Museum of Art - DeLand’s 2015 - 16 Art of Reflection and Response Teacher Institute Participating Volusia County Teacher and Student Anthology
Experience the Power of Art
Museum of Art - DeLand 600 N. Woodland Blvd. DeLand, FL 32720 Museum of Art - DeLand Downtown 100 N. Woodland Blvd., DeLand, FL 32720 MoArtDeLand.org 386.734.4371
Established in 1951, the Museum of Art - DeLand, Florida, is a vital and interactive non-profit community visual arts museum dedicated to the collecting, preservation, study, display and educational use of the fine arts. The Museum of Art - DeLand, Florida, is a 501(c)3 organization incorporated in the State of Florida and is a member of the American Alliance of Museums and the Florida Association of Museums.
Gallery Hours & Admission Tuesday - Saturday 10 a.m. - 4 p.m. Sunday 1 to 4 p.m. Museum Members and children under 12: No Charge Admission $5 Special Exhibitions $10
Printed E.O. Painter Printing Co. DeLeon Springs, FL Museum of Art - DeLand
Copyright 2016 Museum of Art - DeLand, Florida. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or any other method without written consent by the Museum of Art - DeLand, Florida.
Sponsored in part by the State of Florida, Department of State, Division of Cultural Affairs, the Florida Council on Arts and Culture
2
A Special Thank You “I would like to extend a personal thank you to the following individuals for their support and participation in this year-long program.” Pam Coffman Curator of Education Museum of Art - DeLand Art of Reflection, Response Teacher’s Institute Director
The Family of Dr. Evans C. Johnson for their generous sponsorship of the Art of Reflection and Response Teacher Institute. Betty Drees Johnson for her unwavering patronage and support of the Museum’s education programs for children, youth and the Art of Reflection and Response Teacher Institute. Suzi Preston, Volusia County Schools Visual Arts Specialist, for her ongoing efforts and dedication to providing quality arts education programs for the students and teachers in Volusia County public schools. Ms. Preston’s expertise and collaboration in the development and implementation of the Art of Reflection and Response Teacher Institute have been critical to the program’s success. Thank you for being a partner who always goes above and beyond in your support of the Museum’s education programs and visual arts education in Volusia County Schools. To our new teachers participating in 2015-16: Heather Alexander - Spruce Creek High ▪ Lari Beckley - River Springs Middle ▪ Sherri Callahan - Hinson Middle ▪ Katherine Crane - Manatee Cove Elementary ▪ Corinne DeArakal - Spruce Creek Elementary ▪ Beth Doran - Heritage Middle ▪ Elvin Figueroa - River Springs Middle ▪ Thomas Gilbert - DeLand High ▪ Deb Herman - River Springs Middle ▪ Samantha Hughes - New Smyrna Beach Middle ▪ Shannon Kennedy-Brown - George Marks Elementary ▪ Harvey King - Pine Ridge High ▪ Melinda Mosley - Taylor Middle-High ▪ Rebecca Strunks - Forest Lake Elementary ▪ Jennifer Stubbs - Horizon Elementary ▪ Shari Watkins - Horizon Elementary ▪ Margaret Williams - Port Orange Elementary ▪ Elizabeth Zapata -Cothran -Manatee Cove Elementary To our returning teachers participating in 2015-16: Angela Costa - Volusia Pines Elementary ▪ Andrea Finkle - DeLand High ▪ Nancy Hatch - DeBary Elementary ▪ J. Martin Hurtado - River Springs Middle ▪ Carol Larson - George Marks Elementary ▪
Shannon Lasher - Forest Lake Elemen-
tary ▪ Erin Mindigo - Campbell Middle ▪ Susan Nathan - Substitute Teacher ▪ Leah-Marie Pitrone - Taylor Middle-High ▪ Clare Radigan - River Springs Middle ▪ Petra Ramirez - Deltona High ▪ Karen Richter - Southwestern Middle ▪ Cacee Rose - Holly Hill School ▪ Darlene Stewart - Ivy Hawn Charter School of the Arts ▪ Barbara Wells - Blue Lake Elementary ▪ Caroline Zendt - Starke Elementary
3
Introduction In July of 2014 the Museum of Art - DeLand launched a new professional development program, The Art of Reflection and Response Teacher Institute. Eighteen K-12 Volusia County teachers embarked upon a year-long journey that provided them with the opportunity for personal and professional growth by reinvigorating their creative spirit, connecting with like-minded colleagues, and refreshing their classroom teaching with new ideas. Even though the teachers had to give up three days of summer vacation and numerous Saturdays, the Institute was an overwhelming success. When it was time for the program to end, there was unanimous agreement that a second year was 2015-16 teachers participating in gallery viewing and response activity. in order. Fast forward to July of 2015 when the Museum welcomed eighteen new K-12 teachers into the 2015-16 Institute and added a second training session for sixteen retuning teachers from the previous year. Throughout the course of 2015-16 both dedicated groups of teachers engaged in listening, sharing, responding, and reflecting upon concepts such as: personal creativity and inspiration, collaboration, arts integration, teaching strategies and the connection between visual and verbal literacy. The Institute’s approach to professional development encourages more involvement and ownership from the teachers; gives them more time to discuss, share and reflect on how they are incorporating material into their classroom practice; expands opportunities for feedback; allows teachers to set longer term goals; provides ongoing support from the Museum and their peers; and allocates sufficient time to assess their progress toward the goals they've set, and most importantly acknowledges the professional experience, ability and desire of the teachers to be champions of change. The Institute emphasizes the connection between visual and verbal literacy by incorporating an arts integration, inquiry-based model that goes beyond creating art projects in class; it is a teaching strategy that helps teachers merge arts standards with core curricula to build connections and make engaging correlations across content areas. Incorporating the intersection between Florida Core Language Arts and Mathematics Standards and Visual Art encourages the development of actively engaged students and provides enhanced opportunities for teacher collaboration. Through modeling, guided practice, research, reflection, and application, participants discover ways in which inquiry-based learning through visual arts can be used to develop literacy skills, support the core curricula, and differentiate instruction for English-language learners and gifted and talented students.
Perhaps the best assessment of The Art of Reflection and Response Teacher Institute comes from the teacher participants‌
4
Teacher’s Comments “Personally, The Art of Reflection and Response Teacher Institute was so enjoyable! Although it started in the summer and continued throughout the school year, I actually enjoyed attending each session. This is not always the case with professional development, especially in the summer or on Saturdays!!! The instructors and presenters were extremely knowledgeable, enjoyable, and supportive. The atmosphere was relaxed and not intimidating, especially since I am not an art teacher or artist. It was very conducive to learning and I learned so much, not only from the instructors, but from my colleagues in the class, as well. I highly recommend The Art of Reflection and Response Teacher Institute. It broadened my horizons and my ability as a teacher to integrate art across the curriculum so I can provide my students with a more meaningful, engaging, and rigorous education. It has made me want to participate in more art endeavors, and was an amazing and fun experience that allowed me to grow both personally and professionally. My interest and enthusiasm for infusing art into my teaching and my life were sparked!” - Fran Corradetti, K- 2, Combination Gifted Woodward Elementary, 2014-15 Participant Reflection
“When I first saw that Museum of Art-DeLand was offering the Art of Reflection and Response Teacher Institute, I thought what a great opportunity to gain some new, creative perspectives for my middle school language arts classes. I had already been experimenting with visual literacy techniques, and I saw this as an opportunity to grow some more. We started off with yummy treats, great conversation, and stimulating exercises. (The instructors) gave it their all to make sure we felt welcome, appreciated, and cared for. What a great environment for learning and an example of how our classes should be! At the conclusion of each day of our three summer days, we each received a gift in addition to all of the wonderful work and collaboration we’d shared. This three day workshop during the summer left me energized and eager to bring the new things I had learned into the classroom. Right off during the first quarter with my 8th grade students, I used the cultural map lesson I had learned at the institute. The students were engaged and created some wonderful maps. I used images from the CD of the museum’s permanent collection to elicit written responses from both my 7th and 8th grade students. I also found myself using the critical elements for viewing art as I a deepened the discussion about literature. I am going to be using the storyboard ideas as my students as summarizing chapters in The Giver. When we gathered again in the fall and spring, it was a joyful reunion. The Art of Reflection and Response Teacher Institute has indeed been one of the best learning and collaborating experiences I’ve had in my teaching career.” Andrea Finkle Language Arts 6 - 8 Southwestern Middle School, 2014-15 Participant Reflection
“Asking a teacher to give up several Saturdays and three days in summer to participate in a professional development program might seem like too much to ask for some, but all of us who participated in the 2014-15 Teacher Institute would agree--we wanted more. The networking opportunities, creative ideas and sharing were invaluable for each and every one of us that participated. The offering of resources from the museum and from each other assisted in expanding the focus of our own classroom to include using Art to develop writing, using Art to assist students in becoming culturally aware, using Art to promote creativity.” Darlene Stewart K- 8 Drama Ivy Hawn Charter School of the Arts, 2014-15 Participant Reflection
5
The selected artworks and writing included in this publication were produced by both groups of the 2015-16 Art of Reflection and Response Teacher Institute participants and from students in their respective classes. The Museum’s Department of Education worked collaboratively with Suzi Preston, Visual Arts Specialist Volusia County Schools, to develop and implement this professional development program and accompanying classroom materials and resources.
6
2015-16 New Teacher Participants Art of Reflection and Response Teacher Institute
Heather Alexander - Spruce Creek High Lari Beckley - River Springs Middle Sherri Callahan - Hinson Middle Katherine Crane - Manatee Cove Elementary Corinne DeArakal - Spruce Creek Elementary Beth Doran - Heritage Middle Elvin Figueroa - River Springs Middle Thomas Gilbert - DeLand High Deb Herman - River Springs Middle Samantha Hughes - New Smyrna Beach Middle Shannon Kennedy-Brown - George Marks Elementary Harvey King - Pine Ridge High Melinda Mosley - Taylor Middle-High Rebecca Strunks - Forest Lake Elementary Jennifer Stubbs - Horizon Elementary Shari Watkins - Horizon Elementary Margaret Williams - Port Orange Elementary Elizabeth Zapata-Cothran - Manatee Cove Elementary
7
Heather Alexander Grades 9 - 12, Ceramics 1 & 2 ▪ Spruce Creek High School Lesson Title: What’s Inside My Head Resources/References: All the level I art teachers decided on a theme. Mid-year all students created an artwork to address that theme.
Strategy: In ceramics I, the students completed a bank assignment that communicated with the viewer their reason for saving money. They also completed an activity in class trying to find meaning in a selection of contemporary ceramic artworks. It was a challenge encouraging students to push through their first ideas and really develop rich imagery and meaning to fit the theme. Students generated ideas online in “Padlet”. I made multiple tic-tac-toe boards using their suggestions, they created sketches and maquettes from the game board.
Student Outcomes: The students created a sculpture or vessel to communicate their thoughts. They wrote a blog entry reflecting on how effective they were communicating with others through their artwork.
Teacher Outcomes: I had high hopes of encouraging diversity in their work. The students completed the project up until Winter Break, fifteen snowmen were produced.
Teacher Reflection: I think the theme was too difficult for a level I class. The most accessible pieces were nominated by their peers to be in the show with more thoughtful projects being overlooked. The “Artistic Behavior” emphasized in this project was on “communicates with others”; it would be helpful to also include “global awareness” and “artists observe”.
Levi Parsons Grade 11 Artwork and Reflection - What’s Inside My Head, Teacher - Heather Alexnder For this blog I am choosing to write about my “What’s inside my head project.” For this project I made a rain drop, and the rain drop is going into a puddle of water which makes a splash. I covered the project with a blue glaze. I put three coats of the glaze on it. The project has a smooth texture on it. There is three defining circular lines on the project. One where the rain drop meets the platform (puddle), the first “ripple”, and then the outside. The project has a downward movement in the middle and an upward movement on the edges. The emphasis is in the center of the project where the main water drop is. The middle rain drop is exaggerated in size. I chose to do a water drop because I am very active in the water. I swim competitively, I am a swim coach, and I am a lifeguard. In the end after it was fired I think that the project came out good. I like the results of it. When it came out of the kiln the project wasn’t equally coated. That is the only thing that I don’t think turned out successfully. I do like the color and I do think that the project was successful.
8
Heather Alexander - Teacher Lesson Title: Self Assessment of Artistic Behaviors Resources/References: I joined the High School TAB (Teaching Artistic Behaviors) teachers group on Facebook. Jean Barnett is a high school art teacher in Texas, she shared the rubric she was using with the group. This school year was my first year focusing on the process, not the product, in the classroom so I used her rubric. It includes the following behaviors: Artists…create original work, develop art making skills, solve problems, communicate, observe, reflect, take risks, expand their global awareness, collaborate /are a part of a community.
Strategy: At the end of the third quarter we reviewed three behaviors each day during the “bell ringer” activity. Students assessed their level of achievement on the rubric and wrote in a few notes that justified their evaluation. The following week students selected two areas that were their strengths and two areas to improve upon in the final grading period. They wrote one to two paragraphs explaining their strengths and writing a plan to support artistic growth.
Student Outcomes: The students wrote personalized reflections of their progress thus far. Ultimately the writing artifact will support their final digital portfolio and reflection at the end of the school year.
Teacher Outcomes: While I have had students reflecting on their artworks all along, I gained insight into their understandings of growth when they focused on their behaviors. I felt that the introduction of the activity through bell ringers helped support reluctant or low performing writers.
Teacher Reflection: As we worked on the rubric it helped me coach the students by reinforcing how activities or extra effort helped them reach new goals on the rubric. This fell in line with setting high academic expectations by requesting that students ask and answer like a scholar as described in “Teach Like a Champion 2.0” that I learned about through a book study earlier in the year. Asking that students participate in studio activities “like an artist” redirects those who don’t want to practice new skills, take risks, or develop an awareness of the world beyond the classroom.
Nicole Grippa Grade 9 Student Reflection, Teacher - Heather Alexander My two main strengths are taking risks and collaborating. Takings risks is definitely an area I have become strong in throughout this year. An example of this would be my “What’s Inside my Head” project. I left a bumpy texture and filled in underglaze into the bumps. Then I layered a color on top of it, and then around the rim. After being glazed this left a tie dye type coloring to it. Another risk I took was with my vase project. It wasn’t following the template or turning out how I had hoped. I took a risk by deciding to restart late in the game. It is taking a lot of work to get it finished, but it will be a good risk taken because it will turn out more successful. .Another one of my stronger areas is being able to collaborate. Our table is very social, so we often collaborate about our artwork. My table partners helped me take the risk of starting my vase over. We also often critique each other and collaborate about how to improve our artwork. For our “What’s Inside my Head” project we helped each other decide which idea to go with. My two ideas came down to a sunshine and a volleyball. My table partners, Kyndall, Ashley, and Jake helped me decide on the sunshine piece. The two areas I need to improve on are solving problems. I tend to give up or restart instead of working through the issues. I want to use better craftsmanship skills and apply myself to solve problems so my artwork improves. I am going to work on things like even wall thickness, strongly connected coils and smooth surfaces to help avoid some of the problems I have been running into with my work. Another skill I would like to work to improve on is reflecting on my work. I need to use more specific details in my blog. Also, I need to start taking more progress pictures when working on a piece so I can be more specific with where I ran into problems and the parts I did successfully. In pottery class I have gained multiple skills and still have areas that need improvement. http://nicole3sc19.edublogs.org/2016/02/13/blog7/ 9
Lari Beckley Grade 8, U.S. History/Gifted ▪ River Springs Middle School As a result of participating in the Art of Reflection and Response Teacher Institute, I have learned to look at art and images much differently than before. I have learned to patiently and methodically look at art from a deeper perspective, going beyond first impressions and obvious details. As a teacher, I have tried to help my students understand that art is relevant to history. Using Feldman’s Model of Art Criticism, we have looked at many images this year, and they have developed a deeper understanding of art, whether it be a painting, an advertisement, a political cartoon, or a photograph. When recently visiting the National Gallery of Art in Washington, D.C., I took time to study works of arts, rather than just glance at them. It proved to be a more fulfilling experience, compared to previous years, when I would simply look at art, rather than examining and delving deeper. Being exposed to unfamiliar artists through the Teacher Institute has forced me to look out of my “comfort zone” in regards to lesser known artists, and consider new artists, less conventional art styles and genres, and begin to enjoy a much larger world of art and artists. As I develop these new skills of art analysis, understanding creativity, and personal expression through art, I will continue to include them in my classroom. My desire is that my students will not be hesitant to study art, and will even embrace the opportunity to express themselves artistically, regardless of skill level. In my Social Studies classroom, I want my students to see the relationship between historical events and works of art, and understand that art is not simply something to look at, but can tell a story and help the viewer recognize the emotions, perceptions and historical ideas related to a historical event or time period. I look forward to further opportunities at the Museum of Art-DeLand and am very appreciative of what I have experienced and learned there this school year.
10
Lari Beckley - Teacher Lesson Title: “Test Review, Using Historical Art: The Road to Revolution” Using their class notes and historical art related to the time period studied (the events leading to the War for Independence, beginning in 1754-1775), students were prompted by the images to reflect on the events and attitudes of the time period. Students were given a graphic organizer to help them organize details and their understanding of the paintings. They were expected to be able to understand the power of images in conveying particular events, attitudes, and ideas leading to the start of the War for Independence. The lesson also served as a review for the test. Images retrieved from various websites include: “Join or Die” political cartoon by Benjamin Franklin, 1754 ”The Bloody Massacre in King-Street”, by Paul Revere, 1770 ”The Destruction of Tea at Boston Harbor”, by N. Currier, 1846 “The First Fight for Independence, Lexington Common, April 19, 1775”, by William Barnes Wollan, 1910 Portrait of “George III, 1738 – 1820”, by Allan Ramsey, 1761-1762 As each image was displayed through the projector, students were asked to take a few moments to silently observe the painting. Then they were asked questions according to Feldman’s Model of Art Criticism. Students made observations and then were asked to interpret the art in the context of the historical event, based on their prior knowledge and class notes. As they were observing, they completed the graphic organizer, identifying the title, artist and date of the painting, as well as important detail, ideas, and images portrayed in the art. As students worked on completing the graphic organizer, they were reflecting on the historical facts versus the artist’s interpretation of the historical event. Through our class discussion, I was able to correct any misunderstanding of historical facts, and help students understand visual symbols, artistic license, and art interpretation. I observed several students making connections between the actual event and the historical portrayal of the event. Some students “went deeper” into the art, and made observations that other students had not, seeing fine details and interpreting what they saw in a more reflective manner.
Title or description:
Artist and date:
Important images or ideas:
11
Sherri Callahan Grades 6 - 8, 3D Art ▪ Hinson Middle School The Art of Reflection and Response Teacher Institute was so FUN because I got to be the student and my classroom was an art museum! Pam and Suzi, our facilitators planned and prepared demanding and rewarding activities conveying the relationship of word and image. I like to think that this experience was “R&R” for Art Teachers as it fueled my creative tank and added to my teaching toolbox. My classroom and students are in for a treat with all the new methods I have learned for experiencing artwork! If there is one feeling I could recreate in my classroom, it would be the uplifting and sharing environment of the R & R Institute. I hope to replicate the non-judgmental environment we shared in my own art classroom. There was never criticism or comparison of any of the writings and works we created and everyone shared or displayed their work. Students love to show me their artwork and I want to encourage an atmosphere where they are excited to share with each other, unafraid or embarrassed because they may lack skill or confidence. Some of my favorite activities include the “before” and “after” scenes inspired by the “Harris Burdick” drawings. I had a lot of fun with “eavesdropping” on a painting, as I gave voices to inanimate objects. Pair/share is enjoyable because your partner inevitably sees details you may have missed. Although it wasn’t an official “learning” activity, the sharing of best teaching practices and personal experiences from all the other teachers filled several pages in my R&R notebook. While I consider the R&R experience a gift, we also received amazing presents too! Sketchbooks, nice pens, art books, museum tomes, breakfast, snacks, coffee, water were thoughtful and such a surprise. I am very thankful to Pam Coffman, Suzi Preston, my R&R classmates and the Museum of Art for this inspiring learning event.
12
Katherine Crane Grade 4, Gifted ▪ Manatee Cove Elementary School The Art of Reflection and Response Teacher Institute has been the most rewarding professional development I’ve participated in to date. As a teacher of gifted students, I am challenged to find new ways to enrich and supplement the core curriculum. I hoped that the Institute would give me some enrichment ideas, and it did, but what I didn’t know beforehand was that I would leave each session inspired. I was, and continue to be, inspired by the ideas presented by Pam and Suzi, by the artwork in the galleries, and by the collaboration with my fellow participants. The teachers that I met over the course of the Institute are amazing, dedicated, creative individuals and I learned as much from them and their classroom experiences as I did from the course curriculum. My greatest concern was whether I would actually be able to incorporate art into a curriculum that, at times, seems jam-packed. How is there time to do one more thing? I’ll admit that, after leaving a session wide-eyed and inspired, I fell into the “my eyes are bigger than my stomach” type of trap. I would leave with a lot of ideas, but I wasn’t able to implement all of them. I am, however, a glass half-full type of person; I did implement some of my ideas and my students benefitted from this. Whether it was creating masks of figures from Greek mythology (under the fantastic tutelage of Suzi Preston – my students keep asking if you’ll come back), or collages inspired by Romare Bearden and the Harlem Renaissance while studying the poetry of Langston Hughes, my students were the true beneficiaries of the Institute. Ideas are as important as products. I wasn’t able to incorporate all of my ideas this year, but that doesn’t mean I can’t develop them in the future. I suppose my biggest takeaway from the Institute is that I now think of art when developing a curriculum unit, or when enriching the standard curriculum for my gifted students. I am so grateful to the sponsors of the Institute for offering this professional development opportunity. Pam Coffman and Suzi Preston are fabulous, creative educators and we were fortunate to learn from them. I look forward to participating in future Institutes at the Museum of Art – DeLand, and will do my part to spread the word among my teaching colleagues. Thank you for a truly inspiring learning experience!
13
Katherine Crane - Teacher Lesson Title: Greek Mythology LAFS.4.RL.3.9: Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures. LAFS.4.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. After learning about Greek Mythology through Jacob’s Ladder passages, D'Aulaires' Book of Greek Myths, and other materials, students will choose a mythological figure to research. The students will use this knowledge to create a mask that represents their figure. The students will make a brief oral presentation to the class about their mythological figure. Students will organize their research notes into a short, three to four paragraphs paper. Finally, students will describe their mask, and explain how it relates to the mythological figure. Students will answer the following questions: 1. If you have selected a god or goddess please indicate what they are the god or goddess of and what special powers they possess. If you have selected a creature or a human being you must find out the story behind them. Why are they important? What is unique about them? 2. What moral was learned from a story associated with your character from mythology? How is the problem or conflict resolved? In other words, how does the myth come to an end; is it a good or bad ending? 3. Is your character linked with a literary allusion? If so, please describe it. How is it used today? If you don’t know of an allusion linked with your figure, create one!
Outcomes: The students really enjoyed this unit. They loved learning about the different myths, and were able to find and discuss the common themes between the stories. After familiarizing themselves with the myths, the students were better able to understand literary allusions. It was especially rewarding to see the students create allusions to mythological figures who weren’t already linked with a well-known allusion.
14
Katherine Crane - Teacher
Joey Roushey The Minotaur Grade 4 Gifted Teacher - Katherine Crane
Grade 4 Gifted Class Greek Mythology Masks Teacher - Katherine Crane 15
Katherine Crane - Teacher Kendall Cecil Hades Grade 4 Gifted Teacher - Katherine Crane
Logan Canizaro Poseidon Grade 4 Gifted Teacher - Katherine Crane 16
Corinne DeArakal Grades 3 - 5, Multi VE â–Ş Spruce Creek Elementary School Participating in the Art of Reflection Teacher Institute was one of the most rewarding professional development experiences for me personally. First of all, I was impressed with the level of creativity demonstrated by the attendees and the Facilitators Pam Coffman and Susan Preston. The first day we met during the summer I was a little intimidated (maybe more than a little.) I do not have an art background and certainly do not consider myself artistically creative. After we were presented with the overview and goals of our 2015-2016 journey, I realized the art coupled with writing and other literacy activities would be the tools we would be learning in order to expand our creativity in the classroom as well as for our own personal growth. From a professional standpoint I was surprised to see the multitude of ways art can be incorporated into academic content areas, while still maintaining alignment with the common core standards we are responsible to maintain. As a teacher of students with severe and profound disabilities, I struggled in the beginning to see how this great, creative information I was obtaining would apply to my classroom setting. As we continued to meet throughout the year, I was able to see the adaptations and modifications I could make for my students, with the help of other participants and of course our facilitators. Through this process I have learned to rethink the development and delivery of my curriculum based lessons and activities. I intend to continue with the institute for 2016-2017 in order to continue developing my resources, knowledge and especially my creativity. The emphasis to be creative and to realize there are many ways to achieve our instructional goal/outcome I feel was one of the most important pieces I took away from the time we spent together. I would certainly recommend to any of my colleagues to enjoy and learn from this journey, as I did.
17
Corinne DeArakal - Teacher Lesson Title: My Rainbow Listing Poem/Monoprinting activity Resources/References: The Monoprinting idea was an activity we participated in at one of our Teacher Institute sessions. Listing Poem idea came from TeachersPayTeachers.
Strategy: Students were to create their Monoprint with the colors of their choosing. Students sprayed the shaving cream with the ink, made designs using skewers, placed the inkjet paper in the tray of shaving cream and put pressure on the paper. The student pulled the paper out of the tray and cleaned the shaving cream off the print using scrapers and paper towels. Students then created Listing Poems (Line 1: topic of poem, Lines 2-10 words that describe the topic.)
Student Outcomes: The students enjoyed this activity. Their level of engagement was exciting to see. They all participated to their level of independence.
Teacher Outcomes : The instructional outcome was for students to reflect on their Monoprint by creating a Listing Poem. Each student traced the color words describing their Rainbow. Each student was provided the level of assistance needed to complete activity.
Teacher Reflection: The students’ work came out very well, our media specialist is going to display them in the media center. In the future I would like to find other art activities that allow the level of independence that this activity afforded. I would also like to incorporate art activities into my other content areas.
Student Monoprints - Teacher - Corinne DeArakal 18
Beth Doran Grades 6 - 8, Exploring 3D Art, 2D & 3D Studio Art 1 ▪ Heritage Middle School When I enrolled in the class I was not really sure what I was getting myself in to. I did so on the recommendation of a teacher who had taken the class last year. Right from the start I was a bit freaked out. We had to write. I don’t write. I loved writing when I was younger but after a very unsuccessful trip into the world of poetry in college I called it quits. A few years ago I asked a colleague what she had done over spring break. She replied “I relaxed and did a lot of journaling.” What??? That did not sound like a great time to me. “It helps me stay grounded.” Hmmm….weird. I found myself so far out of my comfort zone that I wanted to drop out. Not only were we writing…we had to read it in front of everyone. No way. So I thought about how my students would react to this. They are asked to do things every day that they are not comfortable with, yet we expect them to just do it and do it without complaint and to do it well. So I wrote. In the long run I thought that some of it was not bad. I had fun. I looked at artwork longer and harder and with more thought than I usually do. It made me want to spend more time looking at artwork with my students and helping them appreciate artwork even if they don’t like it. I want them to look for the mood and meaning in the artwork of others and to put more thought into their own work. And I make them write. There is no wrong way to write in my class. Opinions, criticisms, observation, artist statements and creative writing. Don’t get me wrong. I am still way out of my comfort zone. But I have come to the realization that my comfort zone is a little boring!
Lesson Plan Lesson Plan Title: Grade 6 Literary Characters Resources/References: Steal Like an Artist; various cartoon characters Strategy: Each student will create and write a story about an original character. Student Outcomes: After brainstorming with peers and creating several thumbnail drawings each student will create an original character. The students will illustrate the character, write a story about the character and sculpt the character out of clay.
Teacher Outcomes: In an effort to make the students more willing to be creative and original we talked about how our favorite characters came about… artist doodles, sketches and brainstorming that ultimately yielded a character. When asked to create an original character my students often come up with something that looks very much like a character that is already established and copyrighted. In the book “Steal Like An Artist”, author Austin Kleon makes the point that artists get their ideas from many places and often “steal” (borrow?) from other sources. Before we started we talked about the difference between outright copying and borrowing bits and pieces of things to make the final product unique. I think this helped make the process easier for the students. The finished characters and stories were unique and interesting.
19
Beth Doran - Teacher Annadie’s Story by Brianna Santana
Annadie Protecter of Angel. His name is pretty self-explanatory. Annadie protects Angel even though he is part demon. He lives in a world of magic, The Elder Realm. His father is a demon but his mother was an angel. She died trying to protect Annadie. His father has been trying to get him to come to his demon world ever since he was born but Annadie chose good. The bright morning sun wakes Annadie. Today he must face his father. He does not want to but he must if Annadie wants to protect his beloved Angel. In order to confront his father he needs to travel to the underworld, a few days trip. “Hello, Annadie.” “Hello, Angel”, Annadie greets his angel whose name just so happens to be Angel. “I thought I told you I was going somewhere,” Annadie explained to Angel. “Yes, you are going to the underworld and I want to come.” Annadie knows from past experience that Angel does not take no for an answer.
Brianna Santana Grade 6 Story and Artwork, Teacher - Beth Doran It is a fairly easy trip. Angel is silent, most likely because she is scared. The pair make it to the underworld. It is a horrible place. Annadie even ponders the idea of going back but does not dare for his father awaits him. Annadie faces his father. They haven’t seen each other in years. No matter Annadie hates him either way. “Welcome home son”, his father hisses. “This is not my home. I only came to confront you about your terrible crimes”, Annadie says harshly. “Is that so or did you come to join me? Remember I can always teach you how to be more powerful.” Annadie considers it. Suddenly a cry for help distracts him. “You see if you don’t come with me your angel is dead.” Not wanting anything to happen to Angel, Annadie makes up his mind and goes with his father. Angel is set free, but ‘what happens to Annadie?’ she thinks. TO BE CONTINUED…
20
Elvin A. Figueroa Grades 7 - 9, World History, American History and ELA â–Ş River Springs Middle School When beginning this teacher institute, I never thought of the importance of visual literacy. Through participation in the program, I have learned how visual literacy can help to enhance our students overall literary skills. Interpreting visual images can help them to see beyond what is directly in front of them. While are students are educated on traditional reading and writing skills, they are often constrained by the level of their literary skill. When learning how to read art, students are allowed to use their own experience, perception and imagination to create an individual understanding. The application of this practice can help our students delve deeper when analyzing more traditional form of literacy and when applying their analysis to writing. Adding the concepts and theories of this teacher institute to my practice helps to add another tool to my tool box and reach students who may struggle with formal literary skill as well as enriching successful students on a deeply individual level.
Lesson Plan Lesson Plan Title: My Mask Resources/References: Students should have definitions and examples of the eight elements of character analysis. Students should been given a set (2) of templates of a face, markers, colored pencils, popsicle sticks and glue. Students should be given two days to complete the assignment. Day one the analysis and discussion. Day two the creation of the mask.
Strategy: Student working on several formative assignments in order to practice the use of the eight elements of character analysis. Examples of a final product are shown in order to ensure students will understand what proficient work should look like. Students were given a choice to work collaboratively or to work independently but were expected to complete both perspectives (self and outside perception
21
Elvin Figueroa - Teacher Alyssa Bell Grade 7 ELA Teacher - Elvin Figueroa My mask describes me through my physical and emotional traits. I colored one side pink because it’s a happy/bright color and people and I see me as a happy person. My outside/physical traits are the same as I see myself. I’m blonde, athletic and nice. I am happy the way people see me.
Lauren Campbell Grade 7 ELA Teacher - Elvin Figueroa This project was extremely fun and interesting, mainly because I got to learn what people think about me compared to my own analysis of myself. This also helped me show what I thought about others, as well as what they thought and see if the opinion of others were better than mine. If I had a chance, I’d do it again.
Sylvia Miranda Grade 7 ELA Teacher - Elvin Figueroa I thought this project was fun and surprising. It’s very fun to show your creativity in your mask. It is also funny to find out what people think of you. I like to compare what people think of me to what I think of myself. In conclusion, the project was fun and creative. Others should try it. 22
Tom Gilbert Grades 9 - 12, Ceramics/Pottery, 3D/Sculpture and Photo ▪ DeLand High School Lesson Plan Title: Alexander Calder, Innovations in Sculpture, and the Art Principle of Movement 3-D Art Resources/References: Alexander Calder One of the twentieth century’s most important artists An American Masters Production (video); Calder Working with Volume (Scholastic Art magazine); Introduction to Mobiles (posters); The Natural Way To Draw (book by Kimon Nicolaides); various teacher produced examples, worksheets, and hand-outs.
Strategy: The concepts to be taught in this lesson include contour line drawing, gesture drawing, and the translation of both contour and gestural lines from two-dimensional lines into three-dimensional lines. We will also investigate the art principle of movement. Students will be shown the difference between an outline, a contour line, and a gesture drawing; students will also explore the difference between implied movement and actual movement in sculpture. The different approaches to drawing and movement will be used as a springboard to examine the various three-dimensional wire sculptures in the work of Alexander Calder. I will be demonstrating examples of the aforementioned line types, both two-dimensional and threedimensional, use guided practice, and together with the students scrutinize Alexander Calder’s process of creation and the well documented and celebrated contributions that he made to the world of fine art.
Student Outcomes: I expect the students to demonstrate their understanding of outline, contour, and gesture in drawings they produce from observing the human form in live models and photographs. Students will translate these drawing concepts into the third dimension using wire as a sculptural medium. Students will utilize implied motion in both a student-created relief and freestanding wire sculpture. Students will next explore actual movement in the design and creation of an original mobile.
Teacher Outcomes: I expect to teach students artist techniques learned from observational drawing, have them encounter a new medium, and participate in an inquiry of the creative process of a master artist and innovator. I will have quantity, size, and deadline requirements for the sketches and the final sculptures. The students will need to draw a specific number of thumbnail, rough, and final sketches. The sketches will reveal the students understanding of the concepts; corrections will be made to the sketches before students will be given wire to proceed with creating their contour relief and gestural in-the-round wire sculptures. A similar process will be used in the students design and creation of an original mobile.
Teacher Reflection: Since August of 2015 I have been participating in a year-long workshop with other teachers in Volusia County at the Museum of Art - DeLand entitled, The Art of Reflection and Response, that seeks to develop in teachers a deeper understanding of how to connect students through reflection and response with great works of fine art while at the same time developing critical literacy skills. The ideas that I’ve encountered at the workshop have been implemented into my teaching in various ways, including guiding my students in a deeper investigation of an artist’s art works and the process that lies beneath the surface in creating a work of art. With this lesson, I invited students to better understand Alexander Calder’s quest to show movement in his sculpture and the new art form that resulted from his exploration. Beginning with Calder’s investigation of implied motion, like that found in gesture drawings, through his early investigation of mechanical movement and the creation of his early kinetic (physically moving) sculptures, and eventually to his breakthrough art work. I emphasized with students the frustration the early sculptures would cause Calder with their predictable motion and the fact that the motors that powered the movement would often break down. These early experiments in Kinetic sculptures coupled with the influence of other great artists of his time (Piet Mondrian’s abstract paintings for example) finally resulted in his creation of a totally new art form- the mobile, so named by Marcel Duchamp. A 3D art form that would come to be praised for its combination of abstract shapes with random motion. 23
Tom Gilbert - Teacher Previously when I had taught students about Calder I moved rather quickly through the material without savoring the nuances to be found in a more thorough examination of the artist’s creative process, especially one of his stature and significance to modern art. This time I investigated more completely and facilitated for my students a deeper understanding of the creative process that led him to a completely new form of sculpture. By slowing down to look more closely at Calder’s work and analyzing what led him to his epiphany, the mobile, I hoped to enlighten my students to his creative process. By taking the lesson into a greater depth of inquiry and examining the finer details of a work of art I’m ultimately encouraging a more inquisitive and thorough art-making process in my student’s own creative pursuits. Taking time to notice subtleties and nuances in works of art can add a depth of experience for the viewer that carries over into a student’s life beyond the art room. In today’s rapidly changing world with its ever increasing pace, it seems to be more important than ever to train our next generation on how to slow down and not just look, but see. It is a very valuable life skill. Visual literacy is immensely important for modern living.
Bre Froehlich Grade 9 Artwork and Reflection, Teacher - Tom Gilbert
The first project that I worked on was a wire figure on a black piece of paper, a relief sculpture. Wire was not as easy to control as a pencil or paint brush, it quite literally refused to do exactly as I imagined. After the relief sculpture I did the freestanding sculpture. It wasn’t supposed to be a French bulldog at first but the wire just didn’t want to work with me, so I did what it wanted. I love all animals naturally and dogs were my easiest choice. As it came together it reminded me of my Dad’s favorite dog, the “Frenchie”. Soon after the next project came along, a mobile. The metal was a lot easier to work with that time. The real problem was how to work with swirls. Originally it was to be a shell-like thing with chimes hanging down from it. As I was thinking of a medium to use for the swirls, there came an idea. You see I wanted to be able to still see the metal swirl, but cardboard can’t do that (It was the chosen material for the project). So came the idea of using tissue paper in cool colors to mimic water.
24
Deb Herman Grade 8 Reading ▪ River Springs Middle School I have so enjoyed this opportunity to be a part of the Art of Reflection and Response Teacher Institute at the Museum of Art - DeLand. This has been a great experience to learn from the instructors and collaborate with colleagues from around the county and various disciplines. This was an amazing time to learn from so many different people. The strategies and lessons were valuable in so many different ways- I have many new lessons to use in the classroom. The biggest thing that I have taken away from this though is a life lesson for both me and my students. In learning to look at art and analyze it, I realized that this is a great strategy for my students when they read- look for point of view, look for the facts, but also apply an interpretation to the material. This is also how we should approach situations in life – look at the facts, what is on the surface, but remember that there are thoughts and ideas that we don’t see – and instead of taking the “3 seconds” that most people do when looking at art (and life)- take your time- try and see everything that you can before making decisions. Also remember that everyone sees things differently and that there is not only one interpretation to art and situations. Thanks to everyone who was instrumental in making this class possible.
Lesson Plan Lesson Title: Art Interpretation Resources/ References: this was a multi-day lesson. We used a power point with definitions as a starting point; we visited our media center and used works of art on posters and in reference books; we used pictures in the classroom and finally a trip to the Museum of Art - Deland .
Strategy: Students will learn about different aspects of interpreting works of art – Description, Analysis, Interpretation and Judgment. This starts with a power point in the classroom to familiarize the students with each of these aspects and discussion in the class about various posters that are in the room. We then went to the media center and posters of different art works and art books were open around the room and groups of students and to look at each one and create an analysis using the above criteria. When we returned to the class, each group presented and the different interpretations were discussed. We next visited the Museum of Art - Deland and the students applied the different strategies they had learned as they observed the artwork on display. The students then picked a piece of art and wrote a story about it .
Student Outcomes: students will learn to take more than a cursory look at art work and learn how to really “see” what is there.
Teacher Reflection: I really enjoyed this lesson and it helped me to be more aware of how to look at art as well. It was an eye-opener to me to hear the different interpretations that the students came up with for the exact same piece of art. The next time I teach this lesson, I will spend more time doing it and perhaps find some more modern works of art to go along with the classic works.
25
Deb Herman - Teacher
Ashley Ehlinger Life’s A Roller Coaster Grade 8 Teacher - Deb Herman
Allison Connolly Life is Weather Grade 8 Teacher - Deb Herman Isis Bouie Grade 8, Teacher - Deb Herman The Acrobat by Isis Bouie
All my life I have been trained to become an acrobat, and as I walked upon the dim golden light, I see expectant faces, waiting to see what’s become of me on this stage tonight. As I perform what I have practiced and dedicated my entire existence to, my soul became filled with anxiety and I fumbled upon the darkened stage floor. I had fallen so hard that I couldn’t get up, the pain and the weight of disappointment, shame and embarrassment held me down. As the curtains closed, I immediately ran away from what was once my life and sought out a new purpose. I knew I had to disappear to a place where no one would ever find me, or a place where no one would think to look. As I ran and ran, life and people around me seemed to crumble and fade away, and it had appeared to me I had gone through a paradox of time. I stopped in my aggressive sprint, and looked to where I was- I feel as if I’m out in the open world where flowers grow near volcanoes and it is always mid-day spring time. Exploring this land more, I turn and see two male figures that look like they are lost or looking for their purpose. I figured I might as well join them in their search of purpose. They didn’t seem to mind me much, which I wouldn’t have cared if they did. I was too struck with last night’s even. As I sat upon the ground , I had never seen anything more beautiful in my entire life. The land was filled with color and life. I saw the red lava gushing slowly from the top along the volcanoes triangular shape. It also appears to a valley of lavender roses. They are so natural. I could never grasp such a thing. I set up a tent in this fantasy land, as I called it, and I wanted to stay there for the rest of my days. I promised myself I would never go back to the time I once knew. I would live here in the future and alone, wondering and searching for my sense of purpose. For I was an acrobat. 26
Samantha Hughes Grades 6 - 8, Exploring 2D & 3D Art, 2D Studio Art 2 ▪ New Smyrna Beach Middle School I truly enjoyed being part of such an amazing group. I appreciate the helpful and applicable ideas that I have learned. I was enlightened by the work of a lot of artists, reflections and self- expression . It was a motivating experience that I will take with me forever. Throughout this unique learning experience, I bonded with others, therapeutically communicated and I would love to participate again.
Lesson Plan Lesson Title: The Art of Words Resources/References: Image to Word Art and Creative Writing by Kathleen Walsh-Piper (Inspiration from the) Art of Reflection and Response Teacher Institute
Strategy: The strategy of this lesson is to encourage students to view art carefully to search for meaning and purpose in the work of the artist and reflection of the viewer. Students used ecphrasis to look at a piece of another student’s art and reflect on its meaning and purpose through the creation of poetry.
Procedure: Teacher selects a piece of student art for inspiration. Students write a poem in response to the art using the following prompts: First line: Give the artwork a name. Second line: Write an action phrase based on what you see. Third line: Create a simile (a comparison using “like” or as) for the artwork. Fourth line: Give the artwork another short name. Students share poetry with the class.
Student Outcomes: The student poetry reflected the subject matter and the theme of the work. It also expressed the mood and emotions being portrayed in the paintings, drawings and prints. Student artists were amazed by the ability of other students to put their art into words. To quote Anastasia Brynteson-Hanke, “I found out there are better ways to look at artwork than just to look at it.”
Teacher Outcomes: This was a fantastic way to quickly encourage meaningful student reflection. The activity could be done in the first ten minutes of class or it could take the whole period by having classmates trade pieces and write multiple poems. By creating a short poem, students studied the art to find meaning and interesting features that could have been missed without careful analysis. I was amazed at how excited and enthralled the student artists were to hear the poems inspired by their art.
Teacher Reflection: Through this process, students captured the essence of the paintings, drawings and prints in a very small amount of words. The student writers were able to understand the subtle symbolism and depict the exact message intended by the student artists. Other times, they were able to use their imagination to derive multiple meanings from the same piece of art. I will continue to use this exercise to reflect on both student art as well as the work of famous artists. The simple poetry format gives all students the chance to feel empowered with their own words. I feel it is a meaningful activity that can easily fit into the time constraints of the classroom
27
Samantha Hughes - Teacher Student Reflections: Shaley Brown Grade 6 Yesterday’s assignment was about writing poetry while looking at another student’s artwork. I really don’t enjoy poetry because I think it’s boring and long but when we did this assignment, it turned out to be fun because I got to make the poem up. One of my poems was, “ Lost at sea, sailing free, all alone in the ocean, the sky was as dark as a witch’s potion, many things can happen can’t you see, lost at sea.” The poem was about a picture of a lonely boat with no one in it out at sea during the night.
Emma Crouse Grade 6 It really brought out my inner creativity. I noticed the different art elements much more than I do when I glance at art. I’ve never written like that before in my life. I really love the experience. I will probably start doing this in my free time. I felt at peace, too. I really felt relaxed and more focused. I felt like I could do anything.
Maddie Wilson Florida Black Bear Grade 8 Teacher - Samantha Hughes
Emily Loescher-Wright Long Journey Grade 7 Teacher - Samantha Hughes
Eyes so Black Staring at anything passing As scared as you and me I wonder what he sees Fur so soft Black Bear
Creature of the Sea Little turtle struggling through the sand As cute as a button What a long journey Hailee Hinkle Art of Words Poem Grade 6 Teacher - Samantha Hughes
Natalie Allen Art of Words Poem Grade 6 Teacher - Samantha Hughes 28
Shannon Kennedy-Brown Grades K-1, Gifted ▪ George Marks Elementary School The feeling that you have no limits can be scary but also truly empowering. It makes you believe that you can do anything that you set your mind to, not just saying you can, but actually doing it. The time spent at the Art of Reflection and Response Teacher Institute has given me permission to take the restraints off my wrists and experience boundless possibilities. I have incorporated so many of the activities that I have learned at the Teacher Institute in my classroom. At the beginning of the school year, I let my students know that I was taking this class and I would share what I was learning with them and the excitement that I felt. We then would try different techniques together as a class and the students would be excited as well. The excitement came from looking at things differently and realizing that there was even a different way to look at things. This led to my students feeling more confident to make suggestions on how to tackle a project that we were working on. They began going over and above on their assignments, wanting to learn more on their own, to show what they have learned and to help others. I was no longer the teacher but the facilitator. The students took more ownership and I began to step back and simply begin to introduce the topic we were going to study. Then my students started coming up with ways on how they would like to learn it and how they would show that they learned it. There were many times when they themselves researched topics and presented the topics through visual aids whether it be by poster board with diagrams and information or a diorama or play that they put together with others and even song and dance. They were engaged, excited and inspired to create, learn and grow in their own learning. They too were beginning to understand the feeling of endless possibilities with no restraints. This led to the lesson that I have shared about the Fantasy Fair. Without the Teacher Institute and what I have learned, my students would have written their books to the genre of Fantasy and that would have been the end of it but my mind has been opened and so have my students so we knew there had to be more. We wanted more. I was open to my students taking charge of their learning and my students were open to taking charge. I am so glad that they were. So many students from around our school who were invited to the Fantasy Fair said that they felt inspired and wanted to go back to their classrooms to write and create. They realized that my students put effort and heart into what they were doing and they wanted to do that also. I heard so many say that my students wrote better than them and they wanted to write better. My students were touching and encouraging others to feel a sense of success and boundless limitations and they didn’t even know that this would be the outcome. One little girl in particular was so excited after our Fantasy Fair that she wanted her class to do this also. I told her that if she comes up with something, we would be there! I could see the students begin to have a spark in their eyes. They were thinking, enjoying, responding, hoping, and believing. This is what teaching should be. Giving students the tools and allowing them to use the tools to create, sculpt, learn, and reach new heights. They are sculpting who they want to be and we should let them know that their potential is boundless.
29
Shannon Kennedy-Brown - Teacher Lesson Title: The Wingdingdilly Resources/References: The book, The Wingdingdilly by Bill Peet, writing folders, markers, crayons, colored pencils, air drying clay, pictures of artist Francois Pompon and pictures of his animal sculptures
Strategy: Discuss elements of the Fantasy genre Read The Wingdingdilly by Bill Peet Write a story of their own based on the book, The Wingdingdilly, in their writing folder Illustrate and publish their original Fantasy story Introduce the French artist, Francois Pompon, and his animal sculptures Students create their own sculpture of their creature from their Fantasy genre book by using clay
Student Outcomes: The student outcomes were for them to demonstrate their understanding of the Fantasy genre by explaining the elements that are associated with Fantasy and to express this understanding by writing their own original story using the elements of Fantasy.
Teacher Outcomes: I wanted my students to understand the genre of Fantasy and how to write their own original story using the elements of a Fantasy story. I wanted my students to make a connection with Francois Pompon as an animal sculptor who found success later in life. I wanted my students to know no limits when it came to their creativity.
Student Reflections: I liked working with clay. It feels squishy. I liked writing the story. It was fun. I loved everything. – Elliott Kelton I liked this project because we got to read our books to other classes. I liked making the sculptures and getting my hands messy. – Nikhil Ghugari I liked this project because we got to draw and read. It is fun to make stories. It is fun to make stories because you can be creative. – William Freed The name of my project is The Ewisimo. I like that the project involved clay and I liked expressing art through sculpture. Also I love that I could make anything happen in the story. –Jetro Tenerife
Teacher Reflection: This lesson came out better than expected. Yes, the students understood the Fantasy genre and wrote wonderful stories using the elements found in the fantasy genre but they also took charge of their learning and soared to new heights. They decided that after they had their books published and their sculptures sculpted that they wanted to invite other classes and administration to our room for book readings and a gallery walk. They called this event, Fantasy Fair. It was amazing to see the students expand their learning and going above and beyond.
30
Shannon Kennedy-Brown - Teacher
Gifted Grade 1 Class with their Books and Sculptures Teacher - Shannon Kennedy-Brown
William Freed Book and Sculpture Grade 1 Teacher - Shannon Kennedy-Brown
Jetro Tenerife Reading his book at Fantasy Fair Grade 1 Teacher - Shannon Kennedy-Brown
Alexa Schairer Creating Sculpture Grade 1 Teacher - Shannon Kennedy-Brown
Brooke Zeidwig Book and Sculpture Grade 1 Teacher - Shannon Kennedy-Brown 31
Harvey King Grades 9 - 12, Art 2D, 3D and Advanced Placement ▪ Pine Ridge High School I have enjoyed every minute of the Art of Reflection and Response Teacher Institute. The Museum of Art - DeLand has been the perfect setting for creative teachers to share and experience art on every level. The galleries displayed a diverse collection of artist’s work from many times and locations. We viewed the work close up and critiqued it, discussed it, admired it, and took that creative energy back to share with our own classes. The Teacher Institute was challenging and demanding and allowed us to use our creativity to make art and share with our peers. Every participant taught and learned and shared. Every Saturday session was unique and rewarding. Not attending a session was like missing a once in a lifetime experience. Art is in our blood and every participant like a blood brother or sister. Thank you Pam and Suzy for this awesome artful experience!
Lesson Plan Lesson Title: Describe your painting as if it was a dream Description: My 2-D 1 Art students had just completed an acrylic painting on 9”x12” canvas board. The themes they chose were very personal and when they were asked to discuss their meaning many had difficulty. I asked the students to put their thoughts into words by writing a narrative that described their painting as if it was a dream.
Student Outcomes: Students will discuss their ideas and artwork in order to better understand and develop their technique and message. Students will incorporate creative writing to expand their creative experience.
Teacher Outcome: As a teacher it is always difficult to get students to open up and talk about their art. Encouraging creative writing can help students find their artistic voice.
Student Reflection: Students were asked to answer two questions; 1. What insights have you gained from writing this narrative? 2. 2. What ideas for new paintings have come from this narrative?
Teacher Reflection: Students were more relaxed and able to creatively explain their thoughts by writing about a dream they had instead of a painting they did. I was pleased to see students actually enjoy talking about their art.
32
Harvey King - Teacher
Elenid Gonzales The Lost Garden of Eden Painting and Reflection Grade 12, Teacher - Harvey King In a dream I saw the lost Garden of Eden. The skies were filled with darkness as the blue shades faded away. Within the center of this sad scenery, lied the last remaining water seed that held the garden together. The tightened grip of the vines and roots were thirsty for the final drop of rain. The only plant left, before its beauty was engulfed in drought was the rose of magnificence. Its stems and roots were desperately trying to grasp onto the water seed and guard against God's wrath. The last remaining plant cried out and yearned to the heavens, “If only they had not sinned against our Creator we might have lived with our beauty and in peace". The heavens that were once connected to the earth broke and departed with its holy vines. All it took was one simple bite and the enchanting gardens transformed into dust and is eternally forgotten in our remembrance. 33
Harvey King - Teacher This painting show an array of emotion as a shows of a man with no clothing holding on to his knees as the dark red feather fall around him as if he was a fallen angel. It shows sadness yet interest as you wonder what he is going through. As the man is shown in his full form as if he was at his full vulnerable state as he hugs his legs tight and start to look up. The painting shows a state of sadness, innocence, and vulnerability.
Givett Calzada Fallen From Above Painting and Reflection Grade 12, Teacher - Harvey King
Last night I had the strangest dream, but it didn’t feel as though I was dreaming because I wasn’t there. It was though I was looking from another perspective that isn’t me. As wondering through a foggy area, it was dark and gray with nothing of color. With the world bleak and the air thin there was a wonder of if anything was there or if anything was around until a bright red feather appear slowly floating its way down. Walking closer more of the feathers appear in a way that were in order when
falling. A feather after another falling and synchronizing with each other. It wasn’t until walking further I saw a man… nothing covering him leaving him in his natural state. He was fit with muscles but not bulky, he was slender and you could tell he was tall. He was on the floor bent over hugging on to his legs showing vulnerability just through his action. His head was down while slowly lifting it up. He looked like a fallen angel like he wasn’t here before but like ever touched the earth before the only difference his feathers were… red. In a world full of darkness and grays he was the only color I could see. Writing a story about a painting of mine can be exciting and different it makes anything I can make into more of a reality. For other people it is just a painting for me its my reality. I could learn a lot continuing to further my writing through my art but I have a lot to learn. No, I think my title fits the mood and action that the character is from. My title shows wonder and curiosity. This art personally helped me get into the comfort of exploring different art styles and models. Painting the naked figure was a new form of beauty I can find in the most natural form. Painting this man getting his portions right and showing a position that can express the feel without actually showing his face, I can learn to use the body to express more through art. 34
Melinda Mosley Grades 6 - 8, Exploring Art 2D & 3D Grades 9 - 12, Studio Art 2D & 3D ▪ Taylor Middle-High School The Art of Reflection and Response Teacher Institute has enhanced my life, this year, both professionally and personally. The value of this experience is very difficult to summarize. Getting to know other teachers of varying grade levels as well as content areas has been such an important benefit. One particular teacher of history whose descriptions of how she integrated period artwork with her curriculum studies is one example of many that reinforced the importance of art in education for me. Prior to July 2015, I felt that I knew a lot about integrating visual and verbal literacy. Our leaders and other teachers have given me a multitude of ways to put that knowledge into practice that have engaged my students. Furthermore, the excitement that I feel about my subject area spills over into the classroom more than it ever has in the past. One of my students recently expressed such enthusiasm towards an assignment that I never would have expected. This sense of satisfaction is so encouraging, particularly towards the end of the school year when everyone is growing tired and running low on fresh ideas. The opportunities to share and collaborate during these sessions have been too many to mention, and I am personally grateful for the resources that Pam Coffman and Susan Preston provided.
Lesson Plan Lesson Title: “One Word” Resources/References: One Word by Dan Britton, Jimmy Page, and Jon Gordon, published by John Wiley and sons, 2014. Ron Pagano, Principal, Taylor Middle High, Desire to Inspire by Christine Mason Miller, published by North Light Books, 2011.
Strategy: Lettering, pattern, reflection Student Outcomes : Students will think about and decide upon a word as a motivating theme. Students will choose a quotation that is relevant to the motivating word and theme. Students will draw, using bubble, block or other lettering/fonts, a word design accompanied with a quotation that is related to their motivating theme. Students will position their word and quotation on a picture plane and add pattern, images and color
Teacher Outcomes: encourage reflection and critical thinking skills. -emphasize a singular, personal focus for the school year. - choose a word and quotation for a personal motivating theme.
35
Melinda Mosley - Teacher Teacher Reflection: During pre-planning 2014-15, our principal, Mr. Ron Pagano, shared a book One Word that will change your life, by Dan Britton, Jon Gordon, and Jimmy Page, that he had read over the summer. He read a selection from the introduction and challenged each of us to think about, decide upon and choose one word to be a motivating theme for the school year. This became a school wide project in which all the teachers wrote out a word, accompanied with a related, meaningful quotation. Our activities director typed and laminated each one and had them affixed outside our doors for students and staff to read. The following summer, (2015)I began attending The Art of Reflection and Response Teacher Institute at the Museum of Art - DeLand. At the end of the first day, Pam Coffman, one of our fearless leaders, gave each teacher a book about creativity and inspiration. My book, entitled Desire to Inspire by Christine Mason Miller has an exercise that encourages a similar activity. The author encourages the reader to consider a motivating “magic” word to focus and reproduce upon. I decided that I needed to implement this positive activity with my art students. They thought about words, talked about words, and searched for words that encourage and motivate. They searched online for a quote to accompany their words and practiced drawing block lettering and bubble letters. Next they planned how their composition would look on a “sloppy copy” or rough draft. Finally, students drew their Word, and quotation, and added pattern, color and images so as to illustrate their motivating theme. Prior to Open house in September, I selected some of the students’ completed works for the bulletin board display outside my classroom. With the additional “words” I covered a bulletin board in my classroom so that we can continue to be reminded of words that inspire and motivate us every day.
Malia Bunce Wisdom - One Word Grade 9 Teacher - Melinda Mosley
Alissa Birdwell Believe - One Word Grade 9 Teacher - Melinda Mosley
36
Rebecca Strunks Grade 4, Gifted All Academic Subjects â–Ş Forest Lake Elementary School Attending professional development classes can be very hit or miss. Occasionally you come across a PD that is enjoyable and informative, and every once in a while there are PDs that are truly inspiring and impact your way of teaching. The Art of Reflection and Response Teacher Institute has been one of those rare courses that I have found extremely rewarding both professionally and personally. Professionally, I have learned a great deal during the institute. We have engaged in activities and discussions that have made me rethink how I teach and assess certain skills. Throughout the year, I have incorporated various activities that we discussed during the institute in literacy, science, and math lessons. I feel that these have been some of my best lessons and the ones my students and I enjoyed the most. It has been very gratifying to offer my students exposure to visual arts and give them creative outlets in various subject areas. Art offers everyone the chance to make deeper connections to concepts, even when the concept does not appear related to art. I have found art to be particularly helpful when teaching inference and observation skills in reading and science. Making observations of art is a more appealing way to introduce the topic to students and allows the concept to easily transfer to science and literacy. Once students have mastered just making observations of art, we can then begin to talk about inferences that they can make based on their observations. Having a visual image to practice with first provides students with a more concrete way to learn a difficult skill. On a personal level, I have been very grateful for the institute. I have discovered new passions and tried new things that I never would have engaged in before the institute. The classes have provided a creative outlet that has been both stimulating and therapeutic. No matter how stressed I feel or how bad my week was, I always leave the sessions feeling refreshed and inspired. I would highly recommend the Art of Reflection and Response Teacher Institute to my colleagues. The opportunity to collaborate with others from various grade levels and subject areas is incredible and makes it well worth attending every session. Additionally, the chance to investigate new ideas and broaden my views of how art and the core subject areas can work together has made this the most beneficial and enjoyable professional development I have attended.
37
Rebecca Strunks - Teacher Lesson Title: Symmetry in Art and Poetry (two part lesson covering math, art, and literacy) Resources/References: Lesson 1 resources/materials: 12x18 white construction paper, Crayola markers, liquid starch, small cups, sponge brushes *Search for artists that use symmetry and select one you like as a reference * Art History Claude Monet by Art with Jenny K on TPT (optional resource for looking at reflections) Lesson 2 resources/materials: PowerPoint or anchor charts for diamante, haiku, and cinquain poetry, paper and pencils, lesson 1 symmetry art
Strategy: Lesson 1: Begin the lesson by reviewing what symmetry is and how to identify it. Focus on the fact that symmetry is when both sides of a shape match up perfectly, like a mirror image, when folded in half. Introduce an artist who uses symmetry in his/her work. Discuss the ways the artist uses symmetry and how it impacts his/her work. [I chose to discuss Monet’s water lily pieces and how certain lines of symmetry can be found in the reflections even though the overall painting is not symmetrical.] After the discussion, show students how they can create their own symmetrical/reflection art work. Each student gets a 12x18 piece of white construction paper that should be folded in half, making sure to create a very defined crease where the paper is folded. Instruct students to draw a picture on half of the paper (draw to the crease but don’t cross it) with Crayola markers. When students have completed their pictures, they need to coat the half of the paper they did not draw on with liquid starch and carefully fold the paper together, starting with the folded crease line. Have the students press and smooth the folded paper gently for a minute or two so the ink will start to transfer. When the paper is unfolded, there should be a mirror image of what they drew that transferred to the blank side. Lay the art out and let it dry. Once the art has dried, hang them up for students to use as inspiration for poetry. Lesson 2: Either introduce or review the rules for diamante, haiku, and cinquain poems. Show students that these poems use their own type of symmetry. For example, diamante poems are shaped like diamonds (which are symmetrical shapes) and the first and seventh lines contain one noun, the second and sixth lines contain two adjectives, the third and fifth lines contain three verbs ending in –ing, and the middle line has four nouns. Haiku has a type of syllable symmetry (5, 7, 5) and cinquain is also shaped like a diamond for visual symmetry. After discussing how symmetry can be found in many ways, including poetry, have the students write their own poems. Use the symmetry art that they created as inspiration for writing either a diamante, haiku, or cinquian poem. [I pre-selected a few pieces of art that I felt would work well as inspiration for poetry to avoid students taking too long to choose an image that inspires them.] Allow the students to share their poetry and end with another class discussion about how symmetry can be found in many ways, as long as there is a mirror image.
Student Outcomes: Students will use what they have previously learned about symmetry to create artwork and specific types of poems. By using symmetry to create art and by finding symmetry in poetry, students will gain a better understanding of symmetry and certain types of poetry. (MAFS.4.G.1.3)
Teacher Outcomes: Symmetry in math often seems easy and boring; however, many students miss or incorrectly identify lines of symmetry. These lessons were focused on helping students identify symmetry in math and recognize that there are many types of symmetry that we experience in different ways, and how symmetry can enhance visual images and writing. It was my hope that my students would be more engaged in learning about symmetry if they were doing something they considered fun. 38
Rebecca Strunks - Teacher Student Reflection: Reflection by Naima Ramasar I know symmetry is when you have a shape and it folds neatly, matching the same points and angles. Symmetry can relate to science, art, math, and language arts because symmetry relates to natural resources, like if you see a butterfly fold in science. In poems (in other words language arts) you can have shape form writing or match up the same syllables. I think symmetry improves things. Using art and poetry helped me realize that there are many ways of showing symmetry and many things that do have symmetry. It also helps by understanding more about art and poetry, cause they both have things that people do not know about. It’s like saying poems – why do they have rules? But if you experience it better, you realize there is a pattern to mostly everything, especially art. Art has many different lines of symmetry and patterns. If you fold a mountain and split it vertically, it’ll match up. If you do it horizontally or diagonally, it won’t match up.
Teacher Reflection: The Art of Reflection and Response Teacher Institute has had a significant impact on my instruction this year. This is the first time I have incorporated art into math instruction and then used that art to link the concept to literacy. A two-part lesson like this is something I never would have thought about before the institute. I am very pleased with how both lessons went. My students were engaged in both lessons, and the discussions we had showed that they were making connections that my previous students never made. With previous classes, I constantly had to prompt students to look at shapes from every angle and imagine folding it different ways to find all potential lines of symmetry; however, after the art lesson on symmetry, I noticed I did not have to do much prompting with this group. During the art lesson we were analyzing the pieces of artwork and looking at them from multiple perspectives, and that seemed to carry over to how they were looking at shapes after the lesson. My class was also more excited about diamante, haiku, and cinquain poetry after the second lesson. Many of my students got excited when we were looking at how there is a type of symmetry in how the poems are structured, and they enjoyed writing poetry for the symmetry artwork. This lesson was the first time I did not have any students complain about any form of writing, and some students even wanted to write more than one poem.
39
Rebecca Strunks - Teacher Poems for ‘The Mountains’ symmetry art
Haiku Poem by Miguel Cardi The tallest mountain Touching each and every cloud Peaceful snowy peaks
Diamante Poem by Haley First Mountain Enormous, tall Hiking, sledding, towering Rocks, gems, trees, ponds Walking, driving, lowering Small, short Valley Haley First The Mountains Grade 4, Teacher - Rebecca Strunks Poems for ‘Night Owl’ symmetry art Cinquain Poem by Joshua Chertcow Bird Nocturnal, mysterious Flying, hooting, eating Look out for them Owl
Diamante Poem by Corey Johnson Night Dark, quiet Sleeping, dreaming, unwinding Stars, moon, clouds, sun Awakening, working, playing Bright, noisy Day
Corey Johnson Night Owl Grade 4, Teacher - Rebecca Strunks 40
Jennifer Stubbs Grade 3, Gifted ▪ Horizon Elementary School I signed up for this workshop not really knowing what to expect. As a teacher of gifted students, I recognize the students need creative outlets but I struggle sometimes to provide lessons that are creative AND aligned to state standards. I knew the workshop was a week in the summer—which, to be honest, I dreaded a bit (I really love my sleep-in time!) but I also was a bit excited about attending. I've never felt particularly creative or artistic—the last art class I attended was 7th grade art—a semester long class which I managed to fail. Looking back, I'm sure I failed because I was an obnoxious student and not due to my total lack of artistic talent, but that failure in art has stuck with me and I'm a bit apprehensive when it comes to being asked to be creative or artistic or have anything to do with art. Thankfully, I wasn't handed a paintbrush the first day of class and told to create anything! I learned as apprehensive as I was about art, there were art teachers who were apprehensive about connecting their students with verbal literacy. I learned how to connect or 'close read,' more appropriately 'close look' at a piece of art. Much like close reading, close looking requires the student to carefully analyze a piece of art. It requires the student really look at all of the elements in the piece. Going through this exercise helped me become a stronger teacher in reading. I learned how my students felt when approaching an unfamiliar text and I learned where I needed to spend my time with my students. I learned I could bring more creativity to the class and allow the students to have fun while they learned. I was able to connect some of the exercises with math and I'm pretty sure my students are able to create the most visually appealing arrays ever seen! Hopefully if they are asked to draw an array on the FSA, the scorers will appreciate their efforts. Most importantly this workshop reminded me and reinforced the idea that students need a creative outlet everyday to help them make connections to the real world. I've learned I can incorporate creativity into lessons. So while some 3rd grade classes were labeling parts of a plant and stating their functions, my students were creating pizza plants, fudge plants and yes even a Minecraft plant. They stated why a Minecraft plant needs taproots and a pizza plant requires fibrous roots. They stated how a bee-cactus can attract bees and still ward off other insects and how the eye-flower plant repels predators who want to gobble up its precious fruit. I don't think my students learned anymore than other 3rd grade students did when it comes to plant part functions, I believe my students had more fun learning about plant part functions—and really, shouldn't the goal of teaching be to allow our students enjoy learning? So, while I still can't draw—other than my really cool stick man, and handing me paint is an invitation to a huge mess, is there a special name for the color you get when they are all mixed together? I've learned creativity is an ongoing and necessary part of education.
41
Jennifer Stubbs - Teacher Lesson Title: The Photo Only Starts the Story Resources/References: magazine photos, use photos without captions and words—photos that are not centered on a character, eye-catching details or clean, clear settings. Graphic organizer to plan stories.
Strategy: using a photo to establish the situation, compose a narrative story to accompany the photo. Student Outcomes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Students will: • compose narrative text and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution). • introduce the narrator, characters, and the event/situation that starts the story. • sequence (put in order) the events in the story so that one event leads to the next. • use a character’s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. • show changes in time by using temporal words and phrases (e.g., before, during, after). •write a conclusion that provides a sense of closure (ties up all the loose ends and leaves the reader satisfied).
Teacher Outcome: Student will establish a setting for narrative writing using photographs provided. Students will create characters for narrative story Students will integrate dialogue in narrative writing
42
Jennifer Stubbs - Teacher Teacher Reflection: After several lessons in the Art of Reflection and Response Institute, I knew I wanted to incorporate writing with a painting as inspiration into my teaching. I saw that my writing was more inspired and stories were easier to write with a visual prompt. I started the lesson with a funny picture. We talked about everything we saw in the picture, and inferred what happened before the photo was taken and then after the photo was taken. From our inferences, we created a story. This was a lot of fun (Gasp! Fun in school?) for the students and for about a week we did this every day with various photographs I found on the internet. This part of the exercise proved to be the most valuable part of the lesson. The students learned to really listen to each other's ideas in a large group setting while building their own confidence in storytelling. I found my class became better at describing the setting and characters. Listening to each other, they added details and omitted details that were confusing or distracting. They became very specific with their details, describing their characters with both external as well as internal characteristics. They added details about the secondary characters and learned to expand on those. They debated over names of characters. It became the highlight of the day, and even now—if we find ourselves with extra time, my students ask me to find a ‘story-picture.’ It's funny, when I started the lesson; my goal was to get my students to really build the settings of their stories and learn to add those sensory details. I expected the group portion to be the shortest, quickest part of the lesson. As with individual children, I've found each class group to be different. Often with gifted classes at the elementary level, by the time they reach 3rd grade, the students have established a definitive pecking order. This group of students started the school year very much at odds with one another and group projects were a time of strife, argument and tears—and that was just my reaction. Several of the students were quick to undermine and cut down others and the thought of producing a group product felt like an impossible task. What I found is they learned to collaborate together to create a product they were all happy with.
43
Jennifer Stubbs - Teacher Consequences by Grade 3 Gifted Class Teacher - Jennifer Stubbs Once upon a time—well not really once upon a time, more like last year, there was a kid named Joey T. Now Joey T. was an almost average teenager. He wore average clothes, he was an average football player, he had average grades, he lived on an average street—Main Street, in an average town, Springfield, in an average state, Nebraska and he looked—well he looked average. There were only two things about Joey T. that weren't average. He didn't have an average sense of responsibility—he was WAY below average responsible, and he had a WAY above average car. He had a Lamborghini—a yellow one with orange flames on the front. How Joey T. got this way above average car is not part of Our story starts when Joey T. decided he was going to rob the bank, because he needed to pay for his car and his average job didn't pay him enough to pay for his car. So Joey T. being the below average responsible person he was, set out to rob the bank—and because he was so below in responsibility, he left his house late and needed to hurry because the bank was going to close soon. Joey decided to take a short-cut to the bank. He knew there was a road no one used and he could drive super fast on that road and not get caught. What Joey T. didn't know about was Officer Jones. Now Officer Jones is a policeman. On the day Joey T. decided to rob the bank, Officer Jones' boss told him he had to go out and catch bad guys. Officer Jones didn't mind catching really bad guys, but he was also lazy and just wanted to hang out in his car, eat donuts and play Mario Kart 7 on his Nintendo 3DS. Plus it is really cold in Nebraska and Officer Jones was from Florida and he didn't like the cold. So he HATED having to get out of his car to catch bad guys. So when Officer Jones' boss told him to use the speed machine to catch bad guys, he decided to set the machine up on the road no one used. That way he could play his Nintendo, eat his donuts and stay warm in his car. So Officer Jones set up his speed machine, settled in his car and started his Nintendo DS3. He was kinda upset because he was stuck in the Leaf Cup and he wanted to enter the Mario Kart 7 competition—where if he won, he would win a million dollars and he would be the first person to own a PS5, and he would get to create the game for the PS5 and then he would earn $500,000 dollars a year and get to move back to Florida or someplace else really warm, like Puerto Rico. Just about the time he was ready to level up, Joey T. came speeding by! Making his speed machine sound off a super loud alarm! The alarm scared Officer Jones so bad, he threw his game in the air and lost his place! This made him really mad, so when we got up to Joey T's car his face was red, his eyes were bulging and he could barely say anything. When Joey T. looked out his car window at Officer Jones, he got really scared. He knew he was in big trouble and was going to go to jail forever. Officer Jones said to Joey T., "You made me lose my spot! I almost finished the Leaf Cup, and you made me lose! Now I won't be able to go to the competition and win!" Joey T. was confused. "You mean you're not mad I was going to rob the bank? You're mad because I made you lose? I can help you. I'm average in most things, but no one knows I'm way above average when it comes to playing Nintendo!" Officer Jones told Joey T. about the competition and how much he would win. Joey T. told Officer Jones about the car and how much he needed to get to pay for his car. So they decided to enter the competition together. They won! The very first game they created was all about bank robbers and speed machines.
44
Shari Watkins Grade 5, Gifted ▪ Horizon Elementary School I had no idea how therapeutic this experience would be for me. Each session provided an outlet to express our inner feelings and stretch our creativity. The variety of ideas generated by the presenters (Pam and Suzi) and the participants was phenomenal. I appreciated the time to collaborate with k-12 art teachers and teachers of gifted throughout our county. Each time we met, I learned several new strategies for encouraging my students to demonstrate learning and thoughtful reflection in meaningful ways. The format of the sessions was also comfortable and low pressure. I believe that the absence of threat promoted more participation and willingness to take risks by venturing out of our comfort zones. Using art to initiate, support, or conclude lessons in all content areas promoted student engagement in my classroom. My students were proud of their work and wanted to display each piece in the hallway. I was delighted with the opportunity to expand my repertoire of effective teaching strategies by connecting the art of reflection and response.
Lesson Plan Lesson Title: I Have a Dream Posters Resources/References: I Have a Dream speech by Dr. Martin L. King, Jr., black and white construction paper, magazines, markers & colored pencils, scissors, and glue sticks.
Strategy/Procedure: Day 1: A) Provide a copy of Dr. Martin L. King, Jr.’s I Have A Dream speech for each student. B) 1st read: Read aloud as they follow along. C) 2nd read: Have students read the speech in pairs. D) Have them list Dr. King’s dreams. Allow each pair of students to share one of Dr. King’s dreams with the class. E) Finally, ask the class why they think Dr. King dreamed these things. Day 2: A) Take a digital snapshot of the side profile each student. B) Print out the photo and lay on top of black construction paper. C) Cut out the profile and construction paper. D) Afterwards, discard the photo and adhere the student silhouette onto white construction paper. E) Draw lines coming out of the silhouettes so that students have six sections to color and include illustrations. F) Type and print multiple copies of the words, “I Have A Dream” and one copy of each students’ name. Day 3 & 4: A) 3rd read: Have students read Dr. King’s speech again silently to themselves. As they read, have them highlight one or two dreams that they have in common with Dr. King. B) Provide magazines, white construction paper, markers and colored pencils, scissors, and glue sticks. C) Have students list some things that they dream for in their future. Encourage them to think of personal dreams and dreams that might make the world a better place for everyone to live. D) Allow students time to locate pictures of their dreams in the magazines, find clipart online which they can color, or have them draw their dreams in each of six sections coming out of the silhouette. Encourage them to fill all the space with color. E) Display student work on a bulletin board
Student Outcomes: LAFS.5.RI.3.7 Draw in information from multiple print or digital sources, demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently LAFS.5.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social students, science, and technical texts, at a high end of the grades 4-5 complexity band independently and proficiently. VA.1-12.C.2 Assessing our own and other’ artistic work, through critical thinking, problem-solving, and decisionmaking, is central to artistic growth. 45
Shari Watkins - Teacher Teacher Outcomes: Provide a literature response activity using the primary source, Martin Luther King, Jr’s I Have A Dream speech. Encourage student creativity and thoughtful reflection.
Student Reflection: Spencer – This project let me express myself in a creative way. I also learned more about the people in my class when all of the silhouette posters were completed and displayed on the bulletin board. Yuna – This project reminded me of when I was in 1st grade when we watched a video about Dr. Martin Luther King, Jr. and his life and his speech about “I Have A Dream,” and in his speech it was all about his dreams to the world. I also put my dreams about the world and I want to thank my teachers for getting my there.
Teacher Reflection: My students enjoyed seeing their own silhouette and therefore, were highly motivated to do this literature response in a creative way. The inspirational speech made them think of things beyond their own personal experiences and desires. This opportunity to think what might make this world a better place was a new experience. My students were inspired by the I Have A Dream speech and delighted with their final response to literature creations. If I were to do this activity again, I would have them create a poem to attach to their posters.
Student Poster Examples
Spencer Melanson I Have A Dream Poster Grade 5 Teacher - Shari Watkins
Luke Wittkoff I Have A Dream Poster Grade 5 Teacher - Shari Watkins
46
Yuna Zhang I Have A Dream Poster Grade 5 Teacher - Shari Watkins
Shari Watkins - Teacher Lesson Title: Matchbook Summaries Resources/References: Classic Literature (such as The Yearling by Marjorie Kinnan Rawlings), file folders, 3 x 6 inch pieces of white construction paper for matchbooks, markers for the cover, colored pencils for each matchbook, pencils, glue sticks, rubric.
Strategy/ Procedure: A) Each literature circle group selected a book, B) Explain that students will read a chapter or two each night and complete a matchbook summary. C) Show students the rubric for the summary (7 to 10 sentences with correct grammar and conventions) and illustration (colorful, detailed, covered the entire matchbook cover) expectations. D) Show students how the final matchbook will be assembled on a file folder. E) Explain that the students will create a cover for their file folder which includes the title, author, their name and an illustration.
Student Outcomes: LAFS.5.RL.1.2 Determine two or more themes of a text and explain how they are supported by key details/ summarize the text. LAFS.5.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity independently and proficiently VA.K-12.C.2 Assessing our own and other’s artistic work, through critical thinking, problem-solving, and decisionmaking, is central to artistic growth.
Teacher Outcomes: In order to have consistency for this project, I created a rubric for the students to use. The rubric encouraged detailed summaries with correct grammar and conventions and use of color and detail with their illustrations.
Student Reflection: Xia – Dong the project was really fun and the end result was very nice looking. During the project, I could read a book and make a creative art booklet for The Yearling. I really enjoyed drawing the pictures, especially because I love artsy stuff. I like how they turned out because we all drew what we thought each part would look like, so each person’s project was different and unique. Cody – As I was creating this project as a literature response to The Yearling, Where the Red Fern Grows and other Southern classics came to mind. There is hunting, Southern slang, and joyful and sad experiences. All in all I would do this again. The many elements were intriguing. Ariel – I think creating the Matchbook Summary File Folder was a very cool project. It helped me summarize my reading and let me express my creativity.
Teacher Reflection: My students enjoyed doing the chapter matchbook summaries because they knew that there would be a final product. I encouraged them to create detailed, colorful illustrations that supported the essential theme of that particular chapter. This projects gave my students more opportunities to express their creativity artistically, but also gave them a chance to select their own scenes throughout the novel.
47
Shari Watkins - Teacher
Xia Albright Matchbook Chapter Summary Cover Grade 5 Teacher - Shari Watkins
Xia Albright Matchbook Chapter Summary Grade 5 Teacher - Shari Watkins
Cody McCafferty Matchbook Chapter Summary Grade 5 Teacher - Shari Watkins
Ariel Wang Matchbook Chapter Summary Cover Grade 5 Teacher - Shari Watkins 48
Margaret Williams Grades K-5, Art ▪ Port Orange Elementary School My experiences at the Art of Reflection and Response Teacher Institute this past year have been invaluable to my growth as an educator. Teaching is not faultless; it involves experimentation, risk-taking, practice and training. This can be perceived as both an opportunity and a challenge. My journey began in July as we spent three days at the Deland Museum. Here, I learned various strategies of how to respond emotionally to art. As an educator of the Arts, I feel it is vital for students to have a connection to their work. I’ve used many of the strategies for even my youngest artists. For example, our first graders have worked in collaborative teams to study the work of Rene Magritte. Through the process that was demonstrated at our training, the six year old children were drawing inferences from Magritte’s work. Their responses and interpretations were thoughtful and clever. Creative and analytical thinking is necessary to complete and produce original art work. Throughout the year, our group continued to meet at the Museum for further training. Through discussions with my colleagues at the Institute, I have also learned to allow more time for experimentation and innovation in my art program. My intermediate students are currently designing masks based on poems they authored in response to fine art. By allowing them time for creative and innovative thought, their designs are more imaginative. The students are also individually connected to their work, giving it personal significance and worth.
Teacher Responses to Art of Reflection and Response Activities “Tea with Grandmother” Like generations before, we wait We prepare We arrange We converse We repeat We paint our teapots blue with flowers We bloom and wilt Fred Staloff La Mairie de Maringues
“Being the Bottom Box” Feeling the guilty weight This unstable pile rests on my chest A burden in my cluttered brain Buried Margaret Williams
Fred Staloff Demolition at Gentilly 49
Margaret Williams - Teacher “To my Daughter, Alice” I never thought I’d be here having this conversation. She told me don’t feel guilty, but I do. Years ago, I remember mom researching assisted living facilities for Grandmom. Who had a secure memory floor? How was the care? Were there any incident reports? Now, twenty years later, I find myself here. The guilt is unbearable. I just can’t do this. During lucid moments, mom says it’s ok; it’s just what you do. Then her anger erupts and I don’t blame her. I’m angry too. This hostile disease called dementia destroys us. We eat lunch outside on the porch because her flowers make her happy. We use the blue China because she remembers collecting it. Sometimes she calls me Donna, my aunt’s name. Usually, at lunch though, I’m still Alice. It’s at night when she gets really confused. The nurse called it “twilighting.” The nurse is my new psychotherapist it seems. I tell her about our troubles, and the everyday challenges. I cry with her. She gives me advice and tells me not to feel guilty, but I do. I’m buried with it….. the weight unbearable. Margaret Williams
Lesson Plan Lesson Title: “Moving Through Picasso” Resources/References : Lesson modified from Dick Blick.com Fall 2015 “Figures in Motion” Strategy: Our fourth and fifth grade students need more experiences creating three-dimensional art work. Creating 3-D sculpture helps students develop important spatial skills while increasing their problem solving abilities. Initially, we viewed and discussed Pablo Picasso’s work, and gathered inspiration from his cubist paintings and interesting sculptures. After hanging twelve posters of fine art around the art room, the students took a gallery walk for the length of one song. For the second song, students traveled to the piece of art work they were drawn to and examined it for four minutes. Using the strategy, “Finding the Poem,” students used sticky notes to write down as many words as they could to describe their emotional response to the art work. Using our poseable figure stencils, students then had to create a figure that could stand up when attached to chip board. We used wooden dowels, cardboard, masking tape and gummed tape to “pose” our figures, and then painted them with designs and ideas we gathered while studying Picasso’s work. The students wrote a second set of words to describe their response to their own sculptures and then used all of the sticky notes combined to write a poem.
Student Outcomes: Students will be able to create a three dimensional sculpture of a figure Students will write a poem in response to a piece of artwork and their own sculpture
Teacher Outcomes: The students were successful in creating the 3-D sculptures. Most were able to write thoughtful poems about the two pieces. Some students needed more structure to write their poems, so we used the “Metaphor and Simile” poetry frame.
Student Reflection: When I saw my sculpture and my poem in the gallery, I felt great. It showed me that something that I made could interest someone, and make someone even ask me how it was made. It was an awesome experience all together. – Jack Kellan
Teacher Reflection: The lesson was a huge success. Four of the pieces are on display at a local children’s art gallery. This lesson would be more appropriate for students who attend art class daily, as it was difficult to pose our figures after drying for a week. 50
Margaret Williams - Teacher
Takya Bates Standing in the Shadows Grade 5 Teacher - Margaret Williams
The Happy Tornado Dark day over the countryside, a tornado starts to form It looks kind of scary, happy, silly, and a little warm. I knew something was wrong with this tornado right from the start It seemed paranormal with a really big heart It rampaged through our city leaving happiness wherever it goes It seemed like every tree had a bright pink bow Eventually but sadly, the tornado had to go But I never will forget that happy TOR NA DO Takya Bates
51
Margaret Williams - Teacher Jack Kellen River Crosser Grade 5 Teacher - Margaret Williams
The endless prism of life The balance of urban and nature Rivers, forests and cities Each with the potential for greatness They are three worlds Connected through space and time These giants dwarf us and tower over us They show us the insignificance of our life Jack Kellen
Max Molnar The Green Man Grade 5 Teacher - Margaret Williams
Electric Shocking, Amazing Lines, Squares They bring me in the Zone Amplifying Max Molnar
52
Margaret Williams - Teacher Talulah Cheney Pop Grade 5 Teacher - Margaret Williams
Pop Circling around me Like the rings of Saturn Wondrous
Connor Kress The Neon Man Grade 5 Teacher - Margaret Williams
Bright light in the night Bring life to the night Shine bright little light For the night has no light Connor Kress
53
Elizabeth Zapata-Cothran Grade 5, Support Facilitator ▪ Manatee Cove Elementary School The Art of Reflection and Response Teacher Institute has provided me with a wealth of information that I can use with my students. Each session has provided me with a new learning experience that I can bring back to the classroom and use with my students. What is amazing to me is how I was shown how to integrate art in any subject matter. Previously I would instruct my students to preview the reading assignment and illustrations and determine what they thought the story was going to be about. I did not put much emphasis on the illustrations. What the Art of Reflection and Response has taught me is how to look at a painting, picture or illustration and digest its content. In addition, it has taught me how I can teach text structures such as inference, compare and contrast, main idea, etc., using art as a tool. One of the activities I have used with my fifth grade students is the Descriptive activity. For this activity, I used the Ready Reading book. The Ready Reading book covers all of the text structures. It provides many illustrations, reading materials, and questions. I chose to start with the section on Theme. It had four illustrations to choose from. I had the students choose one illustration and write descriptive words of the illustration they chose on an index card and then write a poem using the words they wrote. During our reflection discussion about the activity the students commented on how much information they were able to obtain from the illustration and how they now understood the importance of looking at the illustration. Another activity I used was to show them a picture and discuss with a partner what they saw and write it down. Then I had them write what they thought happened before and what happened after. They then had to share with the other students. The students liked this activity because it provided them with the opportunity to think aloud and share with a partner. For my final lesson, I chose to teach the students the four types of conflicts. In this lesson I used the Red Rabbit Reflects by Donne Bitner. The students were provided with a painting and asked various questions about the painting. We then discussed their answers and I had them reflect on the lesson. I waited until the end of the lesson to teach them Feldman’s Venn diagram of form, theme, and context because I wanted to see how much of Feldman’s Venn diagram they would use in their answers. I was so happy to see that in their written reflections the students included form, theme, and context. They wrote about lines, shapes, colors, geometric shapes, and patterns in their responses and reflection. During this course we met on Saturdays and I can honestly say I looked forward to each class. The amount of information I learned in each class was a gift to me and my students. I highly recommend this course to all teachers. It is a course that will not only strengthen teaching skills and make you a better teacher, but will help all students including students who struggle to learn in a creative and effective manner.
54
Elizabeth Zapata-Cothran - Teacher Lesson Title: Types of Conflicts and Inference Resources/References : Red Rabbit Reflects painting by Donne Bitner and http://www.readwritethink.org/ Strategy: To teach the four types of conflicts (Character vs. Character Conflict, Character vs. Nature Conflict, Character vs. Society Conflict, and Character vs. Self-Conflict) using the Red Rabbit Reflects painting by Donne Bitner and inference using their prior knowledge. Students were asked various questions such as: "What is conflict? What are some times in your life that you have been faced with conflict?" "What is conflict resolution in literature? How does that fit into plot development?" What is the type of conflict in this painting? Who or what is in the Image? Describe what you see in the painting. What appears to be happening in this painting? What role does color play in this painting? How does the character(s) react to the conflict? What can you infer from this painting? Student Reflection
Student Outcomes: Students were excited to work with a painting and learn the four types of conflicts and how to interpret a painting. They have requested I give another lesson using a painting several times. They learned how to use the Feldman Venn Diagram in analyzing the painting (Since this lesson they have requested several times for me to do another lesson with a painting.)
Teacher Outcomes: I chose this lesson for several reasons. One reason was for the students to learn the four types of conflicts; another for the students to use their prior knowledge on how to infer using a painting, introduce the Feldman’s Venn Diagram, and I wanted the students to learn how to appreciate and interpret paintings. Based on their responses and reflections, the student’s responses included Feldman’s methods on how to describe a painting, composition of a painting, and elements of a painting. I purposely did not review Feldman’s Venn diagram until after the student’s reflection to confirm how many of Feldman’s principles the students would use in the lesson. Based upon their responses and reflections the students described the painting by using words and descriptions such as: lines, color, geometric shapes, patterns, and contrast. Overall I felt the students learned the four types of conflict, how to infer using a painting, and the appreciation and interpretation of a piece of art work.
Student Reflection: Their reflection writing responses included the following: I personally appreciate art. I learned what art is and all the details you can find by looking at a piece of art. I learned that color sometimes pops out. I also learned that color can show moods. For example, red can mean mad or the color black looks mysterious. I learned how to look closely in a painting and find out what is happening. I also learned how to tell if the characters are sad, mad, or happy. I learned that every picture has a type of conflict. I learned that this piece of art tells about the feelings of the character and how they react. I learned what type of conflict this piece of art is, the emotions of the characters, how the characters react to conflict, also how the painting has a meaning to it. I learned that it is okay to be different. Even if you’re different some people will laugh or stare. But all you have to do is walk away and try to feel confident. Finally, I learned that if you look at a picture long enough you can see the things that are in the picture and you can understand what is being shown.
Teacher Reflection: At first I was apprehensive about this lesson and the painting I chose to use. I wasn’t sure if the students would be able to describe the various conflicts happening in the painting and use their prior knowledge of inference. I first taught them the types of conflicts and reviewed inference. I told them there were no wrong answers and provided no guidance on how to respond to the questions. I was pleasantly surprised how well the students responded to the questions and how they responded to the overall lesson. For future lessons I would like to use a painting with people. I want to see if the students will be able to identify the types of conflicts, inference, and roles the people played in the painting. Overall, I found the lesson to be enlightening for both the students and me. 55
Elizabeth Zapata-Cothran - Teacher
Students Nylyam Santiago Keyly Nieves Jose Ramos Laneece Jones
Red Rabbit Reflects by Donne Bitner
56
2014 - 15 Returning Teacher Participants Art of Reflection and Response Teacher Institute
Angela Costa - Volusia Pines Elementary Andrea Finkle - DeLand High Nancy Hatch - DeBary Elementary Jose M. Hurtado - River Springs Middle Carol Larson - George Marks Elementary Shannon Lasher - Forest Lake Elementary Erin Mindigo - Campbell Middle Susan Nathan - Substitute Teacher Leah-Marie Pitrone - Taylor Middle-High Clare Radigan - River Springs Middle Petra Ramirez - Deltona High Karen Richter - Southwestern Middle Cacee Rose - Holly Hill School Darlene Stewart - Ivy Hawn Charter School of the Arts Barbara Wells - Blue Lake Elementary Caroline Zendt - Starke Elementary
57
Angela Costa Grades K - 5, Art ▪ Volusia Pines Elementary School I appreciate the opportunity to participate in the Art of Response and Reflection Teacher Institute. It has been rewarding in so many different ways. It has been a great resource of information and lesson ideas for the classroom. If not using a whole lesson learned at the institute, I often simply insert ideas to existing lessons. Just the inclusion of writing and responding to art work makes the existing lessons more worthwhile. The Institute has been an inspiration for my own creative pursuits. We are exposed to various on-line and book resources for teaching and creating, not to mention the first rate art of the museum exhibits. Also, it is encouraging to see what my colleagues are doing as artists. That any of us can create after a full work schedule as teachers is impressive. I like hearing about and seeing what others are doing. Mostly it is fun to sit and relax with friends. We share ideas and communicate about art in a way that is unusual in the typical school setting. It is encouraging and enriching to me as a teacher but also personally as an artist and a member of the community.
Lesson Plan Lesson Title: Random Word Poem Resources/Strategy: Students will listen to classmates and the teacher read 2-3 short poems. Students will create a poem using words cut from magazines. The poem will be about art or science. Students will draw a picture to illustrate their poem.
Student Outcomes: Students were challenged by the assignment and had difficulty at first creating a poem. The majority of the class time was spent creating the poem. Students were pleased that they could come up with good ideas after working hard within the limits of the assignment.
Teacher Outcomes: As an art teacher I don’t usually get to see student’s writing abilities. This project illustrates to me their challenges with vocabulary and grammar.
Student Reflection: Kali: It was a fun project but it was also pretty hard. It was hard to find the right words. I learned that poems can be short and they don’t always have to be long. I like drawing but it is hard to figure out the right picture to go with the poem. Amanda: It was difficult to come up with a poem that made sense. Once, I had the poem, I liked making the illustration.
Teacher Reflection: I was surprised at how challenging the assignment was to the students. They seemed to enjoy the assignment and feel a sense of accomplishment from their efforts. Students gained greater understanding about the construction of a poem. The assignment was enjoyable for all also because of the sometimes humorous results!
58
Angela Costa - Teacher Kali Larsen Art and Science Club Grade 4 Teacher - Angela Costa
Amanda Lara Art and Science Club Grade 4 Teacher - Angela Costa 59
Nancy Hatch Grades K - 5, Art ▪ DeBary Elementary School Having the opportunity to be in the Art of Reflection and Response Teacher Institute for two years, has brought me a wealth of knowledge to share with my students and colleagues. It has allowed for differentiation to be more implemented into my lessons, and broaden the arts to a new horizon. Students have been fully engaged in the different strategies I have implemented from the institute and it has given them a different perspective of the importance of art and how it can relate to them and their environment. Furthermore, the resources implemented from the institute have given the students a positive outlook when writing about their art. The art created opened the door to many possibilities their imagination could take them. The insight and the pathway of their art, was the doorway to their imaginative and expressive writing.
Lesson Plan Lesson Title: Character in Art Resources/References: Artful Writing website: Http://weisman.jaws.umn.edu/artfulwriting/teachers.php Strategy: The strategy was to have students look within themselves and how their surroundings have made them as the people they are today and who they will become. Furthermore, students had to relate symbols and colors to express their individuality within their art. Also students had to incorporate writing strategies (i.e. adjectives) within the painting to give the viewer an inclination of how the painting is centered on the artists’ individual personality. Students had to apply elements and principles of art, they had to apply painting techniques, and apply their craftsmanship within their actual art piece and written piece.
Student Outcomes: Students began to explore how the world creates people and composed a piece based on their environments/lives, using words, color, and mixed media.
Teacher Outcomes: Student pieces were symbolic in nature! The opportunity to make themselves as characters gave them a wide range to write about the “Character in Art.” Students applied the principles and elements of art to compose a piece with meaning and connection to the world.
Student Reflection: Students were engaged throughout the art making and writing process Teacher Reflection: Doing this with a small group made the process more meaningful and gave me the opportunity to understand the perspectives of the students and how they were able to express themselves.
60
Nancy Hatch - Teacher
Kenny Mahan Grade 5, Teacher - Nancy Hatch A Boy Named Kenny by Kenny Mahan Born in the state of Minnesota, a boy named Kenny has come into this world to share his intelligence, warmth, and peaceful nature. Kenny wears this shirt he created to show his love and passion for creating art. He wears this shirt to inspire young artists to see the world and all its beauty, and to express their individuality of the unique selves. Kenny is a funny but quiet boy. He shows his devotion of art and expresses it so in his painting. Many parts of his painting symbolizes many parts of Kenny’s characteristics. The background is his mind stretches from dark colors to light colors because this is his way to express how time grows and how is imagination continues to grow in time. Kenny is opening up to the world through his painting. Kenny receives adjectives that the world puts out into space and Kenny takes in a few to represents his traits that he presents to people and other artists. The gray lit face in space is like the moon, but is truly Kenny’s inner self. Without the earth, the moon won’t have anything to get inspired from because the more earth gives the more the moon will take to light up the night sky. These characteristics Kenny decides to take in all of a sudden becomes all shades of Kenny’s personality. They all melt from Kenny and forming Kenny’s personality to introduce to the world and others who this boy named Kenny really is. The shades of melting green represent the “band of comedy,” which is a group of comedians that make people laugh, and Kenny loves to laugh because he is a happy and joyful boy. The shades of melting blue is considered to be the “smarties.” This is a group of people who have shown Kenny how to be devoted to his work and how to be intelligent. Lastly, the shades of warm melting colors are the “creative team.” They have taught Kenny to be warm, kind, loving, and caring. All these melting groups are related to Kenny because with his family, friends, and teachers, Kenny wouldn’t be able to express to the world who the boy Kenny really is. Thank goodness the boy named Kenny can express that all through his art. 61
Nancy Hatch - Teacher
Lauren Miranda Grade 5, Teacher - Nancy Hatch
I Am the Canvas by Lauren Miranda I am the canvas. You see me in photographs, the world, and in space. However, there is more in this painting then meets the eye. As the painting talks to the viewer and allowing the viewer to see how the world’s influences creates characteristics for each individual, I the canvas have taken the positives from the world to describe who I am as an individual. Little splatters in the emptiness of space form into words that I have inhaled to express my individuality to the world. Besides the world and the words in space, you will notice a neutral head. This head is neutral because what it takes in will never be enough because as we get older, we take more in that the world offers and change through time, and this is the side no one gets to see. Just a silhouette of what is to come of my individuality. There is one black and white photograph, and one color photograph. The black and white photograph is part of my neutral self, allowing the world to see what is “normal”. Until the black and white photograph merges with the melting colors from the world, I become unique and I am seen in full color. I the canvas have come to conclusion, that what I take from the world is very important and without taking, I am normal like everyone else. However, when you take the positives from the world you give back a unique individual that is beyond what is known as “normal.” My tree, the tree that symbolizes my growth from an ever changing world and what I will offer to the world as I continue to grow. I show peace, love, and harmony that branches beyond the world and me. My melting colors spread to give the world peace, happiness, and joy. The negatives I learned, seen through the world and will unfortunately will continue to experience, I have decided to leave those behind and go forth to continue with being a warm, genuine, sincere, and kind human being. This is why I am the canvas, the canvas of the world’s future. 62
Nancy Hatch - Teacher
Melanie Mulligan Grade 5, Teacher - Nancy Hatch
A Girl named Kailey by Melanie Mulligan Kailey is the character in the painting that you are viewing. You will find that she’s smart, sweet, and artistic because of the descriptive strong characteristics she has taken in from the world. On the other hand, Kailey is also confused and nervous about something. The confusion and nervousness is hidden in the painting where Kailey looks towards the world and is still trying to find herself as she becomes a young adult. What Kailey has taken from the world so far will carry on with her, but as she grows older, she waits in confusion and nervousness on what she will take from the world next. The colors within the painting represent everything about Kailey. On the left side of the painting where she is facing the earth is her inner self not fully developed and taking from the world what she can. On the right side of the painting is who she is today and how others see her. Her facial expression, her clothing, and her body poses are important for the viewer to examine, so they begin to know who this character is in the painting. The girl’s physical appearance seems sporty, but with her beautiful locks of brown curly hair it wouldn’t seem so. With her smile so bright, Kailey lives a good life. The crayons that spread over to Kailey not only represent her characteristics she gained from the world, but the characteristics that her older sister Nicole and younger brother Jaxson have shared with her and the stresses they bring on to Kailey when they become annoying to her. As the crayons melt further onto Kailey, it represents her stress and the pressure that is put on her from her family. When Kailey stresses over her sister and brother’s annoying selves, she takes a moment to think and breathe in more of what the world gives to her. Every time Kailey takes a deep breath in from the world, it becomes a constant reminder that life is good, she should stress out about anything, and she continues to grow with all the positive things she continues to take from the world to become a person the world would appreciate. 63
Shannon Lasher Grades PreK - 5, Art ▪ Forest Lake Elementary School I have really enjoyed my time learning with other teachers during the Art of Reflection and Response Institute 2. I have learned to integrate other subjects with art, especially writing. I have met other teachers that have a desire to infuse creativity into their lessons, and this interaction has inspired me. The discussions were very thought provoking over the year, and I hope to continue meeting in the future.
Lesson Plan Lesson Title: What’s On My Mind? Resources/References: We had discussed using symbolism in our students’ art and expanding that to ransom note poetry. I was researching combining writing with art and I came across the following link. https://www.flickr.com/photos/7235969@N03/6807066875/ I took that idea and expanded it some to fit my fifth grade target audience. Materials Needed: 9 x 12 white construction/drawing paper, crayons, tempera cake paint, scissors, glue, magazines, newspapers, camera, printer, copy paper
Strategy: I had my students draw lines with white crayon or other crayon as desired. I explained that the background of their painting was like the back of their mind. They painted over the entire background with the tempera. I took my students’ pictures from a profile viewpoint with their mouths open and I printed them out. They cut out their heads, and glued them down. They looked for words or letters in magazines or newspapers to spell out words to describe themselves, or what was on their minds. They glued the words in a way that it looked like they were coming out of their mouths.
Student Outcomes: The students enjoyed the project because it was very personalized and it allowed them to show their feelings about themselves and what was on their mind.
Teacher Outcomes: I think the students overall did a good job on the project. I think next time I do the project I might have them color over their photos with colored pencils to create a Pop Art look.
Student Reflection: My student said, “When I was making my portrait I thought it should be colorful. I like how I did the swirls colorful. I just thought what describes me the most (when picking the words).
Teacher Reflection: I feel that the idea of combining another subject with art is a good idea, as long as it doesn’t replace the actual learning of the skills of art making. The kids are used to writing and using the written word in their art wasn’t a hard transition. One of the best things was that my students enjoyed expressing themselves that way.
64
Shannon Lasher - Teacher
Elizabeth Kemp Rainbow Land Self Portrait Word Art Grade 5 Teacher - Shannon Lasher
Elizabeth Kemp Student Reflection Rainbow Land Self Portrait Word Art When I was making my portrait, I thought it should be colorful. I like how I did the swirls colorful. I just thought what describes me the most.
65
Clare Radigan Grades 6 - 8, Exploring Art ▪ River Springs Middle School Lesson Title: Life in Middle School: An ongoing collection of drawings and paintings to be assembled in a book available for students’ continued perusal in the River Springs Middle School Media Center.
Outcome: Students will acquire the visual art skills to create drawings and paintings expressing their observations, thoughts and feelings about life and in this case based on a central theme: Life in Middle School. Initial Engagement: The first few weeks of the semester, the focus of learning was on developing observational and drawing skills. Engagement activities: 75% looking at objects and 25% checking the drawing paper as they drew. Students drew objects, each other, the interior of the art room, and outside around the campus. They learned how to observe and record quickly through gesture drawing and through prolonged, careful study. They learned how to draw portraits in correct proportion. They learned how to add value to geometric and organic shapes to create the illusion of form. They learned how to create the illusion of space. Once this was accomplished, we discussed the importance of observing and reflecting on their environment, and connected that to the expression of their subjective experience in middle school. At this point they had free choice to address school-appropriate interpretations of what it they experience in this educational setting. Students then collected their various drawings and chose which ones would be the basis for their final drawing. In some cases, students created composite drawing using the light table. Some used the copy machine to enlarge and focus on an area of a drawing that appeared thematically interesting. Once the layout of the drawing was complete, they had a range of media to use: colored or graphite pencil, oil pastel, and/or watercolor. After the drawing was complete, they were required to write a short essay expressive of their artwork.
Resources: Power points of gesture drawing examples and paintings, especially the figurative works of Milton Avery Teacher Reflection: Having taught at River Springs Middle School since it opened 8 years ago, I have observed cycles of change in the climate of the school as students respond to higher standards of learning as students, combined with ever-present technology and its impact on social life. Rather than place limits on what constitutes “middle school life,” I wanted the students to define what that means through their art and writing. Having taken photos of the students’ work, I will reproduce them in 9x12 images, and store them in a sturdy folio which I will have some of my students construct. This is the beginning of an on-going project, to be added to each year.
66
Clare Radigan - Teacher Anna Dillenseger Grade 7 Teacher - Clare Radigan Many people may look at this and see a playground. You could be right if you consider middle school a playground. You see a variation of colors, bright ones. It shows middle school can be a happy place if you play the “game” right. Everyone says it’s the worst years of their life, but I think if you get a new perspective of it, it could actually be a great time.
Madison Conley Grade 7 Teacher - Clare Radigan In my drawing there was girl who saw her best friends talking about her. I drew this because when you are in middle school one of the biggest problems is drama. Girls go behind each others backs, they make rumors, or they get up in someone’s face for no reason. For some girls school is not a fun or happy place.
Alex McHugh Grade 6 Teacher - Clare Radigan In middle school, everyone is different, yet in the same world. Everyone is starting on the path to become an adult. Each goes through rainy seasons and harsh winters, but still come back out again. In middle school, life is hard, but it can have a great result. 67
Petra Ramirez Grades 9 - 12, Drawing I/II, Creating 2D/3D Art, AP 2D and AP Drawing ▪ Deltona High School The Art of Reflection and Response Teacher Institute was again a wonderful resource to increase our knowledge about engaging strategies which raise the rigor in critical thinking, questioning and discussion techniques and ultimately lead our students to become successful artists. No art teacher should miss it. It is also very beneficial for other teachers who are planning to take advantage of the arts as a tool in their curriculum. The institute gave us the opportunity to practice art ourselves which is very important to maintain and develop more artistic skills. In addition I also appreciate the gallery visits which energized and inspired our artistic minds. After a gallery visit I always feel like I cannot wait to create an artwork. This is the best professional development workshop. It makes us better teachers.
Lesson Plan Lesson Title: Frida Kahlo: Symbolism, Surrealism and Folk Art Resources/References: Internet Research of several websites, Book “Frida Kahlo” by Mike Venezia, compilation of age-appropriate biography, powerpoint, hand-outs and picture print-outs with Kahlo’s quotes.
Strategy: Students enter the classroom and pick up hand-outs to be filled out during powerpoint presentation. Students start answering the questions on the screen. After the bell rings, they have 4 minutes to finish their answers. Students and teacher go over the answers and vocabulary. Teacher shows agenda and objectives of the week. Introduction to Frida Kahlo. Each slide will be accompanied by a student’s reading about the life and art styles of Frida Kahlo. Reflection about Frida Kahlo’s purpose of art and the way she portrayed it. Student table groups read and discuss Frida’s quotes and answer the corresponding questions. Students brainstorm about what symbols, folk art or surreal juxtapositions they are going to use to portray themselves (if they do not wish to do themselves, they can portray somebody close to them). Students draw the outline of the chosen sketch. Depending on their drawing or painting skills, students can choose to create this assignment as a drawing or painting. When almost completed, students exchange artworks to receive feedback for the work in progress. After receiving feedback, students make any improvements if necessary. After completing the artworks, students fill out the product evaluation form and answer assignment specific questions and compose a quote about their art. Students write a reflection about their experience with this assignment inspired by Frida Kahlo.
Student Outcomes: Students will become knowledgeable about Frida Kahlo’s life, art styles and significance. Students will be able to identify the characteristics of Surrealism, Symbolism and Folk Art. Students will improve art content reading and writing skills by learning new vocabulary which can be applied universally. I also give my students feedback concerning proper grammar, spelling and answers to the questions prior to final grading. Students will be able to generate an artwork which portrays them or a close person of their choice in a more profound way by applying art styles such as Surrealism, Symbolism and/or Folk Art. Students will increase their compositional, drawing, painting and critical thinking skills by practicing and creating an artwork inspired by Frida Kahlo. Students will write a vocabulary rich, in-depth reflection about their experience obtained during the artwork creation.
Teacher Outcomes: Teacher will guide and lead students as described above. 68
Petra Ramirez - Teacher
Isabella Santiago Grade 11, Teacher - Petra Ramirez
The inspiration for this portrait came from Mexican-German painter Frida Kahlo. Her portraits display her heritage in colorful, dramatic ways. While my picture does not display my muse’s heritage as symbolic as Kahlo does, I was inspired by her use of bright colors to display her heritage; just as she does in her selfportrait “The Frame”. Isabella Santiago
69
Karen Richter Grades 6 - 8, Art ▪ Southwestern Middle School For the second year, The Art of Reflection and Response Teacher Institute has kindled the spark of creativity in my artist’s soul- allowing me to share the light of imagination, collaboration, and resourcefulness, with my middle school students. Every class or workshop gifts me with new strategies and lessons to take back to Southwestern. At the heart of the creative process is the need to observe and listen, investigate solutions to challenges, and reflect on work. Opportunities abound to work individually, in small groups, or as a whole class. Including Literacy and the Visual Arts is a natural marriage of two strands of the learning process. I found this year’s Institute to be inspirational in regard to linking one project to the next and helping to explicitly explain to students how to use a graphic organizer like a spider web, to catch all their thoughts and ideas. Students learned how to make the most of descriptive vocabulary as it pertained to their creations. We will continue to use the “round table” effect used at the Museum that literally and figuratively makes room for every student and every idea that they bring to our “drawing” table (pun intended).
Karen Richter Altered Book
70
Karen Richter - Teacher Lesson Title: Creating A Visual Story Standards: VA.68.C.1.1 Apply a range of interests and contextual connections to influence the art-making and selfreflection; VA.68.F.1.1 Use non-traditional thinking and various techniques to create 2,3, & 4D artworks; LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Resources: furniture & found objects, pencil, acrylic paint, spray paint, acrylic gloss, permanent markers, twine, magazines, craft glue, hot glue, nails, hammer, scissors, rulers, newspaper, loose pages from old books, fabric.
References: Glencoe textbook, Chris Van Allsburg’s illustrations, furniture design, classic children’s stories, myths and legends, knowledge of oral storytelling, and student-selected YouTube video “how-to” demonstrations.
Strategy: Students will design & alter a furniture piece or other 3D art product from “found” or donated objects. They will develop/change the objects into art for viewing or practical use (fine or applied art). Students will extend learning for deeper understanding by creating an imagined black and white composition that includes their furniture piece, to focus on value, balance, and harmony. Last, students will write/compose a short mystery story with a focus on their furniture piece, to accompany/interpret their black and white illustration.
Student Outcomes/Teacher Outcomes: Students will self-assess with a teacher-created rubric to determine project success and defend their process. The teacher will also consider the VCS Visual Art Rubric, as well as the students’ own assessments, when evaluating for learning/mastery. The written component, illustration, and 3D product are the three main criteria for assessment. The results of assessment determine if more time needs to be allowed for completion or if the lesson needs to be simplified/altered. Results of the assessment also allow the teacher to determine mastery of art-related skills separate from the literacy-based skills.
Student Reflection: How could you improve your use of materials/techniques in future altered art projects? What is your opinion of this three-part lesson? What changes would you make to this lesson if given the opportunity? How do you think you could prioritize your use of time and resources in future projects, based on your management of those components for this lesson?
Teacher Reflection: What evidence do I have that this project improved my students’ mastery of art skills/ standards? Of literacy skills/standards? Can I propose an alternative format to achieve the same level of student understanding? What questions could I ask in a one-on-one student interview to improve the creation process? How could I best utilize the formal critique process to improve student understanding?
71
Karen Richter - Teacher
Sara Monette Grade 8 Teacher - Karen Richter
72
Cacee Rose Grades PreK - 5, Art ▪ Holly Hill School Over the past two years this institute has been an extraordinary experience. I have seen growth both personally and professionally in my teaching practice. My ability to collaborate with other teachers across the district has been invaluable. The integration of writing and language arts has provided me with many resources to use in my art room. Each teacher’s unique perspective and ability to share their ideas has given me new ways to present art content to my students. I also feel personally inspired by the new artists I have been able to study in the museum and the creative activities we have been able to participate in. I have been able to renew my own artistic inspiration during this institute. My skills and knowledge of arts integration and the importance of creativity and visual and verbal literacy has increased exponentially. I have more confidence when it comes to how and when to integrate these two important areas of focus. Art images provide an endless supply of opportunities to share the importance of visual and verbal literacy in new and creative ways. Art can translate into any content area, historical event, or time period and form a real world connection for our students. This new knowledge has given me confidence to create more independent and personal learning experience for my students. The questioning techniques have encouraged more students to share their own experiences in the conversations and help them to make direct personal connections to the knowledge gained in class. Students have been able to apply the concepts to their artwork more easily and achieve a deeper understanding and appreciation for art. By building on what I have learned in the institute I can incorporate it further with arts integration by continuing to use and refine the activities with more of my visual art content, creating more opportunities for my students to share and reflect on their own work, and the work of other artists, peers, and professionals. Language and art go hand in hand and this will strengthen that connection on a profound level.
73
Cacee Rose - Teacher NGSSS Visual Arts Standards Big Idea VA.4.C: Critical Thinking and Reflection Enduring Understanding 1 VA.4.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Enduring Understanding 2 VA.4.C.2: Assessing our own and others’ artistic work, using critical-thinking, problemsolving, and decision-making skills, is central to artistic growth. Big Idea VA.4.O: Organizational Structure Enduring Understanding 2 VA.4.O.2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.
Outcome: Students will gain a deeper understanding and appreciation for abstract art by studying the art and life of Wassily Kandinsky. Students will create an abstract work of art based on a piece of music they choose. Students will use the elements of art and principles of design shape, color, rhythm, and value in their composition. Students will use a self reflection sheet to evaluate the level of success of their abstract composition and share with the class.
Initial engagement: Students were shown images by Wassily Kandinsky asked to describe what they saw and if they thought it was art. Then they read one of his famous quotes, “The artists must train not only his eye but also his soul.” In small groups they discussed what this quote might mean and how would it apply to his art form.
Engagement activities: After the initial engagement students read a short bio about Kandinsky and discovered his love for music. They closely studied Kandinsky’s painting Composition VIII, and described what kind of sounds and music might be represented with the shapes and colors they saw. Then we took some time to listen to the music of Kandinsky’s time, Russian Classical. For the assessment of this lesson students had to come up with their own abstract composition based on a piece of music they chose. Throughout the lesson students also discussed and applied the use of shape, color, rhythm, and value in their piece.
Resources: Teacher made Wassily Kandinsky PowerPoint, internet- images from WebMuseum Paris and Guggenheim online collection, books- The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art, SRA Art Connections Artists Profiles level 4
Teacher reflection: Throughout this lesson the students were actively engaged and excited. I really enjoyed the personal connection they formed by getting to know Wassily Kandinsky through his art and love of music. Their small group discussions yielded some very insightful reactions to his abstract art and gave them a window into his life. Their initial reaction to his art was very superficial not having the background knowledge to understand what the concepts behind his art made it difficult for them to fully appreciate it his work. By the end of this lesson they had a deeper understanding of abstract art and a new respect for the story and symbols behind artistic expression.
74
Andrea Finkle Grade 9, English 1 and Grade 12, English Honors 4 â–Ş DeLand High School
What can I say about the Art of Reflection and Response Teacher Institute? Almost too much. For one thing, I loved this learning opportunity so much I voluntarily became a part of it for a second year running. The ideas I have taken out of this institute have made me a better person and a better teacher. I have learned how to appreciate the visual world in new ways, and I have improved my idea of what art has to teach us. My students have benefitted because I have brought the ideas and activities from the institute into my classroom. We do visual journals once a week that tap into how my students respond to visual stimuli and broaden their understanding of the work we are doing. My freshman students made folded books to represent the novel, Animal Farm. This activity allowed them to integrate their creativity and vision into the actual narrative, and it made it easier for them to understand what was happening in this complicated story. They were creating children’s picture books that highlighted the important events or ideas from each of the chapters. I also encouraged them to create visual representations of love when we were studying Romeo and Juliet. This led to many different creative projects with multiple elements of what love meant to them. Apart from the classroom, I find myself looking at the world in new ways. I take the time to see beauty in places where I might not have noticed before. I look for the focal point of a picture. I discern what makes one image more impactful than another. I can look at a work of art and appreciate the talent that created it, even if I don’t particularly like the subject matter. It also helps me to have more of an open mind and more hope for humanity in general. Many thanks to all of the teachers who made this such a powerful, fun learning opportunity, to Pam Coffman and Suzi Preston for their inspiring leadership and constant support and caring, and to Betty Drees Johnson for thinking that teachers needed a place to create and grow and feel appreciated. The Art of Reflection and Response Teacher institute has been an unqualified success in my life, and I hope that it can continue to be source of inspiration, learning, and fun for many teachers to come.
75
J. Martin Hurtado ESE ▪ River Springs Middle School Since I started my journey at the Art of Reflection and Response Teacher Institute 2, I have had the pleasure of working with some of the best teachers across the curriculum from elementary and middle school. We all were there to invite each other’s intellect and be able to learn a great deal about applying ‘differentiated instruction’ to help address the needs of academically diverse learners in our increasingly diverse classrooms. We all seem enmeshed teaching on a system that is geared up to treat all the students as though they were essentially the same. The Teacher Institute 2 is a refreshing approach to dig in to vast reservoirs of background experiences and share space with peers with enthusiastic attitudes who are ready to share their ideas along the way of teaching something new and effective to diverse learners. We all shared highly motivated levels of energy and we were provided with high interest hands-on learning activities that inspired us to do “more”.
J. Martin Hurtado
At the end I understood very clearly that we as teachers need to change the information that is presented, to all types of students, in order to be effective. Also our curriculum goals should always relate to the assessment of the learner’s level of mastery. At the Teacher Institute 2 I was given new ideas about non-conventional methods of assessment. Methods where the students can also be part of the assessment process. At the Art of Reflection and Response Institute 2 we were given the opportunity to share papers, artwork and ideas that one way or another were about differentiated instruction. It was about re-learning the level of readiness and the concept of patience. Learning a strategy is one thing, but using it effectively is another. Another aspect about the Teacher Institute 2 that I appreciate the most is how it reassured me that it is okay to accept things that are beyond my control, and that when we differentiate instruction we and the students collectively need time to reflect.
Carol Larson Grades K - 2, Gifted and 4th ▪ George Marks Elementary School Many times teachers go to professional development classes so that they can earn points or earn a rating. This year I attended AART for ME! This program has inspired me to teach with passion and creativity more than any other development I have ever attended. Personally creating art provided me the opportunity to stretch and expand my self and teaching comfort boundaries. Through sharing of thoughts and personal work I deeply connected with colleagues on a level that helped me see that the affective side of learning is essential to student growth.
Erin Mindigo Grades 6 - 8, Art ▪ Campbell Middle School The Art of Reflection and Response Teacher Institute is a wonderful program to blend what I already know from my degree in the arts and as an art teacher, with all the wonderful possibilities of language arts. I have participated in the institute for 2 years now. This past was full of book making and personal artistic growth. I would recommend the institute to all teachers and administration as well. 76
Susan Nathan Substitute Teacher This year I haven’t had an art classroom. I have been filling in for other teachers in Volusia County. Some assignments have been for a day, others have been for several weeks or even months. I have planned or interpreted and executed lessons for many diverse subjects from anatomy to art to computer graphics to reading to vocational skills, and everything in between. I’ve taught elementary students, middle school students, high school , and even AP students. It’s been fun and exciting. Art Of Reflection and Response has grounded me and given me a teaching community to belong to. The Institute has increased my skills and knowledge understanding of arts integration, allowing me to spark creativity and visual and verbal literacy in classrooms that I step into. I enjoyed listening to my colleagues at the Institute and sharing my experiences with them. Suzi Preston and Pam Coffman are both experts in modeling revealing questioning techniques and leading amazing discussions. In the two years that I’ve attended the Institute, I have learned many things about communication and expression . My own art making has benefitted from this as well. The lessons and techniques I’ve learned, have helped me work with the wide variety of students who I’ve taught this year. I found that I could use rich visual material and thoughtful questioning techniques to help students become creatively engaged with the subjects. Looking at Leonardo Da Vinci's Vitruvian Man was a wonderful way to grab students attention on my first day of what turned out to be an eight week AP Anatomy assignment at a Volusia High School. Asking: “What do artists and scientists have in common?”, led to lively discussion and incites from the students. Simile and analogy and pictures brought color and feeling to reading , language arts, history , and even math class. Making a cartoon guide to explain the relationship between aperture, shutter speed and iso helped students in a photography class “get it.” My most rewarding experience this year was in a month long assignment in a multi-ve classroom at University High School. I taught the same students for language arts and science. We celebrated Dr. Seuss’s birthday all month. We used pictures, rhymes, drawing, and writing, to enrich our learning. We used paint and made monoprints as we learned about symmetry in nature. The students surprised me over and over with the creative ways they expressed themselves. My experiences in the Art of Reflection and Response Teacher Institute gave me the confidence to be fearless about using my art training to encourage all students to have freedom and to be creative no matter which classroom I’m standing in.
Leah-Marie Pitrone Grades 7 - 12, Drama and TV Production ▪ Taylor Middle-High School The teacher institute has been a very important tool in my teaching career. I have found it to be a sort of creative safe haven for me. I can go and meet with like-minded people and feel supported, safe, and fulfilled creatively. When I have been at my most stressed I could go to the institute to create and free my mind. This allowed me to relax, thus, becoming more open to ideas and strengthening my skills as a teacher. Not everything covered in our sessions really applied to me as a teacher but that did not stop me from appreciating it any less. I sat and I absorbed all that was shared in the hopes that I might one day in the future either use the skill, tool, activity in my room. If I couldn’t use the ideas provided than maybe I would be able to modify it to work for my class. I never saw any of my time at the museum as a waste. If I grow as a person, if I grow as an academic, then it allows me to grow as an educator and that is a gift that I am truly grateful for. 77
Darlene Stewart Grades 6- 8, Drama ▪ Ivy Hawn Charter School of the Arts I have never thought of myself as an artist. I have been practicing, participating and creating theatre since I was in 8th grade, but never considered myself an artist. If I define what I think an artist is, I think; Artists are creative. Artists are good at visualizing the world. Artists are communicators. Artists see the world in new and different ways. Artists change the world with their art. Theatre does all of those things, so I wonder how was it possible I didn’t think of myself as an artist. I have created costumes, masks, and props that would be considered works of art. I have painted backdrops, added digital media to shows, and have created visual concepts for plays that have been called inspiring. I have contributed to young people and older people reaching performances that they would not have achieved without my direction and still I did not consider myself an artist. Although I would have stalwartly called my actors “artists.” Herein lies my very personal reason I believe opportunities like the Art of Reflection and Response Teacher Institute are important. Without the ability to reflect on who we are as a person, an artist, a teacher we do not grow. Reflection, deep thought, contemplation, musing, rumination all contribute to our ability to contribute to others in our lives, in our society, and in our world. Without the ability to share ideas, concepts, and theories we lose something invaluable. An artist does these things—reflect, visualize, communicate, and contribute. And if there is one thing I have realized in these two wonderful years attending The Art of Reflection and Response Teacher Institute, I am more than a teacher, more than a theatre educator, I am an artist first and foremost. Without feeding the artist, growing that part in myself, I am not as good a teacher as I could be. When working on my own art, and my own growth I increase my value as an educator. The institute has allowed me to continue my journey to becoming a better teacher, a better theatre person, and a better artist.
Barbara Wells Grades K- 5, Art ▪ Blue Lake Elementary School My participation in the Institute has benefited me personally by exposing me to new and current art and historical art via the Museum of Art and has reawakened the love and admiration that I have for art and art history. It amazes me that, in my years post college and unencumbered by the rigors of Art History, I still have this passion and reverence for art, and history, and the contributions of art and artists to our lives. Professionally the institute has benefited me by introducing me to other Volusia County teachers both general education teachers and art teachers. It is very beneficial to hear their ideas which helps me to develop new ways to approach the teaching of art and incorporating writing in the art room. I always thought that art class in Elementary school was about production of art. I was always afraid that the students would revolt if they weren’t doing something hands on every waking minute that they were in my room. I was shocked and pleasantly surprised when I introduced a project with writing attached or a written reflection or even a written self-assessment, how they were totally into it, just writing away…and no grumbling to boot. This new knowledge is extremely important to my teaching practice by giving ideas of how to include more writing in my classroom. I have learned many great lessons on how to have students look at art and do written assignments such as: comparing two paintings and writing about their likes an differences; writing a dialogue for a piece of art; writing a story based on what they see in the artwork. 78
Museum of Art - DeLand Board of Trustees Judy Thompson, President Gen. Lee Downer, (Ret.) Vice President Dr. John Wilton, Secretary Linda Colvard Dorian, Past President Mary Jeanne Ludwig, Treasurer Dennis Aylward Samuel Blatt Bill Booth Sal Cristofano Manny De La Vega Jewel Dickson Linda Colvard Dorian Dr. Deborah Goldring John Horn Ray Johnson Frances Massey Robin May Deborah McShane Dagny Robertson Marty Suarez Dr. Ian Williams
2015 - 16 Museum of Art - DeLand Legacy Circle, Endowment Fund, Leadership Circle Foundations, Corporate Members, Patrons and Community Partners Dennis Aylward, Dr. Bruce Bigman and Carolyn Bigman, Samuel and Donna Blatt, Bill and Terri Booth, Earl and Patti Colvard, Sal Cristofano and Laura Gosper, Manny De La Vega, Dr. Wayne Dickson and Jewel Dickson, Robert Dorian and Linda Colvard Dorian, Lee and Susan Downer, Betty Drees Johnson, Dr. Deborah and Lee Goldring, Christie G. Harris, John and Karen Horn, Ed Jackson and Pat Heller-Jackson, Ray and Betty Johnson, Barney and Linda Lane, Tim and Mary Jeanne Ludwig, Van and Frances Massey, Walter and Robin May, Beth and Greg Milliken, Linda Pinto, Dagny and Tommy Robertson, Stephen and Claudia Roth, Patricia Schwarze, Fred and Jeanne Staloff, Harry Sugarman, Judith Thompson, Dr. Ian Williams and Dr. Nancy Hutson, Dr. John Wilton and Nancy Wilton, Lacey Family Charitable Trust, Daytona Auto Mall, Boulevard Tire Center, Collaborative WEALTH, E.O. Painter Printing Company, Fleishel Financial Associates, Lane Insurance, Inc., Mainstreet Community Bank, Publix Supermarket Charities, United Parachute Technologies, DeLand Breakfast Rotary, DeLand Fall Festival of the Arts, DeLand Rotary Club, Inc., Faith Hope & Charity, Krewe Nouveau, Museum Guild, State of Florida Division of Cultural Affairs and the County of Volusia.
79
80