--- In art_education@yahoogroups.com, "Judy Decker" <JDecker@w...>
wrote:
> Dear Art Educators,
>
> Not too long ago I posted my recollection of copyright "fair use"
guidelines
> for educators in multimedia presentations. I was right - but
thought I would
> give you the links that back up what I posted. I meant to check on
them
> sooner for you.
>
> Nice - concise - easy to follow guidelines
> http://www.umuc.edu/library/copy.html
>

This would appear to not be applicable to freely distributed web
based imagery when used i the course of AV presentaitions on such
subjects as art history.  Note that all ovf this refernces
reproductions of works, not the use of works that are otherwise
freely and publicly distributed, nor does it reference the giving of
students the links to web pagesthat they might be required to use.

henlaojim,

The first link does touch upon your concern.
You might be interested in the full document then - I also posted that link,
too
Complete Copyright text/pdf:
http://www.copyright.gov/title17/

>>  freely distributed web
> based imagery when used in the course of AV presentations on such
> subjects as art history.

Slides for Art History purposes cost around $2.00 each (or more)

Most images online are not really "freely distributed" (only those sites
where they say "Public Domain" are they "Freely distributed"). The museums
that have the paintings technically own the copyright/license to
redistribute those images even though many of the old masterworks can be
considered in Public Domain now. Each museum has their own copyright
information on their sites. Many do not even allow you to save images to
file for personal use - You must PAY for the images even for educational
study - and sometimes they are only black and white. Check each site for
copyright information.

For complete copyright - read the full long pdf file.....The first link was
an EASY to read summary.
These are copied from the document:
Guidelines for Multimedia presentations:
http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm
Here is the actual language (might be same as above link):
http://www.libraries.psu.edu/mtss/fairuse/guidelines.html

Fair use is a gray area -- especially when it comes to images on the web.

Hope this clarifies things for you - and anyone else concerned.

Judy Decker

Dear Art Educators,

I updated the Perspective lesson page with two of Jan
Hillmer's student examples. Again Jan sent me several
styles - I chose two - one very expressive and one
more subtle in color choices. These are by 5th
graders. Scroll down:
http://www.princetonol.com/groups/iad/lessons/middle/perspective.htm

I enjoy seeing her students interpret the lesson in
their own way.

I have also added resources. Many have posted the
Gerald Brommer video in the past - so I added that to
the lesson. It is one of the choices you can get for
free - when you buy three from Art Video World.

My goal is to eventually add resources to all
lessons....in time....

I will be happy to add new lesson ideas for
perspective - Especially a complete lesson plan.

Regards,

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Dear Art Educators,

This site is new to me:
Ask ART - Database of 32,000 American Artists:
http://askart.com/

It has brief biography of each artist (at least all that I looked up) and
has a least one example of their work. Authors of biographies are given.
Many of several images. To view all images on the site, you must subscribe -
However there is a lot of info available without a subscription. This site
is clear that they will not grant permission to use images. I wouldn't
recommend it as a research site for students - just use it yourself to get
brief background information on the artists you are teaching.

I have added a link to American Artists  page on my site.

I found the link on:
http://www.besthistorysites.net/ArtHistory.shtml
I will add a link to Best History Sites on my World page:
http://www.besthistorysites.net/index.shtml

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Harold Olejarz has put together the best perspective lessons--interactive-
that I've ever seen.
Renah Bell
----- Original Message -----
From: "Judy Decker" <JDecker@...>
To: <world_art_teachers@yahoogroups.com>; <art_education@yahoogroups.com>;
<artseducators@yahoogroups.com>
Sent: Wednesday, May 05, 2004 2:22 PM
Subject: [art_education] Perspective Lesson Page Updated on IAD


> Dear Art Educators,
>
> I updated the Perspective lesson page with two of Jan
> Hillmer's student examples. Again Jan sent me several
> styles - I chose two - one very expressive and one
> more subtle in color choices. These are by 5th
> graders. Scroll down:
> http://www.princetonol.com/groups/iad/lessons/middle/perspective.htm
>
> I enjoy seeing her students interpret the lesson in
> their own way.
>
> I have also added resources. Many have posted the
> Gerald Brommer video in the past - so I added that to
> the lesson. It is one of the choices you can get for
> free - when you buy three from Art Video World.
>
> My goal is to eventually add resources to all
> lessons....in time....
>
> I will be happy to add new lesson ideas for
> perspective - Especially a complete lesson plan.
>
> Regards,
>
> Judy Decker - Ohio
> Incredible Art Department
> http://www.princetonol.com/groups/iad/
> Incredible Art Resources
> http://www.princetonol.com/groups/iad/lessons/middle/
>
>
>
>
>
> Yahoo! Groups Links
>
>
>
>
>
>

Dear Art Educators,

You pick your own day for International Children's Day - I picked May 5
http://www.princetonol.com/groups/iad/lessons/elem/children.htm
This is linked from elementay and middle school lesson plans.

Links for Japan and Cinco de Mayo to be added (soon).

Nice lesson plans on Art Partner's site:
http://www.artpartnersprogram.com/current/elem.htm

Home page:
http://www.artpartnersprogram.com/index.html

Art Partners is linked from:
http://www.princetonol.com/groups/iad/lessons/middle/arted.htm

More to be added on this topic.... Just another passion of mine.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Dear Art Educators,

Christine Sumner Lyman has been busy creating anew school art site for a
college course:
http://hornetsnest.sunybroome.edu/sumnerlymanc/project/home.html
You will see some great ideas for elementary and HS Art 1

Her site will be at this address for a couple weeks...Watch my site for when
it is in its new location.
Her site is linked from:
http://www.princetonol.com/groups/iad/lessons/middle/4kids-4teach.htm

Send me your sites to be added. My page does come up in Google when one
searches for School Art Sites.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

> Most images online are not really "freely distributed" (only those
sites
> where they say "Public Domain" are they "Freely distributed"). The
museums
> that have the paintings technically own the copyright/license to
> redistribute those images even though many of the old masterworks
can be
> considered in Public Domain now. Each museum has their own copyright
> information on their sites. Many do not even allow you to save
images to
> file for personal use -

You can easily save anything that is o the web.


>You must PAY for the images even for educational
> study - and sometimes they are only black and white. Check each
site for
> copyright information.
>
Since the concoction of the notion of "intellecutual property"
everyone claims to own everything.  Monied interests have repeatedly
gotten the congress to lengthen and elaborate copyright law far
beyond anything that existed when works were created so that nobody
alive today will be living when, for example, Donald Duck emerges
from the copyright protection that the creator thought would have
expired a couple of years ago.

No doubt there is some claim that the Louvre owns the Mona Lisa, but
I don't find such claims compelling.  I see no difference between
holding up a book in class and visiting the web site of the art
institute of Chicago.  I don't necessasarily feel oblidged to pay
them for their image of a four hundred year old painting which in
itself would be out of any form of copyright just because they happen
to own it at the moment.

If art history is only about the restricted toys of the rich, instead
of the rightful patrimony of the people we might as well forget all
about it and get on with creating good art, theus, incidentally,
making these toys less valuable.  this is to say that my students
have a right to view works that the Metropolitan Museum happens to
own if they are of any significance.  If the Met disagrees let them
put the stuff in the vault.

perhaps the museums would like to immitate the RIAA and start suing
their won customers for rights to the (in the case of the record
industry) crap they want to protect.

I used to make my own slides by making good photographs from good art
books and processing them myself without paying a dime to any of the
publishers or mseums.  I do more or less the same ow by calling up
their web sites.  If they do't want it seen they should not put it
out there.

Dear Art Educators,

Marvin Bartel has started a great thread on Getty list. Let's all see if we
can contribute. I will definitely get this thread on Incredible art
Department - so please only reply if your want your post included.

From Marvin:

"It is hard to think about our thinking habits, but what if we would start
an
e-mail thread that lists the methods that we think certain artists use to
come up with their ideas?  How many artists and methods of generating ideas
do you suppose our creative group of art teachers could generate?  Could we
have the Secrets of How Artists Get Ideas poster ready for next year's
classroom?"
-----------------------------------------

This post was prompted by words of Kathy Douglas:

"You say, . . . the idea, the meaning, comes from the artist.  If we wish
for our students to behave as artists we must offer them the opportunity to
behave as artists."

I will start this thread on these lists.... I deliberately chose artists who
were inspired by looking at art of others.  So the artists I chose were
inspired by the image. Cultures chosen were inspired by nature or the
purpose for the art object.

Other artists I chose were done so for the type of art they produced.
Joseph Cornell worked for the shadow box Heroes project.  I could go on and
tell why I selected each artist or culture - but I am more interested in
what you have to say. I won't give you my long winded Getty post (grin).

Please share.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Greetings Art Educators,

I thought I could jump start some of  you.....

Here is an excellent lesson from Yale-New Haven Institute:
How Do Artists Get Ideas (focus in on Jacob Lawrence - one of my favorites):
http://www.yale.edu/ynhti/curriculum/units/1987/3/87.03.05.x.html
Culture and Environment -- I also used Romare Bearden for these influences.
Use the Jacob Lawrence lesson with the files on Getty ArtsEDNet. (resources
linked from my site).

Man and his envornment - symbols:
See this lesson on Water: A Source of Life and Culture:
http://www.peacecorps.gov/wws/water/africa/lessons/HSart01/printable.html
There was an excleent presentation on water and African art online -I will
see if I can find it.

Here is an excellent lesson on surrealism and finding meaning:
http://www.fsus.fsu.edu/EducationCurriculum/chats/nickoloso/lesson1.html
Rene Magritte tied in with The Tale of the Tiger's Paintbrush from the novel
The Remarkable Journey of Prince Jen by Lloyd Alexander (Excerpt is used in
sixth grade text book The Literacy Place Volume 2 by Scholastic)

Add to these:

How do artists get ideas?

- observation

-  imagination -dreams

- referring to existing art

-  expression - emotion
-  themes - belief- values important to them
-  words - poetry -quotes
- sounds - music

Might be interesting to watch this video:
Inspirations, from award-winning director Michael Apted (Gorillas in the
Mist, The World Is Not Enough), is a 100-minute exploration of the creative
process that takes off from the essential question, "how do artists get
ideas?" and soars into the fascinating worlds inhabited by seven diverse
artists--including David Bowie and Roy Lichtenstein--who discuss, sometimes
freely, sometimes shyly, just how and why they work the way they do. 100
minutes.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Dear Art Educators,

Master Teacher had a good discipline tip this week

********************************************
MT Discipline Tip of the Week - May 7, 2004
********************************************

When correcting or counseling students, make sure you resist the
temptation to focus on the first words they utter.  A close look will
reveal that this is how listening and understanding mistakes occur.  The
first response of many students is often not good--and can lead you
astray.  In fact, first responses are often inappropriate.  When you
listen to the first response, make judgments, and act quickly, you may
miss many opportunities to understand and act effectively.  Therefore,
remind yourself to listen to everything a student says.  Try
paraphrasing to ensure that you heard correctly.  Work to pull more out
of a student rather than stop him or her cold.  You'll get better
information and take better actions if you do.

********************************************
Sign up to receive your own tips at:
http://www.masterteacher.com

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

1. Articulated clear criteria for assessing writing (substitute art work)
2. Asked students to assess their own work,
3. Provided opportunities for improvement through revision, and
4. Was sensitive to students' developmental stages, referring to appropriate grade level standards.

Dear Art Educators,

Linda Fields posted she gets ideas from themes....

From Linda:
some idea generators are music, poetry, vignettes of nature, or a theme,
such as "layering".

I will be compiling all of the themes that inspire
artists to add to the file on Incredible Art
Department (to come).

Many artists are inspired by theme....
Here are some Themes in American Art:
http://www.nga.gov/education/american/aasplash.htm
Some are for the Formal Properties or Expression -
using those Ps and Es. I guess we need to consider the
four main theories of aesthetics too: Art as Realism,
Art for Formal Properties, Art as Function, Art for
Expression -- and how these cross over, too.

Here is the site- Great Themes in Art by John Walford:
http://wps.prenhall.com/hss_walford_greattheme_1/0,4421,66674-,00.html
Browse some of the chapters (pull down menu at top).
Many of the themes listed are universal.

ArtsConnected has some good themes:
http://www.artsconnected.org/artsnetmn/

I will mesh all of these themes with the common themes
provided by Patty Knott:
http://www.princetonol.com/groups/iad/Files/themes.htm

Add onto Marvin's question. How do artists get their
ideas? Here is the start of the page:
http://www.princetonol.com/groups/iad/Files/ideas.htm
Each of you can make your own poster from the
selection that will be provided.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Dear Art Educators,

I would like to share these words of wisdom from Getty ArtsEdNet:

This was posted by Woody Duncan:
Yes, let them know what a quality outcome looks like. But Please, don't
prescribe every step along the way. We are teaching students how artists
think. There is suppose to be beauty and meaning at the end of the road.

And Kathy Douglas followed with this:

One of the standards that I set for myself as a teacher of art is, if I know
in advance what I will see on students' papers, then I am exerting too much
control.  I make a distinction between a project, which might have a
teaching usefulness, and art, which comes from the artist (in this case, the
students in my classes)  Peter London often says (much better than I do)
that if a person has something important to "say" to a listener who cares
about the "speaker", then the desire to say it well will take care of many
issues of quality.

One of my young students, a ball of fire, was always in a
hurry with his work, and I had concerns about quality. He then began a self
chosen attempt to build little cardboard sculptures of his new step father's
favorite NASCAR racers.  He was meticulous and particular about each piece
and brought reference materials so that each color and logo would be
rendered correctly.  His investment in the idea (his idea) gave him the
motivation to do a top notch job.  I humbly offer that the idea is the core
of art making and that we as teachers can assist in the execution of the
ideas in many ways due to our backgrounds in media, processes and the work
of artists before and now. But the idea, the meaning, comes from the artist.
If we wish for our students to behave as artists we must offer them the
opportunity to behave as artists. (and if not in our classrooms, then
where?)

I once imagined a little time machine which would put Georgia
O'Keefe, Henry Moore, Richard Diebenkorn, Claude Monet, David Hockney,
Francis Bacon, Helen Frankenthaler in the same time frame, but all aged six.
(you may insert your own master artists, the list does not matter...) And
here they come, in a line, marching in to my classroom on the first day of
art.  What Lesson Plan do I write which will engage each of these very
unique, potentially great children? How do help them to begin to express
their completely unique point of view, right from the beginning? As artists
we know that one is unlikely to make great art every time one steps in to
the studio (and here I insert Woody's great quote: "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")

So my students often do choose to practice color mixing, page after page,
practice embroidery stitches in preparation for making a finished piece,
practice drawing the horse models I brought back from Denver and so on. And
in these processes, few of which make it to the famous "refrigerator
gallery", each student has the opportunity to create prosperous ways of art
making that are unique from those of her classmates. And each student is
continually invited to mine his personal life, and tastes and passions for
the content of the images and structures to be made in class.  And so,
rubrics? Hm...Walk through MOMA: what rubrics will you put up to judge the
works there? behavior rubrics? How much risk taking? How much persistence?
How much advance preparation? How much meaning? How strange and new? How
personal? How universal?  I do not have many answers, but I am awash with
questions.  Thanks for reading.

Kathy Douglas
-----------------------------------------------------
I don't envy all of you in your task to assess student art. Grading is one
aspect I do not miss. I labored over that. I never could do that task
quickly. Kathy wrote about a choice teacher who had a rubric with Head -
Hands - Heart. And gauged how much the student put themselves into the art
making using their heads - hands - and heart. Good luck all.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

SCHOOL OF VISUAL ARTS (SVA)
SUMMER RESIDENCY PROGRAM
IN PHOTOGRAPHY

Are you interested in spending your summer learning from some of the best
photography professors in the world? Well, we're going to hook you up with the
experience of a lifetime. The Look-Look Arts Foundation has created 12 exclusive
residency fellowships for young artists at the prestigious School of Visual Arts
in New
York City for three weeks in the summer of 2004. All of these residencies will
be
completely free of charge to be awarded as Look-Look grants in partnership with
Virgin Mobile and the SVA. You will have the opportunity to learn from
incredible
photographers, to make life-long friends, to live in one of the greatest cities
on Earth,
and to get a chance at being featured in futures issues of Look-Look Magazine.
Don't
let this chance pass you by.  Apply now.

WHAT: The residency program offers participants the opportunity to expand their
photographic ideas and to work with technologically advanced facilities. All
phases of
the medium will be covered: black and white, color, digital processes as well as
alternative procedures.  Group and individual critiques will complement lectures
and
museum and gallery visits and will encourage creativity, learning and progress.
Participants will have access to studio equipment and printing facilities, which
include
black and white and color darkrooms, digital imaging an output centers, a range
of
studio lighting systems and a variety of camera sizes and formats.

WHERE: The School of Visual Arts in New York, NY. Students will stay in
on-campus
housing. A resident assistant will be on each floor of the dorm where students
will be
staying. Additionally, a security guard is stationed at the entrance lobby 24
hours a
day. Students are assigned single rooms unless a request is made to room with a
friend.

WHEN: July 12-30, 2004. Students will arrive on July 11 and depart on July 31st.

HOW: Download application at www.look-lookmagazine.com and return it to us by no
later than May 14th, 2004. The earlier you can send your application the better.
Please
don't wait until the last minute. All applicants will be notified about the
grant
selection on June 4th, 2004.

Please mail (emailed applications will not be accepted) a complete application
and all
supporting materials to:

Attn: SVA Residency Program
Look-Look Arts Foundation
6685 Hollywood Blvd
Los Angeles, CA 90028

COSTS: The 12 fellowships will be awarded as Look-Look Arts Foundation grants,
in
partnership with Virgin Mobile and the School of Visual Arts. However none of
the
grants include the cost of airfare, spending money, or supplies. The total value
of
each grant is $2250, which includes housing, tuition, and security deposit.
Supply
costs must be paid by the student (approximately $200). A supply list will be
sent to
each student upon acceptance to the program. Additionally, students will be
required
to bring their own 35mm camera.

ELIGIBILITY: You must be an amateur photographer between the ages of 14-30 who
would like further instruction in the art of photography. You must speak
English. If
you are not a citizen of the United States you must have an alien registration
card or
the appropriate Visa for entry into the country.

Dear Art Educators,

Many of you were interested in the recent Getty thread on working with
special need students. I have about 30 email to go through (from previous
posts) to add to the page - and organize - but most of the recent ones are
on this page:
http://www.princetonol.com/groups/iad/Files/special.htm
Be sure to scroll down to the bottom to the respource link for Bernie Poole.
Bernie and Yvonne just might have all you need in their resources llinks. I
have not checked them all yet.

Now that I know there is interest in this topic, I will get it all online
and linked.

Here are some links I found quickly:
http://www.edbydesign.com/specneedsres/specialart/

Special Needs Supplies from Dick Blick:
http://www.dickblick.com/categories/specialneeds/

Some links that may be helpful:
http://www.education-world.com/a_curr/curr139.shtml

Art for Children and Adults with Disabilities:
http://www.kinderart.com/special/

Links for children with Autism:
http://www.lessontutor.com/autismgenhome.html

ERIC Art Activitities for Children with Disabilitites:
http://ericec.org/faq/arts.html

Activities for Teaching About Disabilities:
http://www.educationworld.com/a_lesson/lesson115.shtml

Special Education - Disability Links:
http://www.teach-nology.com/teachers/special_ed/disabilities/

Special Education Links:
http://www.teach-nology.com/teachers/special_ed/

National Arts and Disability Center - links:
http://nadc.ucla.edu/links.htm

ERIC Digests - Children with Disabilitites:
http://ericec.org/digests/prodfly.html

ArtExpress - Lessons Adaptable to childre with disabilitites:
http://www.harcourtschool.com/menus/art_express.html

Book: Exceptional Children: Exceptional Art: Teaching Art to Special Needs
by Authors: David R. Henley
Released: 1992
ISBN: 087192238X
Hardcover

Book: The Power of the Arts
Creative Strategies for Teaching Exceptional Learners
By Sally L. Smith

More to come on this topic.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Kidlfrndly@... wrote:

> First, since I am our district's Area Coordinator for Fine and
> Practical Arts, I must attend an interview session for five HS VP
> candidates. Of course, I will speak with my HS department to see if
> there are any questions I should ask on their behalf, but I was
> wondering if anyone had any other suggestions?? In our district, the
> HS VP mostly handles discipline, attendance issues, etc

Lisa,
     Vice Principals become principals and district administrators some
day. It is very important that they be sensitive
to the important role the arts play in the schools. Raise art related
issues in the interview process. They need to be
educated.

       Woody in KC

>
>
>
<http://rd.yahoo.com/SIG=129jks7jj/M=295196.4901138.6071305.3001176/D=groups/S=1\
705019151:HM/EXP=1084099140/A=2128215/R=0/SIG=10se96mf6/*http://companion.yahoo.\
com>
>
>

Dear Art Educators,

I received this from Sharon Henneborn - this is worth a look.

Subject: The Museum of Modern Art's Online Contest and Web site for
High School Students

Dear Educator,

Could you please forward this information to administrators and
teachers for dissemination to high school students.  Thank you.

The Museum of Modern Art has launched Red Studio: a new MoMA site for
teens, at http://redstudio.moma.org/ . Red Studio, a Web site developed by
MoMA in collaboration with high school students, explores issues and
questions raised by teens about modern art and today's working artists.
Premiering with an interview by teens of artist Vito Acconci, along with the
youDESIGN activity and contest, Red Studio will be periodically updated and
expanded. There are many new features, activities, and more to come.

What you can find at Red Studio:

youDESIGN CONTEST & ACTIVITY
Calling for submissions!
youDESIGN is MoMA's first online contest for teens.  The deadline for
submissions is June 30, 2004. Winners will be announced fall 2004.

GOOD GUYS WEAR BLACK
Teens Interview the Artist: VITO ACCONCI
Six teens find out why artist Vito Acconci never stops working, what he
loves about music, whether his parents were shocked by his early work,
and the real reason why he always wears black.

Red Studio is made possible by the generous support of The Allwin Family
Foundation and Mr. George R. Roberts.
---------------------------------------------------
I have Red Studio linked from my USA Museums page.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Greetings Art Educators,

I am just now gtting around to reading all of the posts for this thread. You
already got my reponse weeks ago - Writing about misbehavior.  Here is one
good reply for elementary that is not in the Getty archives:

From Jan Hillmer:

In my previous school we were offered the option of sending the disruptive
student to a nearby classroom.  They went away for the rest of the class
period, along with their work, which was to be completed during that time.
Of course, I picked the strictest teacher or one of a grade level as far
away as possible from the student who is not cooperating.  This seemed to
work pretty well (elementary level).  The teacher who got the student was
usually unhappy about being interrupted, which was a 'new concept' to the
same uncooperative student.
Jan
-------------------------------------------------------
This idea worked beautifully for me when I was at a Catholic School. I had
one fifth grade teacher who would take my naughty 7th graders....worked like
a charm until the principal said I couldn't do it anymore (grin). Of course
she didn't have a better solution. My kiddies had to go to her room - do a
writing assignment for me - then she put them to work.

Getting the naughty kids removed from the classroom is the best thing you
can do - they do it to get attention - most of the time. My former school
had a special room for that purpose. I would send them with their writing
assignment. If they were in their for a period of time for In School
Suspension (from another class), I sent art materials for them to work with.
I don't know if they still have it with all of the budget cuts.

The rest of the tips can be found on this Getty page:
http://www.getty.edu/artsednet/hm/Mar04/thread.html
Scroll down to Alternate project as a consequence for misbehavior.
That is easier that sending all of them to you.

Motivation tips to come.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Dear Art Educators,

Here is a great way for you to give back to the lists. I have the ideas
compiled that were posted in response to Marcia's question. Ideas That
Motivate:
http://www.princetonol.com/groups/iad/lessons/SubPlans/motivate.htm
Send in ideas for all grade levels and I will add them. You may send an
image if you want. Send as many ideas as you wish. Elementary - Middle
school - High school. I will add them as the are posted.

This page is linked from Lesson Plans page. After a while - I will link it
from each grade level page.

Thanks in advance for your contributions.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Dear Art Educators,

I short time ago I posted Lawrence Bud Mayes links - unfortunately they did
not go to the right sculptures. I have added his work to my site
temporarily:
http://www.princetonol.com/groups/iad/lessons/middle/Mayes.htm
I can forward his images to you to use in a PowerPoint. Bud is willing to
answer questions about his work.
You will see a resemblance to Remington when you view his sculptures. He is
now working on Fine Art Dolls.

Sorry about error with the previous post.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Dear Art Educators,

My "friend" Sergio sent me two artists he met:

Marion Martinez (http://www.MarionMartinez.com) makes jewelry and sculpture
out of
discarded electronic circuit boards...really beautiful stuff. Another woman
Petra Rosales (http://www.lasmunecas.com) makes dolls that represent all
regions of
Mexico.

These have been added to:
http://www.princetonol.com/groups/iad/lessons/middle/mexico.htm

Send me Hispanic/Latino artists you admire and I will add links.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/

Lisa,

It's important to learn how this person communicates and interacts with
those he/she works with. Also, it is important to understand their
discipline philosophy. Do they simply suspend their students without any
interventions along the way? Asking them to answer a scenario question
offers this opportunity. For instance, you could ask, "There is a
student who has an ongoing discipline problem. You know that his father
is in prison and the mother holds two jobs and is rarely available. This
student is sent to your office after fighting in the gym. How do you
handle this situation?" Maybe ask for examples of how they communicate
with teachers and parents.

It would also be interesting to see how they view the arts. An open
ended question such as, "Tell us what use the arts serve for students?"
Hopefully you will hear about research that demonstrates higher
standardized test scores for students involved in the arts, a way for
visual learners to succeed, etc.

Ken

>Date: Sat, 8 May 2004 06:38:52 EDT
>From: Kidlfrndly@...
>
>
Subject: Two burning questions:

>Dear Judy and everyone,
>I hope everyone doesn't mind if I try and pick their brains on two
>important(but very different)topics!  I just finished two art shows in my K-4
schools,
>plus my fourth graders hosted an art workshop for the high school art honor
>society featuring four different activities. I feel like I was flung off a
>merry-go-round, and I really could use some opinions/suggestions for two tasks
I
>need to complete for next week(since I am sort of consumed right now by concert
>decorations, costumes and slideshows! ) I really hope you don't mind me asking-
>
>
>First, since I am our district's Area Coordinator for Fine and Practical
>Arts, I must attend an interview session for five HS VP candidates. Of course,
I
>will speak with my HS department to see if there are any questions I should ask
>on their behalf, but I was wondering if anyone had any other suggestions?? In
>our district, the HS VP mostly handles discipline, attendance issues, etc.
>
>Second, and this will sound silly compared to the first question- Next
>Thursday is "Grandparents' and Special Guests' Day" in one of my elementary
>buildings, and it has become my job to make some simple centerpieces, which I
feel
>should be child- made.  I would like to utilize the same clay pots and green
>shred that I have used for the first three Grandparents' Days, but I wondered
if
>anyone had a new idea for some sort of paper flower top fill the pot. I need to
>do something in the clay pots because they are heavy, and the parent
>committee ties helium balloons to the pots.
>
>This is what I have done so far-
>1. lollipop flowers where you string the cellophane pieces on the different
>colored tootsie roll pops and secure with tape- really pretty, but not sure
>more sugar is what my students need of late :-)
>
> 2.Tissue flowers like we made in elementary school and brownies in the
>70s-looked cute, but I'd lke to try something a little different this year....
>
>3. The same tissue flowers with a red, white and blue scheme, plus flags I
>made by cutting up a paper flag banner and glueing the flags on to wooden shish
>kabob skewers.
>That's my predicament- I am a bit fried and would so welcome any suggestions.
>I need to make approximately 30 centerpieces with two fourth grade classes
>that meet for 45 minutes each.
>
>I would so appreciate any suggestions!
>Thanks, Lisa
>

Lisa and all,

My Road Runner mail was playing tricks on me... I don't remember getting
your original post - but Ken included it in his.

This is probably too late for you now....What about big Sunflowers with kids
portraits as the center? Make the petals of the sun flowers by tracing the
kids hands. These can be cut out of tissure paper with several cut at one
time (use various yellows and yellow oranges). Introduce kids to Van Gogh's
sunflower paintings. Scrunch just a little at wrist and arrange them around
a center featuring a kid portrait - have various skin tone colors of
construction paper available - use small buter dish lids as template for
center (glue petals on back side - you could even hide the glued edges by
adding another circle shape - maybe even stuff them then to give a 3-D
effect for the center?). Secure to a skewer with tape and wrap sitck with
floral tape - adding some paper leaves as you wrap. Experiemnt to see best
way to secrue to sticks. Maybe include some of the Three-D stars too
(smaller verisons) described in this file:
http://www.princetonol.com/groups/iad/Files/center.htm
The balloon bouquet could be yellow and white for the sun and moon?

I will be updating file to add the Grandparents Day ideas you posted - along
with Sandy's.

The balloon bouquet could be yellow and white for the sun and moon?

Judy Decker

Dear Art Educators,

I finally got Justin Kramer's body painting and surface design online. I had
a hard time deciding which images to leave out....All were just amazing.
http://www.princetonol.com/groups/iad/Files/Justin5.htm

I will be revamping all of the pages of work from Justin  to make an Art
Room section for his students.

Judy Decker - Ohio
Incredible Art Department
http://www.princetonol.com/groups/iad/
Incredible Art Resources
http://www.princetonol.com/groups/iad/lessons/middle/