TEACHING PORTFOLIO
LINDSAY ABRAMO
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Email: lindsabramo@gmail.com Cell: 716-812-0451 Website: www.lindsayabramo.com 158 Rivington Street, New York, NY 10002
Visual Arts Teacher
LINDSAY ABRAMO lindsabramo@gmail.com | Website: www.lindsayabramo.com | Cell: 716-812-0451 158 Rivington Street, New York, NY 10002 My Philosophy
Art education is much more than teaching the aesthetic qualities and techniques for artmaking.
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Successful art education creates conditions where students can re-envision their lived experiences while creating artwork that encourages individual empowerment.
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As an art educator, I will work with students to create an environment that fosters individual achievement, embraces cultural difference, and encourages critical thinking.
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I want to use my skills as an artist to create a meaningful art curriculum that will empower students and enhance the existing school culture.
Teaching Expertise Student Centered Organization Collaboration Art Integration Differentiated Instruction Classroom Management Assessment
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Education and Certification School of the Art Institute of Chicago, Chicago, IL Master of Arts in Teaching Certification in the State of New York Conditional Initial (K-12) Visual Arts Teaching Certificate Certification in the State of Illinois Type 10 Special (K-12) Visual Arts Teaching Certificate St. Lawrence University, Canton, NY Bachelor of Arts Major: Fine Arts/Art History Minors: Educational Studies/Gender and Sexuality Studies
May 2012 February 2013
July 2012 May 2009
Teaching & Relevant Experience Visual Arts Teacher July 2013 - Present HCZ Promise Academy 1 Upper Elementary School, Harlem, NY • Designs and implements art lesson plans for over 300 students in grades 3-5 • Manages annual art supply budgets and orders for Upper Elementary • Started the school’s first art club for select 5th grade artists • Responsible for facilitating and displaying student work within two art shows each school year Marketing Manager July 2009 - 2013 Buffalo Wire Works, Buffalo, NY • Responsible for the design of the company’s advertising and marketing • Oversee company’s electronic and print marketing efforts Apprentice Teaching Spring 2012 Lane Technical College Prep High School, Chicago, IL • Seven weeks of full time student teaching experience • Taught three sections of Photography I for students in grades 9-12 • Students learned procedures and processes of darkroom photography Irma C. Ruiz Elementary School, Chicago, IL • Seven weeks of full time student teaching experience • Designed and implemented art lesson plans for over 600 K-8 students • Collaborated with classroom teachers to design integrated art projects Presenter at the George Roeder Master’s Symposium Spring 2012 Gene Siskel Film Center, Chicago, IL • Presented graduate thesis research entitled “I Felt Exposed. But Yet, More Open”: Working with the Personal Through Photography and Visual Journaling Designed Curriculum for Art Institute of Chicago Educator Center Fall 2011 Art Institute of Chicago, Chicago, IL • Designed lesson plans for Art Institute of Chicago Educator Resource Center’s curriculum archive based on artwork found within the museum Presenter at Teachers for Social Justice Curriculum Fair Fall 2011 Teachers for Social Justice Organization, Chicago, IL • Presented lesson plan entitled “Visual Poetry: Creating Prints Inspired by John Baldessari’s Photomontages" Outdoor Mural Painting Project Summer 2011 Frederic Law Olmsted Legacy Mural Project, Buffalo, NY • Painted a 260ft mural, with a local artist, Augustina Droze • Facilitated painting projects with local high school students
LINDSAY ABRAMO
| lindsabramo@gmail.com | Cell: 716-812-0451
Professional Development ArtXchange Fall 2013 - 2014 Brooklyn Museum, Brooklyn, NY • Forum for select K-12 art teachers around New York City to meet up, exchange and explore ideas about teaching practices, create artwork and work with contemporary artists. Morgan Book Project Summer 2013 - 2014 Morgan Library & Museum, New York, NY • Selective program for public school teachers to develop a unit of study designed to engage students in writing, illustrating, and building a book. Completed books were entered into a juried competition.
Relevant Art Exhibitions
Inspiring and Illuminating the Classroom Summer 2014 Morgan Library & Museum, New York, NY • Judges selected several books created by students who participated in the Morgan Book Project competition • One of my student’s books was selected to be publicly exhibited at the Morgan Library & Museum ArtXchange Spring 2014 Brooklyn Museum, Brooklyn, NY • Collaborated with ArtXchange participants to create an art exhibition inspired by what was learned during our sessions • Student artwork was displayed within the central gallery at the Brooklyn Museum Skill Party Spring 2011 Cobalt Studio, Chicago, IL • Conceptualized, produced, and installed an art exhibition focused on collaboration, participation, and social engagement • Skill Party was the result of a series of workshops exploring the space between the artist, teacher, and student, and the interaction between these modes Found Text: Senior Year Experience Art Show Spring 2009 Richard F. Brush Art Gallery at St. Lawrence University, Canton, NY • Conceptualized, produced, installed, and facilitated gallery opening for my senior year experience exhibition Twelve Years: The Finest of Fine Arts, 1996-2009 Spring 2009 Richard F. Brush Art Gallery at St. Lawrence University, Canton, NY • Produced artwork for the juried exhibit highlighting works in a variety of media by St. Lawrence University students, faculty, and alumni
Thesis Research & Publications “I Felt Exposed. But Yet, More Open” Spring 2012 Graduate Thesis Publication, School of the Art Institute of Chicago, Chicago, IL • Conducted action based research at a large selective enrollment public high school to investigate what occurs when students are invited to explore the personal through photography and visual journaling Discourses of Power and the Body Spring 2009 Undergraduate Thesis, St. Lawrence University, Canton, NY • Thesis research deconstructed the use of embroidery, pornography, and female representation by creating a new feminist dialogue surrounding art, power, and the body within the feminist artwork of Ghada Amer
References available upon request.
Areas of Proficiency Drawing and Painting Printmaking Book Arts
Photography
Graphic Design Computer Skills
Photography Experience with digital, analogue and pinhole photography, computer based editing, and darkroom techniques
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Graphic design Print design, layout, typography, and computer based graphic design
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Printmaking Lithography, linocut, letterpress, and monoprinting
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Drawing and Painting Experience with a variety of mediums and techniques, realistic rendering, abstract design, and mixed media
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Book Arts Book binding techniques, altered books, and paper making
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Computer Skills Microsoft Office, Apple iWork, Adobe Photoshop, iMovie, and GarageBand
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MUSICAL MURALS D A N C E A N D V I S U A L A R T S I N T E G R AT I O N
INSPIRED BY KANDINSKY
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COLLABORATIVE MURALS CREATED WITH LINE, MUSIC, AND MOVEMENT!
For this lesson, students drew inspiration from the abstract artwork of Wassily Kandinsky and the music of Earth Wind and Fire. The students listened to music and drew what they heard. They used expressive lines to create large murals that represented a specific song. The students were given the opportunity to learn the connection between visual arts, music, and dance. ARTIST INSPIRATION Wassily Kandinsky was an influential Russian painter who created some of the first abstract artwork. Most of Kandinsky’s artwork was inspired by his love of music.
EXEMPLAR
STUDENT WORK
DISPLAY
High School Art Lesson
POSTERIZED PORTRAIT
ARTIST INSPIRATION Ian Berry aka
DENIMU
INITIAL EXEMPLAR
Sections of posterized photograph glued to portrait before painting
BLACK and WHITE Self Portrait Paintings Students will begin their painting unit creating black and white self portraits. For this lesson, students will be introduced to the value scale, color mixing, and basic painting techniques. They will draw inspiration from the artwork of Denimu, an artist who constructs posterized portraits from segments of cut up jean material.
Each student will receive two posterized photographs of themselves. They will draw reference from the first photography and the other will be cut up and attached to their painting. The sections of the photographs will be used as a guide to realistic rendering while the posterized reference photograph will help simplify the value scale used during painting.
VALUE SCALE EXEMPLAR Lindsay Abramo Master of Arts in Teaching
High School Art Lesson
STUDENT
WORK
Four Week Introductory Painting Lesson PHOTOGRAPH
PAINTING
!Lane Tech College Prep High School, Chicago IL
PHOTOGRAPH
PAINTING
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Visual Journals Accordion Style Books
Artist Inspiration
USING MIXED MEDIA, IMAGERY, AND TEXT to visually represent the exploration of self and identity
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Use text and photography to create a commentary between self and identity
Jeff Wollin
Shirin Neshat
Dawoud Bey
Duane Michals
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Create artwork that explores how you see yourself
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Draw inspiration from the photographic artwork of Dawoud Bey, Duane Michals, Shirin Neshat, and Jeff Wolin
Exemplar
Cover Collage
Visual Journal Assignments
S T U D E N T
Cover Collage
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Mixed media collage representing something unique about the student
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Bey Activity
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Text, hidden pocket, and blender marker transfers inspired by Dawoud Bey
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Neshat Activity
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Text, appropriated images, and tape transfers inspired by Shirin Neshat
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W O R K Lane Tech College Prep High School, Chicago IL
Final Activity
Mixed media artwork addressing how you see yourself using text and imagery
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P O U R PA I N T I N G S I N S P I R E D B Y H O LT O N R O W E R
PROCESS: For this lesson students used stacked shapes and paint to create collaborative artwork.
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They drew inspiration from New York City based artist, Holton Rower. The students worked together to build their stacked shapes then they poured paint on top of them to create their gravity based paintings.
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The students were given the opportunity to explore an alternative to traditional sculpture and painting.
ARTIST I N S P I R AT I O N : Holton Rower is a New York based artist who creates gravity based sculptural paintings. Rower is best known for his “pour paintings,� pouring up to 50 gallons of rainbow-colored paints over variously configured blocks and panels of plywood, and created by allowing it to spread and pool into textured, psychedelic
STUDENT WORK
High School Photography Lesson
The Exploration of Self and Identity Lindsay Abramo - Master of Arts in Teaching - School of the Art Institute of Chicago
Black and White Photography Using photography and text to visually represent the collision between the inner world of self and outer world of identity OBJECTIVES • Incorporate text within your photograph to complicate, shed light on, or explain the relationship between the image and the chosen text • Using black and white photographic techniques, create a photograph that says more about who they are than a traditional self portrait • Draw inspiration from the photographic artwork of Dawoud Bey, Duane Michals, Shirin Neshat, and Jeff Wolin
Artist Inspiration
Shirin Neshat!
Jeff Wolin
Dawoud Bey
Duane Michals
EXEMPLAR
High School Photography Lesson
STUDENT WORK BLACK aND WHITE PHOTOGRAPHY Lindsay Abramo - Master of Arts in Teaching - School of the Art Institute of Chicago
Lane Tech College Prep High School
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H I G H
S C H O O L
L E S S O N
P L A N !
UNIQUE NARRATIV ES
EXEMPLARS: BOTH COLLAGE MOUNDS VISUALLY REPRESENT THE NARRATIVE OF AN OVERWHELMED STUDENT
Connecting Story and Personal Experience ! Using Collage Techniques DESCRIPTION: After viewing the artwork of Trenton Doyle Hancock and learning about the artist method for creating artwork, the students will create their own mounds or piles of stuff. The students will create collages using clippings from newspapers and magazines. By creating their mounds, the students will be able to tell a story about themselves. They will have to draw from their past histories, stories, and current understandings to visually represent what they are trying to say.
ARTIST: TRENTON DOYLE HANCOCK
ARTWORK: “I SEE THINGS”, 2002
INSPIRATION: ARTIST AT WORK
T N E D STU RK WO
Gwendelyn Brooks High School! 258 East 111th St., Chicago, IL
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H I G H
S C H O O L
L E S S O N
P L A N!