Tuesday, May 13, 2008

A Multidisciplinary Art Lesson About Personal Shrines


Personal Shrines and Altars: Visual Storytelling

We tell stories to reflect on our everyday experiences, the ordinary and the extraordinary. Some stories come from deep within, spoken from an inner voice, a kind of dialogue with the self. Shrines serve as a way of deep journaling using images and symbols rather than words. The dictionary defines a shrine as a receptacle for sacred relics and altar is defined as a raised structure, typically flat upon which sacred objects rest. Shrines and altars are about celebrating the story you’d like to share.

Story reveals themes, issues, and concerns of children, adolescents, and adults ….most of us collect and treasure souvenirs that are sacred to us. Sometimes people leave us, but they leave things behind. It is the small, inconsequential bric-a-brac that sometimes holds important memories.

The best reason of all to pursue this form of visual expression is that it brings forth an authentic voice. In telling a story, no matter how sad, tragic, funny, moving, remarkable, or ordinary, meaning is constructed visually.

Visual storytelling can come from within. But opportunities to work intuitively and reflectively allow the exploration of reactions and feelings, hopes and fears, connections and relationships, questions and concerns. This work can reflect an interplay between of the conscious and unconscious or the intellect with emotions.

Where I’m From Imagine yourself at a particular age, beginning at age 6, 7, 8, 9, or 10

1.I’m From… What would you see around your house during your childhood. List the items that characterize your environment.

2.I’m From… Step outside; describe what you see in your front yard, your sidewalk, the street, the neighborhood.

3.I’m From… Name relatives, particularly those that link you to your past.

4.I’m From… Sayings, expressions. What are some of the phrases you hear over and over again. Those that would distinguish your family from others.

5.I’m From… The names of foods and dishes that recall family gatherings, both daily meals and special treats.

6.I’m From… Name the place where your childhood memories are kept…whether realistically (photo albums, diaries, boxes) or metaphorically (the branches of a tree, the shadow of a particular porch).

Think about the beginning and ending of your poem…where you are from, who you are, and where you are going. Here's the poem I wrote for mysef:

Susan Megorden

WHERE I AM FROM

I am from shared space with my older sister, the lavender and white striped café curtains, twin beds with matching chenille bedspreads, hardwood floors that get buffed once a month with paste wax, no air-conditioning in 105 degree summer heat, and back porches that are screened in to keep the mosquitoes out.

I am from irrigation ditches that are dangerous to swim in, high diving boards at the BIG pool downtown, gooey asphalt on hot summer days, squishy apricots between your toes when the grass is too long, and roosters that like to swim in our wading pool.

I am from the house on Third Street with the palm trees all in a row, the home of Nana, Papoo, Mommy, Daddy, Jeff, Randi, Susan, Hank, Trina, and a never ending parade of cats.

I am from Darlin, Baby Blue Eyed Blonde, Spider, eat your vegetables!, there are children starving in China!, and Whose Fault Was This!

I am from liver and onions, Swiss steak, beef stroganoff, sucatash, lime cheese salad, stuffed celery, home-made olives, yellow cup-cakes without frosting, and pineapple upside down cake.

My roots are in the rich soil of the Sacramento Valley, my family cast a very broad shadow on this tiny place called Orland.





Ideas for Your Shrine

Honoring: Create a shrine for a part of yourself you wish to honor.
Remembering: Building a shrine can be a way to remember people who have influenced you greatly and who are no longer physically present in your life.
Healing: Making a shrine can be healing or simply a place of peace.
Attracting: Make a shrine that symbolizes something positive you would like to attract into your personal world.
Expressing: Shrines are the perfect medium for expressing thoughts, feelings, and experiences we normally keep hidden from the world. They provide us with the opportunity to express beauty and demonstrate our creativity.
Exploring: Creating a shrine can be an act of exploration…allow it to lead where it may.

Let your shrine be a work in progress; allow it to change as your understanding does. Remove and add images and objects. Rearrange them. Allow your shrine to grow and change as you do.

How to Create a Shrine

1.Choose a space.
2.Define the area...use a cloth, table, rock, etc. or decide on the form of your shrine
3.Be conscious of your intent
4.Gather and arrange objects that have meaning for you
5.Create additional objects for your shrine

We Create Shrines Everyday by Erika Ginnis

I believe we create shrines all the time, even if we are not conscious of it. Sometimes they are for things that we would not really choose to honor. That pile of bills we are ignoring in the corner looks like a shrine to a sense of lack.

I propose we become aware at some point of what the heck we are doing, so we can make choices about how we operate.

What kinds of altars do you see around you? Are there ones in your life you would change?

Elements of Art Power Point

Pre-service elementary teachers were given the assignment of defining and illustrating the art elements. Here is an example of one power point that was created:

The Arts are Growing in PVUSD





Thanks to our Arts Block Grants from the state and partnerships with the Santa Cruz Superior Court and Wild Rose Art Supplies and Custom Framing, we were able to secure a space in which we can display visual art that is created by PVUSD students. This exhibit will be an ongoing display in the new Main Street courthouse which is due to open at the end of February.

A good portion of this new court facility is dedicated to Family law. Therefore, the focus for our art display will be any two-dimensional work that relates to the theme of family or children. To make the display process more streamline, the frames are a standard size and will only accommodate work that is done on a 9 X 12 inch piece of paper. The student work chosen for the display will remain at the courthouse until next fall when it will be replaced with a new set of pictures. At that time the work will be returned to students. Remember that this is a new and exciting program, so we are bound to encounter unexpected challenges as we create our process for this display.

If you would like to be involved in planning the display or if you would like to submit work for our first PVUSD Annual Courthouse Display please contact Susan Megorden, Teacher on Special Assignment for Visual and Performing Arts at susan_megorden@pvusd.net or call 786-2365 x 2566.

Monday, May 12, 2008

What an Elementary Teacher Needs to Know About Visual Art

These are a few of the things that would be good to know before the kids show up in September:Visual Art Resources

•California Art Educators Association (CAEA)
www.caea-arteducation.org
Yearly art educators conference and local events for members.

•The California Arts Project (TCAP)
The Bay Area Arts Project (BayCAP)
www.tcap.net
408-924-4383
Provides professional development for K-12 generalists and specialists in the arts.

•Scholastic Art
www.scholastic.com
Individual art magazine for kids with aesthetic valuing lessons and poster for your classroom in monthly installments. Both elementary (4-6) and secondary (7-12).

•School Arts
www.davisart.com
1-800-533-2847
A magazine for teachers offering visual art lesson ideas for grades K-12.

•Art & Activities
www.artandactivities.com
1-866-278-767
A magazine for teachers offering visual art lesson ideas for grades K-12.

•NASCO
www.eNASCO.com
Art Materials and equipment.

•Sax Arts & Crafts
www.saxarts.com
Art Materials and equipment.
1-800-588-6696

•Dick Blick
www.dickblick.com
Art Materials and equipment.

•RAFT (Resource Area for Teachers)
www.raft.net/
Really cheap supplies and great classes for teachers.

Arts Enrichment Series

Upcoming Dates for the District Arts Team (DAT) Planning Meetings

October 18th 4:00 – 6:00 Graniterock Boardroom
November 1st 3:30 – 6:30 Graniterock Boardroom
December 6th 4:00 – 7:00 COE Boardroom
February 7th 4:00 – 7:00 COE Boardroom
March 6th 4:00 – 7:00 COE Boardroom
April 3rd 4:00 – 7:00 COE Boardroom
May 1st 4:00 – 7:00 COE Boardroom


Enrichment Series Dates
RSVP 24 Hours Prior to Class! Please Contact susan_megorden@pvusd.net to confirm or call 786-2365 x2566

October 25th 4:00 – 6:00 Aptos Junior High Art Room
Metal Bas Relief
November 8th 4:00 – 6:00 Aptos Junior High Art Room Personal
Shrines/Altars in Clay
November 29th 4:00 – 6:00 Aptos Junior High
Book Forms for Elementary Teachers
January 24th 4:00 – 6:00 Aptos Junior High
Decorative Paper Using Tempera Paint
February 21st 4:00 – 6:00 Rolling Hills Middle School
Aboriginal Dot Paintings
March 13th 4:00 – 6:00
Matisse for Elementary Teachers
April 10th 4:00 – 6:00
Color for Primary Teachers...Spring Flowers
May 8th 4:00 – 6:00
Sculpture for elementary teachers

Strategic Directions for Visual & Performing Arts 2008

Our district arts planning was a year-long process which included a number of teachers, adminstrators, and parents in the process of designing a paln for arts education in our school district.






DAT 5-1-08 Priority Goals Draft

ALIGNING CURRICULUM
1.Educate, Advocate, Coordinate All Stakeholders Around the Arts Plan
2.Equal Access for All (Grad Req. a Must)
3.Increase Collaboration Inter/Intra K-12 VAPA Curriculum•Professional Development in VAPA to Build Leadership at Sites
•Professional Development in Interdisciplinary Curriculum/Teaching
•Utilize Abriendo Caminos for PD Connecting Arts (Migrant)
•Develop Interdisciplinary K-5 Units
•Use Interdisciplinary Approach to Arts
•Restructure Time in Order to Reorganize Curricular Connections
•Rotating Arts Classes Taught by Site Staff Experienced in the Arts

ADVOCATING & EDUCATING
1.PR Campaign for Arts Advocacy (including all stakeholders-tax payers)
District Website to Showcase each School (rotating monthly)
•Continue/Increase Courthouse Display
•$ for Frames, Mats, Curator for Show
•Display Student Work in the Communtiy
•Arts Events Throughout the District/Community
•PR Campaign for the Arts
•Convene community stakeholders/advocacy group to support arts educ..: Rotary, Soroptomists, Business, Artist/alumna, Womens’Club, Community Council, Arts Council, University Womens’ Group
•Identify Local/Communtity Resources
•Contact Local Newspaper (with press releases) ID contact person (Todd Guild/Reg. Paj.)
•Showcase via Pictures
•Digital Story Telling

2. Identify Coordinators (50% per zone)
•Coordination of Arts District-wide
•K-12 VAPA Articulation (time to meet)
•VAPA SBC Days
•Admin. To Attend Statewide Arts Conferences (Courageous Creativity/CSESA)
•Professional Development (Create Advocates) Teachers, Adminis., Community
•Art Enrichment Series District-wide (zone, feeders)
•K-12 Attend State-wide Arts Educators’ Conferences (CME, CAEA,ETC.)
•Divide Coordinator Position by Zones (divide & conqueor)
•$ salary/ period release
•Increase Collaboration K-12 Around VAPA Content & Curriculum
3.SECURING & MAXIMIZING RESOURCES
•Dedicated Time for the Arts
•Secure funding for the Arts
•Contract a District Arts Professional Grant-writer
•Re-evaluate prep-time/facilities allocation District-wide
•Fact-finding District-wide- WHO (kids) has access & WHO doesn’t
•Real evaluation of extra-curricular activities – cost/benefits

Panty Hose Sculptures





Working with a wire hanger, a block of wood, and a pantyhose students created a sculpture which they dipped in house paint. Once dry the works could be painted with any number of types of paint or left in white or black state.

Several Projects all in Process








This is only a few of the projects I am currently working on. A funerary urn (Copper), a shrine (pewter), and a chalice (pewter). All still to be finished.

Aptos Junior Public Art



Aptos Junior High students get a hands-on lesson
BY LAURA NORTON
It’s not refrigerator art.
Instead of pieces likely to be hung on kitchen appliances and office walls, students at Aptos Junior High have been busy creating large pieces to grace the campus.
With the help of professional artists and a grant from parent Norman Black, whose deceased son was an Aptos student, two murals and a giant clay relief are now a part of the campus art scene.
“I thought the best thing to do with the money was to give kids the opportunity to work with professional artists,” said art teacher Susan Megorden.
Artist Katherine Wilson helped students create an 8-foot by 42-foot mural titled “Make History,” depicting Aptos history from the time of Ohlone habitation to the current era.
About 70 students worked on the mural and students are enjoying it, Wilson said.
Eighth-grader Matt Catalano said he liked the result.
“I like how they show everything we are learning. It shows the culture and the nature of the area, I think it looks really good,” he said.
Students also created a 7-foot-tall non-representational ceramic sculpture that frames a doorway to the art classroom. That piece, titled “Sentry,” took several months to create and students were involved every step of the way, Megorden said.
A third art project, a welcome mural at the entrance to the campus, is still in the works and should be completed soon.

Send us your comments about this article.

School Board Displays





One important piece of educating and advocating in our district was the creation of the School Board Displays which will be ongoing and permanent to remind our trustees of the importance of art education.

Flower Color Lesson






Students were given red, blue, and yellow paint and were asked to experiment in a guided way in which they created secondary colors on coffee filters. The finished coffee filters were used to create a spring flower landscape using tissue paper and seeds to create the flowers.

Habitat Book at H.A. Hyde





Habitats

The work in this book was produced by Laura Azarro and Kim Schnittger’s second grade class with the help of Carolyn franks and susan megorden.

In This multidisciplinary project, the students covered science, Language Arts, and visual art standards which were connected to the topic of animal habitats.

We produced art about animal habitats and discussed the genre of landscape art while learning both water color and tempera paint techniques.

Here are the poems we produced:

Ocean
Sunny, wavy
Diving, resting, eating
Sandy, cloudy, reflecting light, deep blue
Sea otters
By Astrid

Forest
Cloudy, foggy
Growling, attacking, killing
Emerald green, tall trees grow
Bear
By Eric


Grasslands
Shady, peaceful
Grazing, chewing, eating
Emerald green leaves falling off trees
Domestic horse
By Marissa


Rainforest
Leafy, rainy
Squeezing, slithering, hunting
Shadowy, scary, dark, bumpy
Boa constrictor
By Jorge



Forest
Sunny, loud
Squeaking, munching, climbing
Cool, leafy, windy, bumpy bark
Chipmunk
By

Grasslands
Sunny, windy
Eating, flapping, flying
Leafy, bumpy, grassy shadow
Hummingbird
By Luisa


Grasslands
Grassy, sunny
Sniffing, running, hiding
Burnt siena bark growing tall
Wild horse
By Chelsea

Grasslands
Sunny, noisy
Stomping, crashing, crunching
Emerald green bushes growing tall
African elephant
By Mare


Forest
Sunny, cool
Chewing, climbing, swallowing
Short burnt siena stumps sit
Panda Bear
By Daisy

Ocean
Sunny, wavy
Attacking, eating, swimming
Sandy, watery, deep, cold
Shark
By Moses


Ocean
Deep blue, cobalt blue
Diving, flapping, hiding
Wavy, sunny, sandy, leafy
Seahorse
By Samantha

Desert
Sandy, windy
Striking, slithering, hissing
Burnt siena, green, moving sideways
Rattlesnake
By Armando


Wetlands
Swampy, foggy
Hunting, camouflaging, striking
Leafy, smelly, sunny, quiet
Alligator
By David

Grasslands
Sunny, grassy
Hunting, sneaking, hiding
Emerald green grass, tall, little
Lion
By Halie

Forest
Steamy, dark
Camouflaging, crawling, nibbling
Burnt siena bark on trees
Thorn bug
By Jazmin

Matisse Lesson

The examples below were produced by a second grade class in two 40 minute periods.






Students were asked to look at the work of Henri Matisse. Our goal was two-fold, first to recognize the genre in visual art of a still life and secondly, to introduce and practice some basic art-making techniques like wax resist in watercolor and using white glue in a controlled way.

Open House Art Display at Aptos Junior High






Every year we display student work at our school's open house. Here are a few samples from the show.

My Responsibilities in Pajaro Valley Unified School District

TOSA VISUAL and PERFORMING ARTS

JOB DESCRIPTION

1.ONE TIME MONIES
•Facilitate division of arts & PE monies
•Make recommendations for spending
•Clarify state and district guidelines for monies
•Provide a needs assessment to guide spending

2.IMPROVE COMMUNICATION & ARTICULATION IN THE ARTS
•Between & among the D.O. & the schools
•Between & among the feeder schools (secondary – elementary)
•Establish & oversee an Arts Team
•Identify Arts contact people at each site (potential Arts Leaders)
•Provide support & resources for both teachers and administrators in the Arts
•Include parents in Arts related activities
•Oversee Arts advocacy and education district-wide
•Create opportunities to display student artwork (district office, district art show, in local businesses, and support schools in participating in the county fair display)

3.PROVIDE PROFESSIONAL DEVELOPMENT IN THE ARTS
•In all four disciplines (dance, drama, music, visual art)
•At all grades
•For both teachers, administrators, students, & parents
•Be a resource teacher & a mentor (one on one, small group, or large group)
•Develop an after school &/or weekend arts enrichment program for adults (PVUSD staff) and kids
•Integrate THE ARTS into other curricular areas

4.LOCATE AND SHARE ARTS RESOURCES
•Identify resources in our schools, district, county, and state
•Build partnerships at schools, at he district level, at the county level, & at the state level
•Pursue funding for the Arts
•Share local and statewide activities that are Arts related (website?)

5.OVERSEE THE DEVELOPMENT OF A DISTRICT ARTS PLAN
•Facilitate District Arts Team meetings
•Align our Arts work with state standards
•Build a Standards based scope & sequence for the Arts in our District

The Focused Conversation

The California State Standards for Visual Art identify 5 areas that should be present in a high quality art program. They include:

1.Aesthetic Perception (describe art)
2.Creative Expression (make art)
3.Historical/Cultural Context (connect art to history/culture)
4.Aesthetic Valuing with Children (appreciate art)
5.Connections & Relations to other Subject Areas (connect art to other subjects)

I’m hoping to create an easy to follow process for elementary teachers to use in looking at art with their students K-8. The format I’d like to use as a template is one that comes from a Canadian organization called the Institute of Cultural Affairs (ICA). In the 1960’s this group created a questioning technique for art that was based on research of the time such as Bloom’s taxonomy. The discussion facilitator uses choreographed questions which follow a set four step process which leads the inquiry from a superficial level to a very deep level.Here is the ORID process:

ORID INFO
This info comes from a group called the Institute of Cultural Affairs (ICA) is a Canadian organization and here is their website which will give you more stuff on who they are and what they do + more info on the ORID http://www.ica-associates.ca. A great book about the focused conversation is called “The Art of the Focused Conversation for Schools” by Jo Schuller (ISBN 0-86571-435-5).

In a nutshell, ORID is an acronym for a process with four levels of questioning; sometimes called a focused conversation it closely resembles Blooms taxonomy or Discipline Based Art education. The thing I like about the ORID process is that the teacher literally has a script to read from, so there is no loosey goosey or having to think on your feet. Instead the idea is to carefully craft questions that will get your students to the higher level thinking skills around their art or the art of others.

The questions are tiered like this:
1. Objective: These questions are about getting the facts, sensory impressions, information

O = Which elements of art stand out in this piece of art for you?

2. Reflective: These questions are personal reactions, associations, emotions, images

R = What seems boring in this artwork?
What seems exciting in this artwork?

3. Interpretive: Questions around meaning, values, significance, purpose, implications

I = What message is the artist trying to get across?
Why is this artwork important?

4. Decisional: Questions leading to action, resolution, future direction, next steps

D = If we did this again, what would we change?
What action will you take as a result of looking/making this artwork?

I not only use these questions when we look at our own artwork and the work of famous artists, but I also have these questions built into my assessment as a means of written reflection for each artist in evaluating his work.

Wednesday, March 5, 2008

TEMPERA PAINT TECHNIQUES

Susan Megorden

UNIT OVERVIEW: In order to effectively express our ideas visually, we need to transcend the literal in our translation of words into images. It’s important that we share a common understanding of the most basic of art vocabularies…the art elements (line, shape, color, texture, value, form, and space). Our work must begin with a foundation in the exploration of these tools an artist uses to express her ideas. Once we are grounded in this knowledge, we can perhaps be more successful at letting go of our literal translations and allow ourselves the freedom to express our ideas through the language of art. Thus this unit would cover several lessons surrounding the art elements and an exploration of many media in art; this lesson would not be the first activity for beginning students who have little or no knowledge of art elements or media.

VAPA CONTENT STANDARD: Make Informed Judgments
4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.
Grade Level: Grade 2
Arts Discipline: Visual Art
Component Strand: Aesthetic Valuing

ENDURING UNDERSTANDING: Visual art is another language we can use to express our ideas, thoughts and feelings.

ESSENTIAL QUESTIONS:
How do you explore art materials in a new way?
How do you translate words into art?
Can the elements or principles of art help in this process?
How can sensory and emotional explorations assist in translating words to art?

KNOWLEDGE: Students will know:
How to identify and use the art elements (line, shape, value, texture, color, form, & space).
Basic tempera paint techniques.
Basic paint management and clean-up techniques.

SKILLS: Students will be able to:
List, define, and identify the elements of art in artwork.
Produce a variety of decorative papers using tempera paint.
Create finished multimedia illustrations using collage.

PROCEDURES:
Basic Management of Tempera Paint:
How to set up a paint station.
Do’s and don’ts with students (mixing, remixing, wax paper between wet papers, drying paper).
Suggestions for dissemination of materials and clean-up.

Brush Techniques:
· Types of brushes (round vs. flats, camel vs. boar bristle).
· Care and cleaning.
· Toothbrush texture in thick paint.
· Explore brush control, varied lines, dry vs. wet, directional.

Paint Application:
· Thick paint vs. watered-down or thinner paint.
· Apply paint with hands, fingers, sticks, Q-tips, rubber stamps, potato prints.
· Paint pieces of plastic wrap and place paper onto painted plastic to create a print (variation is towad up plastic and dab into paint and use painted wad to stamp the clean paper).
· Apply paint thickly and evenly to paper, before it dries use a piece of cardboard cut into a comb (or a store bought one) to comb through paint creating textures and patterns.
· Draw in crayon before you paint…simple wax resist or a variation is the batik look caused by drawing over entire page in crayon, crumple, un-crumple and then paint with tempera paint, allow to dry, rinse with water, and finally iron to flatten and melt wax.
· Splatter paint (with brushes or toothbrushes).
· Use sponges to apply paint.
· Smash prints…put paint on one side of folded paper and smash paper together, a variation is to take your palette and smash it onto a clean paper, once these are dry students can add embellish with pens and pencils.

Paper Types:
· Medium to heavy weight
· Printed papers
· Stencil or paper shapes pasted down before or after painting
· Masking tape (grids, lines, shapes)

Page Layout/Design: These are ideas for how to fill pages or papers if your intent is to create a book. The goal is to achieve an appealing visual presentation of text and images.

· Full Page Design: A solid block of text/image fills the entire page and creates a feeling of emphasis. A border can be a variation.

· Bleeds: A design that comes to the edges of a page. This gives a sense of openness, allowing ideas to grow off the page.

· Borders: A plain or decorated edge, which frames text or images. A good technique for emphasizing information contained within the frame.

· Grids: A basic organization system that consists of a repeated unit. This gives a sense of order or control, when used with highly emotional material it can create an edgy contrast.


· Mandalas: A symmetrical design based on a circle. This kind of central focal point is good at highlighting a main idea while allowing you to show supporting ideas. This is a calm and balanced organization.

· Columns: These can be any width, free-form, vertical, or horizontal. Creates a feeling of orderliness and is good for comparisons.

· Diagonals: This can be very dramatic because it creates a feeling of motion or instability. These can be jagged or curved.

· Organic Shapes: These curved shapes feel more natural than the geometric forms of columns, grids, or diagonals. These shapes flow, melt, grow, evolve, and meander.

· Cut Outs & Add-Ons: Introduce complexity and surprises by linking pages and ideas. Here’s where you can highlight or obscure images or text. Cut windows, corners, edges of reveal what’s beneath. Glue or stitch foldout pages or elements that extend from the page. Attach pockets or small booklets to pages.

MATERIAL/SUPPLIES/EQUIPMENT:
ASSESSMENT: Students complete a self-assessment of their finished project using a rubric similar to the one below. There are three categories for evaluation and each bulleted item is assigned a point value and students decide how many points they feel they deserve for each bulleted item, The points are totaled and the student also completes four written reflection questions for a final score on their project. The teacher is then asked to agree or disagree with the students’ evaluation. Often the rubric is built with the students input. Rubrics often grow and change with the students that use them and with the focus of the art project.

Tempera Techniques Evaluation Form

(This form is incomplete! You will use this template with your students to create a rubric.)

NAME:_______________________
PER: _______ DATE:___________

Project Requirements:

____Name written clearly on back of each paper.

Media:

Studio Time:


REFLECTION QUESTIONS:
Please answer these questions using complete sentences.

What stood out for you in the process of building your multimedia book?










Where were you confident? Where did you feel you needed more work?











When have you experienced a process similar to this one?











What applications or action ideas has this process triggered for you?







Sunday, March 2, 2008

March is Youth Art Month


March is designated Youth Art Month by the California Art Education Association. In honor of this designation our district will be sponsoring two district wide art shows along with individual exhibits at several school sites. The work for our first annual Courthouse Display will be ready by the end of this coming week; this project has been a partnership between the Santa Cruz Superior Court and Wild Rose Framing and Art Supplies. The ongoing goal of this display is to provide a permanent, yet ongoing exhibit space for student art-work in our district. This partnership has gratefully solved an ever present problem of where our district show will hang each year. The second new exhibit is actually a return to a time gone by when we had only 18 schools and a cozy district office.






For the first time in 10 years we will have childrens' art-work on display in our district office! Two display boards have been purchased for the School Board room and there will be an ongoing display of both secondary and elementary work which is rotated each month with the hope that each of our 33 schools can have a chance to showcase their students' art-work. Along with the Board Room display, the Trustees will be signing a resolution in favor of supporting Youth Art Month in our district. As I hear of upcoming displays at our school sites, I will keep you posted.

8th Grade Americaqn Art History

During the 8th grade year, students study American history from the age of exploration (1300's) to the time period just prior to World War I (early 1900's) to meet the required California state standards in social science. Because hisorical/ cultural heritage is a component strand in the Visual and Performing Arts Standards for California, I have always wanted to create an American art history component to my studio art classes. For several years I have been collecting materials (slides, overheads, books, videos, DVD's. etc.) about American art in the hopes of creating a year long unit of study that could be intertwined in both my studio classes and incorporated in the 8th grade social studies curriculum.

My intent is to create a series of lessons which follow the sequential study of American history, but at the same time highlight important genres or styles in American art. Some possible topics might include: architecture, sculpture/public art, landscape painting, portrait painting, photography, still life, narrative/history paintings, decorative arts/ folk art. The limitations imposed upon this project relate to funding and time. I must limit myself to free or existing resources in terms of the images that can be used and I must be mindful of the limited amount of time I have in a 9 week studio class to devote to art histroy. I would also like to tie my art history units of study to some type of visual art experience or project.