Greetings Tracey and All,

Pardon my "vent" but I find it frustrating when folks don't read my
posts when instructions are given (Remember, you are teachers -
  "follow directions the first time they are given" is one of your
rules).... I have posted twice this week already how to find
Denise's ("Mrs. Picasso")photos and have posted her
instructions/brief descriptions again. My/Our time is valuable too.
Again I ask, that those of you who are on "No Mail" include that
when you post, so I know to send my reply to you off list. There are
folks on this list that don't like seeing so many of my posts (grin).

When photos or lesson ideas have been shared recently and you missed
the posts.... the easiest thing for all of us is for you to go back
and click through the messages on the web site. If you can't find it
posted recently - then by all means, do ask again.

Go to:
http://groups.yahoo.com/group/art_education/
Sign in with Yahoo ID

My posts are not on the home page - you will have to click Messages -
  and then you will see one post on Monday and one on
Tuesday...clicking back another day or so and you will see Denise's
original post.

Denise and all - PLEASE continue to share... and I will continue to
save you time and answer questions from folks who may miss your
posts.

Maybe today will be the day I finally get the photos that were sent
to me shared? I will try to get that done (smile). I have my excuses
why I didn't get it done yet (smile).

Regards,

Judy Decker

The problem might be that the server that is hosting the pictures is down.
I've been trying on and off for a day to see these pictures, but it takes
forever and finally I just see red x's.  Sometimes I get page not found.

I think Yahoo is migrating to their new photo platform.

-K.


[Non-text portions of this message have been removed]

Greetings Art Educators,

This is in reply to the member asking for ideas for Art Tape (that
colored wet and stick tape). I thought it would be fun to find out
what KIDS discover to do with the tape -- So...... I asked the TAB
Choice list. I can see the kiddies using it for all sorts of paper
sculpture projects. Below is one reply I got from a teacher who adds
it to her sculpture/assemblage centers.

Bonnie wrote:

My students use the colored gum tape when they make their sculptures
and their box puppets. It's a quick and easy way to "transform" a
macaroni box into a house, a clown, etc. I do not allow them to lick
it though ~ they get a bowl of water and a sponge. I've found that if
they don't really press down on the tape to get it to stick... when it
dries it has the tendency to curl and peel off.
------------------------------------

I think if you check the TAB Choice blogs, you may find ways that kids
use this fun material. See the blogs listed on this page:
http://www.princetonol.com/groups/iad/lessons/middle/TAB-CHOICE.htm

If you like what you see.... Stop by the TAB Choice Yahoo list. Posts
can be read on line.... Like what you read? Do join in.
http://groups.yahoo.com/group/TAB-ChoiceArtEd/

I used it for paper mask making projects - and "gasp" I used it for
paper totem poles (I would rethink that lesson now). I used it for a
number of other paper/collage lessons. I would cut off pieces of the
tape and put it in supply boxes at the tables (those cardboard
American cheese boxes from the cafeteria worked great).

Regards,

Judy Decker

Greetings Art Educators,

Linda B. posted Julian Beever to Net Gold list. I know we have looked
at his site before.... but now there are many new members. Do take a
look.... See if you are inspired to do some sidewalk "painting" in the
spring. This artist's pavement paintings have been forwarded in
numerous emails.

From Linda B:

Julian Beever
http://users.skynet.be/J.Beever/

Pavement drawings
Wall murals
Fine Art paintings

Don't miss the pavement drawings.  Marvelous!
-----------------------------
I have Julian's site linked on the Artists' page on IAD.

Regards,

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

Dear Art Educators,

This article was shared in Riverdeep Newsletter (posted here with permission).

Teaching Strategies to Meet Multiple Needs:
http://www.inspiringteachers.com/articles/curriculum/multiple_needs.html
"Making the effort to meet your student's diverse learning needs will
truly yield worthwhile results."

Also see....
Tips to Meet Multiple Needs in the Classroom:
http://www.inspiringteachers.com/tips/curriculum/multiple_needs.html
"suggested tips and strategies to use to meet the diverse needs of
your learners"

While not specifically for the art classroom.... the advice can be
applied. (Some of the links for resources on these pages are broken...
but I think you can get the gist of it all.)

Note: in a TAB Choice Classroom, "multiple needs" are clearly met......
To Learn more.... Browse the Blogs/sites:
http://www.princetonol.com/groups/iad/lessons/middle/TAB-CHOICE.htm

Read the TAB Choice list archives:
http://groups.yahoo.com/group/TAB-ChoiceArtEd

Regards,

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

If you would like to receive a box of free "stuff" that I give away to
art teachers, please reply and provide the following information:
Your Name
School Name
School or Business Address

The only thing you will need to do is reimburse me for UPS Ground
shipping.  The amount of shipping will range anywhere from $10 to $25.
Note: Residential shipping is much more costly than business.  Please
indicate if it's a residential shipping address.

Please email your request to my company email marty@...

Marty

I was looking through the photos - They ARE up now!

I LOVE the CD art.  Those pictures are amazing - what creative, careful
artists!

I've got so many coasters around here from burns go bad - I'd love
to 'recycle' them.  Could someone please fill me in on how to cut the
CDs to shape them and what you use to hold them in place in the works?

I sure would appreciate it.  This looks like a fun project for us.

Thank you,
Kristi

I THINK some don't know what "curriculum" means.   Curriculum is what
a district decides is to be taught. It is a collaborative effort
decided upon by all the teachers with administrative support for
required initiatives that  include district and state goals and
objectives.
A curriculum is mandated and published.
It is not somebody's whim or wish.
The curriculum sets the standards by which all teachers are expected
to achieve student outcomes. How that is achieved may or may not be
optional for the teacher.  In some disciplines it is surely clear cut
with little deviation. In art, I always hope the teacher has many
options to achieve the results.
   I spend my many many hours, days, weeks developing curriculum. It's
a process that grows and changes.   I am a curriculum coordinator
and I am constantly looking to how the curriculum requirements may
need alteration and adjusting.

The interviewer question is stupid.  All schools should have
curriculum in place. The question should have been how do you view
our curriculum and how does your philosophy fit/meet it?  Or     this
is our curriculum expectation in _______, how will you meet it?
I have yet to find a teacher prep program that prepares students for
writing curriculum.  Many prepare students for developing unit plans
within a curriculum  ------ but NOT designing a curriculum.
Developing curriculum requires much more than making lesson plans.
Lessons are only the way to get to the objectives. Curriculum is
about the end expectation.

If I were the interviewee ----- I would have gasped and asked
       well ,give me a specific example in your curriculum and I'll
show you how I will achieve the results.
But on the other hand, all potential job candidates should
investigate the curriculums at the schools you are interviewing
for.   This is public knowledge. Go into your interview having read
the curriculum and respond with appropriate solutions.

I interview all the time. I would never ask such a question.  I would
ask ---this is what I expect  and how will you _______?
I find it rather disheartening that college grads come into
interviews and do not the terminology.  I continue to think that
those of us in public education are way far in another place from the
college folk.
This is NOT a dream job question.
This is person I would avoid and find another dream. Apparently this
interviewer is looking for someone to write the curriculum.

I'll say one last time.
Curriculum is binding. Not following your district's curriculum could
mean your job.  It is NOT something you make up.


Patty


On Feb 28, 2006, at 8:36 AM, Judy Decker wrote:

> Dear Art Educators,
>
> A Getty list member posted this:
>
> I went to an interview for a public school art job and
> the woman that interviewed me really threw me when she
> asked me to tell her the CURRICULUM for ALL grade
> levels in the following medias: painting, drawing and
> ceramics.

Patty is so right.... now to get the "egg off my face" (grin).

The interviewer was probably after what kind of units this applicant
would offer. The original post on Getty list actually
used "curriculums" (plural) for the various art forms.

Anyways...do be prepared with a good answer if asked this question....
as I was asked a very similar question each time I interviewed for a
teaching position.

Judy Decker

--- In art_education@yahoogroups.com, Patricia Knott <pknott@...>
wrote:
>
> I THINK some don't know what "curriculum" means.   Curriculum is
what  a district decides is to be taught.

Greetings Art Educators,

Oscar Martinez has sent me his link for review. I can think of MANY
lessons that could go along with his art.

http://www.oscarmartinez.com/
"artwork is about the mysteries of the mind, the revelations found in
dreams and the ever present and elusive perception of what we call
reality."

Oscar Martinez was born in Maragüez, Puerto Rico and resides in
Chicago, Illinois.

One lesson might be figure drawing combined with nature... using gel
pens or overwriter markers. Line, pattern and color -
rhythm/repetition.

Students can browse new work without any problems... You decide how
far you would want them to browse the individual galleries.

Regards,

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

List members,

This is a monthly reminder about your options with the Art Education list group.
Did you know you can configure your membership so that you get all posts in one
daily message? First go to the list group's home page at:

http://groups.yahoo.com/group/art_education/

After you log in, click on "Edit My Membership" on the right side of
the blue bar with the list name. You may select a daily digest with
all postings for the day in one e-mail, to receive only special
notices and to read posts on the list home page only.

You may also post files and pictures by clicking on the link that says "Files"
on left side. You then click on a folder to view the pictures and files. You may
also add files of your own.

Post message: art_education@yahoogroups.com
Subscribe: art_education-subscribe@yahoogroups.com
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In addition, the following information is found at the bottom of each e-mail
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Thank you for being a member!

Ken Rohrer
List "Nanny"

Hi Meghan,
When grading the students in your class, you must take into account whether or
not they
have an IEP or 504 plan.  I have 72 high school students (I'm part-time this
year) and out
of 72 I have 20 with either an IEP or 504 plan.  By law, we are required to
follow those
legal plans to the letter.

Refer to the individual IEP's and 504's, this will help you in assessing your
students.  I also
use a rubric for each project and always take the time to grade them according
to their
individual abilities.  I have them assess their project (this is worth 1/3 of
their project
grade) I then assess their project and my grade is worth 2/3.  I average the two
and that
determines their project grade.

With all my students, they come in at very different levels of development.  It
is my goal to
take them from where they are at and help them reach (at least) the next level. 
I don't
expect my "I'm-taking-this-for-the-credit-only" student to reach the same level
as my
"art track" student who has more experience.  (This is especially important in
our "Intro to
Visual Art" class which all of our students must take.)  But I expect each and
every one of
my students to be at a higher level (special needs and all) than where they were
when they
entered the classroom at the beginning of the course.

This is the very topic that got me hired at the high school.  I was asked how I
would assess
two very different students.  Individualizing the assessment was the answer he
was
looking for.  It's more work on the teacher but you end up truly knowing your
students
and what they are capable of as well as what you can reasonably expect from
them.

Christine

I recently found out that I am in charge of writing the curriculum for
all of my subjects (8th-12th grade art).  I am the only high school art
teacher so I have no committee to help me.  I need some help with an
advanced art class that I teach so if any one teaches an AP art or 12th
grade art and feels like sharing an outline or curriculum  map with me
I would really appreciate it!! Thanks in advance! Kirsten

I would like to piggy back that request and I also need K-8 art curriculum.
Thanks, Sue

yakirsten <yakirsten@...> wrote:  I recently found out that I am in charge
of writing the curriculum for
all of my subjects (8th-12th grade art).  I am the only high school art
teacher so I have no committee to help me.  I need some help with an
advanced art class that I teach so if any one teaches an AP art or 12th
grade art and feels like sharing an outline or curriculum  map with me
I would really appreciate it!! Thanks in advance! Kirsten





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Bring photos to life! New PhotoMail  makes sharing a breeze.

[Non-text portions of this message have been removed]

Dear Art Educators,

There are several curriculum guides in the Files section of Art Education list.
There is also a file outlining the National Standards. Those should
help you plan your map.

If you are asked to write a curriculum map and have nothing to go
on..... First contact the county education department. They should
have a guide there.... If not, contact your state department of
education. If that doesn't help.... search for good curriculum on
line. Several good links have been posted in the past. Here is a link
that explains all that a curriculum map should do:
http://www.greece.k12.ny.us/instruction/ela/6-12/Curriculum%20Mapping/Index.htm
This site has templates that you can adapt.

I found many curriculum map resources for visual arts on line.

This publication from NAEA might be helpful:

No. 256 Creating Curriculum in Art

By Phillip Dunn. Creating Curriculum in Art, newest in NAEA's Point of
View Series, outlines the theoretical orientations for art curricula,
the five critical areas for art curriculum development, an examination
and analysis of curricular approaches, and a discussion of student
evaluation and art program assessment. This book translates art theory
into curriculum-and into daily practice for the art teacher,
curriculum coordinator, and for the school administrator! Creating
Curriculum in Art is a central text for anyone teaching art
curriculum; anyone redesigning an art curriculum; anyone writing and
planning an art curriculum; and anyone assessing an art curriculum.
Creating Curriculum in Art is for the student, the young professional,
as well as the experienced art educator! It is indispensable for
teacher centers, libraries, and staff development collections.
96 pgs. {1995} ISBN 0-937652-88-1
$18.00; Member Price $11.00

Order from National Art Education Association.

Regards,

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

Hi!

There are two ways to deal w/ not having a kiln (because you need to
build your art program before you start working toword a kiln!):  You
could have the kids build projects really THICK for added strength, or
you can teach them with proper technique and when projects break,
remind them of the wonderful experience creating with clay and that
they will be using it again soon.  Painting with acrylic helps seal it
too!  Good luck!  ALi B.

Hi Meghan,
A couple of questions- did you modify the lesson for these students'
abilites?  What are their challenges (do they effect the ability to
learn concepts/create the art you intended ie objectives.  I teach
elementary and have lots of mainstreamed students. I modify if/when
they need it and have visual, step by step expectations written (for
revrybody).  Usually I ask "are you doing your best?"- often the
answer is no and they will try harder, or this is when they ask for
help, clarification etc.  A child with learning challenges might
need a different measuring stick on your part (but the same rubric.
You could write with modifications on it or the report card if you
feel more comfortable).  Art class is a place for self expression
and self esteem to soar!  Ali B.
--- In art_education@yahoogroups.com, Meghan Bailin <meghcallie@...>
wrote:
>
> Hi everyone! This may be a really dumb question.....but I need
some help! I'm a first year middle school art teacher. I have really
LARGE classes...some have 30 students. I have about 3 special needs
students per class and no aide. My question has to do with
grading... When grading the project of a special needs student, do
you grade on the same level as other students or do you grade
according to that students' abililty? My rubric has 5 parts:
creativity, effort, neatness, time on task and following directions.
Do you ignore the name completely when grading or individualize it
more? I hope this makes sense! Thanks!
>   Meghan
>
>
> ---------------------------------
>  Yahoo! Mail
>  Use Photomail to share photos without annoying attachments.
>
> [Non-text portions of this message have been removed]
>

Marty -
   I enjoyed the things you sent me last time and would love to receive some
more-  I shared them with my children and they were thrilled - I also
appreciate the white bags you sent.  Anything that you have will be greatly
appreciated.

Emily Maples
Pottsville Elementary School
87 South B Street
Pottsville, AR  72858

-----Original Message-----
From: art_education@yahoogroups.com
[mailto:art_education@yahoogroups.com]On Behalf Of square1marty
Sent: Wednesday, March 01, 2006 12:05 PM
To: art_education@yahoogroups.com
Subject: [art_education] FREEBIES


If you would like to receive a box of free "stuff" that I give away to
art teachers, please reply and provide the following information:
Your Name
School Name
School or Business Address

The only thing you will need to do is reimburse me for UPS Ground
shipping.  The amount of shipping will range anywhere from $10 to $25.
Note: Residential shipping is much more costly than business.  Please
indicate if it's a residential shipping address.

Please email your request to my company email marty@...

Marty







Yahoo! Groups Links









--
No virus found in this incoming message.
Checked by AVG Free Edition.
Version: 7.1.375 / Virus Database: 268.1.1/271 - Release Date: 2/28/2006

> Curriculum is binding. Not following your district's curriculum
could
> mean your job.  It is NOT something you make up.
>
>
> Patty and All,
Not every district has a curriculum co-odinator for art, or a
curriculum!  They think the standards spell it out and we spin it
into cute, creative projects (that happen to decorate the halls).
AND should mix in diversity, interdiscplinary connections (ie test
skills), be modified for all learners and cost .20 per student (per
year).  Oh, in 35 minutes or less every 6 days!  Ali B.- on a
response roll, sorry!
>
>
> On Feb 28, 2006, at 8:36 AM, Judy Decker wrote:
>
> > Dear Art Educators,
> >
> > A Getty list member posted this:
> >
> > I went to an interview for a public school art job and
> > the woman that interviewed me really threw me when she
> > asked me to tell her the CURRICULUM for ALL grade
> > levels in the following medias: painting, drawing and
> > ceramics.
>

Hey Patricia,

When you work with Marblex, you need to keep it moist at all times,
(since it is self-hardening clay, it begins to dry as soon as it is
unwrapped) so have bowls of water or squirt bottles available
(though I say good luck with that because the kids tend to over wet
the clay). If they are unable to finish the project in one sitting,
be sure to WET THE PIECES DOWN really well, then cover them with a
very damp rag and plastic bag. You will have to check the pieces
every day and squirt them with water if you notice they are drying
out. It is not very easy to try to reconstitute self-hardening clay
once they drying process has begun. I agree with the other post that
acrylic paint is the better choice. I would add that a mixture of
2:1 elmers glue and water mixed together and then painted on the
projects after the paint has dried will also make it a little more
durable and perhaps add a bit more shine. I work with self hardening
clay as well as various clays that require firing. If there is a
local clay supplier, it is not only cheaper to buy their self-
hardening clay, but you will find that self-hardening clay handles
more like earthenware. Another note is that most self-hardening
clays can be fired at cone 04 (though some give off a stronger odor
as they heat up). Good luck with your projects - remember Keep it
moist!
Sue

--- In art_education@yahoogroups.com, "Patricia Jones Brigman"
<pbrigman@...> wrote:
>
> Greetings to all,
> This is my first year to teach art (and the first year for our
district to
> have art in elementary!) and I am gearing up to begin a clay unit
with all
> grades next week.  I have 1st through 5th grade for 45 min/week.
I am
> introducing it this week with short videos (depending on grade),
art history
> transparencys and real pottery.  I have a house full of it since
my husband
> has his masters in ceramics (MFA).  However, neither of us has
ever dealt
> with this self-hardening stuff (Amaco Marblex).  I have no access
at school
> to a kiln, wheel, wedging table, etc...so we are pretty primitive
around
> here as far as clay goes.  This is clay that was purchased for
every
> elementary in our district and I want to make the best use of it.
I think I
> am going to have them work on clay slab reliefs, but am really not
sure how
> well it's going to work and am stressing about it.  Have any of
you done
> anything decent with this stuff?  I've been messing around with
some at home
> and notice how easily it breaks when dry and even can be slaked
down to wet
> clay again after drying (like greenware).  I need some experienced
advice on
> using this clay.  What have some of you done that has worked
reasonably well
> and what are the "secrets" to using this stuff?  Please advise
soon so I can
> adjust any of my bad ideas!  (as usual, I think I learn more than
the kids
> do with each new lesson...I am looking forward to next year!)
> Thanks!
> Patti
>
>
> Patti Brigman
> Art Teacher
> Walker Elementary
>

Hi Patty,
   I work with air dry clay too.  I don't use the Marblex brand, (I'm drawing a
blank on the brand I use) but I have to say I've been somewhat pleased with it
so far.  Although I would prefer firing clay, of course, but it works for
now..until I can get a kiln.
   I would agree with the post that suggests keeping it wet!  My kids wrap with
damp paper towels and then air tight in plastic bags every night.  It does
crumble a lot easier.  I stress to the kids that the clay cannot sit out.  If
they are n't using any pieces they need to keep in the plastic.  So far I"ve
used this stuff for three years.  We do ceramic whistles, coil pots and slab
boxes.  My 7th graders are doing coil pots right now and we've been working on
them for almost two weeks now.  We paint with acrylic.  I also stress scoring. 
If pieces fall off after it's dry we just use elmers.  I guess my outlook is
"it's better than nothing".  I think the biggest complaint my kids have is the
smell.

   *smile*

   Kelli Wilke

Patricia Jones Brigman <pbrigman@...> wrote:
   Greetings to all,
This is my first year to teach art (and the first year for our district to
have art in elementary!) and I am gearing up to begin a clay unit with all
grades next week.  I have 1st through 5th grade for 45 min/week.  I am
introducing it this week with short videos (depending on grade), art history
transparencys and real pottery.  I have a house full of it since my husband
has his masters in ceramics (MFA).  However, neither of us has ever dealt
with this self-hardening stuff (Amaco Marblex).  I have no access at school
to a kiln, wheel, wedging table, etc...so we are pretty primitive around
here as far as clay goes.  This is clay that was purchased for every
elementary in our district and I want to make the best use of it.  I think I
am going to have them work on clay slab reliefs, but am really not sure how
well it's going to work and am stressing about it.  Have any of you done
anything decent with this stuff?  I've been messing around with some at home
and notice how easily it breaks when dry and even can be slaked down to wet
clay again after drying (like greenware).  I need some experienced advice on
using this clay.  What have some of you done that has worked reasonably well
and what are the "secrets" to using this stuff?  Please advise soon so I can
adjust any of my bad ideas!  (as usual, I think I learn more than the kids
do with each new lesson...I am looking forward to next year!)
Thanks!
Patti


Patti Brigman
Art Teacher
Walker Elementary




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[Non-text portions of this message have been removed]

I am not criticizing those artists that are talented and interested in "monster
art"
It is a generic assumption that young people "can handle it" .  What an artist
chooses to express himself/ herself is purely individual. There is validity in
all forms of art. I am just suggesting that when thinking about the
responsibility of education, when a student is armed with the knowledge of
skills and technique which is certainly the responsibility of teachers, the
students will always find their niche to express their creativity.
It has nothing to do with projection. Students should be encouraged to express
their creative endeavors in whatever venue that may be.  If the students finds
that the macabre genre interests them,  the educator should encourage the
student to continue developing their skills and interests. As you have said it
is certainly a viable market.
   ----- Original Message -----
   From: ebay@...<mailto:ebay@...>
   To: art_education@yahoogroups.com<mailto:art_education@yahoogroups.com>
   Sent: Tuesday, February 28, 2006 10:37 PM
   Subject: RE: [art_education] monster art


   This is JUST my opinion - that's all, but my husband and I are both macabre
   artists.  We love horror movies.
   Are we violent people?  Not at ALL!

   There is the thought that some artists sublimate their experience by
   creating horrific art.  Think HR Gieger - I saw a terrific interview about
   him.  He started doing macabre art after a painful break with the woman he
   loved.

   Now, we were painting away - and then we had a son.  He was born into the
   midst of this.  Did we change our life?  Nah, teletubbies existed quite fine
   between portraits of the Beowulf monster ripping folks and corpses being
   hung.  (That's where our market is, so that is what we DO.)

   Our son - He is the MOST compassionate child.  He's vegetarian of his own
   choosing! Now a pre-teen, the child will watch SAW II and be primarily
   interested in the artistic methods that were used in the production.  (IE
   "They sure did put a green filter on that scene."  "You know, I think they
   used cardboard for those walls."  "That blood is too runny - it should be
   clotting up."  )

   It seems to us that all the people saying how awful graphic images are for
   children are the people that really find such images disturbing themselves.
   There's a lot of projection going on out there, and it is NOT onto a canvas!

   Monsters and horrible things happening aren't new!  Look at some of the
   ancient Greek stories!  Medea, Antigone, Promethius getting his liver
   chomped on every day. Kids read that material in high school, don't they?
   Then why shouldn't they be able to DRAW those subjects?  (Or paint, or
   whatever.)

   Anyway, I think there are two kinds of folks - those that can watch and
   enjoy horrible images and those that can't.  For those that can, perhaps it
   is a bit cathartic.  For those that can't - well?  I know I have a friend
   that can't stand to watch a horror movie, and WILL NOT look at our work.
   (It is not that bad, gee!)  It is usually the ones that can't stand them
   that are the most verbal.  The rest of us just shell out money for the art.
   The horror market is HUGE, so there must be a few of us out there.

   SO I find with kids - that's the hard part.  Some it bothers, some LOVE it
   and are not bothered by it at all.  Some of it might be personality, or it
   could be that they have seen it at home and decided it is not distressful.
   But some parents are so very protective!  I think I'd stay away from it in a
   public educational forum until the kids were at least in high school.

   If you were a private teacher or tutor, it would be easier to talk to
   parents and see what their sensibilities were.

   As for us, we LOVE our monsters and gravediggers.  They certainly help pay
   the bills - it IS a viable market.  :)

    -Kristi





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   Yahoo! Groups Links








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Greetings Art Educators,

You hear me talking a lot about TAB Choice on the list. I would like
to share Kathy Douglas' response to "What is TAB Choice?" Folks, I
have actually SEEN DBAE done the wrong way and "ruin" kids (ask me off
list and I will tell you) I KNOW that TAB Choice is the way to go. You
can take "baby steps" and keep some of your teacher directed lessons -
then introduce Choice in others. I am not saying to throw out
everything you do and change. I firmly believe you can merge DBAE with
TAB Choice and come out a winner for you and your students.

From Kathy Dougles ("Queen" of Choice -- smile).

I began a choice based program in 1974 with the help and mentoring of a
gifted painter, who was not an art education major.  He went on to be
head of painting at RISD a few years ago.

TAB stands for "Teaching for Artistic Behavior"

Choice-based teaching and learning delivers in-depth curriculum in the
context of student-centered work. This is an art teaching concept which
allows for curriculum to be presented in-depth within the context of
work chosen by student artists. Given broad responsibilities and high
standards, children are able to organize the reality of their lives and
interests into vigorous images. Classrooms are arranged as studios, and
the effective organization of space, time, and materials enables
students to create work which is individual and compelling. The
Teaching for Artistic Behavior Partnership (TAB) is a professional
group supporting this nationally recognized, choice-based
(studio/learning) centers approach to teaching art. Developed in
Massachusetts classrooms over thirty years, and through courses and
research at the Massachusetts College of Art, this concept allows
students to experience the work of the artist through teaching which is
responsive to their needs and interests. We are committed to supporting
and encouraging teachers who would like to provide authentic art making
opportunities for students in schools.

<<How do I ensure that all my students learn
the concepts that I wish to teach?>>

The very first concept that choice based teachers want their students
to learn is what artists do. As our honored colleague Pauline Joseph
used to say "The job of the artist is  to have an idea and then find
the best material to express it. Or, to find a material that leads to
an idea."  We believe that this is the real work of the artist and our
primary goal is to provide opportunities for students to do this real
work.  Instruction is provided each week, of techniques, materials, art
history, etc. in brief whole group presentations.  Students may then
use that information immediately, or go to a center in the classroom to
do the work of their choice.  Everything in the centers has been
introduced in these brief but thorough demonstrations. In a full
fledged choice program students choose subject matter and medium each
week.

Classrooms are highly organized so that students know where to find and
return all materials.  Students are taught how to set up and care for
their own materials. Responsibilities are clearly delineated and
students are expected to be in charge of their learning.  Students can
be accountable to any grading system required in their  school.

Choice based teachers recognize the difference between what we teach
and what students have learned.  We believe that, as Peter London says
"authentic learning is consensual and self-sustaining".  All students
choose to learn or not.  I chose to forget every part of my high school
chemistry experience as soon as I had passed the final. But we know
what we teach and we can see what students know and do not know as we
carefully observe them working independently.

The TAB Partnership has an extensive web presence and is included in
Craig Roland's new book THE ART TEACHERS' GUIDE TO THE INTERNET pp.
80,81 (Davis Publications, 2005)

We are the visual art content providers for the Department of Education
funded  http://knowledgeloom.org

Our listserv is at http://groups.yahoo.com/group/TAB-ChoiceArtEd/

Other sites and web logs include:

http://tabnaea.blogspot.com/
"Recent Art Work from TAB Classrooms at NAEA" This is a virtual tour of
a national exhibition of work from 14 schools in 6 states at the
Arnheim Gallery in Boston.

http://sugarcreek.newpal.k12.in.us/choice3/index.htm
"Choice-Based Art Education" This is a growing resource for
choice-based art education by Clark Fralick and Staci Konesky.

http://www.princetonol.com/groups/iad/lessons/middle/TAB-CHOICE.htm
"Teaching for Artistic Behavior" Judy Decker (part of Incredible Art
Department website)

http://tabchoiceteaching.blogspot.com/
"Teaching for Artistic Behavior" Katherine Douglas (elementary art,
Massachusetts)

http://clydegaw.blogspot.com/
"Transition to Choice Based Art Education" Clyde Gaw (elementary art,
Indiana)

http://www.cfralick.blogspot.com/
"The Wonderful World of Discovery" Clark Fralick (elementary art,
Indiana)

http://artatrms.blogspot.com/
"Art at RMS" Nan Hathaway (gifted and talented school K-8, Colorado)

http://choiceartroom.blogspot.com/
"My Choice-Based Art Room  Carolyn Kinniery (elementary art,
Massachusetts)

http://tabforspecialneeds.blogspot.com/
"Choice Based Art for Students with Disabilities" Kathy Velon (Vermont)

http://elmwoodart.blogspot.com/
"Elmwood's Art Studio" Bonnie Muir (elementary art, Massachusetts)

http://agoodthingintheartroom.blogspot.com/
"A good thing happened in the art room today" Laurie Jakubiak
(elementary art, Massachusetts)

http://toktekart.blogspot.com/
"TAB-choice Art at McAuliffe Elementary" Ann Gray (elementary art,
Oklahoma)

http://jackmanart.blogspot.com/
"Art at Jackman" Heather Scott (elementary art, Ohio)

http://thevirtualclassroom.blogspot.com/
"The Virtual Classroom" Cynthia Gaub (middle school art, Washington
State)

http://parklanechoice.blogspot.com/
"parklane choice" Deborah Gilbert (elementary art, Colorado)>>

Dear Art Educators,

I didn't save the post asking for AP help.... so I thought I would
just make a post to the list suggesting all who are interested in AP
Studio to check out the AP list serve and web resources.

Course related websites:
http://apcentral.collegeboard.com/studiodrawing
http://apcentral.collegeboard.com/studio2d
http://apcentral.collegeboard.com/studio3d
ap-studio is an Electronic Discussion Group (EDG) of The College
Board, 45 Columbus Avenue, New York, NY 10023-6992

To SUBSCRIBE or CHANGE YOUR EMAIL ADDRESS, please use the list website:
http://lyris.collegeboard.com/cgi-bin/lyris.pl?enter=ap-studio
(I think you can subscribe from there - I copied this from my digest)

If you are interested in lessons from AP teachers that come to me....
reply to me OFF LIST.

Give me the following information if you want the lessons sent to you
as soon as I get them

First and last name:
Grade levels taught:
Name of School:
Preferred email address:
Summer email if different:
Lesson you would like to share with the group:

Note many lessons on IAD were submitted by AP teachers. I don't often
put AP on the lesson plan as they are adaptable to many levels.

Regards,

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

Dear Art Educators,

How might a Tab Choice Teacher answer the questions on Curriculum?
The other day, a Getty member posted a question she received about
"curriculum" - I brought it to ALL lists... It is so important to know
exactly what "curriculum" means. Patty K. shared some good points on
Art Education list (which I sent to Jeanette).

Here is a very thorough answer from Clyde Gaw (posted here with permission)

Curriculum as we know it are the activities one employs for
whatever it is you expect your students to learn. For the choice based art
teacher, learning to think like an artist is our goal here and there are two
curriculums going on simultaneously. One is the teacher centered curriculum, one
in which a series of lessons or activities that tie into state standards or
essential learning. The other is the student-centered curriculum, which can be
negotiated between student and teacher or facilitated by the teacher for the
student. In between these two curricula is a third unwritten curriculum, the one
in which experimentation is afforded, risks are taken, discoveries are made and
new-found knowledge segues into deep, profound personally meaningful learning
experiences.

        When curriculum activities are centrally prescribed, planned sequentially
and outcomes already determined, surprise and discovery are marginalized. The
main thing that attracted me to choice was the amount of diversity within this
three-pronged approach to curriculum.  There is a dynamic within the art
curriculum now that I never had before. The kids know it, I know it and everyone
else knows it. This is why the art room experience today is more important to
the kids than it ever was before.

Then Clyde came back later with more:

....here is another response:

   I think the applicants would do themselves well, if they could
describe how "curriculum" would look, as it might be employed inside
of an actual class. So let's take the "painting curriculum" for
example as it might apply to a choice art program. Again, I am
expecting to have three forms of curriculum going on simultaneously
for this subject area and I am describing what goes on in the choice
art room for this interviewer. (Actually, today, there are usually
committees doing the interviewing so let's imagine I am in the "hot
seat" and I am speaking to a group of distinguished parents and
educators) "After describing to the group the way curriculum might
work in a choice art room, I would give them a description of a
class with a lesson from the painting curriculum and would describe
my room, complete with all of my "art centers." Then begin my
narrative;

"After students enter the art room, I invite them to the
demonstration table for the daily lesson. I have 29 2nd graders. I
know their attention span is only about a minute or two, so I have
to be good and fast with this demo. I have a copy of the "Starry
Night" in front of me at my table. "Boys and girls, this is
the 'Starry Night' by Vincent Van Gogh! Notice how Van Gogh was
inspired to paint the night sky! With swirls of color and
movement! `Why the sky looks ALIVE!' Look at the combination of
lines colors and brush strokes! Today, one of your choices is to
paint your version of a landscape like the Starry Night! Let's look
at the way Van Gogh divides his painting into parts and creates one
of the worlds most famous paintings!" Now I get my paper and paint
out and show them how to dip two colors of liquid tempera paint onto
the end of one brush using blue and red. I begin to draw the horizon
line, and work in the background, middle ground and
foreground. "What is happening here?" "What happened to my two
colors?" The children all tell me it turned purple inside the
painted lines. "What would happen if I use other combinations of
color?" At this time the kids are ready to bust out….They are primed
and ready to go. In previous lessons they have learned how to
acquire materials from the paint center and several students who are
ready to work in this medium are suiting up into their smocks. I ask
the students, "Ok. Are you ready to go to work on your art now?"
They answer with a resounding "yes!"

   Ten boys, who had already formulated plans earlier, go directly to
the cardboard construction center. They begin constructing space
ships, aircraft and other "inventions" with pre-cut cardboard, glue
and tape. Eight girls and four boys go to the paint center and begin
acquiring painting materials. Of the painters, five paint their
versions of  "Van Gogh" landscapes. The other nine explore the
sensory qualities of the paint and experiment with the brush
technique I demonstrated earlier working in abstract compositions.
Four girls, who have been working with stick puppets from earlier
classes, go to the cardboard construction center, gather paper,
cardboard, yarn and textile materials and begin creating puppet
characters and formulate a play about a little girl, her friends and
a lost puppy. At the same time, two other boys begin working from
the block center and construct a "city."  After the students have
gotten into "flow," I get out my digital camera, and begin to take
pictures of them "in action" because some of the artworks are
transitory, and will be de-constructed from the next class. Later,
after the work has been created, two two-minute puppet plays
performed, clean up and art work put into storage or prepared to be
taken home, the end of class is almost at hand and we look at the
digital pictures we have taken on my teacher computer screen (It
would be great if it was hooked up to a larger monitor.) This is a
time for self-reflection, discussion and feedback. Many of the
students eagerly share their discoveries and stories about their
experiences in today's art class.

       Here is what happened within the curricula. Not everyone was
interested in painting Van Gogh landscapes. That is ok. They weren't
buying what I was selling and I accept that. They were still apart
of the experience and listened to my introduction of Van Gogh and my
analysis of landscape composition. Those who chose not to paint "van
goghs" had formulated their own plans just like real artists do. As
you know, artists work from MEMORY, IMAGINATION, OBSERVATION,
EXPLORATION and FEELINGS and EMOTION. This is the core of the
student-centered curriculum. When we weave the two curriculums
together the dynamic third part of the whole curricula shifts into
gear.

The puppeteers did a play near the end of class and the cardboard
spaceship inventors who were inspired by them, went to the puppet
stage afterward and turned their sculptures into spaceship puppets
and reenacted a scene from "Star Wars."  The painters, who started
to experiment with paint and color, took cardboard from the
construction center and began to draw into their paintings with
cardboard sticks. Then they began to pull mono-prints off of their
paintings. So the third curriculum kicks in and this is important
because discovery learning happening here and is the most potent
form of learning known to cognitive scientists. It is conceiving of
ones own learning from one's own mind and going beyond the given
information and this is how real artists operate and imaginative
thinking capabilities cultivated.

     I was talking to a friend of mine who is an engineer, and he
said, "All engineers prefer to work with STATIC elements because you
can control them. They don't want to work with DYNAMIC elements,
because you can't control them." Well, I thought, that's great, but
if you are an educator, you want to exploit the dynamic because we
are working with dynamic individuals all the time. So the curriculum
should be flexible to account for individual differences, because we
are all different, with different structures of mind.

...this has gotten longer than I had planned, but it
would be good for a prospective art teacher to describe how one goes
about implementing curriculum during an interview so the word
curriculum does not become an undefined, abstract word.
-------------------------------
Clyde - if you see this on Art Education list... know that you have
helped at least one teacher out there.... and probably many more.
Never apologize for the long answers (grin).

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

Dear Art Educators,

Folks are always asking for ideas for Aesthetics - here is a good one
on valuing art.

Heather posted this to ArtsEducators.

12-year-old sticks gum onto $1.5M painting
http://www.usatoday.com/news/offbeat/2006-03-01-painting_x.htm

Prepare your kiddies so this never happens to them when they go to a
museum.... I am not surprised that a 12 year old would think this was
OK... just one of the reasons we were a NO Gum school. Kids just
didn't know how to dispose of their gum properly.

Image of the painting - I'd would try to find a bigger example.
Helen Frankenthaler's 1963 painting, titled "The Bay,"
http://www.boingboing.net/images/_news__photos_2006_03_01_painting-in.jpg

Detroit Institute of Art's conservation department is researching the
chemicals in
the gum to decide which solvent to use to clean it.

Middle school teachers... make sure they spit out their gum in the
trash before entering the museum (smile). This one boy has learned the
value of art... Maybe you can influence others.

Regards,

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

Judy, do you have a list of suggestions for Museum Behavior on IAD?
Jan


12-year-old sticks gum onto $1.5M painting
http://www.usatoday.com/news/offbeat/2006-03-01-painting_x.htm

Prepare your kiddies so this never happens to them when they go to a
museum.... I am not surprised that a 12 year old would think this was
OK... just one of the reasons we were a NO Gum school. Kids just
didn't know how to dispose of their gum properly.

Dear Art Educators,

Jan H. suggested there be something on Incredible Art Department for
Museum Manners/Museum Etiquette.

I will be enhancing what is stated on this page:
http://www.princetonol.com/groups/iad/lessons/middle/museum3.htm

Here are some guidelines:
http://www.museumspot.com/features/trip.htm

The most important thing is for YOU to know what is expected from each
museum. Some museums are strictly NO TOUCH (some do allow touching of
some things).... and you can't even get close to look! (I have been
warned when I got too close to look at brush technique).

There are several good videos out about taking a visit to a museum. I
previewed on that was very good (just don't remember the name - I'll
look it up).

Pam S. has seen this video - "Just Look" - and used it with her students.

From Pam:

The Met had at one time a wonderful video titled "Just Look" that I used
with elementary kids and now use to help train my university students. The
video interviews different workers at the museum (curators, guards,
historians,. etc.)so careers are also introduced along with manners. You
might check with the Met if this is available. I believe it was a video that
they supplied to teachers who planned to visit the museum, so I don't know
if it was or is widely available.

The Art Institute of Chicago also has a manners video, but it is dreary
dull.
---------------------------------

I will do some searching to see if the Met video is still available...
in the meantime... make your visits no gum (smile).

Regards,

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

I must have missed that one!  I'd really like to know where to go to see
the CD designs!  We do that assignment in my classes and it would be great
to let my students see what others are doing!
Thanks,
grace

I saw it at the YAHOO group site - under PHOTOS.

Do you have a way to cut your CDs?  What do you glue them together or on
stuff with?

Thanks!

Kristi


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