaming with pride whenever I walked by his table and
saw
him
working hard.  I've been bragging to others about his talent and how
proud I
am
of him.  He's never spoken to me in this way, and I was so hurt when
this
happened.  I know I made a mistake when I yelled at him in front of the
whole
class and asked him to come up to me and apologize.  I probably should
have
told
him to sit down, gotten the other students working and then taken him
outside
to speak privately with him.  I should have given him a detention.
I'm still having so much trouble with the whole classroom management.
People
tell me I'm too nice, that I have to be a bitch...yet I feel like I'm
always
yelling.  I've tried talking to the kids, showing respect, asking for
their
ideas, but the truth is that middle school students don't want to be
reasoned
with.  They really don't respect you more if you try to be diplomatic
and
reason
with them.  I've tried being mean, giving them behavior forms to sign,
but
they just get angry or cry.  It doesn't really improve the behavior in
the
long
run.  Sometimes I let too many things slide simply because I'm tired,
don't
want to do the paperwork, or am too busy helping the class.
I'm also having so much trouble with the helpless behavior of my
students,
especially the sixth graders.  They really cannot work on their own.  I
feel
lik
I give simple explanations, show examples, walk them through it...but
they
never seem to "get it" and will ask me over and over what they should be
doing.
I'll review the same thing every day for a week, ask students to explain
it
back to me to make sure they know what to do...but then I still get like
10
or
more students who haven't paid attention and are completely lost.  They
can't
seem to figure things out, or it's as if they are too lazy to try.  They
want
me to do it for them, and I've started telling them that they need to
figure
it out or ask their captain.  Any ideas on this?
Thanks so much!!!
Stacie
So yeah, these are some of the issues I'm still having.
----------------------------------------------------------------------
Subject: Re: Mike Sacco's visual journals
From: Occasm@aol.com
Date: Sat, 24 Sep 2005 13:37:50 EDT
X-Message-Number: 9
No, Diane they were not required to bring them to class each day. They
all
were required to have a small folder or heavy duty zip lock bag in their
backpack. This was their tool kit. In reality some did this but many
wound
up keeping
their art supplies at home. I told them to keep materials on them so
they
could either work on entries at home or during free/study hall periods.
But
yes,
this was  independent stuff. This was a chance for them to really create
and
take full ownership of their stuff and not feel constrained by some of
my
project's requirements and objectives.
   No peer critiques, just a half a period or so of me spotlighting
journal
entires. At the very end of the course we had a party and all books were
left
out to see. Of course there was some sharing during class time as well,
but
not
intiated by me. It just happenned. It's funny because even kids who
weren't
enrolled in any art classes would come up to me and  say that they saw
such
and
such's journal and how awesome it was. So the sharing had an outside the
classroom peer element as well.
  I had two of these classes last year and my books were much stronger
from
my later group. I did less demoing and really left them on their own.
They
had
seen the previous clases' books during the year and were really into
starting
their own. THey, as I said, were very motivated,  and pretty talented.
MOstly
honors kids and many in the music program as well.
  In retrospect i think my praise during spotlighting times really
helped
because they didn't, as one girl mentioned to me, want to let me down.
Also,
I
think the more gifted ones had a slight competitive thing going on.
   Also, the girls books were, as so often is the case at this level,
so,
so,
much stronger than the boys. Poetry, song lyrics, and other things
became
their inspiration. I did suggest some of these things but they brought
so
much to
it themselves.
   I'm not doing these right now with my new classes. Instead I'm trying
altered books which I will start in class and will then have them turn
in
theme
bassed entries. A slightly different approach but I will have to see if
there's
a difference. My new group is also not as strong is my groups last year.
Mike Sacco
----------------------------------------------------------------------
Subject: Re: The Tracer
From: Occasm@aol.com
Date: Sat, 24 Sep 2005 14:09:17 EDT
X-Message-Number: 10
Thanks for all those who responed on this one. I guess I will use the
overhead too.
Mike Sacco
----------------------------------------------------------------------
Subject: Re: Long email with tons of questions
From: Bunki  Kramer <bkramer@srvusd.k12.ca.us>
Date: Sat, 24 Sep 2005 11:14:28 -0700
X-Message-Number: 11
> Just an update.  So, I've been teaching now for about six weeks.
Would it help you if you realized that all new teachers go through this
stage of "new teacher" to the students and they are testing you everyday
to
see what buttons they can push or what their limits are with you? You
haven't a "reputation" yet so they don't know if you mean business or
not.
Secondly, never take ANYTHING personal. It's normal for things to come
out
of their mouths before engaging brain. It's not YOU, it's the situation.
Don't reprimand a middle schooler in front of peers...dangerous. Pull
them
outside or alone in a corner and give them plenty of uncomfortable
listening
time from you before you open your mouth. This gives them extra time to
think about what they did, ponder it, and extra uncomfortable waiting
time
to see what you are going to do about it. Don't hesitate to use
consequences
when necessary. That "pee in the trashcan" should have been dealt with
IMMEDIATELY with a trip to the office and a detention to follow. That
was
out of line and he knew it.
>I have assigned table
> captains.  The captain is responsible for getting the supplies for the
table,
>...I find > that > most of the middle school students don't want the
>responsibility.
Maybe what I do might be helpful to you. I stash all my supplies in
different spots in the room. When we begin, I mention all the supplies
they
will need. As I discuss them, they decide amongst themselves at the
table
who will get what. All this is done before anyone moves. This way you
don't
have 38 kids in one spot of the room and everyone has responsibility.
When
we paint or whatever, the brush person at the table washes all the
brushes,
the water person, empties all the water, pencil person collects all the
pencils, etc. This way they get to decide which responsibility they do
that
particular day and they see everyone at their table pitching in.
> I'm still having trouble with too much noise and students getting out
of
> their seats.  They simply can't seem to control themselves.
Yes they can. Let them know you EXPECT it. Don't paint if they can't
handle
it. Some days my beginning 6thers at the start of the year are the same
way
and we clean up 30 mins. early if they can't handle it. If one person is
out
of line, we all clean up. That goes for handling tools too. If you can
get
them to police each other to follow rules, it works. Peer pressure is a
beautiful thing.
> I know that part of my problem is that I'm not hard enough on them.
Remember you are setting your reputation right now. If you want to be a
door
mat, don't follow through with consequences.
> These two > students > were talking during "silent art."
Silent art is dangerous too when you've got over 30 kids. It's "test the
teacher" time. The teacher against the students. Wanna go there? Don't
set
yourself up unless you have good consequences and plan to follow
through.
Personally...silent art never worked for me. Putting stuff away has
worked
better.
>Any ideas > on > how to keep the noise level down?
Have you tried music? That works if I keep it low enough so they have to
be
quieter to hear it. Not quiet enough, no music.
> I also want to start some sort of incentive program.
If you use bucks, let them know if they lose them, they lose their
cash-in
privilege. It's like money. You lose it, you're without. I personally
think
kids don't need incentives. If they do, then they aren't learning
responsibility so much as learning "I get something if I follow rules".
I
have a prize bowl for those I see doing something extra like to help a
friend or clean for a friend. These are little toys I buy at the dollar
store...like 20 little dinosaurs for $1, etc. Often I'll bring back
samples
from a NAEA convention and stock my bowl. I find these silly little
items
more "immediate" feedback then bucks.
> As far as candy, I'm a little nervous about it.
> What if a student isn't supposed to eat sugar?  If it's candy, it
needs to
be
> something they can eat quickly.  My mom suggested the mini twizzlers
that
come
> in bulk.
For the very reasons you mention, our middle school doesn't allow candy
rewards.
> I'm also having so much trouble with the helpless behavior of my
students,
> especially the sixth graders. ..but then I still get like 10 or
> more students who haven't paid attention and are completely lost.
They
can't
> seem to figure things out, or it's as if they are too lazy to try.
They
want
> me to do it for them, and I've started telling them that they need to
figure
> it out or ask their captain.  Any ideas on this?
You're doing the right thing. Explain it to them no more than 2-3 times,
then tell them to ask a tablemate. They are needy still and want the
individual attention they probably got in elementary school. If they
learn
they have to listen to directions, they respond. If you say it over and
over
and over and over again, they will come to expect an answer at any time
from
you.
Two things someone long ago told me that I keep with me always..."Middle
schoolers will give you exactly what you expect of them...whatever bar
you
set" and "everyday is a new day".
And...humor will defused almost any situation but that has to come from
you.
And when you use it in a difficult situation, it's appreciated by all
involved.  Toodles.....Bunki
----------------------------------------------------------------------
Subject: Re: Long email with tons of questions
From: Occasm@aol.com
Date: Sat, 24 Sep 2005 14:54:56 EDT
X-Message-Number: 12
It seems like only yesterday when Bunki sent me much of the same info
you're
getting here. Much of her insight and methods got me through my
hellacious
first year in middle school. Stacie, I know I sent you an email off list
and
some
of my comments were very similiar. Bunki's methods and approaches with
this
age level are very effective.
   Before they can truly create work that they and you will be proud of,
you
must be able to control the room and gain their respect. Your first year
goal
is to primarily cement a reputation that allows for no shinanigans, but
does
allow them to achieve their personal best.
Mike Sacco
----------------------------------------------------------------------
Subject: RE: I need an art project based on Leonardo Da Vinci
From: "Theresa Parker" <tlparker77@hotmail.com>
Date: Sat, 24 Sep 2005 12:19:42 -0700
X-Message-Number: 13
Have a collection of plants, pinecones, and other interesting objects
reminiscent of Da Vinci's sketches and offer these to the students as
worthy
subjects to observe and sketch.  Use this as an opportunity to practice
sketching from life.  Emphasize the fact that DaVici made thousand of
sketches, sketched ideas out before painting them, and so forth.  You
could
offer them cream or beige paper to draw on, and offer sketching pencils
or
fine-line pens.
Theresa
Gig Harbor, WA
<BLOCKQUOTE style='PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT:
#A0C6E5
2px solid; MARGIN-RIGHT: 0px'><font
style='FONT-SIZE:11px;FONT-FAMILY:tahoma,sans-serif'><hr color=#A0C6E5
size=1>
From:  <i>Sharon Blackwood &lt;ziadawn@gmail.com&gt;</i><br>Reply-To:
<i>&quot;TeacherArtExchange Discussion Group&quot;
&lt;teacherartexchange@lists.pub.getty.edu&gt;</i><br>To:
<i>&quot;TeacherArtExchange Discussion Group&quot;
&lt;teacherartexchange@lists.pub.getty.edu&gt;</i><br>Subject:
<i>[teacherartexchange] I need an art project based on Leonardo Da
Vinci</i><br>Date:  <i>Sat, 24 Sep 2005 01:35:44 -0600</i><br>&gt;I
teach
K-5 art at 2 elemenart schools. I am in each of their<br>&gt;classrooms
for
about 45 minutes every two weeks. For the next two<br>&gt;weeks I will
be
covering Leonardo Da Vince. I will show a power
point<br>&gt;presentation
about him for the first 10 minutes, then I will have<br>&gt;about 30
minutes
left for an art project. Any ideas? Thanks<br>&gt;<br>&gt;---<br>&gt;To
unsubscribe go
to<br>&gt;http://www.getty.edu/education/teacherartexchange/unsubscribe.
html
<br></font></BLOCKQUOTE>
----------------------------------------------------------------------
Subject: Re: freedom of expression
From: StacieMich@aol.com
Date: Sat, 24 Sep 2005 16:36:28 EDT
X-Message-Number: 14
What types of things do you have in your treasure box?  I have kids
grades
3-8 and need some ideas.  Thanks!
----------------------------------------------------------------------
Subject: Re: Some sort of new work
From: StacieMich@aol.com
Date: Sat, 24 Sep 2005 17:00:06 EDT
X-Message-Number: 15
I love the journals!  What types of free assignments did you give them?
I've
been having trouble getting my middle school students into their
sketchbooks.
 Most of them just leave them in the class and never take them home and
never
do homework assignments.  I'd love to get them excited about keeping a
sketchbook.
----------------------------------------------------------------------
Subject: Re: Long email with tons of questions
From: StacieMich@aol.com
Date: Sat, 24 Sep 2005 17:16:25 EDT
X-Message-Number: 16
Such good advice, thanks.  I know that I am making so many mistakes, and
I
realize it as soon as I do it.  Then I just get angry at myself and
wonder
why I
made such a poor decision.  I don't have children and have never dealt
with
them, so this is so new to me.  Disciplining is hard for me because I've
always
been the type of person who never wants to make people upset.  I know
that I
need to get over all of that and do what is best for my students and
best
for
me.  It's just been hard.  I like the idea of asking the student to
stand in
a
corner while I finish talking to the class and then deal with the
student
privately.  I don't think I am allowed to kick a student out of my
classroom
unless there is a fight.  I could have written him up a detention
however.
I also
noticed that he was chewing gum, and I believe I'm allowed to give him a
detention for that as well...so I know that if I catch him chewing gum
on
Monday,
I need to follow through.  I think I'm just scared, maybe afraid that he
will
turn on me, which is such a pathetic excuse.  I know that I'm the
teacher
and
the person who needs to demand respect and have control of the
situation.  I
know that if I worry about my students getting angry with me and
retaliating,
I've given them control.
About the supply and cleanup issue, I simply don't have room to put the
supplies out in different sections of the room.  All I have is one
skinny
counter.
I'm am worried that the students won't be able to decide who will get
what.
There always seems to be one person doing everything while the others
just
sit
there.  How do I make sure that all students are helping?
I do think that I'm definitely going to ask them to clean up early if
they
get out of hand.  I actually announced it on Friday, and then they
suddenly
got
quiet.  I've tried the music thing, but it didn't seem to work.  Even
when I
allowed them to pick the radio station, they were still loud!  I kept
turning
the music lower, but they stopped caring.  Frustrating.  So, if they get
too
loud, I should simply ask them to clean up?  Then should they sit there
reading
or with their heads down or what?
As for your prize bowl.  Do you let them pick something out?
One good thing is that I have a new batch of middle school students in
three
weeks.  I'm hoping that I can take what I've learned and not make the
same
mistakes.  I really want the next 9 weeks to go smoother, that's why I'm
trying
to figure out a system now.  In a way, I feel sorry for these kids
because
they
were like my guinea pigs!
Thanks again!
----------------------------------------------------------------------
Subject: Re: [teacherartexchange tons of questions
From: "Rick Larson" <jrlarson51@comcast.net>
Date: Sat, 24 Sep 2005 16:35:18 -0500
X-Message-Number: 17
Stacie, You'll get it- it isn't easy at first- 2nd year is better,
because
you have experienced it all the first year, and know what to avoid.  To
help
you now, though, leave the seating this way for awhile- to see really if
it
is better or not.  I have better luck with 4 at a table- is there room
for
another table to spread them out more?  Spreading them out definitely
helps.
> I have rearranged my tables so that they are in a "U" formation >
I'm still having trouble with too much noise and students getting out of
> their seats.
Stick with the table captian idea- just give them an incentive this
year, to
be a captian.
So, now I only allow half of the students to paint and the other half
works
You are making more work for yourself by doing two things at once, but
if it
is working, stick with it.>
>>
> I know that part of my problem is that I'm not hard enough on them.
Be firm- or they will eat you for lunch! Never yell.  They know they've
won
if you yell. It actually gives them control .(IMO)
It is great that you sent notes home.  Do you have a phone in your room?
Have the first disruptive student use it to call home to say they are
staying after school for detention.  You will have the class' attention.
You can't do this for little ones.
I call work time "studio time" and explain that when artists work in
their
studios, they don't sit and chit chat.  I'll say that I like the way so
and
so is ready for studio time.- funny, but my 6th's still respond to it
and
get settled.  It works better for little ones though- (i like the way
that..)
>
> I did buy a timer this weekend,
> Try it, but to me a bell is more of a distraction.
I do reward kids.- the little ones get paper trophys that I print off a
clip
art program and make copies, the 3-6 get art dollars- they save 4- and
then
go to the bucket.  I have all sorts of stuff in the bucket, from
gushers,
suckers, to toothpaste( freebies from the dentist), pencils, cheapo toys
that I cleaned out from my drawers at home - I put an old wallet in
there,
that a 6th grade boy was so glad to get.
> talking, but they need to share supplies and ask for help often.
They should raise their hand for help. Whisper to them when you go to
help
them.
>
> As for the cleanup, I need help there too.  It's just so hard when
it's 33
> students.  That's why I'm only allowing half of them to paint at a
time.
Tell your administrators and counselors this- Then clean-up earlier  and
tell them we will try to get clean-p done in ten min in the future as a
goal- but take fifteen if that is what it takes.  Do a really fun
project
that they will want to work on, and tell them if they clean-up under the
fifteen min, then Maybe next time they will work another 5 min.
  I
> could use more tips though.  I keep their supplies in bins, and I
inspect
> the bins
> before they can line up.
Can the captians check and turn in bins?  (offer an incentive to the
captians- have them sign a sheet also saying that they checked bin #
whatever 6th period.-
I explain that their portfolios must be stacked
> >
>  the most stars will get a reward the next class.
You'll go broke- try a paper incentive- that doesn't cost you money-
they
can save their $$ and get a special reward that they truly earn and it
will
keep your costs down.  Also, you can put in the newsletter that you are
looking for parents to donate rewards for the art students- ..
  How should we keep track of the bucks?  Should they hold on
> to them?
Yes- Too bad if they lose them- they should keep better track of them...
  How
> should I decide which tables get stars, which don't?  I would reward
> students with praise first- I don't think it is fair to punish the
whole
> table. Stick with the bucks- pass them out to only the kids who
followed
> your room rules.
If a student is acting up
> at a table, should I stick something on it and explain that the table
has
> lost it's star for the day?  It's difficult because I have a total of
16
> different classes a week.  I have 22- you can do it.
Also, what should the rewards be?  I have stickers and
> pencils for the little ones. I think you're stuck with this for this
year,
> but go with something Free next year for the little ones- they're
happy
> with a high 5 or hug..
 I> Some of my students are starting to give me attitude when they get
into
> trouble.  They get angry and turn on me, and it's actually quite
hurtful.
> It is hard not to take theis personally, but you just can't- remember
they
> are very hormonal.  Ask the student calmly and quietly that you need
to
> speak with them in the hall- Tell them that you're disappointed and
that
> you know that they can do better-
For the one who wanted to pee in the trash,   make him a helper- give
him an
important task.  Have him demonstrate a drawing technique or something.
You will get better at when to take what approach.  When they work
quietly,
walk around and give them each a buck.
Sorry this is so long- hang in there. Take a calgon bath at the end of
the
day, and keep a small stash of chocolate for yourself.
Betsy
----------------------------------------------------------------------
Subject: Re: I need an art project based on Leonardo Da Vinci
From: Harold Olejarz <holejarz@gmail.com>
Date: Sat, 24 Sep 2005 17:48:51 -0400
X-Message-Number: 18
Hi,
Take a look at Re-inventing Mona Lisa
http://www.wyckoffschools.org/eisenhower/teachers/olejarz/digitalimaging
/mo=
na/index.html
--
Harold Olejarz
www.olejarz.com
----------------------------------------------------------------------
Subject: Re: Stacie: visual journals
From: Occasm@aol.com
Date: Sat, 24 Sep 2005 17:53:50 EDT
X-Message-Number: 19
Stacie,
Honestly, I don't know if it can really be pulled off below 9th grade. I
give
7 and 8th grade sketchbook homework and it's nothing like this. I also
have
trouble getting it from 8th graders. I just gave out my famous design
your
own
CD and I got probably 80% back. other assignments it's much less. It
seems
the
idea of keeping a personal sketch diary/journal really hits home when
they're
a little older. My collegue, after seeing me use smaller books for my
ninths,
started using smaller books for her 7th graders. I think for all grades,
that
having a smaller page to fill sometimes makes it easier. These journals
are
about 5 1/2 by 8 1/2.
   Check my last couple of posts on the list. I show techniques only and
subject matter is usually free.
Mike Sacco
----------------------------------------------------------------------
Subject: RE: I need an art project based on Leonardo Da Vinci
From: "Sharon Blackwood" <ziadawn@msn.com>
Date: Sat, 24 Sep 2005 15:55:41 -0600
X-Message-Number: 20
Thanks Theresa, Da Vinci is so complex, but this project is simple
enough
for them, informative and I'm sure they wil enjoy it.
Sharon
Las Cruces, NM
Have a collection of plants, pinecones, and other interesting objects
reminiscent of Da Vinci's sketches and offer these to the students as
worthy
subjects to observe and sketch.  Use this as an opportunity to practice
sketching from life.  Emphasize the fact that DaVici made thousand of
sketches, sketched ideas out before painting them, and so forth.  You
could
offer them cream or beige paper to draw on, and offer sketching pencils
or
fine-line pens.
Theresa
Gig Harbor, WA
<BLOCKQUOTE style='PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT:
#A0C6E5
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From:  <i>Sharon Blackwood <ziadawn@gmail.com></i><br>Reply-To:
<i>"TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu></i><br>To:
<i>"TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu></i><br>Subject:
<i>[teacherartexchange] I need an art project based on Leonardo Da
Vinci</i><br>Date:  <i>Sat, 24 Sep 2005 01:35:44 -0600</i><br>>I teach
K-5 art at 2 elemenart schools. I am in each of their<br>>classrooms for
about 45 minutes every two weeks. For the next two<br>>weeks I will be
covering Leonardo Da Vince. I will show a power  point<br>>presentation
about him for the first 10 minutes, then I will have<br>>about 30
minutes
left for an art project. Any ideas? Thanks<br>><br>>---<br>>To
unsubscribe go
to<br>>http://www.getty.edu/education/teacherartexchange/unsubscribe.htm
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></font></BLOCKQUOTE>
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Subject: Re: I need an art project based on Leonardo Da Vinci
From: "Sharon Blackwood" <ziadawn@msn.com>
Date: Sat, 24 Sep 2005 16:10:13 -0600
X-Message-Number: 21
Hi, Nice idea, inventors like Da Vinci himself.
>From: Harold Olejarz <holejarz@gmail.com>
>Reply-To: "TeacherArtExchange Discussion Group"
><teacherartexchange@lists.pub.getty.edu>
>To: "TeacherArtExchange Discussion Group"
><teacherartexchange@lists.pub.getty.edu>
>Subject: Re: [teacherartexchange] I need an art project based on
Leonardo
>Da Vinci
>Date: Sat, 24 Sep 2005 17:48:51 -0400
>
>Hi,
>
>Take a look at Re-inventing Mona Lisa
>http://www.wyckoffschools.org/eisenhower/teachers/olejarz/digitalimagin
g/mo
na/index.html
>
>--
>Harold Olejarz
>www.olejarz.com
>
>---
>To unsubscribe go to
>http://www.getty.edu/education/teacherartexchange/unsubscribe.html
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Subject: Re: [teacherartexchange tons of questions
From: Ann Heineman <aiheineman@prodigy.net>
Date: Sat, 24 Sep 2005 18:47:04 -0400
X-Message-Number: 22
Hi Stacie, and all the other new art teachers out there in our
group,-Welcome!!!
   =20
    This book was recommended on the list about a year ago and it
prompted
me to get a copy for myself (even though I am retired, I still like a
good
read about the education profession.)
    "Educating Esm=E9:  Diary of a Teacher's First Year" by Esm=E9 Raji
Codell,
1999.  It is very insightful, on the mark and hilarious.
        Ann-on-y-mouse in Columbus
        Art teacher, K-5, retired,
        and taking Beginning Lithography at OSU this quarter!
----------------------------------------------------------------------
Subject: Too Strange a Picture
From: Woody Duncan <woodyduncan@comcast.net>
Date: Sat, 24 Sep 2005 17:11:22 -0600
X-Message-Number: 23
Frani and I were out today but I didn't have my
camera along. There was a small blue car in the
middle of this parking lot. It was surrounded
by hundreds of pigeons, many on the hood, the
roof and under the vehicle. At $3.00 a gallon
I decided not to drive back with my camera to
see if it was still there. The owner will need
a handful of quarters for the car wash.
Woody
--
Woody, Retired in Albuquerque
mailto:woodyduncan@comcast.net
35 Quality Middle School Art Lessons
in powerpoint format, on one CD $17 (includes shipping)
http://www.taospaint.com/QualityLessons.html
Ordering Address: PO Box 91703
Albuquerque, NM    87199-1703
?The function of the overwhelming majority of your artwork
is simply to teach you how to make the small fraction
of your artwork that soars.?              from: ?Art & Fear?
Woody's Watercolor Portfolio:
http://www.taospaint.com/Portfolio/Watercolors.html
Newest Fantastic Triplet Pics:
http://www.taospaint.com/Spring05/Photos.html
Your Invite to Woody's Exhibit:
http://www.taospaint.com/ArtShow/Invite.html
----------------------------------------------------------------------
Subject: Wonderfully Illustrated Children's Book
From: Woody Duncan <woodyduncan@comcast.net>
Date: Sat, 24 Sep 2005 17:43:31 -0600
X-Message-Number: 24
Today I discovered a wonderful children's book
illustrated by Albuquerque's own Jae Drummond.
Jae's watercolors are beautiful, and now she has
a children's book to her credit. I just ordered
a copy for the fantastic triplets. I'll get Jae
to autograph it to them. Please check out this
book for yourself. It's for sale through
Barnes and Nobel for $9.95.
http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?isbn=0760766
924&
itm=1
Woody
--
Woody, Retired in Albuquerque
mailto:woodyduncan@comcast.net
35 Quality Middle School Art Lessons
in powerpoint format, on one CD $17 (includes shipping)
http://www.taospaint.com/QualityLessons.html
Ordering Address: PO Box 91703
Albuquerque, NM    87199-1703
?The function of the overwhelming majority of your artwork
is simply to teach you how to make the small fraction
of your artwork that soars.?              from: ?Art & Fear?
Woody's Watercolor Portfolio:
http://www.taospaint.com/Portfolio/Watercolors.html
Newest Fantastic Triplet Pics:
http://www.taospaint.com/Spring05/Photos.html
Your Invite to Woody's Exhibit:
http://www.taospaint.com/ArtShow/Invite.html
----------------------------------------------------------------------
Subject: Re: [teacherartexchange tons of questions
From: StacieMich@aol.com
Date: Sat, 24 Sep 2005 19:53:31 EDT
X-Message-Number: 25
Please don't apologize for the length...I should!  THe more advice I
get,
the
better.
Tables:
I don't have any more tables and have begged for some.  I ended up
bringing
in an old bent up card table to put in the corner so that I could have a
place
to sit a student alone.  Even if I do get an extra table or two, the
room is
very small.  My students are really on top of each other.  Before this
seating
arrangement, I had 8 to a table (two rectangular tables pushed together
to
make a big table!)  Now there are four to a small table.  They are very
squished.
Painting:
It just seems impossible to get 33 kids to clean up in under 20 minutes.
I've tried 15 minutes and it was a disaster.  I walked around with a
trash
can
and asked them to dump the paper plates and napkins.  Then by table,
they
were
supposed to rinse their four brushes and rinse out the two cups of
water.
That's it!  They couldn't do it!  That's why I thought it would be
easier if
only
16 of them were painting at a time.
Behavior:
No phone in the room and we are forbidden to use our cell phones.  We
cannot
give a detention unless a student has been completely disrespectful, has
destroyed school property, is late to class or is chewing gum.  For
everything
else, we have to go through a system of behavior logs, rule writing and
essays.
It's really kind of a pointless system if you ask me.  Students really
don't
care about writing an essay.  They just won't do it.  Then they get
detention,
and they don't even really care about that it seems.
Rewards:
I actually haven't given out any rewards yet, so I'm really not locked
in to
anything.  The kids have no idea that I've been thinking of incentives
at
all.
 Some teachers say I shouldn't even start it, but I thought that it
might
encourage them to do better if they saw some students getting rewards.
I
was
going to do a buck system and allow them to cash them in every so
often...maybe
ever two weeks or once a month...but I kind of like the idea of them
having
to
earn four in order to get a reward.  I might do that.  I need to buy a
bucket
or bowl to put stuff in.  So far I have cute pencils, erasers, stickers,
cheapo notepads and mini calendars and some stuff from the dollar store.
Nothing
is over $2.00.
Maybe I could have captains check the bins, but don't I need some way to
make
sure the captain is doing his or her job?  How should I reward the
captain
so
that it's beneficial to be one?
I have given some of my troublemakers jobs so that they know I'm not
against
them and because I hope that giving them responsibility will help.
Sometimes
it does, sometimes it doesn't.  I did make a point to ask the "peeing in
the
trash" boy to help me pass out rulers on Friday.
How do you keep your kids quiet?
----------------------------------------------------------------------
Subject: Re: Stacie: visual journals
From: StacieMich@aol.com
Date: Sat, 24 Sep 2005 19:55:53 EDT
X-Message-Number: 26
Thanks for the help.  I'm trying to decide if I want to do sketchbooks
at
all
next nine weeks.  I get a new bunch of kids, so I'm trying to figure out
how
to make my class more successful.  I had the group I have now make the
sketchbooks, but I'm thinking that maybe I'll ask my next group to just
buy
a little
sketchbook.  I'm just worried that some can't afford it.  I'm wondering
if I
should chuck the whole sketchbook idea.
----------------------------------------------------------------------
Subject: Re: Stacie: visual journals
From: Occasm@aol.com
Date: Sat, 24 Sep 2005 20:37:34 EDT
X-Message-Number: 27
STacie,
I keep saying I'm going to dump my 7th and 8th grade sketchbooks but I
don't.
I keep them around because if someone finishes a step early, I allow
them to
work on the homework during classtime. I also have extra credit
assignments
for when they finish early. I tell them they will always have some art
to
work
on. When I first started they were used to getting a lot of free time
and
even
free periods from the former (now retired thank god) art teacher.
Mike Sacco
----------------------------------------------------------------------
Subject: Re: Stacie: visual journals
From: StacieMich@aol.com
Date: Sat, 24 Sep 2005 23:30:33 EDT
X-Message-Number: 28
Yes, my students finish at such different rates!  Some really take their
time, and others just rush through it.  I hate just giving them  free
drawing
time.  I've told them before to work on their sketchbook homework, but
they
don't!
 Sometimes I'll begin a new project even before some students have
finished
the old one, just so that the quick students have something to work on.
It's
tough though, to keep everyone up to speed.  I've thought about trying a
choice
based program, but to be honest, I'm just not ready for that.  I don't
have
nearly enough supplies and really no way to set up stations right now.
I
think
I'm really just trying to survive this first year!
----------------------------------------------------------------------
Subject: Re: Stacie hang in there
From: Occasm@aol.com
Date: Sat, 24 Sep 2005 23:48:06 EDT
X-Message-Number: 29
Stacie,
Trying to survive may seem accurate right now, but you will improve
greatly
if you remember what worked and what didn't. Teaching is constant
reflection.
   The Beauty of middle school is those new quarters. You will start
again
next quarter with new kids and it will be better. By the end of the year
it
will
be so much better.
  And mine don't always want to work on homwork or extra credit. I tell
them
if they're not willing to make art, then they must stay in their seat
and
not
take anyone else off task. If they do there has to be a consequence. I
have
an
isolation table but I know you don't have this kind of space.
   I was too nice in the beginning as well. Somehow you must learn to
toughen
up a bit.
Hang in there and just keep plugging along.
Mike Sacco
---
END OF DIGEST
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----------------------------------------------------------------------
Subject: what to charge for workshop
From: Betty B <bettycarol_40@sbcglobal.net>
Date: Wed, 28 Sep 2005 07:20:48 -0700 (PDT)
X-Message-Number: 6
I've been asked to do an all-day make-take woodcut
workshop in Jan or Feb. I'll provide the supplies. I
intend to use Akua-Color, shina plywood from McClain's
(my favorite), introduce some lino and those awesome
new pull-cutting tools. I may get a few extra tools
and boards to sell at cost, since I can always use
them myself if they don't sell.
I am asked to come up with a price for the
participants. My own travel costs will be small (just
an hour away). I am posting because I am clueless. I
am sometimes shocked by the high prices charged by
workshops but want to be fair to myself.
Advice appreciated as always
Betty
----------------------------------------------------------------------
Subject: for Dawn in Tucson re content in art
From: <jean1@dejazzd.com>
Date: Wed, 28 Sep 2005 10:55:21 -0400
X-Message-Number: 7
I teach K to 5.  Regarding content in artwork, I tell them no blood and
guts
or
"anything that you don't want to show the principal".
----------------------------------------------------------------------
Subject: arts advocacy
From: Sheri Fried <sfried68@yahoo.com>
Date: Wed, 28 Sep 2005 08:13:26 -0700 (PDT)
X-Message-Number: 8
Hello.
Here are two great resources for arts advocacy.
http://www.msartsalliance.com/advocacy/MAAE_Community_Audit2.pdf#search=
'com
munity%20audit%20for%20art%20education'
http://www.americansforthearts.org/public_awareness/
Good luck,
Sheri
__________________________________
Yahoo! Mail - PC Magazine Editors' Choice 2005
http://mail.yahoo.com
----------------------------------------------------------------------
Subject: Re: for Dawn in Tucson re content in art
From: Sheri Fried <sfried68@yahoo.com>
Date: Wed, 28 Sep 2005 08:16:55 -0700 (PDT)
X-Message-Number: 9
Love your idea!  I am going to use that line also
Sheri
__________________________________
Yahoo! Mail - PC Magazine Editors' Choice 2005
http://mail.yahoo.com
----------------------------------------------------------------------
Subject: Re: teacherartexchange digest: September 27, 2005
From: "Kathy Douglas-Houston" <kathy_douglas-houston@sarasota.k12.fl.us>
Date: Wed, 28 Sep 2005 12:48:48 -0400
X-Message-Number: 10
"TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu> writes:
>http://www.boiseartmuseum.org/education/egyptian.htm
I need some ideas, my cafeteria worker is in a challenge to have the
best
dressed cafteria for National Lunch Week  The theme is School Lunch is
Instrumental  I have thought of hanging notes on the walls and setting
out
instruments. Also, I thought about putting pictures of composers up with
sayings above their heads.  If anyone has any ideas that would help I
would greatly appreciate it.
----------------------------------------------------------------------
Subject: Docents for the Blind
From: Woody Duncan <woodyduncan@comcast.net>
Date: Wed, 28 Sep 2005 11:54:43 -0600
X-Message-Number: 11
Docent training on Monday morning was about describing
museum exhibits to blind visitors. A great lady named
Lucy (Blind) lead the session. It was very informative.
She said most blind visitors to art museums would be
people who became blind and used to visit museums.
We have a tour of about 12 blind visitors scheduled
soon but I'll miss it due to taking the grandkids to
Disneyland. If anyone out there has information on
describing paintings to the blind or resources I could
check on please let me know.
				Woody
--
	Woody, Retired in Albuquerque
		mailto:woodyduncan@comcast.net
35 Quality Middle School Art Lessons
in powerpoint format, on one CD $17 (includes shipping)
http://www.taospaint.com/QualityLessons.html
Ordering Address: PO Box 91703
Albuquerque, NM    87199-1703
?The function of the overwhelming majority of your artwork
is simply to teach you how to make the small fraction
of your artwork that soars.?              from: ?Art & Fear?
Woody's Watercolor Portfolio:
http://www.taospaint.com/Portfolio/Watercolors.html
Newest Fantastic Triplet Pics:
http://www.taospaint.com/Spring05/Photos.html
Your Invite to Woody's Exhibit:
http://www.taospaint.com/ArtShow/Invite.html
----------------------------------------------------------------------
Subject: Re:teacherartexchange digest: September 27, 2005
From: Ray Leal <rayleal@earthlink.net>
Date: Wed, 28 Sep 2005 11:09:11 -0700 (GMT-07:00)
X-Message-Number: 12
Could you somehow combine lunch and instruments? Big pictures of pears
as
the bottoms of cellos, hamburgers made into drums, Banana saxaphones...
I
don't know, just a thought....
Heather
-----Original Message-----
From: Kathy Douglas-Houston <kathy_douglas-houston@sarasota.k12.fl.us>
Sent: Sep 28, 2005 9:48 AM
I need some ideas, my cafeteria worker is in a challenge to have the
best
dressed cafteria for National Lunch Week  The theme is School Lunch is
Instrumental
----------------------------------------------------------------------
Subject: RE: Docents for the Blind
From: "Sears, Ellen" <ESears@Anchorage.k12.ky.us>
Date: Wed, 28 Sep 2005 14:08:09 -0400
X-Message-Number: 13
When my two older sons applied to a HS Visual Arts Magnet - their
writing
piece was to describe a VanGogh to a blind person. I can see if we still
have their writings.  One year I was hired to help a visually impaired
woman
pack her National Board box.  For those of you that thought our binder
was
big - I don't know how she was able to keep track of her Braille
edition.
One of the questions on the National Board assessments had to do with
describing a painting to a VI person - assuming the person taking the
assessment could see, but taught students that were visually impaired.
She
had a colleague describe the painting to her so that she could answer
the
question.
I just finished reading the book 'See the Ocean' by Estelle Condra to my
LA
classes.  See below if you are not familiar with it -
------------------------------------------------------------------------
----
----
Editorial Reviews
>From Publishers Weekly
Despite an overwrought climax, this debut effort for author and artist
manages to distill some truths about growing up blind. Nellie enjoys her
family's annual trips to the ocean. She feeds crumbs to the seagulls,
tosses
pebbles into ponds, handles seashells and driftwood. There is no
explicit
reference to her blindness until the end, when she claims to be able to
see
the ocean through a thick mist. For three precocious paragraphs, she
rhapsodizes: "The ocean is an old, old man born at the beginning of
time....
When the sun shines, he laughs and gurgles and prattles in the rock
pools...." One of her brothers complains about Nellie's report ("She
can't
even see!"), but their mother concludes: "Though your sister's eyes are
blind, she can see with her mind." However ham-handed the dialogue, this
title's tone of normalcy, its realistic family dynamics and its moody,
streaky oil paintings may be enough to win over readers curious about
life
without sight. Ages 5-8.
Copyright 1994 Reed Business Information, Inc.
>From School Library Journal
Kindergarten-Grade 3-A gentle story about a little girl and her family
and
their annual visits to the beach. It is there where Nellie plays in the
water, learns to walk, and is told stories about the sea. Her brothers
always have a contest to see who can see the water first, but not
Nellie.
Why? Readers discover the reason when one year it is very foggy and the
boys
cannot see the ocean, but Nellie announces that she can see it and
describes
it as a man with a white beard and feet made of shells. Their mother
tells
the boys that their blind sister can see with her mind. The story is
beautifully done as well as nicely illustrated with oil paintings of the
seaside and the family, always hiding Nellie's eyes with a hat. The
little
girl may seem overly romanticized, but her activities at the beach and
her
lovely description make up for it.
Margaret C. Howell, West Springfield Elementary School, VA
Copyright 1994 Reed Business Information, Inc.
Ellen
Subject: [teacherartexchange] Docents for the Blind
If anyone out there has information on
describing paintings to the blind or resources I could
check on please let me know.
				Woody
----------------------------------------------------------------------
Subject: Re: Re:teacherartexchange digest: September 27, 2005
From: "HGillum" <hgillum@csd2.k12.ar.us>
Date: Wed, 28 Sep 2005 13:21:40 -0500
X-Message-Number: 14
What about playing classical or instrumental music during meals this
week?
I use it in my classroom and it has a great calming effect.
Holly
----- Original Message -----
From: "Ray Leal" <rayleal@earthlink.net>
To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
Sent: Wednesday, September 28, 2005 1:09 PM
Subject: Re:[teacherartexchange] teacherartexchange digest: September
27,
2005
> Could you somehow combine lunch and instruments? Big pictures of pears
as
the bottoms of cellos, hamburgers made into drums, Banana saxaphones...
I
don't know, just a thought....
> Heather
>
> -----Original Message-----
> From: Kathy Douglas-Houston <kathy_douglas-houston@sarasota.k12.fl.us>
> Sent: Sep 28, 2005 9:48 AM
> I need some ideas, my cafeteria worker is in a challenge to have the
best
> dressed cafteria for National Lunch Week  The theme is School Lunch is
> Instrumental
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: Re: Docents for the Blind
From: Melissa Enderle <melissa@sbb.co.yu>
Date: Wed, 28 Sep 2005 20:22:01 +0200
X-Message-Number: 15
Many museums have made 3-d versions of some of their famous paintings.
These
relief reproductions enable visitors to run their hands over and feel
the
main contours, or lines of the painting. A simple glue line over the
contours (such as on a reproduction of the painting) is also helpful.
Since the visitors you mentioned had sight at one time, describing the
paintings in vivid detail (including color) is fine. Describing the
positions using the clock (i.e. 5:00 position of the canvas) is helpful.
Melissa
On 9/28/05 7:54 PM, "Woody Duncan" <woodyduncan@comcast.net> wrote:
> Docent training on Monday morning was about describing
> museum exhibits to blind visitors. A great lady named
> Lucy (Blind) lead the session. It was very informative.
> She said most blind visitors to art museums would be
> people who became blind and used to visit museums.
> We have a tour of about 12 blind visitors scheduled
> soon but I'll miss it due to taking the grandkids to
> Disneyland. If anyone out there has information on
> describing paintings to the blind or resources I could
> check on please let me know.
> Woody
----------------------------------------------------------------------
Subject: Re: art content policies-Help!
From: "Sidnie Miller" <smiller@elko.k12.nv.us>
Date: Wed, 28 Sep 2005 12:11:51 -0700
X-Message-Number: 16
We don't have any written policy.  I just tell the kids to keep it =
appropriate for school and they=20
don't have any problem understanding that.  Know your community and what
=
it will allow.  I
live in a very conservative area--we don't do edgy stuff.  I leave that
=
for college.  They need
so much work on skills.
>>> dmalosh@stmichael.net 09/27/05 5:02 PM >>>
Hi Fellow Art Teachers!
I really need your help!. My boss and I are having a meeting on Friday =
about
acceptable content in art. (I teach 4th-8th Art) We are trying to
develop =
a
policy that we all agree on, which is tough. My boss asked me to find
out
what other art departments' official policies are. Please help me!!! Do
=
you
have official policies to regulate student content? Does anyone else
have
actual written policies? I posted this last week but didn't have much of
a
response.
With Great Appreciation,
	Dawn in Tucson
---
To unsubscribe go to=20
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----------------------------------------------------------------------
Subject: Re: cartouche ideas
From: "sharon@art-rageous.net" <sharon@art-rageous.net>
Date: Wed, 28 Sep 2005 17:19:45 -0400
X-Message-Number: 17
<<I think though, that I will
use that idea next year so I can order the sheets with
my school's $.  At this point, it's too late to order,
and if I bought it myself, for 125 kids, that's too
much out of pocket for me.>>
Just a thought--the sheets are generally sold as 8x10 (if memory serves
me)
and I always cut each sheet into four 4x5 pieces.  I've never had much
success trying to bake the larger sheets anyhow, and the smaller pieces
are
a good size for the cartouche pendants. I'm sure your kids will enjoy
them
whenever you make them!  :-)
--
Sharon
www.art-rageous.net <http://www.art-rageous.net>
www.cafepress.com/artrageous <http://www.cafepress.com/artrageous>
----------------------------------------------------------------------
Subject: Re: Re:teacherartexchange digest: September 27, 2005
From: "M. Austin" <whest177@wheatstate.com>
Date: Wed, 28 Sep 2005 16:27:24 -0500
X-Message-Number: 18
As I read your message, followed by the 3-D painting replicas my first
thought was to recreate a painting 3-D -- maybe Picasso's 3 Muscians? It
wouldn't have to stick out very much, could be re-created with
cardboard,
and it could become an educational project for your classes as well.
Plus,
it would probably be alot different than what most cafeterias are going
to
do, which is why your friend came to you in the first place (something
fun &
different!)
~Michal
K-12 Kansas Art Teacher
http://www.geocities.com/theartkids
> I need some ideas, my cafeteria worker is in a challenge to have the
best
> dressed cafteria for National Lunch Week  The theme is School Lunch is
> Instrumental
----------------------------------------------------------------------
Subject: Motivating 4th graders
From: "JacobusseJulie" <JacobusseJulie@bellsouth.net>
Date: Wed, 28 Sep 2005 17:42:52 -0400
X-Message-Number: 19
Thanks for the input on motivating the 4th graders.  I had a 4th grade =
class
today and I talked to them about how I was feeling with how the classes
=
have
been going and it really seemed to help.  They worked on their projects
=
and
did a much better job overall.  I will try some 3-D projects with them =
to
keep their hands busy.  If any of you have any southern cultural lessons
=
or
any suggestions on books I could read so I can understand the culture =
more
let me know.  If you are just tuning in I recently moved from Michigan =
to
teach in Georgia.
Julie Jacobusse- Art K-5
Jackson Elementary School, Georgia
-----Original Message-----
From: TeacherArtExchange Discussion Group digest
[mailto:teacherartexchange@lists.pub.getty.edu]=20
Sent: Wednesday, September 28, 2005 3:01 AM
To: teacherartexchange digest recipients
Subject: teacherartexchange digest: September 27, 2005
TEACHERARTEXCHANGE Digest for Tuesday, September 27, 2005.
1. Re: "thuggy little boys"
2. Re: Re:"thuggy little boys"
3. Re: Stacie: visual journals
4. egyptian cartouche
5. Re: egyptian cartouche
6. Re: egyptian cartouche
7. Re: egyptian cartouche
8. Re: "thuggy little boys"
9. Update
10. art content policies-Help!
11. Re: art content policies-Help!
12. Re: art content policies-Help!
13. classroom management-- Stacie
14. Re: motivating 4th graders
15. Re: classroom management-- Stacie
16. Re: art content policies-Help!
----------------------------------------------------------------------
Subject: Re: "thuggy little boys"
From: lindwood@webtv.net
Date: Tue, 27 Sep 2005 07:14:49 -0500
X-Message-Number: 1
Holly,
    You said that your "thuggy little boys" had become some of your
favorites.  I can relate to that.  My cockateil has become a way to get
to some of them.  One "thuggy little boy" (haha)  races to the room to
be first to see her each day.  One of the other boys said, "Alexander is
just obsessed with your cockateil!!!" as if complaining.  "That's ok," I
said.  I saw a little smile come from Alexander's face as he realized
that it perfectly ok to be obsessed with my cockateil.  He is like putty
in the palm of my hand now.  He will do anything for me.  He just so
happens to sit right by her cage anyway.  He turns around to talk to her
occasionally during class but he is working harder and stays in his
seat!  Love it.  You have some great words of wisdom in your post. =20
Linda
=20
Visit our Lower and Middle School Art Gallery Sites:
www.sjs.org
Click on Arts, Lower School or Middle School, Gallery
----------------------------------------------------------------------
Subject: Re: Re:"thuggy little boys"
From: "HGillum" <hgillum@csd2.k12.ar.us>
Date: Tue, 27 Sep 2005 08:03:54 -0500
X-Message-Number: 2
Thanks Linda,  I needed that encouragement this morning.  It's amazing =
what
you can get a child to do for you once you've bonded.  So many of my
students come from questionable backgrounds with no semblance of normal
family life.  I guess the "mama" in me just wants to adopt them...and =
I've
told my husband more than once, if I show up with a kid one evening, =
just go
along with me!  Of course, there are too many to take home, but I do =
what I
can when I'm with them.
Hope you have a great day!
Holly
----- Original Message -----=20
From: <lindwood@webtv.net>
To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
Sent: Tuesday, September 27, 2005 7:14 AM
Subject: Re:[teacherartexchange] "thuggy little boys"
> Holly,
>     You said that your "thuggy little boys" had become some of your
> favorites.  I can relate to that.  My cockateil has become a way to =
get
> to some of them.  One "thuggy little boy" (haha)  races to the room to
> be first to see her each day.  One of the other boys said, "Alexander
=
is
> just obsessed with your cockateil!!!" as if complaining.  "That's ok,"
=
I
> said.  I saw a little smile come from Alexander's face as he realized
> that it perfectly ok to be obsessed with my cockateil.  He is like =
putty
> in the palm of my hand now.  He will do anything for me.  He just so
> happens to sit right by her cage anyway.  He turns around to talk to =
her
> occasionally during class but he is working harder and stays in his
> seat!  Love it.  You have some great words of wisdom in your post.
>
> Linda
>
> Visit our Lower and Middle School Art Gallery Sites:
> www.sjs.org
> Click on Arts, Lower School or Middle School, Gallery
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: Re: Stacie: visual journals
From: "go4art@juno.com" <go4art@juno.com>
Date: Tue, 27 Sep 2005 14:01:47 GMT
X-Message-Number: 3
Stacie, I have my students complete two assignments a week...one teacher
directed from observation in pencil, one student directed with any media
they choose.  They have an assignment sheet glued onto the inside cover
=
of
their sketchbook.  The evaluation sheet is completed by them first and =
then
by me.  I do this during class so that we can have conversations rather
=
than
me keeping them, grading and giving them back without verbal feedback.
I've had some trouble with new pdf files, but the ones for 6th grade are
=
on
my site.  Feel free to use, adapt, etc if this is something that would =
work
for you and your students.
http://www.rrms.wlwv.k12.or.us/KielingL/Sketchbook/assignments.htm
creatively, Linda in Oregon=20
----------------------------------------------------------------------
Subject: egyptian cartouche
From: Sheri Fried <sfried68@yahoo.com>
Date: Tue, 27 Sep 2005 09:24:11 -0700 (PDT)
X-Message-Number: 4
Hello
I am teaching a unit about Egyptian art to 4th and 5th
graders.  We are finishing working with heiroglyphs,
and I would like them to  create personal cartouches.=20
Any ideas?
Thanks
Sheri
	=09
__________________________________=20
Yahoo! Mail - PC Magazine Editors' Choice 2005=20
http://mail.yahoo.com
----------------------------------------------------------------------
Subject: Re: egyptian cartouche
From: "sharon@art-rageous.net" <sharon@art-rageous.net>
Date: Tue, 27 Sep 2005 15:48:13 -0400
X-Message-Number: 5
My students enjoyed making cartouche pendants out of shrinky-dinks:
http://www.art-rageous.net/EgyptianArt.html
--=20
Sharon
www.art-rageous.net <http://www.art-rageous.net>
www.cafepress.com/artrageous <http://www.cafepress.com/artrageous>
----------------------------------------------------------------------
Subject: Re: egyptian cartouche
From: "Sue Stevens" <suestevens@rogers.com>
Date: Tue, 27 Sep 2005 17:53:48 -0400
X-Message-Number: 6
I have many egyptian ideas!!!
My favourite for cartouches (and that grade level) is 'shrinky-dink'
or=20
'skrink-it' (two different brand names of the same thing).  These =
plastic=20
sheets are availabe from most craft stores like Michaels.  Instructions
=
are=20
always included in the packages, which are not that expensive, and =
contain=20
usually 6 or more sheets.  If you are doing necklaces - you can get 4 =
out of
one sheet.)  If you have a template of a cartouche, the students can =
trace=20
it, put in their own name in hieroglyphics, cut it out, and then you can
=
shrink them at home in your oven, at school in an oven, or in a toaster
=
oven
in the classroom.  It shrinks to about a quarter of the original
size.=20
Pencil crayons and permanent markers only (crayolas will wash off).  =
Metalic
pencil crayons work great also.  They can make necklaces out of it, or =
key=20
chains.  Actually we are doing this activity with teachers at a workshop
=
on=20
Egyptian lessons next month, and we are attaching pin backs to them.  If
=
you
would like a PDF of the template that I am using for these - e-mail me =
off=20
list, and I will be happy to e-mail that to you.  Actually, I think I =
have=20
it so that I can get 8 out of one sheet of plastic.
Another idea would be to cast plaster.....mix up good old plaster of =
paris,=20
and pour into styrofoam meat trays (if you ask your local grocery store,
=
you
may be able to get some new ones - got to watch out for those germs),  =
Once=20
the paster has set up, the kids can pop out the plaque, and then carve =
into=20
the damp plaster a cartouche with their name in it.  Let the plaster dry
=
further, and then paint.  If you cut apart big paper clips (so that you
=
have
two loop sections instead of one clip) and you partially immerse the =
open=20
end into the plaster before it dries, when you pop out the plaque, you =
have=20
a hook already in it for hanging!
Got to go - the school is losing internet connection in a few minutes =
for an
upgrade.....
Sue Stevens=20
----------------------------------------------------------------------
Subject: Re: egyptian cartouche
From: "Sue Stevens" <suestevens@rogers.com>
Date: Tue, 27 Sep 2005 18:40:27 -0400
X-Message-Number: 7
Have a look at this website...
Click on "making a cartouche" - neat activity making a cartouche out of
=
clay
or sculpty.
http://www.boiseartmuseum.org/education/egyptian.htm
Sue Stevens
----------------------------------------------------------------------
Subject: Re: "thuggy little boys"
From: StacieMich@aol.com
Date: Tue, 27 Sep 2005 19:11:40 EDT
X-Message-Number: 8
Some of my "thugs" are my favorites as well, I have to admit.
----------------------------------------------------------------------
Subject: Update
From: StacieMich@aol.com
Date: Tue, 27 Sep 2005 19:12:52 EDT
X-Message-Number: 9
So things are going a little better this week.  I gave out my first
detention=20
today.  Boo, but at least I did it, which should make it easier to give
=
out=20
future ones...okay maybe not.  Let's see, I've made a few changes, but =
not
too=20
many...just haven't had the chance.
I started giving out bucks, and the kids got excited about it.  =
Actually,=20
yesterday my 7th/8th grade class was working so well, I ran out of =
bucks!
They=20
were working well on their own too...before they even knew bucks =
existed. =20
Today, they weren't as good...don't know why.  I explained that I will =
give
them=20
out on my terms, at random when I see someone doing something really =
good. =20
Once they get four, they can get something out of my box.
For my elementary classes, I started going through the project step by =
step=20
with them, which helped with the helpless hands.  We made a color
wheel=20
together, and they seemed to get it pretty well. =20
As for cleanup, it's still a little tough.  Some days go better than =
others.
I'm still working that whole thing out, trying to figure out what will =
work=20
best. =20
No more "silent Art."  I've made it more simple.  If I have to tell them
=
to=20
quiet down three times, they will simply clean up and put their heads =
down.
I=20
came very close yesterday with my sixth graders.  They almost lost art,
=
but=20
then they shaped up a little.
I made a rubric for each of the projects they are working on now.  I =
have a=20
checklist and tell them that if they check off each item, they should =
get an
"A."  This way they know exactly what I'm looking for.  Then I ask them
=
a
few=20
questions about the project.  They are supposed to glue or tape the form
=
to
the=20
back of their project when they turn it in.  I think it's really going =
ot
help=20
and plan on making rubrics for them for all projects in the future.
I slipped up and yelled today and got flustered.  I need to work on =
that.  I
need to figure out how to get the class under control when they are
completely=20
out of control.  This tends to happen during cleanup.  Everyone starts =
to=20
forget the rules and gets out of their seat.  They start putting things
=
away
without my direction, and before I know it 30 kids are out of there =
seats,
banging=20
into each other, hitting each other, screaming, laughing, falling
down...etc.=20
 It can happen in a matter of seconds!  I need to find a more controlled
way,=20
more calm way to gain their attention and get them to sit down.  =
Preferably=20
something that doesn't involve paperwork.  Some days they can follow=20
directions:  Sit quietly at their table with supply boxes ready to be
checked and=20
portfolios in a nice stack.  Other days, they forget everything!  I have
created a=20
checklist for the table captains so that they can start checking the =
bins=20
themselves and putting them away without me, but I haven't really =
figured it
out=20
yet.  I'm just worried that if I let them have that responsibility, they
won't=20
care and will put the boxes away totally trashed.  Since I've been
"inspecting"=20
them, the supplies have stayed in much better shape.
I just found out that this is my last full week with my middle =
schoolers!  I
thought I had two more weeks, but I only have three days with them next
=
week
and then must turn in my grades and get ready for a new bunch.  I'm =
supposed
to=20
do some bike and walking home safety project with them next week, but =
many=20
are ready for a new project tomorrow.  Do you guys have any suggestions?
=
=20
Something fun and easy, something that will leave a good lasting =
impression?
Forget=20
paint...too complicated, and if I get observed on Thursday, that would =
be a=20
bad thing.  Should I let them choose their last project?  How about a =
comic=20
strip of sorts?  It needs to be something cool I can figure out tonight
=
and=20
present tomorrow.  Right now they are finishing up perspective =
watercolor
drawings.=20
=20
Thanks again for all of your help.  I have printed out all of the =
replies
and=20
have them in a folder so I can keep going back to them for guidance.  I
=
know
I still need to make a lot of adjustments!
Stacie in Miami
----------------------------------------------------------------------
Subject: art content policies-Help!
From: "Dawn Malosh" <dmalosh@stmichael.net>
Date: Tue, 27 Sep 2005 17:02:57 -0700
X-Message-Number: 10
Hi Fellow Art Teachers!
I really need your help!. My boss and I are having a meeting on Friday =
about
acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop a
policy that we all agree on, which is tough. My boss asked me to find =
out
what other art departments' official policies are. Please help me!!! Do
=
you
have official policies to regulate student content? Does anyone else =
have
actual written policies? I posted this last week but didn't have much of
=
a
response.
With Great Appreciation,
	Dawn in Tucson
----------------------------------------------------------------------
Subject: Re: art content policies-Help!
From: "Diane C. Gregory" <dianegregory@grandecom.net>
Date: Tue, 27 Sep 2005 18:18:49 -0600
X-Message-Number: 11
Please clarify your question.  When you say art content are you talking
about
subject matter or are you talking about art concepts that are covered in
curriculum guides?  Is the concern objectionable subject matter?
--
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 Dawn Malosh <dmalosh@stmichael.net>:
> Hi Fellow Art Teachers!
>
> I really need your help!. My boss and I are having a meeting on Friday
about
> acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop
a
> policy that we all agree on, which is tough. My boss asked me to find
=
out
> what other art departments' official policies are. Please help me!!! =
Do
you
> have official policies to regulate student content? Does anyone else =
have
> actual written policies? I posted this last week but didn't have much
=
of a
> response.
>
> With Great Appreciation,
>
> 	Dawn in Tucson
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
----------------------------------------------------------------------
Subject: Re: art content policies-Help!
From: "M. Austin" <whest177@wheatstate.com>
Date: Tue, 27 Sep 2005 19:50:40 -0500
X-Message-Number: 12
While my district does not have a written policy I have my own comfort =
zone=20
on what I will show each level, and this is based on my knowledge of the
=
culture I live in and what my parents deem acceptable. 4th & 5th
aren't=20
knowingly exposed to any nudity. 6th - 8th I don't show artwork with =
obvious
nudity, but I do have shelves upon shelves of art books that students =
may=20
browse. I don't censor my books, but I do tell them that nudity in art =
is=20
normal, but that if they are not mature enough to handle looking at my =
books
then they will lose the privelege. Same with the internet. I tell them =
that=20
they turn it into something dirty and unpleasant when they point, laugh,
=
and
share with their friends, and this is how I judge their ability to =
handle=20
the material. There are so many artworks available that it is possible =
to=20
teach these grades about great art/artists without the nudity. Again, =
you do
have to teach to your own personal culture - you know best what your =
parents
and community find acceptable.
~Michal
K-12 Kansas Art Teacher
http://www.geocities.com/theartkids
> I really need your help!. My boss and I are having a meeting on Friday
=
> about
> acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop=20
> a
> policy that we all agree on, which is tough. My boss asked me to find
=
out
> what other art departments' official policies are. Please help me!!! =
Do=20
> you
> have official policies to regulate student content? Does anyone else =
have
> actual written policies? I posted this last week but didn't have much
=
of a
> response.
----------------------------------------------------------------------
Subject: classroom management-- Stacie
From: Sheri Fried <sfried68@yahoo.com>
Date: Tue, 27 Sep 2005 18:35:01 -0700 (PDT)
X-Message-Number: 13
Hi Stacie
I teach K-5.  I have a few clean up routines that work
for me. =20
For a non-messy project, one that does not involve the
sink or getting out of their seats, I get their
attention and inform them that the table that follows
clean up directions the best (not the quickest) will
get an art prize :drawing paper/coloring sheet/tracing
paper/etc. - they truly like this.  I know a lot of
you out there are against prizes, but sometimes it
really motivates students to work together and follow
directions.  I then explain that they must organize
their tables for the collectors by working as a team,
and stress NOT getting out of their seats, that will
disqualify their table.  They can not yell at a
tablemate, or grab something out of their hand.  I
find that with the peer pressure to clean up quickly,
quietly, and politely, this technique works for me.  I
also tell them that I will write down names of kids
who don't work with their table/teams to organize, and
those students will lose some of their next free
choice time.
For messy clean ups, painting, etc. :  I first explain
the procedure so they all know what is expected.  They
are to keep painting until I call their table.  When
called, they are to leave the paint trays/brushes and
go wash hands.  While they are up, I grab their
paintings and put on the drying rack.  After washing,
they get a coloring sheet (something associated with
the lesson) and markers or crayons, go back to their
tables and color quietly.  Again, I tell them I am
watching for the table that follows these directions
the best, and that table will get an art prize.  You
might be wondering when do the kids wash the paint
trays and brushes?  They don't.  When I first started
teaching, I thought it was so important for my kids to
learn the skill of properly washing brushes and trays.
 I have learned that this is not as important to me as
a calm, orderly classroom is.  So, I have a tub of
water prepared and simply dump all paint trays and
brushes in it, letting it soak til I have time to wash
them.  Usually, I have students who finish early and
want a job, or students who stay after school in a
latch key program who help me.  I seriously don't feel
I am keeping my students from learning an important
skill by not making them wash their stuff.  (maybe
their middle school teacher might think so!)
Enough already--
 good luck.
Sheri
____________
=09
	=09
______________________________________________________=20
Yahoo! for Good=20
Donate to the Hurricane Katrina relief effort.=20
http://store.yahoo.com/redcross-donate3/=20
----------------------------------------------------------------------
Subject: Re: motivating 4th graders
From: Jerry Vilenski <jvilenski@yahoo.com>
Date: Tue, 27 Sep 2005 19:11:54 -0700 (PDT)
X-Message-Number: 14
Here's some advice, for what it's worth:
=20
I have found that, especially with upper elementary
students, projects and activities that are
specifically geared toward their interests and skill
levels are what keeps them excited about art.=20
Motivating disinterested students is always an uphill
struggle, but with consistent discipline strategies,
over time, they will get the message you are serious
and start working.  I also find that liberal use of a
sense of humor tends to disarm the hard core types and
will eventually win them over.=20
Having said all that, here is what I would do:
> clue into the regional culture and develop new or
alter old projects to that culture.
> 4th graders like to work with their hands, building
things, sculpting, claywork, paper mache, etc. are all
prime motivators that get kids excited and engaged.=20
Drawing and design projects are ok with highly
motivated kids, but if they are not focused on that
type of activity, switch to 3d activities until they
are used to working with you, or at least use 3d as an
incentive to get through a paper activity.
>Physical activity also helps keep kids moving and
focused, so set up work stations at various locations
in the room so kids are not near each other for the
entire art class period and are kept busy at the
workstation getting crayons, brushes, etc.
>Make sure you have contact with each student during
the class period, so you can check progress and let
them know you have certain expectation of behavior and
performance.  Simply having them get in line to check
their work serves this purpose, or go around to
tables.
> Be crystal clear with your expectations as each
project begins, so there is no ambiguity in their
minds as to the rules or guidlines you expect to be
followed.
> If you need specific project ideas, write me at my
e-mail address, and I will be glad to send photos and
lessons your way.
=20
Hope this helps,
=20
Jerry
__________________________________________________
Do You Yahoo!?
Tired of spam?  Yahoo! Mail has the best spam protection around=20
http://mail.yahoo.com=20
----------------------------------------------------------------------
Subject: Re: classroom management-- Stacie
From: StacieMich@aol.com
Date: Tue, 27 Sep 2005 22:16:09 EDT
X-Message-Number: 15
Thanks.  Yes, I've been wondering the same thing.  I feel like my middle
=
school students should have the responsibility of washing their stuff, =
but
they=20
just seem to take too long.  I've been wondering if I should collect =
their=20
stuff, either wash it myself or ask a helper to wash them and give that
student=20
extra bucks or something.  I definitely need to figure this out.  The =
other=20
problem is that I have no drying rack, so finding spots for 33 wet =
paintings
is=20
interesting.  I've hung up clothelines, but it doesn't work so well with
that=20
many paintings.  I am praying that they get me a rack soon.  I've been
begging=20
for one since before I started.  They told me that they ordered it, but
=
that
like like three months ago.  It would really help. =20
----------------------------------------------------------------------
Subject: Re: art content policies-Help!
From: Woody Duncan <woodyduncan@comcast.net>
Date: Tue, 27 Sep 2005 20:49:14 -0600
X-Message-Number: 16
I'm starting my 3rd year of retirement but I'll put
my two cents in. I taught 6th - 8th art for 27 years
Our district never had any written guidelines
or official policy about content but I tried to impose
my own. I also did not allow cussing, fighting or
the word "no" in my classroom. I imposed my own
morals upon my students and if they didn't like it
"tough. As for art content: No beer, cigarettes, guns,
knifes, frontal nudity, etc. were some of my restrictions.
Gang signs and related symbols were the only real problem
cause they kept changing. Our school security officer was
good at keeping me clued in. I've done lessons around
Graffiti as art and the kids loved it. Administrators
can get real hung up on the silliest things. We did a
still-life with bottles with great renderings of glass
and reflected light. I displayed the art in a showcase
along with some of the many shapes of wine bottles we
used. I was told to remove them. We compromised by
turning the labels to the back. If you set some
reasonable standards the kids will cooperate. Also,
I seldom left the choice of subjects wide open. Some
content I used was: Animals, Birds, City Scapes,
White Water Rafting, Indoor Soccer, Cheerleaders,
Winter Olympics, Vases of Flowers, Musical Instruments,
Self Portraits (always a good one) etc. The possible list
is endless but I choose the major areas and supplied
resources and motivation. I don't believe in saying
"draw what you want today." I encouraged lots of
variety and experimentation within the content I
choose. I choose content based on degree of
difficulty, appropriateness to media, and if it
would fit into the sequence of lessons that came
before. I hope this helps.
				Woody
Dawn Malosh wrote:
> Hi Fellow Art Teachers!
>=20
> I really need your help!. My boss and I are having a meeting on Friday
about
> acceptable content in art. (I teach 4th-8th Art) We are trying to =
develop
a
> policy that we all agree on, which is tough. My boss asked me to find
=
out
> what other art departments' official policies are. Please help me!!! =
Do
you
> have official policies to regulate student content? Does anyone else =
have
> actual written policies? I posted this last week but didn't have much
=
of a
> response.
>=20
> With Great Appreciation,
>=20
> 	Dawn in Tucson
--=20
	Woody, Retired in Albuquerque
		mailto:woodyduncan@comcast.net
35 Quality Middle School Art Lessons
in powerpoint format, on one CD $17 (includes shipping)
http://www.taospaint.com/QualityLessons.html
Ordering Address: PO Box 91703
Albuquerque, NM    87199-1703
?The function of the overwhelming majority of your artwork
is simply to teach you how to make the small fraction
of your artwork that soars.?              from: ?Art & Fear?
Woody's Watercolor Portfolio:
http://www.taospaint.com/Portfolio/Watercolors.html
Newest Fantastic Triplet Pics:
http://www.taospaint.com/Spring05/Photos.html
Your Invite to Woody's Exhibit:
http://www.taospaint.com/ArtShow/Invite.html
---
END OF DIGEST
---
jacobussejulie@bellsouth.net
leave-teacherartexchange-46949Y@lists.pub.getty.edu
----------------------------------------------------------------------
Subject: Students' art content
From: "Dawn Malosh" <dmalosh@stmichael.net>
Date: Wed, 28 Sep 2005 15:33:06 -0700
X-Message-Number: 20
Sorry for my lack of clarity, everyone!
I was asking about the policies regarding student-made artwork. Does
anyone
have official policies regarding acceptable content in student art?
Your responses are greatly appreciated!
-Dawn in Tucson
----------------------------------------------------------------------
Subject: Re: Students' art content
From: vranck0602@aol.com
Date: Wed, 28 Sep 2005 18:30:36 -0400
X-Message-Number: 21
Hi,
I tell my students that if it is illegal in the school rules then it's
a "no" for art work.  I also ask them if they could show it to our
principal and that should help guide them.
vicki
-----Original Message-----
From: Dawn Malosh <dmalosh@stmichael.net>
To: TeacherArtExchange Discussion Group
<teacherartexchange@lists.pub.getty.edu>
Sent: Wed, 28 Sep 2005 15:33:06 -0700
Subject: [teacherartexchange] Students' art content
   Sorry for my lack of clarity, everyone!
I was asking about the policies regarding student-made artwork. Does
anyone
have official policies regarding acceptable content in student art?
Your responses are greatly appreciated!
-Dawn in Tucson
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Subject: Re: Students' art content
From: "M. Austin" <whest177@wheatstate.com>
Date: Wed, 28 Sep 2005 17:44:23 -0500
X-Message-Number: 22
My answer is simple - no blood, no weapons, and if you can't wear it on
a
t-shirt to school then you can't put it in your art. I firmly believe
this
for my K-10 students. IF I have a mature student in grades 11 & 12 who
wants
to tackle a controversial subject then I will support them, but they
have to
explain why they want to express that particular idea (this is just so I
know they really want to do it and not just for shock value).
~Michal
K-12 Kansas Art Teacher
http://www.geocities.com/theartkids
>
> I was asking about the policies regarding student-made artwork. Does
> anyone
> have official policies regarding acceptable content in student art?
> Your responses are greatly appreciated!
> -Dawn in Tucson
----------------------------------------------------------------------
Subject: Re: Stacie
From: Terry Marney <terrylou63@yahoo.com>
Date: Wed, 28 Sep 2005 15:47:11 -0700 (PDT)
X-Message-Number: 23
Stacie, I just thought of another thing I do which
does help with behavior issues.  On the first day of
class, I have each student fill out an index card:
Name
Name of parent/guardian
Telephone number where I can reach parent/guardian
Name of guidance counselor
* then I ask a "getting to know you" question like
about their hobbies, sports, past art experience...
I explain that the reason I want these cards is so
that I have quick access to their parents in case I
need to speak with them.  And I DO!  I have called
parents when I can't get a student to cooperate, and I
have also called parents to congratulate them on
raising such a wonderful, respectful child.  (That
particular child's dad went out and bought him a new
video game as a reward!!)  Parents love this kind of
feedback, especially the positive kind.  I have also
had conversations with parents who were not so
receptive....and I could see that the apple didn't
fall too far from the tree.  But...I usually notice a
difference in the child's behavior the next day.  I
think these phone calls work better than a detention.
     One of my 8th graders this term started out
giving me a lot of attitude.  I got really tired of
it.  So when I found out that he was on the school's
Golf Team, I asked him the name of his coach.  He was
reluctant to tell me, but he did.  And then he begged
me not to talk to his coach about his behavior.  So,
he KNEW he was misbehaving with me...and he KNEW his
coach would not put up with it.  So I told him "Ok, I
won't talk to your coach IF I see a change in your
attitude."  He's been much, much better since then.
    When you feel helpless, they know it.  When you
know someone's "got your back", they know that too.
And they respect you more for following through.  HOpe
this helps!
Terry
__________________________________
Yahoo! Mail - PC Magazine Editors' Choice 2005
http://mail.yahoo.com
----------------------------------------------------------------------
Subject: Re: art content policies
From: Terry Marney <terrylou63@yahoo.com>
Date: Wed, 28 Sep 2005 15:57:56 -0700 (PDT)
X-Message-Number: 24
      I've never seen anything in writing either about
what's acceptable, but I know the principal's views on
certain issues.  And I like my job, so I go along with
him.  No nudity.  Sometimes the kids will see
something in my National Geographic magazines and if
they can't handle it maturely, I quietly take the
magazine out of their hands.  Nothing drug-related.
No mushrooms, people with needles sticking out of
their arms, or questionable "maple leaves".  I tell
them these rules right up front at the beginning of a
lesson.  Whenever I say that they can draw something
of their choice, I say that it must be
"school-appropriate" or it will go in the trash and
they will get an F.
     Personally, I feel that nudity should be
acceptable at the high school level.  There's a lot of
nudity in art history.  But I have to go along with
the principal's decision.
__________________________________
Yahoo! Mail - PC Magazine Editors' Choice 2005
http://mail.yahoo.com
----------------------------------------------------------------------
Subject: shrinky-dink
From: "Sue Stevens" <suestevens@rogers.com>
Date: Wed, 28 Sep 2005 19:55:06 -0400
X-Message-Number: 25
Just a thought for everyone...
Michaels Arts&Crafts, although I do find them expensive, usually have
40%
off coupons in the local flyers (where I live).  I assume all of them do
that.  There is even the 50% off one from time to time.  And, the 20%
entire
purchase coupon.  As we approach Christmas, the coupons usually
increase.
It would be a good thing to stock up on - always a fun activity to keep
in
the cupboard to pull out on a rainy day when the lesson plans have run
out!
Sue
----------------------------------------------------------------------
Subject: Re: Stacie
From: StacieMich@aol.com
Date: Wed, 28 Sep 2005 20:32:02 EDT
X-Message-Number: 26
Thanks.  I actually did the same thing!  I gave out index cards, asked
for
their name and number and one thing they wanted to do in my art class.
Many
of
them couldn't even write legibly or left off their last names, things
like
that...so I check the office for numbers to make sure they are correct.
I
have
called some parents.  I called one today, in fact, because the student
got
in
trouble last Friday.  He had already gotten two warnings before that, so
I
told
him he needed to write an essay for me and bring back the behavior form
signed by a parent.  Well, he didn't have it on Monday.  On Tuesday I
handed
him a
detention slip, explained that he had a choice.  He could bring the
original
note in today with a parent signature and his essay or he could bring in
the
detention form signed by a parent.  He gave me the original note with a
suspicious signature and no essay.  I called home, and of course they
knew
nothing
about it.  So now I have to give him a detention.  So stupid.
I realize that they think I won't follow through, and now it's more
important
than ever that I do.  I gave another detention today to a student who
hit
another student.  I'm trying my best to become firmer and follow through
on
what
I say.  It's hard, but I'm trying.
----------------------------------------------------------------------
Subject: clean-up-Stacie
From: "Dawn Malosh" <dmalosh@stmichael.net>
Date: Wed, 28 Sep 2005 17:57:39 -0700
X-Message-Number: 27
Stacie- I have used a monthly job rotation at each table that has worked
very well for years. Each table rotates between 4 different jobs by
month. I
let the kids decide who will do what job each month. Some years I have
had
them fill out a form for the entire year, but now we just do it month to
month so that its less of a hassle to switch their seats. Sometimes I
monitor or adjust their job chart for fairness.
 The first job is "Gopher" or "Mr./Ms Get."(whichever title appeals most
to
the kids)-This person retrieves the materials that the entire table
needs
for class projects. Individual material  needs are taken care of
individually. The Second job is the "Clean-Up Person"- They clean and/or
return the materials for the entire table. The third job is the "Table
Manager." They make sure the table is clean at the end of class. No,
sponges
are used unless wet materials are used. The last job is the "Substitute
or
Extra." If a student is absent at their table, the fill the empty
position.
If all are present, I give them a specific job like sink monitor,
materials
organizer, paper collector, etc. Students must do their jobs in order to
earn their work habit points. It is a part of their student
responsibilties.
This really makes a difference with traffic control in the classroom,
Stacie. This way only six kids have a reason to be out of their seat at
a
time to retrieve materials. At clean-up, only the clean-up people can
use
the sinks, and table managers get lightly dampened sponges from a
special
bucket. The kids enjoy the jobs and special titles too. Even the older
ones.
Hope this helps!
Dawn in Tucson
----------------------------------------------------------------------
Subject: Re: clean-up-Stacie
From: "M. Austin" <whest177@wheatstate.com>
Date: Wed, 28 Sep 2005 20:02:12 -0500
X-Message-Number: 28
I came up with the idea of having "Art Stars". Each student has a
popsicle
stick with their name on it. Each class has their own storage cup. I
draw 2
sticks each week and those two students are my "Art Stars". They get to
sit
at a big table by my chalkboard, so they get lots of elbow room, really
special supplies like sparklie pencils and a really cool hand held
pencil
sharpener, and they are my helpers. They are the only two that may be
out of
their seat, and they do all the chores. If clean-up requires more help
then
my stars choose a helper. It has worked especially well. I have assigned
seats, and when I draw for my Art Stars then the old and new stars just
trade spots.
It has been interesting to see what everyone else does for classroom
management/clean-up. It seems no matter how long I teach I am always
looking
for either a better way to do things, or just something different!
~Michal
K-12 Kansas Art Teacher
http://www.geocities.com/theartkids
> Stacie- I have used a monthly job rotation at each table that has
worked
> very well for years. Each table rotates between 4 different jobs by
month.
> I
> let the kids decide who will do what job each month. Some years I have
had
> them fill out a form for the entire year, but now we just do it month
to
> month so that its less of a hassle to switch their seats. Sometimes I
> monitor or adjust their job chart for fairness.
----------------------------------------------------------------------
Subject: Re: classroom management-- Stacie
From: "Holmgren" <holmgren@lakedalelink.net>
Date: Wed, 28 Sep 2005 21:11:48 -0500
X-Message-Number: 29
Hi Stacie,
I don't have drying racks, either, but do have a clothesline--and,
fortunately, a long counter by the window that kids can put wet stuff
on.  I
have to transfer it to the clothesline--I hang them back to back. If you
don't have a counter to set them on first, though, that would be a big
problem........
For cleaning up with painting.....I have elementary kids--k-3rd.  My
room is
small, and I have one tiny sink, that is in a corner, so only accessible
from one side. My procedure for painting works really well for me.  I
have 5
tables that kids sit at.  For each table I have a tray that I set in the
center of the table (old flat lunch trays that were left in the room).
I
put a paper grocery sack on the tray.  I put paint on the paper bag
(talking
about tempera, here)--medium size glob of each color we are using.  For
"mixing trays", I cut up magazine pages and have them ready in a
box--each
student gets one.  They mix their colors on the magazine page, and throw
them away at the end of class (or before then--and get a new one, if
they
need one).  Each student cleans their own brush right at the table in
the
water containers at the table (3 at each table--I use cool whip
containers,
filled 1/2 full with water).  When it is clean-up time, students clean
their
brushes first--then one person from each table empties the water
containers
in the sink.  I don't allow anyone to wash hands while we are cleaning
up
the tables--if there's time after that, then I will call tables and they
can
wash up.  Otherwise, they just have to wash hands on their way back to
their
classes. It's amazing how well kids keep the colors in those trays
clean--of
course I really teach them how to use the brushes, clean them between
colors, etc. Even some of the kindergarten classes keep the colors
clean.
But even if the colors do get dirty--I just squeeze a bit more paint
onto
the spot.  It used to make me crazy when I would fill small containers
with
the different colors of paint, and they would get dirty--this way, it's
no
big deal.  I use the same trays all day long.  At the end of the day, if
there is a sizable amount of paint left, I use a good-sized flat brush,
and
scoop it back into the containers.    Doesn't take very long--much less
time
than cleaning and drying paint containers.  If they're really messy, I
just
toss the paper bags.But most of the time I just keep using the same
bags,
day after day.  (Paper grocery bags are an item on my parent "wish
list").
My kids all work as teams with the other kids at their tables--I let
them
know what things need to be done--then they have to figure out who is
going
to do which job, and then do it.  Since I started that system, I have
never
had to give out rewards (and our school discourages that). For some
reason,
being the first table to get to line up (because they were the first to
get
all cleaned up) seems to turn them on.
Mary H.
----- Original Message -----
From: <StacieMich@aol.com>
To: "TeacherArtExchange Discussion Group"
<teacherartexchange@lists.pub.getty.edu>
Sent: Tuesday, September 27, 2005 9:16 PM
Subject: Re: [teacherartexchange] classroom management-- Stacie
> Thanks.  Yes, I've been wondering the same thing.  I feel like my
middle
> school students should have the responsibility of washing their stuff,
but
> they
> just seem to take too long.  I've been wondering if I should collect
their
> stuff, either wash it myself or ask a helper to wash them and give
that
> student
> extra bucks or something.  I definitely need to figure this out.  The
> other
> problem is that I have no drying rack, so finding spots for 33 wet
> paintings is
> interesting.  I've hung up clothelines, but it doesn't work so well
with
> that
> many paintings.  I am praying that they get me a rack soon.  I've been
> begging
> for one since before I started.  They told me that they ordered it,
but
> that
> like like three months ago.  It would really help.
>
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