Sample Student Teaching Portfolio by Maya Koenig

Teaching Philosophy Resume

VIOLET M AYA K O E N I G

Teaching Philosophy

In my experience being a student, I always found the art room as a safe place where I could come to know and understand students from extremely different backgrounds from my own. When trying to bring drastically different cultures together, students need art to find common ground, as a way to see his or herself in the other person. Through art and critique, students find intrinsic similarities in personality, thinking, and morals. The feeling of deep connection through the shared passion of art, despite oneâ&#x20AC;&#x2122;s cultural or political divides, was what inspired me to be an art teacher. I truly believe in the power of the arts to heal and unite people over the common language of an artistic practice. As a teacher, I would hope to create an art family of meaningful relationships with students who would have never interacted under any other circumstances. I find classroom set up and critique to be the two most important factors in creating a familiar and trusting art family. I would offer students individual spaces for them to work in but still work next to their classmates, showing a respect of space but also an openness to exchange ideas with each other. In critiques, I would elaborate on the purpose of conversation and the meaning of constructive criticism in order to develop a mutual understanding of our roles as friends and as artist. On my function as a teacher, I would rather be seen as another member of their art family and dialogue, with additional knowledge on technique, material and art history. This way, I would hope to put all students at the same level of intellect, respect and expectation as myself, the teacher. Through these methods of conducting the classroom, I would hope to have students discover aspects of themselves in people very different from them, and ultimately develop a sense of tolerance.

M AYA KO E N I G

9360 Skokie Boulevard, Unit 617, Skokie, IL 60077 M a y a E K o e n i g @ g m a i l . c o m • 847.513.1450 w w w. M a y a K o e n i g . c o m

EDUCATION Bachelor of Fine Arts in Art Education Bachelor of Fine Arts in Painting Endorsement in English as a Second Language Studies Abroad Program in Cortona, Italy

Illinois Type 10 K-12 Art Certification University of Illinois at Urbana-Champaign GPA 3.90/4.00 December 2012 University of Georgia

Spring 2011

TEACHING EXPERIENCE Professional Teaching Internship, East Prairie School • Niles West High School Skokie, Illinois, August – December 2012 – Instructed core arts curriculum for grades K–8, and led three units in Ceramics I, Digital Photography 1 and Art Foundations for grades 9–12. Assistant Teacher, Center for Talent Development Summer Program Northwestern University, Evanston, Illinois, Summer 2011 & 2012 – Aided summer courses for gifted students from PreK to middle school grades. – Contributed to instructional tasks of leading discussion, editing work, grading, evaluating student performance, set up and clean up of classroom, and occasionally substitute teaching. Discussion Leader, College of Fine & Applied Arts University of Illinois at Urbana-Champaign, August – October 2009, 2010, 2011 – Taught an 8-week required course for incoming college freshmen. – Developed lesson plans in collaboration with other leaders, and graded quizzes and homework. Student Teaching & Assistant, La Scuola Primaria G. Mancini di Cortona, Camucia & Sodo Scuola Cortona - Camucia, Italy, March – April 2011 – Independently and collaboratively planned and taught 6th grade art classes in English to Italian students. – Assisted student teachers in a 3rd grade paper-making lesson in Italian. Math/Reading Tutor, America Reads/America Counts Martin Luther King Jr. Elementary School, Urbana, Illinois, September 2009 – December 2010 – Tutored students one-on-one or in small groups in 3rd–5th grade math and reading skills. Camp Counselor & Arts & Crafts Instructor, 4-H Memorial Camp University of Illinois Extension, Monticello, Illinois, Summer 2010 – Oversaw cabin of up to 12 middle and early high school girls. – Facilitated morning and afternoon art sessions in the Arts & Crafts unit of the camp. Visual Arts Assistant, Interlochen Summer Arts Camp Interlochen Center for the Arts, Interlochen, Michigan, June – August 2009 – Assisted teaching students ages 8–12 in Painting/Drawing, Ceramics, and Global Arts courses. – Supervised weekly open studio session for high school students. – Participated in pedagogy seminars related to research and practices from Harvard University’s Project Zero.

EXPERTISE Handcraft Drawing • Painting • Ceramics • Sculpture • Woodshop • Book Arts • Digital/Film Photography • Graphic Design Software Photoshop • InDesign • Illustrator • Final Cut Pro • Microsoft Word and Excel

PreK Early Elementary

B L U E

M AYA K O E N I G

1st Grade Rothko & Color Emotions

Maya Koenig

Objectives

• Students will be able to catagorize the primary and secondary colors, as well as identify the relationship between the two categories as complimentary colors. • Students will be able to articulate the connection between certain colors and human emotions, as illustrated in Mark Rothko’s color fields. • Students will mix chalk pastel colors to create Rothko-like color fields inspired by photograph and swatch samples of foods, nature and world destinations.

Vocabulary 1. Primary Colors: Colors that cannot be made by mixing. Three original colors: red, blue and yellow. 2. Secondary Colors: Colors make by mixing two primary colors: orange, green and purple. 3. Complementary Colors: One primary color that compliments with the secondary color made from mixing the remaining primaries, Red : Green (Blue + Yellow), Blue : Orange (Red + Yellow), Yellow : Purple (Blue + Red). 4. Emotions: Human feelings that we can see in colors and hear in types of music. 5. Mark Rothko: Russian-American artist that painted fields of color that made a person feel certain emotions when looking at them.

Student Gallery

Professional Teaching Internship East Prairie School Fall 2012

Fine Arts Goals Met • 25.A.1d: Identify the elements of line, shape, space, color and texture; principles of repetition and pattern; and expressive qualities mood, emotion and pictorial representation. • 26.A.1e: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.

Teacher Material • Rothko PowerPoint • Color paper (4-5 colors) • Chalk pastels • Photo references from Design Seeds blog Learners’ Material • No. 2 Pencil • Chalk Pastel • Color paper

Procedure Day 1 Introduction (10 Min) Teacher presents PowerPoint on Mark Rothko’s color fields, emphasizing his focus on color associations with human emotions through the sensitive variations of color. Teacher and students will also discuss his incorporation of primary, secondary and contrasting colors, and talk about how these colors combined influence our emotional perception of the image. Demonstration (5 Min) Teacher picks a sample reference photograph and points out how the color swatches break down the image into its main colors. Teacher demonstrates selecting a paper color based on the image, and composing the color field with 2-4 rectangles and squares. Teacher shows students how to mix primary and secondary colors to make desired colors. Teacher talks about the effects complementing colors might have on the artwork.

Class Workshop (7 Min) Students are given a sample photograph and pastels to practice color mixing with for an accurate color. Clean Up (5 Min) Materials are returned by the table helper and each table takes turns washing hands. Closure/Assessment (3 Min) Teacher dismisses student tables with trivia, such as, “What is the name of the artist we are inspired by? What are the primary colors? Secondary colors? Why did Rothko paint giant paintings of color fields?” Activity

Minutes

Introduction Demonstration Class Workshop Clean Up Closure

10 5 7 5 3

Total

Procedure Day 2 Introduction (2 Min) Teacher shows slides of Rothko’s PowerPoint and reminds students of assignment. Demonstration (3 Min) Teacher shows examplar from last demonstration, talking about primary, secondary and complementary colors. Class Workshop (15 Min) Students work on one reference, completing a color field before continuing onto a second piece. Teacher walks around reminding students to make choices on paper color and color mixing based on what they know about primary, secondary and complementary colors. Clean Up (5 Min) Materials are returned by the table helper and each table takes turns washing hands.

Closure (5 Min) Teacher asks students to share what emotions they felt as a result of their drawings and how it was possibly connected to the subject matter of the original photograph in the reference. Assessment Teacher looks to see that students understood lesson by mixing colors to produce a hue and that they categorized colors in rectangles, squares and lines. Activity

Minutes

Introduction Demonstration Class Workshop Clean Up Closure

2 3 15 5 5

Total

2nd Grade Warhol & Printmaking

Maya Koenig

Professional Teaching Internship East Prairie School Fall 2012

Objectives

Fine Arts Goals Met • 25.A.1d: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. •26.B.2d Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.

• Students will be able to complete the steps of making a print, from planning sketches, transfering a final sketch onto the printing plate, to printing with ink. • Students will be able to identify the uses of each printmaking tool, including palette, brayer and plate (stamp). • Students will be able to recognize Pop Art through knowledge of key visual and conceptual features such as bright colors, repetitive imagery, focus on everyday objects and products or individuals from popular culture. • Students will be making a print inspired by Andy Warhol, using ink, skinny markers and oil pastels.

Vocabulary 1. Pop Art: Artwork that is about popular culture, usually using bright/ bold colors/ shapes and repetitive and recognizable images, object and people. 2. Andy Warhol: An American artists (1928-1987) introduced the idea of Pop Art from his artwork about popular, everyday objects in popular American culture. He made famous prints but also movies, books, sculptures, photographs and artwork for musicians. 3. Screen-Printing: Printed artwork made by spreading ink across a screen that has a stencil, creating a printed image that can be repeated many times. This process can be copied using a foam stamp instead of a screen. 4. Palette: Piece of glass or plastic that we use to even out ink on a brayer. 5. Brayer: Roller that is flat, used to roll ink evenly onto a plate that has a print. 6. Plate: A foam piece that is used for carving, creating a stamp, used to make a print.

Student Gallery

Teacher Material • •

Printing examplar Foam plate examplar

Learners’ Material •

Square foam plate

Procedure Day 1 Clean Up (2 Min) Introduction (7 Min) Pencils are returned by table helpers, all papers and foam Teacher presents PowerPoint on Andy Warhol and Pop Art, plates in table folders and objects taken home by student. addressing color choices specifically. Closure (1 Min) Demonstration (5 Min) Teacher tells students about the next printing lesson, Teacher shows students final print and foam plate and emphasizing the many steps and that it will require that explains the beginning planning stages before reaching the students be good listeners and helpful in cleaning up. printing activity. Teacher makes multiple sketches of object before choosing a final sketch to put on a square paper Teacher Material Activity Minutes the size of the foam plate. Lastly, teacher demonstrates • Object Introduction 7 transfering the sketch onto the foam with a pencil. • Practice sketches Demonstration 5 • Final sketch on square paper Class Workshop (15 Min) Class Workshop 15 • Pencil Clean Up 2 Students create planning sketches, final drawings and Learners’ Material Closure 1 transfer onto foam plate with pencil. Total

Procedure Day 2 Introduction/Demonstration (5 Min) Teacher demonstrates the printmaking process, showing how to even out the ink on the palette using a brayer, coat the foam plate, center foam onto paper, rub foam plate, peel foam, place final print on the drying table and wash/dry the foam plate. Class Workshop (18 Min) Each classroom table is given a printmaking kit (palette, brayer, papers to print) with an extra table for printing if a table is far behind. Teacher watches to make sure students do not dry out the ink by coating plates for too long or rolling out ink too far on the palette. When students complete the printing task they are allowed to free draw.

• • • •

Object Sketch paper Square paper Pencil

Clean Up (5 Min) The last person to print at each table drops the brayer and ink into the back sink, while another person at the table sponges, and the rest dry. Closure (2 Min) Teacher shows students her final print where she outlined the print with marker and filled in bold colors with oil pastel. Teacher explains that this will be the last step to the activity. Assessment Teacher dismisses students based on printmaking trivia to assess their understanding of the lesson, such as, “What were the names of the tools we used today, and what were they used for?” Activity

Minutes

Introduction/ Demo

Class Workshop Clean Up Closure

18 5 2

Total

Teacher Material • • • •

Ink Square colored paper Brayer Palette

Learners’ Material • • • •

Ink Square colored paper Brayer Palette

Procedure Day 3 Introduction (3 Min) Teacher reminds students of the printmaking workshop the previous day. Teacher shows her final print and explains that the class will put the finishing touches with marker and oil pastel to make the print more vibrant and easy to see. Demonstration (5 Min) Teacher shows students how to outline the printed lines with a marker to bring out the color of the paper and make the lines easier to see. Teacher then shows filling interesting spaces and shapes with 4-5 different brint colors that compliment the ink color. Teacher reminds students that there is less color mixing in Pop Art and more solid, bold colors. Class Workshop (15 Min) Students work on enhancing their prints with markers and oil pastels. Once students are complete with their work, they can free draw.

Clean Up (5 Min) Table helper returns oil pastels and marker bins. Students place finished prints in table folders. Closure (2 Min) Teacher and students discuss their favorite part about making the print. Assessment Teacher dismisses based on printmaking trivia questions, such as, “What is Pop Art? What makes printmaking different from other art-making styles? What were our steps to making a print?” Activity

Minutes

Introduction Demonstration Class Workshop Clean Up Closure

3 5 15 5 2

Total

Teacher Material • • •

Printing examplar Oil pastel Skinny markers

Learners’ Material • • •

Print Oil pastel Skinny markers

3-4th Grade 9-Week Unit Plan

G R E E N M AYA K O E N I G

Space Aims and Goals of the 9-Week Curriculum

Students will be addressing the literal and abstract concepts surrounding the idea of space. One goal is to have students think outside of their immediate understanding and interpretation of issues dealing with space. For example, students will be asked to consider ideas such as how our bodies interact with space, who has ownership of space, how have spaces evolved and why, what are the different interpretations of inner space, outer space, etc. A second goal of the curriculum is to have students explore these concepts through visual representation. Students will learn the basics of drawing, watercolor, performance art, sculpture and other artistic media in order to do so. Lastly, students will be exploring the overarching theme of sustainability through conversation, materials and content in the artwork produced.

Lesson Plan 1 Space: Change in Space

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives

• Learn more about students’ interests, needs and level of experience through the completion of a personal survey by every student. • Use everyday objects in a new way while learning the basics of book arts through the construction of a sketchbook using butcher paper, a textbook and a marker. • Experience working in a new setting by relocating to the floor and working together as a class on the activity.

Vocabulary 1. Grain: Direction of the paper fibers, also the direction that we want to fold the paper. 2. Bonefolder: A tool used in book arts to flatten a fold. 3. Sketchbook: A book that an artist uses to make and plan artwork in.

Procedure Introduction (10 Min) Students fill out a survey. Teacher and students discuss class rules that are specifically for the art classroom, like respecting everyone’s workspace, knowing the appropriate times to talk, and the importance of listening to directions as well as clean up. Demonstration (10 Min) Teacher brings students to an open area on the floor to sit in a circle for the demonstration and workshop. Teacher demonstrates testing to find the grain of the paper. Teacher shows folding with the grain with a marker to flatten the fold, and cutting using a textbook. Teacher explains the final step of folding all sheets and sta-

pling on the spine to create a sketchbook. Class Workshop (30 Min) Students work on each step from the demonstration together as a class. Students work in pairs to use the stapler. Clean Up (5 Min) All scraps are collected and recycled, and classroom materials are returned to their proper place. Closure (5 Min) Teacher and students discuss how the change in space of relocating to the floor impacted their way of working and concentrating. Teacher distributes Newsletter for students to take home.

Fine Arts Goals Met • 26.A.2e Describe the relationships among media, tools/technology and processes. • 26.B.2d Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.

Teacher Material • Digital Camera • Teacher-Made Exemplar • Student Survey • Newsletter • Butcher Paper • Stapler Learners’ Material • Textbook • Marker • No. 2 Pencil

Activity

Minutes

Introduction Demonstration Class Workshop Clean Up Closure

10 10 30 5 5

Total

Lesson Plan 2 Space: From Body to Contour Line

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives

• Articulate and expand on our undestanding and perception of the concept of space through a class mind map. • Bring the concept of space off the page and into the physical realm through performance art, using time and our body’s to impact the spaces around us. • Visualize how our body is seen on a flat plain through a contour drawing of our body of a pose in the performance piece.

Vocabulary 1. Mind Map – A map of thoughts and ideas that relate and build off of each other to create a visual map of associations and links. 2. Performance Art – Art that engages three main factors: times, space, the performer’s body. 3. Contour – The outline or linear boundary of an object. 4. Symbolism – The use of symbols to represent an idea. 5. Abstract – Something not having a concrete shape or form, ideas and images that are harder to understand, less obvious.

Procedure

Introduction (5 Min) Teacher has students journal about ideas that come to mind when they think of the word space that does not include outer space. Discussion (20 Min) Teacher and students construct a mind map out of students’ journaled responses. Links are made between connecting ideas. Performance (10 Min) Each student picks an idea off the mind map to perform. The first performance focuses on how time and pace of movement can best illustrate the idea. The second performance focuses on how our bodies use

the space around us to portray an idea. Contour Line (15 Min) Students are divided up into samegendered pairs to draw the contour line of their partner’s body on butcher paper, in an interesting pose from their partner’s performance. Clean Up (5 Min) Students help teacher collect butcher paper and extra markers. Closure (5 Min) Teacher and students discuss the problemsolving methods that were used to bring our abstract idea into a performance piece using time, space and our bodies.

Fine Arts Goals Met

• 25.A.2d Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the rhythm, size, proportion and composition; and the expressive qualities of symbol and story. • 25.B.2 Understand how elements and principles combine within an art form to express ideas. • 27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

Teacher Material • Digital Camera • Teacher-made exemplars • Life-size butcher paper • Markers Learners’ Material • Markers

Activity

Minutes

Introduction Discussion Performance Contour Line Clean Up Closure

5 20 10 15 5 5

Total

Student Gallery Stills from studentsâ&#x20AC;&#x2122; performance art pieces

Lesson Plan 3 Space: Collages & New Contexts

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives • Have a brief introduction to collaging and talking about figures in space by working in pairs to cut and paste an image of a person to an image of a place, and seeing how the context affects how the picture is interpreted. • Practice the skill of gridding to create proportionate, smaller versions of our large contour body drawings through a class workshop.

Vocabulary 1. Proportion – The relationship of one thing to another in terms of quantity, size, or number; the ratio. 2. Grid – A network of lines that cross each other to form a series of squares or rectangles; used in art to enlarge or shrink an image at the right proportions. 3. Collage – Collection of cut images, shapes and objects pasted onto a surface to make an image. 4. Context – Setting or circumstances that affect how we perceive something.

Procedure Introduction (5 Min) Teacher divides students up into pairs. Demonstration (5 Min) Teacher demonstrates selection, cutting, and placement of one figure image and one place image to create a new hybrid image. Teacher explains writing a small paragraph on how the two images affect each other in a new context. Collage (15 Min) Students work on each step from the demonstration together as a class. Students work in pairs to use the stapler. Transition (5 Min) Scraps are collected, materials returned.

Gridding Workshop (20 Min) Teacher and students lay out butcher paper with contour body drawings on the floor, folding paper in halves horizontally and vertically to create a four quadrant grid. Watercolor paper is gridded also in halves using a ruler and pencil, and image is transfered from the larger butcher paper to smaller watercolor paper using the grid as a reference. Clean Up (5 Min) Materials collected and put away. Closure (5 Min) Teacher and students view collages and read students’ paragraphs on the images in context.

Fine Arts Goals Met • 25.A.2d Identify and describe the elements of 2- and 3- dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbols and story. • 26.B.2d Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.

Teacher Material • Digital Camera • Half sheet of lined paper • Cut outs of figures and spaces • Black paper • Watercolor paper • Extra rulers Learners’ Material • Scissor • Glue Stick • Pencil • Ruler

Activity

Minutes

Introduction Demonstration Collage Transition Gridding Workshop Clean Up Closure

5 5 15 5 20 5 5

Total

Student Gallery Student collages & gridding workshop

Lesson Plan 4 Space: Watercolors

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives • Problem solve how to visually represent internal or personal space, such as thoughts, feelings, personality, dreams, fears, beliefs, ideas, and desires through color theory and texture in watercolors.

Vocabulary 1. Texture – The way a surface feels under your fingers (smooth, bumpy, grainy) or the way a surface appears to have a feeling without actually having to touch the surface of the image. 2. Warm/Cool Colors – Series of colors that recede (cool) or advance (warm), that also give a sense of temperature. Colors that represent moods (red, orange = angry, blue, green = calm). 3. Positive/Negative Space – The space within the main object in focus (positive)/the space outside and around the main object in focus (negative). 4. Symbolism – The use of symbols to represent an idea. 5. Abstract – Something not having a concrete shape or form, ideas and images that are harder to understand, less obvious.

Procedure Introduction (5 Min) Teacher presents internal and personal space watercolor activity. Demonstration (10 Min) Teacher shows samples of watercolor swatches displaying different colors and techniques. Teacher talks about warm/cool colors, texture, and positive/ negative spaces and how they can be used to help visually symbolize internal and personal space that may include thoughts, feelings, personality, dreams, fears, beliefs, ideas, and desires.

Work Time (30 Min) Students work individually on their watercolor pieces, exchanging ideas with peers or teacher when needing help. Teacher also demonstrates specific watercolor techniques from the display board as needed by the students. Clean Up (10 Min) Within each table group, one student dumps the water cup, one cleans all the group-mates’ brushes, another wipes down the tables in group. Closure (5 Min) Teacher and students do an in-progress gallery walk around the classroom.

Teacher Material • Digital Camera • Display board of different watercolor texture techniques • Watercolor paper • Oil pastels • Paint brushes • Water cups • Paper towels • Newspaper • Cotton balls, plastic wrap, sponges, salt Learners’ Material • Watercolors

Activity

Minutes

Introduction Demonstration Work Time Clean Up Closure

5 10 30 10 5

Total

Lesson Plan 5 Space: Watercolors (continued)

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives • Refresh their understanding of the unit theme of space using words in a group mind map, brainstorming ideas first in writing to help with symbolizing the ideas with imagery. • Represent the concepts of external/environmental space using color theory and texture in watercolors.

Procedure Introduction (15 Min) In small groups, students work on filling in answers to questions of possible exterior spaces outlined for them on a mind map with prompts created by the teacher. Upon completion, each group presents their map to the class. Work Time (30 Min) Students begin the session by incorporating at least one dry medium somewhere in their paintings. Student are to use their exterior space group mind maps for ideas on what to put in their

work. Students are expected to complete both interior and exterior spaces by the end of the session. Clean Up (10 Min) Within each table group, one student dumps the water cup, one cleans all the group-mates’ brushes, another wipes down the tables in group. Closure (5 Min) Teacher and students do a gallery walk of the completed work around the classroom.

Teacher Material • Digital Camera • Display board of different watercolor texture techniques • Watercolor paper • Oil Pastel • Paint brushes • Water cups • Paper towels • Newspaper • Cotton balls, plastic wrap, sponges, salt Learners’ Material • Watercolors • Dry media (markers, crayons, pencil) Activity

Minutes

Introduction Work Time Clean Up Closure

15 30 10 5

Total

Student Gallery Studentâ&#x20AC;&#x2122;s watercolor paintings

Lesson Plan 6 Space: Converted Spaces - Land Art

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives

• Learn about converted spaces in land art through examples of contemporary artists such as Andy Goldsworthy and Sylvian Meyer, and through examples in nature with Australian Bowerbird nests. • Demonstrate their understanding of land art through their own creation and documentation of altered spaces using their own classroom supplies as materials, and photographing their creation.

Vocabulary 1. Land Art – Artwork created in nature using materials from nature. 2. Photography – Documenting/recording a moment in time and in a space through an image. 3. Perspective – The viewpoint from which you see/frame something. 4. Installation – Artwork that is dependent on the space it exists in. 5. Bowerbirds – An Australian bird that creates very complicated nests using objects it finds in nature to attract a female partner. 6. Composition – The arrangement of objects in a space.

Procedure Introduction (5 Min) Teacher introduces students to the subject of the day, asking students what they think land art is. Discussion (15 Min) Teacher shows PowerPoint on land artists and Bowerbirds, asking why students think artists may choose to work with the land, how the installation changes the meaning of a space, what aspect of the work they consider art (process, installation or photograph), what they like and dislike about this type of work, etc. Teacher also covers perspective and composition as it is understood in photography.

Work Time (25 Min) Student work separately or in pairs on a land art piece with their own school supplies and desk/chair space. Once the piece is completed, each individual student takes a photograph from his/her own unique perspective. Clean Up (10 Min) Each student is responsible for returning all items and furniture back to where they belongs. Closure (5 Min) After going through the experience, teacher and students discuss what aspect of the project felt like a work of art to them, the process, the now deconstructed installation, or the photograph?

Fine Arts Goals Met • 25.A.2d Identify and describe the elements of 2- and 3- dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbols and story. • 27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

Teacher Material • Digital Camera • Powerpoint on Land Art • Smartboard Learners’ Material • Two large objects from own supplies • A handful of smaller objects from own supplies • Desk and chair

Activity

Minutes

Introduction Discussion Work Time Clean Up Closure

5 15 25 10 5

Total

Student Gallery Studentsâ&#x20AC;&#x2122; (classroom) land art

Lesson Plan 7 Space: Converted Spaces - Trash Art

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives

• Discuss the different forms and purposes of contemporary trash art through a PowerPoint presentation on Tim Noble & Sue Webster, Kyle Bean and the movie Waste Land. • Reflect on the purpose behind self-portraits in artistic tradition through a conversation on a PowerPoint presentation of self-portraits throughout art history. • Develop their interpretation of trash art and self-portraiture by collaging their collected trash onto a photograph of themselves.

Vocabulary 1. Trash Art – Artwork created out of waste, or materials meant to be thrown away. 2. Self-Portrait – Old artistic tradition of rendering an artistic representation of one’s self. 3. Upcycling – Converting seemingly useless, old or even thrown away materials into something new and functional. 4. Opaque/Translucent – How well you can see through a layer; opaque means it is hard or impossible to see through, while translucent is easy to see.

Procedure Introduction (5 Min) Teacher introduces students to the subject of the day, asking students what they think trash art is. Discussion (15 Min) Teacher shows PowerPoint on trash artists, asking students to point out ways that the artists altered the trash to turn it into an art material. Teacher asks the students what they think artists are trying to say by using trash as art. Teacher also talks about the history of self-portraiture, asking students why they think artists make artwork about themselves.

Work Time (25 Min) Students work on glueing their collected trash onto a high-contrast, black/white photograph of their portrait, printed out by the teacher. Students are encouraged to vary using large/small and opaque/translucent pieces of trash. Clean Up (10 Min) Students are to collect their scraps in the newspaper covering their table to be thrown out, and wash their hands. Closure (5 Min) Students do a short gallery walk, reflecting on what a self-portrait means to them after using personal trash as a material.

Teacher Material • Digital Camera • Powerpoint on Trash Art • Smartboard • Newspapers • Exemplar • Portrait photographs of students • Elmer’s Glue • Extra Trash Learners’ Material • Elmer’s Glue • Personal Trash Activity

Minutes

Introduction Discussion Work Time Clean Up Closure

5 15 25 10 5

Total

Student Gallery Studentsâ&#x20AC;&#x2122; trash artworks

Lesson Plan 8 Space: Critique & Graphic Novels

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives • Be introduced to art conversation and visual analysis through a class critique of their artwork, specifically their waterocolor paintings and their intented meaning behind the symbolism. • Discover the combined artistic and narrative features of graphic novels through a class activity comparing examples, and the creation of their own graphic novels about their personal investigation and growth in their interpretation of space and art.

Vocabulary 1. Critique – A conversation about the visual qualities of a piece of artwork. 2. Graphic Novel – A book that uses pictures and text narrating the pictures, instead of words in a normal book, to tell a story. 3. Composition – The arrangement of objects in a space. 4. Line Quality – The way you make a mark to create a sense of weight, texture, and movement. 5. Line Technique – Different ways to make a mark, like cross-hatching, stipling, contour line, directional line, gesteral line, etc.

Procedure Introduction (10 Min) Teacher explains meaning and purpose of a class critique, while laying out the different projects around the room. Critique (20 Min) Teacher and students walk around the room to the different art projects laid out, reminding each other of the themes and ideas behind each one and pointing out the pieces that best demonstrate those ideas. Students gather around to talk about the watercolor project, each getting one penny to talk about one piece of work. Each student has a minute to talk about the intent behind the symbolism in their own work, while another student offers feedback on what aspect of the painting best shows the artist’s intent.

Transition (5 Min) Teacher and students gather all art projects from around the room, and return to their desks. Graphic Novels (15 Min) Teacher distributes examples of graphic novels and has students compare the composition, color, line quality and techniques of each novel. The class discusses the advantages in telling a story through a graphic novel in comparison to a regular novel. Closure (10 Min) Using their sketchbook, Teacher and students list off the different concepts about space and art projects covered in the past 8 weeks. Teacher gives the assignment for students to take their sketchbooks home and create a graphic novel reflecting on the changes in their understanding of the concept of space and art.

Fine Arts Goals Met • 25.B.2 Understand how elements and principles combine within an art form to express ideas. • 25.A.2d Identify and describe the elements of 2- and 3- dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbols and story.

Teacher Material • Digital Camera • Graphic Novel exemplars • Pennies • Students Artwork (Watercolor, Collage, Land/Trash Art) Learners’ Material • Sketchbook • Pencil/Colored • Pen/Marker

Activity

Minutes

Introduction Critique Transition Graphic Novels Closure

10 20 5 15 10

Total

Lesson Plan 9 Space: Curating, Critique & Closure

3rd-4th Grade Tuesday School Fall 2011

Maya Koenig

Objectives

• Use their knowledge of composition, color, line quality and design to curate a student art show through a collaborative activity with a student from the 1st-2nd grade class. • Participate in a different format of critique with a scavenger hunt around the gallery in their pairs, focusing on specific visual elements to talk about when in the larger group critique. • Reflect on their growth in their understanding of the unit, through sharing their graphic novels with the class.

Vocabulary 1. Critique – A conversation about the visual qualities of a piece of artwork. 2. Composition – The arrangement of objects in a space. 3. Balance – A sense of even distribution and arrangement between objects in a space in relationship to each other. 4. Collaboration – The act of working with another person to create something and achieve a goal. 5. Curate – The act of organizing and setting up an art show/gallery. 6. Gallery – A setting where artwork is displayed for an audience; where a gallery walk takes place for audience members to move about the location to view the artwork. 7. Audience – The viewers of the artwork; gallery spaces are intended for an audience to view the work.

Procedure Introduction (10 Min) Both classes are brought to the cafeteria. Teachers talk about how to collaborate on curating an art show, ideas regarding composition and balance when displaying artwork, and the role of the audience in a gallery space. Curating (10 Min) Each older student is paired with a younger student to curate one art project from either class. Students can pick any space around the room to display the work. Silent Gallery Walk (1 Min) Students are given a minute to view the work silently on their own. Scavenger Hunt (10 Min) Each pair gets a series of slips that have a visual quality about an art piece for the students to place on different artworks that they

feel best describe that visual quality. Critique (10 Min) Both classes view 2-3 works that have the most slips and talk about the ways in which the artwork demonstrates the visual qualities it was tagged to. Clean Up (4 Min) Each pair collects the artwork that they curated, with the right member of the group taking the artwork back to the classroom. Closure (15 Min) Students return artwork from the show back to their classmates. Students create paperfolded portfolios for their work. Students share their graphic novels with a partner, then tell the class what they learned about their partner’s growth in their understanding of space and art from the graphic novel.

Fine Arts Goals Met • 25.A.2d Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story. • 27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

Teacher Material • Digital Camera • All students’ artworks • Cafeteria space • Scavenger hunt slips • Paper for portfolios

Learners’ Material • Sketchbook/Graphic Novels

Activity

Minute(s)

Introduction Curating Silent Gallery Walk Scavenger Hunt Critique Clean Up Closure

10 10 1 10 10 4 15

Total

Student Gallery Studentsâ&#x20AC;&#x2122; art show & critique

Supplementary Material Student Survey

Hi, my name is ___________________ and here is a bit about me! Fast Questions:

1.) When I grow up I want to be a _______________________________________________ 2.) I like to daydream about

________________________________________________________

3.) A habit that I have while I think is to

________________________________________

____________________________________________________________ __________________________________

Thinking Questions:

4.) What I expect to learn in this art class is __________________________________ ____________________________________________________________ __________________________________

____________________________________________________________ __________________________________

5.) One thing that I want the art teacher to know about me is __________ ____________________________________________________________ __________________________________

____________________________________________________________ __________________________________

Represent! Draw three images that would best represent you if you were a/an: Animal

Why? _______________________

Food

Plant

Why? _______________________

Why? _______________________ Maya Koenig ! koenig"@illinois#edu ! UIUC Tuesday School

Supplementary Material Newsletter to parents/guardians

Art in the Classroom | Maya Koenig |

Newsletter Highlights -

About Me

Themes & Examples of our Curriculum Content

Our Art Class Goals

Art Class is Coming to Prarieview-Ogden North! Hello students, parents and teachers of Prarieview-Ogden North. My name is Maya Koenig, and I will be the art rd th teacher of your 3 and 4 grade classes for the next 9 weeks! I am currently a senior at the University of Illinois, pursuing a dual degree in Art Education and Painting, with an endorsement in ESL. I just returned from my study abroad in a small town called Cortona in Italy. There, I studied painting, bookmaking, and film photography. I also had the chance to th teach art to Italian 6 graders! In the next 9 weeks, students and I will be exploring the topic of sustainability and space. We will be asking ourselves, “How do I affect the spaces around me?” “What were these spaces like before me, my family, my community?” “What are some deeper, unconventional interpretations of inner space and outer space?”

We will look into these concepts through different artistic disciplines. Some might include 2-D practices like drawing, paintings and collage making. Others methods might include working off the page, in performance art, sculpture, installation and new media. By the end of our experience together, our goal is to have developed skills in thinking critically, not only about space and sustainability, but our art practice, our interactions, and about who we are in the world we live in. We will also have a much broader knowledge of traditional and contemporary art practices from our experiences in working with them. And now, let us make some art!

Maya Koenig

Maya Koenig ! koenig"@illinois#edu ! UIUC Tuesday School

Please fill out, cut and return this with your child by the next class. Thank you!

I, _________________, hereby give permission for my child, _________________, to be photographed for the purposes of Miss Maya’s portfolio development. ___ / ___ / _____ (Date) I, _________________, hereby DO NOT give permission for my child, _________________, to be photographed for reasons that do not need to be disclosed here. ___ / ___ / _____ (Date)

Supplementary Material Class mind map for brainstorming ideas about exterior space, after having painting their body silhouettes about their personal/internal spaces

Most personal space Space directly around me

Exterior (Outside) Space Scary places Places where I leave a mark or have an impact on

Important objects or people around me

Dream/ Imaginary Space

Favorite place

Supplementary Material Presentation on Land Art

Supplementary Material Presentation on Trash Art

Supplementary Material Critique strips for students to place on a piece of work they feel best illustrates each quality

Visual Quality Slips Lots of details Uses cool colors Uses warm colors Sends a message Has a unique message Very BOLD Abstract Tells a story Interesting textures Very bright Very dark Uses symbols to make meaning Creative use of recycled materials

Middle School

Y EM AYA L KLO EO W NIG

Middle School Light Drawing

Maya Koenig

Objectives

• Students will be able to demonstrate knowledge of contour and gesture drawing through a light drawing that incorporates both types of lines, using a flashlight and 15 second long exposure camera. • Students will be able to work in a cooperative team, sharing one camera amongst 3-4 people, taking turns directing and standing in as models in the photoshoot.

Professional Teaching Internship East Prairie School Fall 2012 Fine Arts Goals Met • 26.A.2e: Describe the relationships among media, tools/technology and processes. •26.A.3e: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.

Vocabulary

• Exposure (Photography): The total amount of time the hole (shutter) stays open for the camera to receive light and create the photograph. • Line Drawing: A drawing made with lines only. • Contour drawing: Lines that show the borders or edges of the subject. • Gesture drawing: Drawings that have many lines filling the subject, usually to show movement.

Student Gallery

Teacher Material • PowerPoint • Butcher paper • Markers • Digital cameras with 15 second long exposure • Flashlights • Black paper to cover lit windows surrounding room Learners’ Material • Butcher paper • Markers • Digital cameras with 15 second long exposure • Flashlights

Procedure Introduction (10 Min) Teacher shows student PowerPoint on Light (Painting) Drawing, describing both line drawing types and the functions of the camera that cause the light drawing effect. Students look at artists that work in this medium, including Pablo Picasso and contemporary artists Brian Matthew Hart & Dena Pickering. Drawing Demonstration (5 Min) Teacher and students hang butcher paper on the walls of the classroom. Students are asked to partner up with one other person. Teacher demonstrates making a gesture and then line drawing of her partner, under the 15 second time limit. She explains that students will only have 15 seconds with the cameraâ&#x20AC;&#x2122;s shutter open to create their light drawings.

Class Workshop (10 Min) Students switch off drawing each other as the teacher times 15 seconds each session. Each student is given a chance to create both line and gesture drawings, as well as model. Clean Up (3 Min) Students take down and wrap up butcher paper and put away drawing markers. Closure /Assessment (2 Min) Teacher asks students to describe the difference between both types of line drawings. Teacher explains that students will be doing these drawings next lesson with flashlights and cameras. Activity

Minutes

Introduction Drawing Demonstration Class Workshop Clean Up Closure

10 5 10 3 2

Total

Procedure Introduction/Demonstration (5 Min) Teacher demonstrates how to set up camera for a long exposure shot, and create a light drawing by pointing the flashlight into the camera. Teacher asks that each student produce two good shot that demonstrate a contour and a gesture drawing. Class Workshop (20 Min) Students switch off creating light drawings using the techniques and lines talked about. Teacher rotates around to each group, helping out with focusing the camera, timing of the light drawing, and general ideas for shots. Clean Up(3 Min) Students return cameras and flashlights, rearrange art room if objects were moved around during the workshop.

Closure (2 Min) Teacher announces that she will upload each groupâ&#x20AC;&#x2122;s pictures and that the next class will be for printing two good shots for each student that demonstrates contour and gesture with light. Assessment Teacher looks at final printed photos to see that students made a contour drawing of an object, figure, etc. while also creating a gesture drawing to show movement or action between or within an object. Activity

Minutes

Introduction/Demo Class Workshop Clean Up Closure

5 20 3 2

Total

LIGHT (painting) DRAWING

Supplementary Material

LIGHT(Painting) (painting)Drawing DRAWING Presentation on Light EPS

Goal

Thoughtsâ&#x20AC;Ś

Create a light drawing with gesture and contour lines using different colored lights and long exposure photography.

What is happening with light during a long exposure to create such an effect? What art form would you consider this (drawing, photography, performance)?

LIGHT (painting) DRAWING LIGHT (painting) DRAWING EPS

Thoughtsâ&#x20AC;Ś

Create a light drawing with gesture and contour lines using different colored lights and long exposure photography.

What is happening with light during a long exposure to create such an effect? What art form would you consider this (drawing, photography, performance)?

Long!Exposure

Process 1 Learn about photography and long exposures. 2 Review types of line drawings. 3 Practice contour and gesture drawings on paper, then with light. 4 Play with different types of recycled objects as color filters for flashlights. Process

Goal

Exposure (Photography): The total amount of time the hole (aperture) stays open for the camera to receive light and create the photograph. More time for letting in light, the more you can see in a dark place.

Long Exposure Photograph by Aaron Gore

1 Learn about photography and long exposures. 2 Review types of line drawings. 3 Practice contour and gesture drawings on paper, then Long!Exposure with light. 4 Play with different types of recycled objects as color filters for flashlights. Long Exposure Photograph by Aaron Gore

When the shutter is open longer, it catches all movements, especially light whichLong!Exposure photography is sensitive to. Exposure (Photography): The total amount of time the hole (aperture) stays open for the camera to receive light and create the photograph. More time for letting in light, the more you can see in a dark place.

Line!Drawing

When the shutter is open longer, it catches Line all movements, Drawing is aespecially drawing made with lines only. light which photography is sensitive to.

Contour Drawing By Gustav Klimt

Contour drawings are of the borders or edges of the subject.

1 Gesture Drawing By Henri ToulouseLautrec

Gesture drawings have many lines filling the subject, usually to show movement.

Supplementary Material Presentation on Light (Painting) Drawing

Line!Drawing

Contour drawings show the borders or edges of the subject.

Long Exposure + Line Drawing = LIGHT (painting) DRAWING

Pablo!Picasso

Long Exposure + Line Drawing = LIGHT (painting) DRAWING

Gesture drawings have many lines filling the subject, usually to show movement.

Pablo Picasso

Featured!Artists Ms. K

- Pablo Picasso - Brian Matthew Hart & Dena Pickering - Aaron Gore - You (Students’ Works)

Featured!Artists - Pablo Picasso - Brian Matthew Hart & Dena Pickering - Aaron Gore - You (Students’ Works)

Dena!Pickering

Brian!Matthew!Hart Brian!Matthew!Hart

Presentation on Light (Painting) Drawing

Dena!Pickering

Supplementary Material

Aaron!Gore

Presentation on Light (Painting) Drawing

Studentsâ&#x20AC;&#x2122;!Works Studentsâ&#x20AC;&#x2122;!Works

Urbana!Free!Library Urbana!Free!Library

Supplementary Material Presentation on Light (Painting) Drawing

How!To? Ghost Sharp Line

Point flashlight directly at camera

Point flashlight at yourself and

How!To? don’t move until flashlight is off Ghost

Sharp Line

Links - Tokihiro Sato http://www.hainesgallery.com/artists/S ato_Tokihiro/Sato_01.html

- Many artists

Point flashlight directly at camera

Point flashlight at yourself and don’t move until flashlight is off

http://lightpaintingphotography.com/

- Picasso’s Light Paintings http://life.time.com/culture/pica sso-drawing-with-light/ - Brian Matthew Hart https://sites.google.com/site/bria nmatthewhart/recentextrapol ations