Spring Collage 2014 by CAEA

New

Beginnings

Spring 2014

In Every Issue 3 5 31 41 41 42

President’s Message by Elizabeth Licence From the Editor by Vanessa Hayes-Quintana Regional Reports CAEA 2012-14 Executive Board and Regional Division Representatives Council Directory CAEA Task Force Chairs and Publications Directory Regional Representatives

In This Issue 9 13 15 19 21 23 25 27 29

Collaboration is Core by Elizabeth Buhr Inspired: Inspirational Inspiration by Stephanie Tompsett Artists of France and Spain: A Professional Development Experience You Want to Give All the Answers, But Don’t by Ben Quinn Out Of This World by Sara Magley A “Thrifty” Field Trip by Renae Hall Art Source, Your Voice: As Teacher, Artist, Learner and Leader by Michelle Zuccaro 14th Annual Exhibit of Aurora Art Educators by Viviane Le Courtois The Children’s Art School, Discover art that explores the world and lets the imagination soar by Jo Duranceau

COLLAGE is published by the Colorado Art Education Association Elizabeth Licence – President Vanessa Hayes-Quintana – Editor Rosemary Smid Reinhart – Copy Editor Todd & Elizabeth Licence – Layout Design & Production Please submit all materials to: COLLAGE Editor: Vanessa Hayes-Quintana, caeacollage@gmail.com

COLLAGE is published tri-annually. Submission deadlines for COLLAGE are: Spring Issue - February 1; Winter Issue - October 1; Fall Issue - July 1. Email all submissions to caeacollage@gmail.com. Contributions of articles, photos, and artwork are encouraged. Submissions of text should be emailed as Word documents. Accompanying photographs of student work or students at work is encouraged. Do not include images within a Word document. Images should be in .jpg format and sent as separate attachments. Refer to the attachment and the ﬁle name in the body of the e-mail. Whenever possible, include captions and, in the case of photos of original student or teacher artwork, include names of artists. Submitted items may be edited for clarity, length, and format. Opinions expressed in the articles are those of the authors and publication does not imply endorsement. Lesson plan submissions must include lesson objectives, appropriate assessments, procedures, standards applications, and materials.

M e s s a g e

by Elizabeth Licence

P r e s i d e n t ’ s

President’s Message

Now after reading all this, I hope you don’t plan on impeaching me because even though that would free up a lot of my time, it would put a kink into the CAEA Strategic Plan. Thank you for making me such an important part of the CAEA family. I won’t let you down. :)

“An art teacher walks into a bar…….”

pull out?

That’s it. No punch line. I just didn’t know how to start my first President’s Message. I figured the school year is almost over and all of you could use a drink by now.

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For those of you who don’t know me, I’m Elizabeth Mahler Licence and I am your incoming president of CAEA for the next two years.

who has been an excellent role model and totally rocks the house. Robin, Vanessa Hayes-Quintana (my President-Elect) and I just returned from attending the NAEA Conference in San Diego where by the end of the trip I had lost my voice from talking too much. That’s what I plan to do for all of you; always networking with exhibitors, speakers, presenters, educators, state/national leaders and the occasional stranger to try and make our State Association the very best it can be. To provide the art educators in Colorado the tools, resources, advocacy and support that you need to be successful, feel appreciated and continue to educate Colorado’s youth in visual art and art education.

Brief background: I grew up in the People’s Republic of Madison, Wisconsin attending excellent neighborhood public schools and taking every art class possible. In the early 90’s, I attended the University of ColoradoBoulder in the Fine Arts Department before transferring to the Brooks Institute of Photography in Santa Barbara, California where I received my Bachelor’s degree in Advertising/Illustration Photography. I have worked as a teachers’ assistant in higher education, then a freelance studio assistant for commercial photographers before I started to shoot commercially on my own. I was an administrator (Admissions Counselor and then Associate Registrar) at RMCAD back before it was RMCAD in Lakewood and was the Rocky Mountain College of Art & Design on East Evans in Denver. I am currently the gallery manager and member of Kanon Collective, a cooperative gallery on Santa Fe Drive in

Denver. I am a teaching artist who does workshops, lectures and demos to students of all ages. I also do freelance photography and graphic design. While working at RMCAD, I attended Metropolitan State College of Denver to receive my teacher licensure for K-12 Art and that’s is how I got mixed up with all of you crazy, wonderful people at CAEA. I became a student member because Cathy Moore made it a requirement for all of her students to attend Fall Conference, which is how I got hooked. Right before I was scheduled to do my student teaching, I became pregnant and that derailed me finishing my licensure. But since then I had/have been showing artwork in Denver and was asked to come on the CAEA Council as a Museum/Gallery Representative. Throughout the process, I must have said some things that you all liked because I was approached by the fabulous Robin Wolfe to be her President-Elect. As incoming President I am honored to represent all of the art educators in the state of Colorado. I believe with my whole heart the importance and necessity of art education in our schools and being a society of life long advocates for the arts. I plan on using my personal and organizational skills to continue the goals set forth by our outgoing President Robin Wolfe,

photos from conference otherwise Iʼm going to put in throw back photos of me ;)

E d i t o r

by Vanessa Hayes-Quintana

t h e

From The Editor

F r o m

of Collage! I am most grateful for the relationships forged with so many astonishingly amazing people.

y students on the autism spec-

In his “10 Lessons the Arts Teach, Elliot Eisner re-

strate an artistic idea to him, and he will choose how to

Speaking of possibilities, for more reasons than I have

trum offer unique teaching opportunities. Charles,

ferred to a student’s ability to perceive over the abil-

execute it. For example, I demonstrated ways he could

space to explain here, I am grateful for having had the

a new student of mine, can read a 300-page book

ity to simply recognize. He believed that when the

execute a Matisse-style paper cutout. He chose to cut

opportunity to serve as the editor of Collage! I am most

in a matter of hours. His uncanny ability to recall

“teaching was there” students would learn how to

the outline of animals in positive space, while denoting

grateful for the relationships forged with so many aston-

factual knowledge and brainstorm ideas for con-

perceive. He spoke of the “sensitive attention to re-

the negative space with a pencil outline. I asked Charles

ishingly amazing people. You all influence my percep-

templation leaves many with their jaws dropped in

lationships” as being critical to both the satisfaction

why he chose to create the negative space with an out-

tion in ways I wouldn’t have thought possible not so

awe. As we were walking to class one day, Charles

of the art making experience and creating coherent

line. His response, like all of those that really make him

long ago. Your colorful ideas, ubiquitous creativity, and

shared his delight with problems that had one right

art., Being able to “see in order to experience what

think, was preceded by dropping his head and feverishly

perception for the qualities that make life amazing and

answer. I smiled to myself excitedly as I thought of

the work makes possible.” In Charles’ case, seeing

wrangling with the hair next to his ears. He then popped

sweet are only a few ways to describe what makes you

teaching him about the many configurations of the

allows him to experience multiple answers to sin-

his head up and said, “I just had to do it that way!”

all so special and how you also make my life amazing

Fibonacci sequence. The possibilities for many

gle questions, like the Fibonacci sequence. It also

“right” answers surrounding this topic are endless:

allows him to taste the idea of exploring prefer-

It is fascinating that exploring the simultaneous exis-

golden ratios of rectangles, triangles, and spirals; a

ences. Showing Charles how to really see by focus-

tence of many truths through quality questioning brings

Deborah Walden will be taking over as editor of Collage.

multitude of algebraic problems; and examples for

ing on relationships and possibilities allows him to

an entirely different perception to a topic such as the Fi-

I’m certain you will love the depth of intelligence and

aesthetic inquiry from art and nature. There is a

at least consider questions rather than single answers.

bonacci sequence than would happen with simply solv-

creativity she brings to CAEA. She’s new to Colorado

thread of something interesting for everyone

ing a slew of Fibonacci problems. For example, I asked

from Tennessee and, so far, I think we’ve won her over! I

somewhere in the world of the Fibonacci se-

Charles, “Can a math problem be as beautiful as a

hope you all have a chance to meet her soon! I know

Charles has preferences, or “likes,” however he does

pineapple or a spiraled shell or the Chartres Cathedral?”

that I am completely stoked to work with her! Thank you

not perceive them as such. Preferences are simply

What is Charles’ perception of beauty? Well, there’s no

for sharing with me and trusting me with such a super

One of the reasons I chose to teach Charles the Fi-

facts of being. Asking him to pick a color or shape

such thing at the moment. Eisner’s deliberate manner

awesome endeavor! Salute!

bonacci sequence and aspects of the golden ratio

based on preference is a much more challenging

of describing how we may explore relationships and dis-

had to do with the idea of posing quality questions.

task than asking him to figure Fibonacci ratios. This

cern many possibilities of teaching and learning through

Reference: Eisner, E. (2002). The Arts and the Creation of

Continuous pursuit of quality questions is difficult

also holds true for questions that model the prac-

attending to the qualities of the world that surround us

Mind, In Chapter 4, What the Arts Teach and How It

with autistic students because their perceptions are

tice of perception over recognition. For example,

matches the deliberate manner in which Charles con-

Shows. (pp. 70-92). Yale University Press.

generally focused inward and lie in a rigid world of

asking him to produce multiple developed visual

sumes his daily peanut butter sandwich, apple, and bag

black and white, right and wrong, and good or bad.

scenarios rather than simply produce an answer on

of chips. It’s all a matter of perception! And of possibilities!

While these students live in our world, we generally

a worksheet is hard for Charles.

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quence.

I am grateful for having had the opportunity to serve as the editor

don’t live in theirs. Posing questions to Charles that prompt him to step outside of “his world” offers

Another way I explore questions with Charles is to

many learning possibilities.

ask him about his artistic choices. I will demon-

and sweet.

May 17 • Arapahoe Community College

7:30 Check in with continental breakfast

Cost: CAEA Members $65 Non Members $85

8:00am – 3:00pm with 1-hour break for lunch

Cloudscapes Old Master Drawing: Silverpoint, Chiaroscuro, and Les Trois Crayons Techniques - Tom Mazzullo www.tommazzullo.com

Drawing Large Organic Imagery

- Kathy Beekman www.kathybeekman.com Clouds have been an object of fascination throughout history and Da Vinci spent hours studying them. This class will explore the basic forms of clouds and their implications for color in the landscape. Fine tune your powers of observation in this very focused and exploratory workshop. Instructor Kathy Beekman receives rave reviews from her students. She creates a comfortable learning environment where class participants excel in the world of soft pastel. Participants do not need prior pastel experience.

- Tadashi Hayakawa www.tadashihayakawa.com/artworks.htm

Using Resin Wintergreen Transfer Workshop

Tadashi‘s workshop will explore a sensitive and ethereal approach to charcoal, pencil combined with non-traditional mediums Participants will work from life. Tadashi will share his techniques and will work in a large format. This is a perfect workshop for the person who loves drawing and painting. Students will work with canvas.

- Ramona Lapsley RamonaLapsley.com Wintergreen Oil is used as a medium to force copy ink out of copy paper onto another surface, in this case printmaking paper. We will take fresh (0-3 days) black and white photocopies, rub wintergreen oil on the back side, and transfer the image onto printmaking paper by using a printing press. This image can then be drawn, layered, or printed onto later. We will have time to do this transfer and then flexible with other printing processes as time and participant interest allows.

Revamp Your Ceramic Lessons with a focus on clay surface treatment options - Jenny Gawronski www.jennygawronski.com This course will cover a range of surface treatment techniques to be used on green-ware and bisque fired clay that can be used in K-12 ceramic lessons. We will look at historical and contemporary approaches to how to enhance ceramic forms using a variety of surface treatments. Learn Slip-sgraffito, painting, stencils, inlay, carving, and other application techniques. Glaze: Layering using wax and tape. Decals: How to create, order, and use. During the workshop we will learn from Powerpoint presentations, personal reflection, lesson design, and hands on demonstrations.Each participant will leave with practical techniques to use in K-12 lessons and test tiles for each technique. Additional $5 fee for materials will be charged on site.

- Kym Bloom www.kymbloom.com In this class you will learn the basics of working with a two-part epoxy resin. Resin can be used as a coating, as well as for creating jewelry and mixed-media artwork. You will learn how to safely work with resin, proper mixing techniques, adding color dyes and pigments, and how to get a smooth surface with no bubbles. You will make one piece during the class -- a small canvas piece that can either be painted or done with collage. If you already have a small piece that you would like to use for the project, please feel free to bring it. The piece will need 24 hours to dry so you will be able to pick them up the following day.

Fold-Forming - Amy Bailey Fold-forming is a metalworking technique created by Charles Lewton-Brain. Metal is folded, forged, annealed, and unfolded repeatedly to create complex forms without soldering. Interesting forms or textures can be achieved in a short period of time. Participants will use a thin gauge of copper with hammers, mallets, an anvil, vise, and rolling mill. During the workshop you will create many samples and shown how they can be applied towards jewelry or hollowware.

For more information caeaco.org

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Collaboration is Core

By Elizabeth Buhr

The arts do not exist in a vacuum; it is the collaboration of individuals who see a vision and then want to experience it together. The artist in the community who joins forces with the artist teacher in the classroom, have the ability to combine their creative resources to ignite the student learner to new ways to make creativity come alive. The student gets to experience the artist, but they also witness the collaboration and mutual respect that the teacher and artist share, learning is expanded and everyone wins. --Jay Seller, PhD, Managing Director of Think 360 Arts Complete Education

schools across the district. The schedule is compressed from a 45-minute block to a 30-minute block.) My team and I wanted to create an arts experience for the students that lifted up the disciplines and could reach all grade levels. We de-

cided on four days with four artists from Think 360 coming to our school.

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ollaboration is core. My first experience with Think 360 Arts began about ten years

ago with a conversation about my vision for my students. We talked about the need to create a meaningful cross-content

We proposed to our PTO the possibility of our first- to sixth-grade students participating in workshops with a diverse and

bridge with the visual arts and regular classroom curriculum. We worked side by side with the grade-level teachers and

talented group of artists. We were intentional in our description of how the artists would support as well as deepen the

our artist, Marie Gibbons.

content in the studio classroom. Our PTO unanimously voted for the Think 360 artists to join our school community.

Since this first residency, Marie and I have collaborated for about eight years on residencies in the schools at which I have

The result is that students in first through sixth grades experienced work and discussion in the following: clay-sculpture

taught. Ours is a conversation about art and art making that has lasted these years and picks up speed with each residency

application with Marie Gibbons; African drumming with Bob Hall; hip-hop dance with Ricki Herada; and Polynesian dance

or workshop Think 360 and Marie create for my students. Often I consider Marie’s residencies or workshops as being as

with Junior Wahine. Because the artists visited on the district-wide early release days, the students engaged in an extension

enriching for me, professionally and creatively, as they are for my

of arts practices and deepened their experience of the arts during the 30-minute blocks.

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students. Another artist brings a new lens to look through, new

ideas, approaches, and always their shared experience of imag-

In my studio classroom with our current residency, our format is unique. The students are required by time (30-minute

inative process and a life of making.

blocks) and by design to make decisions about emotion with a clay-gesture sculpture. As always, the conversations I have with Marie are rich – we generate ideas for the workshops that are grounded in the creative process and that meet the

We share ideas and plan the logistics together. For example, at

guaranteed curriculum. Joining Marie’s perspective and work with the students in our studio classroom experience also

my current school, Normandy Elementary, we endeavored to

addresses the Colorado Visual Arts Academic Standards.

create a meaningful bridge into the content during our early release days. (These are days for professional development at

pull out?

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Consider the Colorado Visual Arts Academic Standards: Observe and Learn to Comprehend Envision and Critique to Reflect Invent and Discover to Create Relate and Connect to Transfer

CAEA Fall Conference Where Art Comes From

The Colorado Visual Arts Academic Standards are woven into the fabric of studio practice. Our studio classrooms are facilitating the process with our students to engage in and think like artists through creative practices. Bringing an artist into your school or studio classroom is a powerful way for the students to see real application of the Colorado Visual Arts Academic Standards. Artists are the practitioners of the continuum that is the Colorado Visual Arts Academic Standards. In their way, the artists describe through process a creative continuum and walk side by side with you and your students.

Placing on the table the possibility of a visiting artist coming to your school is a way to elevate the practice of the student artists and the arts as a profession. It might feel vulnerable and risky to propose to your community another way to teach, look at, discover, and connect to art and making art. Creating a residency in your school is well worth the risk. The collaboration with the artists from Think 360 is rewarding for your staff and community. Building a capacity of support for residencies or workshops in your school elevates and advocates for all of the arts. A Think 360 artist in residency or workshop builds a solid bridge of collaborative and creative work from your studio classroom into the arts community and into your

Oct 9-12, 2014 Beaver Run Resort in Breckenridge

www.caeaco.org

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school community.

For more information about Think 360 Arts, check out: www.think360arts.org Editorâ&#x20AC;&#x2122;s Note: Elizabeth Buhr teaches visual arts at Normandy Elementary School in Jefferson County and is a member of the Board of Directors for Think 360 Arts.

How does ART affect your life? We are now accepting proposals for workshops related to art and it's origins, how can we use it to change how we think, feel, and create. How can we modify our lessons for all levels of learning? We welcome presenters from all disciplines and encourage art therapists and psychologists to submit this year. Lessons are open to all media and forms including performing arts. As always we are interested in workshops related to the standards and assessments. All workshops related to the arts are welcome, share your knowledge! Acceptance of lesson plans is not judged by relevance to the theme. Presenters, receive a $35 discount for presenting. Please submit your great ideas today! We need all proposals by May 15, 2014, go to www.caeaco.org to submit proposal.

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Inspired: Inspirational Inspiration

in many different directions all at once and that pulling me away from a buzzing command center was crushing me. But no matter how many ways I tried to explain it, he still didn’t understand. He asked me, “Do you have ADD?”

By Stephanie Tompsett

I think that was the most offensive thing anyone has ever said to me. Two months after I was put on disciplinary action, I applied to go back to school to get my certificate to teach art. Four months later, I put in my two-week notice. During that time, I systematically cleaned out my queues and as-

uring one point in my life, I worked doing data entry for a life insurance company. As my first “real” job, it was

complete with paid time off and health insurance. The people I worked with were wonderful. They were funny and made the day go by. The only flaw with my coworkers was that they were all very much left brained. Not to say there is anything wrong with thinking with the left hemisphere over the right. That’s where I store the math I’ve learned since the first grade.

signed work to my team. I reminisced. I remembered one day – when my team was still on the sixth floor and I could hear the customer care representatives answering calls in chipper voices – when inspiration struck me smack between the eyes. A painting, involving the capitol building, a street sign, and bird poop. It was genius. Energized by the prospect of a new painting, I turned to my quad-mate and said, “I have an idea for a painting!” He turned his head and sullenly said, “So?”

Rather, they didn’t understand the way I thought. If our boss said “Think outside the box,” that was easy. If the command was to “Focus on one specific task for ten hours,” that was hard.

The world of ﬁnance deﬁnitely

Halfway through my tenure, the data-entry department was moved to the eleventh

wasn’t suited to me. My left-brained

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floor in a bare, tenantless corner. There were only six of us, so we didn’t need much

space. The hum of conversations from the call center was replaced by the hum of flu-

coworkers just didn’t understand

orescent lights and computers. Instead of being able to watch the comings and goings

what I needed for my right brain to

of my coworkers, I watched the corner of my cubicle. It didn’t move much. The sun

ﬂourish.

shone above my seven-foot walls, but it never informed me what time it was. There was nothing. A destitute plane that stretched the seconds into minutes and the minutes

In vain, I explained that my thoughts ﬂow out in many different directions all at once and that pulling me away from a buzzing command center was crushing me.

into hours. Soon I was

The world of finance definitely wasn’t suited to me. My left-brained

dozing off, one hand on my mouse, the other on my keyboard. My

coworkers just didn’t understand what I needed for my right brain to

production slipped and I was put on disciplinary action.

flourish. My whole life I’ve been surrounded by painters, sculptors,

After a sixty-day warning, my boss brought me into his office. He didn’t understand why my numbers had slipped so drastically. I tried to explain that I needed distraction to focus. I tried to tell him that my mind needed many different avenues of thought to stay alert and on task. In vain, I explained that my thoughts flow out

poets, and musicians. Artists. Never before had I worked in a place totally void of creative thought. Now, after a year in school, the prospect of my own elementary art room keeps me excited and optimistic. Closets full of art supplies make me giddy. And my inspiration runs rampant.

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Artists of France and Spain:

It’s difficult to narrow down the most memorable parts of

A Professional Development Experience

thing inspired you, selecting a few is challenging. Every day

the twelve-day trip through France and Spain. When everywas filled with food, education, art, people, and wonder. Upon our arrival, we were met by our multi-lingual guide Alexandra. She spoke flawless English as well as French, Spanish, and German. She was the perfect fit for our group, as art was her passion. She filled her narrations with minute and interesting details of the artists and their lives. She sought out extra experiences to heighten our connections to the culture. We were never disappointed. Paris was perfect, with the iconic imagery that one might expect; grand views of the Eiffel Tower, flow of the Seine, sidewalk flower and art stands, and, not to be missed, delicious aromas of fresh pastry. One could spend a lifetime exploring the Louvre, a former palace — especially an art

teacher. Our evening guided tour was perfect with plenty of time to linger at a favorite painting or sculpture.

he thought of summer vacation, plans to sleep or travel to far off places, is what keeps

However, I was so moved by my visit to Musée d’Orsay in Paris, that tears flowed down my face as I stood in front of

many teachers motivated in the often bumpy and exhausting parts of the school year. Like many artists and

Monet’s Water Lilies. I was so close that I imagined I could smell the oil paints. I was conscious of how I was able to

teachers of art, I yearned to visit Europe and view the masterpieces created by legendary artists like Da Vinci,

meet picture memories of the painting with the reality of standing in front of it. Equally wonderful was the visit to

Picasso and Monet. I dreamt about visiting the places that inspired these master artisans. While attending the

Giverny just a few days later, where we saw Monet’s gorgeous gardens. Instantly, the connection between artist and

2011 CAEA Fall Conference, an opportunity arose; a guided two-week tour through France and Spain with a group

subject was clear as I reflected on Monet’s distinctive approach

of Art Educators. I made the decision and joined the tour. I honestly have to say that it was one of the best decisions

in his magnificent landscapes.

I ever made. What was to follow not only allowed me to experience and see the art and culture I had read about and dreamed of, it also inspired me as both a teacher and artist. My students were the biggest beneficiaries of

Also not to be out done by the art of France is the art of Spain.

my personal travel adventure to France and Spain in June of 2012.

One of the most unique tours of the trip was to the Dali museum

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in Figueres. Upon entering the grounds and walking into the mu-

I had no idea where to begin planning for such an excursion. Luckily, our wonderful group leader, Becky Fuchs,

seum, you become one with the art. The entire building is an in-

was there from start to finish. As an experienced traveler and group leader, she guided our group through the

carnate piece of art with endless ornamentation and Surrealist

preparation. From knowledge about the best places to enjoy an

style creativity oozing from every wall. This is a “must see” for any

espresso or the best time to travel on train to Versailles, and even

art lover and an informative look into such a distinctive and com-

cheat-sheets for useful French and Spanish phrases, her input

plex artist. In Barcelona everywhere you look there is work by

was invaluable. Our preparation included guided visits to the

Gaudi and Miro. As you stroll along Las Ramblas, the old town

Denver Art Museum Yves St. Laurent Exhibit, group meetings for

promenade, you are literally walking on art as Miro’s tiles pave

planning and learning, support for educational units as required

the walkway. Barcelona also houses an impressive Picasso Mu-

for professional development, and suggested reading and movie

seum, which focuses on his work as a youth. Everywhere we

lists. We booked and planned our trip with EF Tours, a company

went, there was art.

specializing in professional development tours for educators. By the time our group of 21 educators stepped on the plane, we were ready for our adventure.

18 The Artists of France and Spain Professional Development Tour increased my confidence as an art teacher and has a given me a wealth of experience I will find difficult to duplicate. After this trip, the effect it had on my classroom lessons and overall art education is immeasurable. Connections to creating art as I had experienced with Monet, his paintings and Giverny, became an approach I include in my lessons. The surrealistic experience of the Dali museum enhanced my unit on surrealism. I continue to find ways to include content and knowledge from my trip into my daily lessons. I share the memories of the experience whenever the opportunity arises. Students understand and see me as not only their art teacher, but also as an individual who has â&#x20AC;&#x153;seen the real thingâ&#x20AC;?. France and Spain with their museums, culture and artists, were my classroom for two weeks. It was the best classroom experience ever. That experience feeds my wish to continue to travel and further expand my artistic knowledge. Fortunately for Colorado teachers, Colorado State University, with the support of their Art Education Department, have continued this professional development opportunity. In June of 2013, Colorado teachers joined a group of University of Virginia educators for a 10-day tour, Inquiry into China: Art, Culture& Education. For June of 2015, a professional development tour is scheduled for Spain, Spain: Culture and History. CSU Professor, Natalie Barnes and group leader, Jean Hiza, are working together to make this a unique professional development experience. Consider making one of these professional development tours your class-

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room for a few weeks! I guarantee it will be an experience that you will treasure.

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When wrapping the head, I uttered “leave the nose free so they can breathe” about a thousand times.

You Want to Give All the Answers, But Don’t! By Ben Quinn

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nybody who knows me, knows that I am an “Ooh Shiny!” (or if you have seen the movie UP, “Squirrel!”) type of person and educator. I admit it; I randomly change around my curriculum and do not really have a timeline or pacing guide for what I do in the classroom. I share this with you because I believe many of us have these characteristics and this is not a bad attribute. Back to the story (see, I get off on tangents!). At the fall conference for CAEA a couple of years ago, a great presentation was given about life-size, plastic-molded people. Unfortunately, I did not attend this presentation, but the idea sparked my imagination! As the progressive sort of teacher I try to be, as all of us do, I thought to myself about standards, timelines, ordering supplies, and my depth of knowledge that I wanted to incorporate into my lesson plan. So I ordered some 0.31-mil packing tape and industrial plastic wrap (the type they use to wrap crates of stacked boxes) from Uline and started my lesson-plan writing.

Since it was my first year back in my hometown of Meeker as the art teacher, I knew these students had never encountered this project before and it would produce some weird looks from my class when I presented it. I had an end in mind, which was to make a classroom full of hollow plastic students in pose. It unexpectedly raised a few eyebrows and some excitement in my classroom. I first gave students a handout of images of different figurative sculptors with unusual content and context to their work, such as Duane Hanson, Matteo Pugliese, and Jason deCaires. In the handout, I asked a variety of open-ended inquiry questions, such as “What reaction do you have to this work?”“Where do you think this figurative sculpture is located?” “Why would a sculptor have an entire exhibition of figurative sculptures at the bottom of the ocean if it will have a very

limited audience?” I didn’t start the lesson with a lecture telling students about the work and my interpretation of it. Instead, they did the work, and it opened pathways for their imaginations to soar! Then students researched the artists in the computer lab and with their mobile devices to seek the answers. The next step was starting up the plastic-people figurative sculptures. I made sure to put three or four students in a group and divided them into boys and girls. I demonstrated the process for each class, and we made each piece day by day and assembled all of them later. First, I had them wrap me with two good layers of plastic wrap (no more than that because it would have been extremely difficult to cut off!) and two or three good layers of packing tape. They then used medical scissors or roundedpoint scissors to cut each part off slowly. Each group followed this same process, wrapping a member of their group and cutting off the plastic appendages. When each piece was off, they lined up the edges and reassembled each appendage. Students wrote their names on pieces of paper and put the paper inside of appendages. After a couple of days, the scene in my classroom reminded me of when I was a kid with firecrackers and plastic army men. Plastic parts--everywhere!

Students eventually assembled all of the pieces and parts into their life-size sculptures. We then placed them in an empty classroom for a few days. I heard from some of my students that the classroom display freaked out a couple of Marine recruiters who unexpectedly went into the classroom to speak to a couple of potential recruits. I was happy about this, and my principal was really supportive as she was trying to think of ways to prank various administrators across the district with this idea for shenanigans. Students were able to eventually cut open the sculptures and stuff them with paper, or any material, to keep them from losing structural integrity. Finally, students were able to critique and assess each member of their group for participation efforts. As it turns out, they knew better than I would who did what. These images are on our school’s Artsonia page. To view the images, type in the location “Meeker.” On this site, students also had the opportunity to write an artist statement about their work. Please do not hesitate to contact me at bennyquinn@hotmail.com if you would like more information and details.

F e a t u r e

Authentic wearable artwork!

Out Of This World

TINGA TINGA MASKS

Inspired by the painting style of Tanzanian artists, the Tinga Tinga style is characterized by intense colors, movement-descriptive ﬁgures and shapes, and lots of dots. In this project, students apply dots in an easy, non-drippy way to create authentic animal masks and scenery. DickBlick.com/lesson-plans/ tinga-tinga-masks

By Sara Magley

that was created when they were inspired

s an Art teacher I have always struggled with finding new ways of showing student artwork

to more than just the visitors, or to students and staff that walk the halls every day. I am lucky that I live in a town that supports the arts in several different ways. I try every year to participate in down town Longmont’s Artwalk.

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work that was beautiful and expressive.

the Artwalk I was over joyed with the new opportunity to participate with the Longmont Symphony to have my

the performance. The students and school

students artwork shown on the night of their concert.

were very proud of the fact that they were

corporate my student’s prior knowl-

S p r i n g

or expressing themselves suddenly had

There were ten pieces shown the night of

Of This World”. I was thrilled to in-

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dents that struggle with finishing projects

I have always had a wonderful experience from the Artwalk and plan on participating again this year. Because of

The Symphony was performing music that had a sci-fi and planetary theme and they entitled the experience “Out

by the music left me speechless. The stu-

edge of science, art, and music within their artwork. I had my 7th grade students listen to Gustav Holst’s Planets. They closed their

apart of the event. The work was shown as the visitors entered the venue. Before the concert started the work from Trail Ridge

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was introduced to the audience. The representative from the symphony gave the stu-

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dents and Trail Ridge complements and recognition that would impress anyone.

eyes, listened to the music, discov-

Over all I couldn’t imagine a better experi-

ered the titles of the work and

ence that brought together a school and it’s

made their own artwork based on

community. I loved showing off my stu-

the themes and the inspiration of

dent’s artwork to the community and I en-

the music. I know my students are

joyed introducing my students into a new

capable of so much but the work

way of connecting and communicating through their artwork.

The art of revision

Editorial Pathways, LLC •Copyediting •Proofreading •Line Editing www.editorialpathways.com

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F e a t u r e

A “Thrifty” Field Trip By Renae Hall

s I sat in the classroom of my elementary field observation, I contemplated locations where I could take my students on an interactive, low budget field trip. I continued to come up short until I realized the answer was right around the corner: the neighborhood thrift store. It seemed too simple. What kinds of lessons could I teach that would leave the students with something worth learning? In order to solve my dilemma, I went to the thrift store by myself so I could take my time and discover what the entire shop had to offer. I soon came to realize the major benefit of having a field trip in such an unconventional setting: the students would also have the opportunity to explore. They wouldn’t get in trouble for touching and would not be required to stand back. At the thrift store, you’re welcome to come into contact with the merchandise, and, if something breaks, it’s a great teaching moment that only costs you a couple of dollars.

store paintings and adds humorous phrases over them. Wayne White has a documentary called Beauty is Embarrassing, which is both entertaining and educational. These artists would hopefully get the creative juices flowing, and even more ideas for projects would develop. A big idea for this thrift store field trip is kind of obvious but important: repurposing. The students find something that no longer serves a function and they transform it into something useful or create a meaningful piece of art. Peruse the following art works for repurposing inspiration.

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Now to get to some of the possible lessons that could be based off of the thrift store field trip. Before going to the store, I would introduce the students to a couple of contemporary artists. First, I would introduce Chris McMahon. He purchases paintings from thrift stores and adds his own creatures or monsters. I would also introduce Wayne White. He finds thrift

Wayne White, Beauty is Embarrassing

Wayne White, Advertisement for Myself

Chris McMahon, The Thing by the Boat 2013, acrylic paint on canvas

Chris McMahon, Screaming Thing 2013, acrylic paint on canvas

ArtSource Colorado Summer Institute 2014

Your Voice: As Teacher, Artist, Learner, and Leader By Michelle Zuccaro

e are getting excited about this summer’s ArtSource Summer Institute. What does “voice” mean? How are our voices heard? What are we really saying? What do we want to say? Who are our audiences and how can we facilitate being heard?

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ArtSource Colorado is an organization that provides a retreat-style week of art making and professional development. Our goal is to promote excellence, foster innovation, and develop leadership for art education. After the one-week summer institute, we provide attendees with two additional free professional development opportunities every year as well as leadership opportunities.

This year we will gather at Highlands Presbyterian Retreat Center in Allenspark, Colorado, a mountain retreat with views of Mt. Meeker. We’ll make art, be inspired by our guests, and deepen our connection with others in our field. The facility is situated in a gorgeous Ponderosa pine forest with lovely hikes right on campus. The dates are June 22nd-27th as well as a required orientation meeting one weekend day in May. Here’s a peek at what we have lined up. Patrick Fahey, professor of art education at Colorado State University, will facilitate our exploration of the theme of voice. Maria and Charlie Girsch, creativity experts and toy inventors, will provide us with ways to quickly connect to our creativity. Keziah Kelsey, art educator with at-risk students, will bring to us contemporary artists to connect with today’s students. During open studio time, we’ll have an opportunity to work on artwork that we may have started from one of the presenters’ sessions or on artwork of our own choosing.

We welcome participants at any place in their art-making lives, whether they are practicing and exhibiting or whether they haven’t had a chance to make anything for a long time and are looking to this week as an opportunity to finally make their own art. Please consider joining us next year for a week of personal and professional growth among supportive and inspiring colleagues and presenters. This is a wonderful opportunity to create a deep connection with those in our field. We hope to see you in 2015!

pull out?

14th Annual Exhibit of Aurora Art Educators By Viviane Le Courtois Program Manager DAVA (Downtown Aurora Visual Arts)

rt educators from Aurora Public School exhibited their artwork at the 14th annual Aurora Art Educators show at DAVA (Downtown Aurora Visual Arts). The exhibit was open to the public from January 24th to February 28th, 2014. This year the art educators displayed their own professional artwork and showcased small resin works for charity. All proceeds raised from this portion of the show were donated to AJ Boikâ&#x20AC;&#x2122;s Memorial Scholarship at Rocky Mountain College of Art + Design (RMCAD). AJ Boik, who died in the Aurora Theater shooting, had graduated from Gateway High School and was planning to attend RMCAD to study art education.

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This was the second year in a row that the educators created and donated small artworks in conjunction with their large-scale pieces. These works sold for $40 each. Each of the small works were coated in resin through a group professional development workshop conducted by Aurora Public Schools teacher, Thad McCauley.

The Children’s Art School

Discover art that explores the world and lets the imagination soar By Jo Duranceau

The Children’s Art School recently started a new Art Castles program. This continuing series is a sequential curriculum in drawing, painting, and sculpture offering young artists an individualized plan for the mastery of skills. The Art Castles program resembles a music or dance academy by building a foundation of skills and knowledge through ongoing organized study. The Children’s Art School charges registration fees that include all art materials, but has always offered a limited number of full scholarships for young artists who otherwise could not take part in our programs. Scholarship recommendations are from teachers, school administrators, and community members. The Children’s Art School also serves its community through its outreach Discovery and Creative Presentation Programs. These programs are presented through schools, libraries, and educational organizations such as “ArtReach” and “Summer Scholars.” The Children’s Art School is part of Community Resources for the Denver Public Schools. The Discovery and Creative Presentation Programs include educational kits such as the Samurai Adventures where the Medieval warrior leads a journey to discover the arts and life of Edo Period Japan through a trunk of treasures. The Children’s Art School can be reached at 720-319-3813. Call us to find out more about our programs and scholarships for the interested and talented young artist and educational resources for the community.

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he Children’s Art School is celebrating its twelfth year as a resource for those interested and talented young artists who want more in depth arts education than available in the traditional school setting. The Children’s Art School develops classes, family series and outreach programs and is located in the Carriage House of the Fitzroy Mansion at 2160 South Cook Street in Denver’s University Park neighborhood.

Our educational programs serve young artists, ages seven through twelve, in series entitled Fabulous Fall Art, Wonderful Winter Art and the Joy of Spring and Summer Art. The art classes during the school year are two hours after school and on Saturdays. The weeklong Monday through Friday summer classes are held for two to three hours in the mornings. Class enrollment is limited to facilitate optimal individualized instruction for each student. The Children’s Art School’s classes focus on drawing, painting, and sculpture in thematic courses such as Art Big Band on the shape of sound, or Princes and Princesses on painting and drawing portraits. The classes teach about art methods and materials, but also have a sense of adventure exploring the world. The courses stress creative thinking skills by engaging children in the process of giving ideas form. The programs involve children in the creative process and are not focused primarily on completing art projects. The world of nature and master artists serve as our inspiration.

The Children’s Art School was established and is directed by Jo Duranceau. Ms. Duranceau has a Bachelor of Arts in Arts Education, a Master of Arts in Art History and a State of Colorado Teaching License with a K – 12 Art Endorsement. She has taught art for private and public schools and hasoriginated numerous children’s programs including series for the Denver Art Museum, Botanic Gardens and the Arvada Center.

Regional Report Denver Metro

by Mike Carroll The latest news in the Denver metro area is limited to what I know is going on in the Jefferson County School District (Jeffco). After the election of a conservative majority to the Board of Education in November 2013 and the early resignation of long-time superintendent Dr. Cindy Stevenson in February 2014, we are all wondering what the board will do next and how it will affect all of public education -- especially how it will affect the art programs.

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The Jeffco elementary art show will be up for the month of March at Red Rocks Community College. The Jeffco teacher show and middle school show will be at the Lakewood Cultural Center April 9th - May 2nd. The high school show will be on display April 10th - May 9th at the Arvada Center.

What Have You Done For Me Lately? Well, Actually, Quite a Bit! By Jane Thomas The East Central art teachers go above and beyond to promote and support the arts in the Pikes Peak Region-- both inside and outside the classroom. I put a call out for some shameless self-promotion and got some pretty awesome responses. Some lists were so long I wondered how these teachers made time in the day for it all. Here is a condensed version of some amazing things being done in the area this year:

Regional Report East Central

past year to create collaborative art pieces for the schools and community. In 2012, they worked with Leah and her fifth graders to create a mixed media mural in the shape

Kari Merrit The Bear Creek Garden Association hires a company called Goats Eat Weeds each year to mitigate noxious weeds at the park that’s walking distance from Kari Merrit’s school, Gold Camp Elementary in Colorado Springs. She came up with a curriculum to teach her fifth graders about the ecology of the park (the fifth graders study ecosystems and this ties right into their class curriculum) and the challenges of drawing live animals in the field. They learn about size relationships, neutral colors, the components of a landscape, and what to do if an animal moves while you’re drawing it. They then display the work somewhere in the community, usually at the local library.

If you have any other news that you would like to have published in Collage, please email that information to one of your reps. Thanks! of a comet, the mascot at Skyway Elementary. In the spring of 2013, they created a school-wide amphitheater tile mosaic at Broadmoor Elementary. Kids made tiles, and parents, kids, and community members worked with Concrete Couch to create this huge collaborative art piece at the school.

Editor’s Note: Here’s a link to the Denver Post’s article about the Jeffco superintendent leaving: http://www.denverpost.com/news/ci_25093450/jefferson-county-school-superintendent-stevenson-leaving-post-early. Also, here’s a link to a news report with a video of the board meeting where she announced her resignation: http://www.thedenverchannel.com/news/local-news/jeffco-schools-superintendent-abruptly-resigns

Leah Lowe Concrete Couch, a local nonprofit community arts group, came out to Leah Lowe’s two elementary schools in the

Rui Haagen In addition to her work with the local Clayfest and What IF…Festival of Innovation and Imagination each year, Rui Haagen and her sculpture and ceramics students worked with Concrete Couch last year to build a bench at Cheyenne Mountain High School. Once they had the experience on their own soil, they then collaborated with

explains, “With the bids quickly exceeding $1,000, the auctioneer suddenly turned to me and I called out, ‘One thousand two hundred fifty-four dollars and eighty-nine cents!’ and the whole room stood and yelled, ’SOLD!’ Our contribution made a difference for children in Colorado Springs schools that did not have art programs.”

Ramona Lapsley Mountainside Elementary began their giant marionette puppet show with Concrete Couch this semester under the leadership of art teacher Ramona Lapsley. They also had a great hoopla parade on Jan 31, with children from the whole school parading around in costume. This year they did the Ute legend called "The Thirsty Lizard Ends the Big Flood," which is the story of Cheyenne Mountain. It was a very timely story considering the area’s struggles with fires and floods. Leah Lowe to restore her amphitheater at Broadmoor Elementary. Her sculpture classes also collaborated with the drama department and Cory Gilstrap, a professional puppet builder, to build a giant “Shrek” for their performance.

Lauren Lehman and Shannalia Reyes Lauren Lehmann is making sure Woodland Park is at the forefront of the art movement both locally and abroad. Lauren, her student teacher Shannalia Reyes, her art-teacher friend Meredith, her fourth graders at Gateway Elementary, and those at a Department of Defense School in Germany created a huge fabric American flag. They painted squares that illustrated what it is like to be an American citizen. The squares were sewn into stripes. The 50 stars on the blue field were made with white hand prints of all 50 Woodland Park fifth graders. After being stitched together, the flag was displayed at the Business of Arts Center in Manitou Springs and the Center for American Values in Pueblo, where it was an integral part of the 2013 Veterans Day ceremonies.

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Chip Shaw One of the most prominent art advocates and seasoned educators in the area is Chip Shaw from Cheyenne Mountain High School. Always in the ranks of award-winning teachers, Chip has also worked with the local Clayfest, What IF…Festival, and Concrete Couch. He has donated art to help raise funds for local open space, contributed to the Manitou Arts Center, and served on their board.

Carol Turner and Jane Thomas This year marked the 11th Annual Cheyenne Mountain Junior High Empty bowl Night. Art teachers Jane Thomas and Carol Turner have teamed up since 2002 to put on this annual event. In collaboration with their PTO and two locally owned companies, The Picnic Basket catering and Old School Bakery, they have been raising over $2,000 yearly for the local Care and Share Healthy Kids Club. Along with raising awareness and funds for those less fortunate, this event is also an opportunity to showcase the school’s student artwork while visitors are entertained by the school’s award-winning Jazz Band and the musical talents of STINK, which is a band made up of teachers at the school.

Deb Brewster Led by art teacher Deb Brewster, Manitou Springs High School students and the Manitou Construction Arts Group (MCAG), the student CTE organization, created murals for teachers, worked with Concrete Couch designing public art, and helped mentor/teach The Afterschool Program (TAP) classes in the elementary school. In addition, Deb runs an open art studio in the Fine Arts in Manitou (FAIM) after-school program at the high school. MHS has also recently added a mentorship program for their advanced students at the MAC (formerly BAC).

Lauren Lehman When Imagination Celebration and the Colorado Springs Rotary Club sponsored "Butterflies and Friends" to raise funds for art programs in District 11’s at-risk schools, Lauren Lehmann’s Gateway Elementary students created a design for their 3'x5' steel butterfly wings that incorporated hundreds of found objects embedded in resin. On the other side of the wings, artist and Gateway parent Jenny Wood painted a gorgeous landscape of the Pikes Peak region near the school. Students saved coins for a month in order to bid on the butterfly sculpture when it was up for auction with 20 other artistic butterfly creations by Colorado Springs artists. Lauren

Toni Ratzlaff Toni Ratzlaff from Summit Elementary in Divide and art teachers at all five schools in the Woodland Park School District sponsor an Empty Bowls Night every other year at the Ute Pass Cultural Center. Each of the five schools donates bowls made from ceramics, paper, and other materials for the event. All the proceeds go to the Community Cupboard, serving families in need in Woodland Park. That isn’t all Toni is doing. Her fourth and fifth graders had the opportunity to be docents and present tours to guests at an Evening of the Arts at her school this semester. Toni also received a grant last school year to pay for the Cherry Creek Arts Festival Mobile Art Gallery to come to Summit. The kids LOVED having "real art" in the building! Shell Acker Always willing to share her great ideas and give back to the community, Shell Acker from Discovery Canyon Campus offered her Veterans Day Grocery Bag workshop at CAEA this year. Each year she does a Veterans Day project in October where the kids create artwork/thank you notes on grocery bags to say “thank you” to our vets. The bags are returned to the store for use during the Veterans day/week holiday. That’s just the beginning. Among the multitude of committees and responsibilities Shell Acker takes on, perhaps the most amazing is her work with the Arts, Business and Education Consortium (ABE). She sits on the board and creates the centerpieces for the ABE luncheon, where students get awards and scholarships and teachers get recognized for excellence in different categories each year. This year, Shell, her teammate Madeline Zeikus, and the students at Discovery Canyon Campus created terra cotta pots with images of Colorado. The pots were filled with coreopsis. The flowers will be planted in the flood and fire areas of Colorado Springs. This year’s theme is "Colorado Strong." They are also placing handmade papers with wildflower seeds in them at each seat at the luncheon; the seeds will also be planted in the area where floods and fires left no foliage.

By Christina Martinez It is so great to be able to tell all the art educators in Colorado what is going on in our region. In the Northeast we are trying to get a handle on the new teacher evaluations and how they will affect the way we teach. Many teachers from many districts in all content areas in the Northeast are now meeting for this giant undertaking of writing common assessments for the state curriculum. This project has been named NE Consortium also known as CTT. Over the last couple months, we have started some intriguing work when it comes to figuring out how to assess art. In the last issue of Collage, I wrote about the fifth-grade unit in the Colorado Sample Curriculum called “Creative Process.” At first, we talked about a rubric to grade students’ art projects and determine if they understand the concepts we taught to them during the unit. At some point during our conversation, we started leaning toward short answer and short essay questions about the students’ process in particular. Here are the questions we thought of:

Regional Report North East

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Art Assessment of Fifth-Grade Creative Process 1. Final Project and preliminary studies artifact documented. 2. Describe initial intent? 3. Describe final product? 4. Analyze revisions and reflections of artwork. 5. Reflect on the insight gained. • Concept • Creativity • Craftsmanship • Communication

We then took this assessment back to our classrooms and tried it. We came back with wildly different results. The grading of these questions could vary greatly from teacher to teacher so we turned back to a rubric to obtain that consistent grading we were looking for. We then took the rubric back to our classrooms and tried assessing another fifth grade project. This time, I felt that I got a grasp of what the students learned and I observed some trends in the data after entering it into an Excel spreadsheet that every CTT group was provided to track our progress. Some teachers in our team still chose to use the questions that we originally created to assess the self-critique part of the rubric, and others chose to have a class critique. I feel the rubric we created works better for the group in many ways. First is ease of use: the students know how to use this type of rubric. Also, it can be tweaked for assessing other units, which is awesome. This rubric gives us the consistency we are looking for because each teacher assesses his or her students in the same way. Overall, I have been really grateful that we are spending time talking about ART! I have enjoyed not feeling alone on my little rural-school island and doing something that is meaningful to my trade. We are helping each other grow as professionals, which is super exciting to see. Till next time.

CAEA Members Art Exhibit 2014 “Expanding the Possibilities” July 3rd - July 27th Kanon Collective 766 Santa Fe Drive, Denver Artists Reception July 18th 6:00-9:00pm

• The 2014 exhibit will be a project/process oriented show. Throughout the process there will be some suggestions to insert and add to your work as you are developing it.

Suggested Process #1 Think about starting with a size that is much larger than the sizes listed above. Then you can crop/take out the portion you want to use when it's time to finish your work. If there is a portion in the cropped/taken out part you want to use, just cut it back in and make it work. Think about gluing, taping, stapling, sewing, using pop rivets, or other creative ways of re attaching work. Suggested Process #2 Think about color. Try using colors your not used to using. As an example: “ugly colors” (ones that are really neutralized by their complements), colors with lots of white in it (high value) or color with lots of black (low value). Suggested Process #3 Read the book, Art & Fear: Observations On the Perils (and Rewards) of Artmaking by David Bayles and Ted Orland. Itʼs short, informative, and fun to read. Itʼs all of us at one time or another. Itʼs available on Amazon or maybe your public library or a local bookstore (remember those…) may have it or can order it. Itʼs even downloadable as an ebook or a “kindle” kindaʼ thing. If youʼve already read it then read it again. Suggested Process #4 Read Ramblings… pages 17-18 of the 2014 Winter Collage and see if any of the “quotable quotes” might change your way of thinking or lead you somewhere in the process. I like the combining of: ”avoiding red”, “…a long enough pencil”, and “abandoned art”

• All participants must be an active member of CAEA (paid your membership fee thru 2014). • All completed work submitted will be shown in the exhibition (with no jurying, no awards, no tests and no free lunch) • A minimal charge (TBD) will be levied depending on the venue of the exhibition. • Only one work for the exhibition per participant. The work may be made up of several pieces but can not exceed the basic background size. • 2-Dimensional work must be at least 12”x18” and can not exceed 24” x 24” (includes frame). All 2-Dimensional work must weigh less than 10lbs (including frame). 3-Dimensional work must be at least 12” in height length and can not exceed 24” in height or length. Standard gallery hanging fixtures are required (no saw tooth hangers). • We at the CAEA want you to do some thinking. Most of the making of art is thinking and planning, then making. If you are interested in getting started here are some of the exhibitionʼs suggestions.

Registration Link: https://docs.google.com/spreadsheet/viewform?usp=drive_web&formke y=dE13MmFhN1BMc1l1ME5XY2FQNGVFdEE6MA#gid=0

Suggested Idea #1: Create a Grid within the work: It may be simple or complex. It may be large or small. It may have equal or unequal spaces. It may be bold or hidden. It may be done in layers of spaces one above the other (think transparencies or spaced layers). Whatever or however you choose to use it keep grids in mind as you work. Suggested Idea #2: Use Positive and Negative shape: If out of the center of a piece of paper you cut a shape you will have two shapes, a solid one, the positive, and the same shape as a hole, the negative shape. Use both within your work. Donʼt just throw away all the good parts. Some thoughts on pos/neg images: people, animals, hands, flora, birds, just shapes, tools, transportation, monsters, objects, etc. ...Hummm! These two ideas might be combined...

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SPAIN Culture & History June 15- 25

CSU Credit

CAEA CAEA sends sends many many thanks thanks to to the the of Laguna Laguna Clay Clay Company, Company, Manufacturer Manufacturer of Wheels, for for their Pacifica Pacifica Wheels, their generous generous ne G T--400 Pa d donation onation o off o one GT-400 Pacifica cifica Wheel! Wheel!

Top things to see on the Tour Prado; Madrid Royal Palace Toledo Cathedral; Church of Santo Tome; Synagogue; Alhambra; Tetria; Seville Alcazar; Seville Cathedral; Bullring; Olive oil factory; Mezquita; Salsa lesson; Art workshop; Parque Guell, & Flamenco show.

Everything you get: Round-trip flights Full-time tour director 9 overnight stays in hotels with private bathrooms European breakfast & dinner only

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11 days Madrid • Granada Toledo • Seville • Barcelona Experience the many facets of Spanish life as you travel with EF on an 11 day Professional Development Tour. While traveling with fellow educators & their companions, you will learn about the educational practices in Spain as you visit local schools. Colorado State University will provide college credit with the completion of classroom lesson plans based on your experience visiting historical & cultural sites.

TOTAL PRICE: $4050 / $225 month FOR MORE INFORMATION Contact: Jean Hiza jeanhz13@gmail.com or hiza_jean@svvsd.org 303-588-4408 Additional information: Tour ID: 1519342 Tour Name: Spain: Culture & History Departure date; Monday June 15, 2015 Return date: Thursday June 25, 2015 Departure City: Denver EF Web Site: click on: College Study Tours upper right Click on: Check out my professor’s Tour Lower right Enter Tour Number 1519342

s n o i t a l u t a r g n Co to to Tim Miller of of Golden High School! W inner of of the the Winner Pa ciﬁca Paciﬁca Po tter ’s Potter’s Wheel!

CAEA REGIONAL REPRESENTATIVES

CAEA EXECUTIVE BOARD & DIVISION REPRESENTATIVES Title

Name

North West:

President 2012-14

Robin Wolfe

caearobin@gmail.com

North Central: Carlos Meikel Fort. Collins, CO 2012-2014

cmeikel@psdschools.org

President Elect 2012-14

Elizabeth Mahler Licence

elicence@comcast.net

Vice President 2012-14

Jennifer Knowles

jennknowles@yahoo.com

North East:

Christina Martinez Holyoke, CO 2013-2015

martinezch@hcosd.org

Treasurer 2012-14

Sarah Mitchell

smitchell@kentdenver.org

Secretary 2012-14

Vanessa Hayes-Quintana

sayhayes@mac.com

Metro:

Lloyd Bourdon Denver, CO 2012-2014

lrabourdon@gmail.com

Past President 2012-14

Joyce Centofanti

joycecaea@gmail.com

Metro:

Mike Carroll Denver, CO 2013-2015

mcarroll@jeffco.k12.co.us

Elementary 2012-14

Amy Marsh

abeth127@yahoo.com

East Central:

Jane Thomas Colorado Springs, CO 2013-2015 jthomas@cmsd12.org

Elementary 2013-15

Tara Papas

taranpappas@yahoo.com

Middle School 2012-14

Aaryn Novy

aaryn75@gmail.com

South East:

Gidget Burbacher Trinidad, CO 2013-2015

Middle School 2013-15

Sarah Magley

saramagley@yahoo.com

High School 2012-14

Jody Chapel

jchapel@ecentral.com

High School 2013-15

Mary Kate McDonald

mkmcdonald22@gmail.com

Private/Ind/Charter 2012-14

Tiffany Holbrook

Tiffer_1122@yahoo.com

Private/Ind/Charter 2013-15

Jesse Diaz

jdiaz6@me.com

Commercial 2013-15 Museum/Gallery 2012-14

Sophia King Michael Cellan

sophia@stoneleafpottery.com medcellan@mac.com

Supervision 2012-14

Elizabeth Buhr

contact@elizabethbuhr.com

Higher Education 2012-14

Anne Thulson

athulson@mscd.edu

Higher Education 2013-15

Amber Atkins

alatkins@rmcad.edu

Retired 2012-14

open

Student Rep 2012-14

open

Michael Salmone Vail, CO 2012-2014

michael.salomone@eagleschools.net

Executive Board

Division Representatives

C O L L A G E

S p r i n g

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CAEA TASK FORCE CHAIRS & PUBLICATIONS

Vanessa Hayes-Quintana Collage Editor 2011-2013 sayhayes@mac.com

Linda Schmale Spring conference 2012-2014 lgschmale@msn.com

Rachel Delaney Advocacy & Public Relations 2011-2013 rdelane3@mscd.edu

Rosemary Reinhart Collage Copy Editor 2011-2013 rsrhart@gmail.com

Lisa Adams Spring Conference 2012-2014 ladams7@cherrycreekschools.org

Pam Starck Scholastics 2011-2014 TPLBStarck@aol.com

Elizabeth Mahler Licence Collage Design 2013 elicence@comcast.net

Jody Chapel Arts Liaison jchapel@ecentral.com

Tiffany Holbrook Facebook 2012-2014 Tiffer_1122@yahoo.com

Justine Sawyer Youth Arts Month 2013 rdelane3@mscd.edu

Leisa Austin Arts Liaison lcaustin@jeffco.k12.co.us

Michael Cellan Web Master 2011-2013 CAEA Exhibit Chair 2012-2014 medcellan@mac.com

gbrubacher3@gmail.com

South Central: Abbie Mahlin Lake City, CO 2012-2014

abbiem@lakecityschool.org

South West:

Dawn Alexander Ignacio, CO 2013-2015

scarlettdawn66@gmail.com

West Central:

Ben Quinn Meeker, CO 2012-2014

bennyquinn@hotmail.com

From: The Colorado Art Education Association www.caeaco.org Collage Vanessa Hayes-Quintana 16041 Bluebonnet Drive Parker, CO 80134