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.
Monday, May 12, 2008
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.
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
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.
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.
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