2017 - 2018 Reflect Respond Renew by Museum of Art - DeLand

R E S REFLECT

RENEW

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Museum of Art - DeLandâ&#x20AC;&#x2122;s 2017-18 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 â&#x2013;Ş 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 Tuesday - Saturday 10 a.m. - 4 p.m. Sunday 1 to 4 p.m.

Printed E.O. Painter Printing Co. DeLeon Springs, FL Museum of Art - DeLand

Copyright 2018 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 and the Florida Council on Arts and Culture.

Museum of Art - DeLand Board of Trustees Gen. Lee Downer, (Ret.), President Dr. Ian Williams, Vice President Dr. John Wilton, Secretary Judy Thompson, Past President Mary Jeanne Ludwig, Treasurer

Dennis Aylward Samuel Blatt Sal Cristofano Jewel Dickson Linda Colvard Dorian John Horn Ray Johnson Craig Lindsey Suzanne Lonky Robin May Deborah McShane Greg Milliken Dagny Robertson

2017-2018 Museum of Art â&#x20AC;&#x201C; DeLand Leadership Circle, Foundations, Corporate Members, Patrons and Community Partners Dennis Aylward, Dr. Bruce Bigman and Carolyn Bigman, Samuel and Donna Blatt, Thomas and Loretta Chudy, 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, Tom and Becky Fleishel, Dr. Susan Griffis, John and Karen Horn, Ed Jackson and Pat Heller Jackson, Betty Drees Johnson, Everett (Ray) and Betty Johnson, Craig Lindsey, Tim and Mary Jeanne Ludwig, Robin May , Greg and Beth Milliken, Linda Pinto, Dagny and Tommy Robertson, Stephen and Claudia Roth, Patty Schwarze, Judith Thompson, Ian Williams and Nancy Hutson, Dr. John Wilton and Nancy Wilton, Duke Energy Foundation, The Dorothy M. Gillespie Foundation, Inc. , Lacey Family Charitable Trust, Lorna Jean Brooks Foundation, Inc. , Publix Supermarket Charities, Inc. ,Wells Fargo Foundation, Boulevard Tire, E.O. Painter Printing Company, De La Vega Restaurante y Galeria, Duke Energy, Lane Insurance, Inc., Mainstreet Community Bank, City of DeLand, County of Volusia, DeLand Breakfast Rotary Club, DeLand Fall Festival of the Arts, DeLand Rotary Club, Inc., Faith, Hope and Charity, Krewe of Amalee, Krewe Nouveau, Mid-Florida Community Services, Inc., Museum Guild, State of Florida Division of Cultural Affairs, Stetson University

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 and 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, Retired Art Specialist, Volusia County Schools and Co-Director of the Art of Reflection and Response Teacher Institute for her dedicated support, expertise and collaboration.

To our new teachers participating in 2017-18: Sonia Amirkhanova - Samsula Academy ▪ Bonny Bryan - University High ▪ Heather Cunningham - Champion Elementary ▪ Brittany Dahl - R.J. Longstreet Elementary ▪ Tamera Dillen - Pine Ridge High ▪ Jane Failer - R.J. Longstreet Elementary ▪ Christine Hall - George Marks Elementary ▪ Adam Harpstreit - University High ▪ Janel Hernandez - Heritage Middle ▪ Kristan Kinsella Brinley - DeLand High ▪ Leia LaCombe - DeLand High ▪ Michele Marcial Ostermann - River Springs Middle ▪ Denise Sage - Pine Ridge High ▪ Janice Schiavo - Deltona Lakes Elementary ▪ Diane Simon - George Marks Elementary ▪ Erin Tanner - Winter Springs Elementary ▪ Dorothy (Grace) Watson - George Marks Elementary ▪ Kathryn Wilson - Pine Ridge High

To our returning teachers participating in 2017-18: Dr. Sarah Altier - Volusia County Schools ▪ Angela Costa - Volusia Pines Elementary ▪ Katherine Crane Manatee Cove Elementary ▪ Kaitlin Dalia - Southwestern Middle ▪ Timothy Deary - Galaxy Middle ▪ Beth Doran - Heritage Middle ▪ Andrea Finkle - DeLand High ▪ Samantha Hughes - New Smyrna Beach Middle ▪ Laura Matthews - George Marks Elementary ▪ Petra Ramirez - Deltona High ▪ Karen Richter - Orange City Elementary ▪ Dr. Rajni Shankar-Brown, Ph.D. - Stetson University ▪ Dr. Shari Watkins - Horizon Elementary ▪ Judy Williamson - Pine Ridge High ▪ Jean Zimmermann - Campbell Middle

In July of 2014 the Museum of Art - DeLand introduced a new professional development initiative, The Art of Reflection and Response Teacher Institute, a year-long program offered to Volusia County Public School Teachers K-12. To say this was a leap of faith is an understatement. How many teachers would be willing to give up three days of their summer vacation and additional Saturdays throughout the school year for professional development credit at an art museum? The answer, eighteen teachers took the

2017-18 new teachers participating in gallery activity.

plunge and applied for the 2014-15 Art of Reflection and Response Teacher Institute. That first year was a year of challenge, discovery, sharing, flexibility, listening, responding, and community for everyone involved. Much to our surprise, when the program drew to a close, the participating teachers requested that it be extended for the next school year. Once again we sent out applications for the 2015-16 Institute for new teachers and one for retuning teachers. This time we had eighteen new applicants and seventeen returning applicants. Now as we approach the end of our fourth year a total of sixty-eight new teachers and thirty-one retuning teachers, some who have been in the program for all four years, have completed the Institute training. So the question becomes what makes The Art of Reflection and Response Teacher Institute model successful? First and foremost our belief that passionate teachers inspire passionate learners; second, a sincere respect for the professionalism, dedication and creativity of the participating teachers; third, providing a variety of innovative ideas and strategies to enhance visual and verbal literacy with the flexibility to adapt them to multiple subjects and individual classroom requirements; fourth, encouraging teacher involvement and ownership of the training; fifth facilitating an ongoing dialogue acknowledging each teacherâ&#x20AC;&#x2122;s professional experience, ability and desire to be a champion of change; and sixth, fostering a community of like-minded educators by giving them the time and space to reflect, respond and renew professionally and personally. What is the focus of The Art of Reflection and Response Teacher Institute? It is a program that 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 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, ESE, and gifted and talented students. As we prepare for the 2018-19 Art of Reflection and Response Teacher Institute we are confident that all of the knowledge, sharing and teacher feedback that we have gained over the past four years will enable us to continue providing a truly worthwhile, professional, educational and personally meaningful experience. Pam Coffman, Curator of Education Museum of Art - DeLand and Director of the Art of Reflection and Response Teacher Institute

Last July forty or so K-12 language arts, gifted, social studies, math, art, IB, and elementary teachers began a new year of the Teacher Institute to develop personal response at the Museum of Art DeLand. For some it was an initial immersion into the vocabulary, concepts, and analysis of art forms that promote student learning. For others it continued the personal growth journey for the second, third, or even fourth year participants. For all, the reflection process provided a framework for creativity, resourcefulness, and pride. Teacher commitment was obvious: attend workshops during the summer and on Saturdays scheduled over seven months; accept every challenge thoughtfully, even those exposing personal vulnerabilities; write reflectively about the role of perception in images; integrate concepts from other disciplines including music and theatre; play with ideas while making art; complete homework; and share continuously. There are four amazing components of this training. The first centers around an amazing museum that continually exhibits best known works from collectors. For example, and currently, the printmaking exhibit in the main gallery contains works by 1960s artists, among others, required in college art studies. Then there is the M. C. Escher exhibit in the downtown gallery. It’s exciting to be so close to art history that is still studied by artists and mathematicians and so admired by others. I am thankful Chief Executive Officer George S. Bolge has the vision for bringing such world-class exhibits to our community. Second component is the Curator of Education Pam Coffman who leads teachers through the artworks historically and analytically. It has been my pleasure to plan and coordinate workshop content with Pam. Her background is not just in art history and education, but in creative solutions and processes too. Third component is the generosity of Betty Drees Johnson, an art education advocate whose support of teachers and students is realized and documented in the responses shared throughout this book. And lastly the amazing teachers whose attention span has always been centered in listening and engagement, never focusing on cell phone catchup or surfing. I have learned greatly from them. Their written reflections have left me inspired. I may have learned more from them than they have from me. Unfortunately, we have come to the conclusion of this year’s collaborative efforts, but I know it’s not the finale. The ideas generated and discoveries made that impact student learning cannot be measured for this year alone. The sequel to changes in understanding visual perceptions and reflective responses will continue to extend beyond this institute. I will miss everyone’s energy, but then there’s next year: new and returning participants, more art, more activities, more reflections, and more rewards. Suzi Preston, Retired Art Specialist, Volusia County Schools and Co-Director of the Art of Reflection and Response Teacher Institute

Participating Teachers’ Comments “The Institute has benefitted me by giving me the confidence to try new and hopefully, innovative ideas in my classroom. I have learned that there are so many different types of learners, and just because someone does not learn the ‘traditional’ way, does not mean that person is wrong. I am now a firm proponent of ‘outside the box’ thinking and encourage my students to look at all the options before solving a problem. Being creative is not based off of skill; it is the desire to look forward and use your imagination.” - Denise Sage, Algebra 1A Grades 9-12, Pine Ridge High School, 2017-18 Participant

“Through this class I have personally created a network of teachers that will be lifelong friends. Working and learning together as a group created a team of teachers that support each other. We inspire and share lessons and materials to aide our students and our own personal growth. Every teacher has strategies and viewpoints that differ and are strong individuals not afraid to share. I look forward to attending the Institute for the 2018- 2019 sessions.” - Janice M. Schiavo, Art Grades Pre-K-5 and ESE, Deltona Lakes Elementary School, 2017-18 Participant

“The Art of Reflection and Response Institute was like rain after a dry spell that coated educational terrain with dust. It provided strategies for cynicism to wash away with the reuniting of heart to profession. The reasons why I do what I do were revealed to remind me that I chose to teach because it is more than a job…. Art is courage. It is easy to destroy, but it takes courage to create.” - Jane Failer, Art Grades K-5, R. J. Longstreet Elementary School, 2017-18 Participant

“The Art of Reflection and Response has given me confidence in myself and my ability to bring power to my students. The teachers of the Institute have given me ideas and plans and friendship. I look forward to growing as I learn more about myself and the creative processes of my students. We have built a professional community like no other, and I am grateful that I have been a part of this dynamic group. I am a better teacher because of this Institute and the teachers who shared their unique thoughts and passions during each assembly. The education I received has helped shape me as a person and teacher, and I’ll continue to change and grow because of this opportunity.” - Kathryn B. Wilson, English III and English III Honors Grade 11, Pine Ridge High School, 2017-18 Participant

“The Institute has been a gift to me as an educator. Professionally, it has inspired me to look at my curriculum and standards through a different lens. Can I incorporate the visual arts into this standard or that unit? Personally, the Institute has, at times, been a lifeline- a combination of professional development and support group. The time spent with like-minded educators- collaborating, counseling, and (occasionally) kvetching- is restorative.” - Katherine Crane, Gifted Grade 4, Manatee Cove Elementary School, 2015-16, 2016-17, and 2017-18 Participant

“When students have to create rather than recall they have better retention of the material. We teachers know this but often we are so worried about the tests they have to take that we forget that creativity is a better medium for learning than practice tests and vocabulary quizzes. The Institute has helped me revive creativity in students who in their own words ‘feel like school has forced the creativity out of them.’” - Judy Williamson, World History Honors Grade 10, US History Grade 11, Career Development Grades 10-12, Student Success Grades 9-12, Pine Ridge High School, 2016-17 and 2017-18 Participant

The selected artworks and writing included in this publication were produced by the new and returning teacher participants in the 2017-18 Art of Reflection and Response Teacher Institute and from students in their respective classes. The Museumâ&#x20AC;&#x2122;s Department of Education worked collaboratively with Suzi Preston, Retired Art Specialist, Volusia County Schools and Co-Director of the Art of Reflection and Response Teacher Institute to develop and implement this professional development program and accompanying classroom materials and resources.

2017-18 New Teacher Participants Art of Reflection and Response Teacher Institute

Sonia Amirkhanova - Samsula Academy Bonny Bryan - University High Heather Cunningham - Champion Elementary Brittany Dahl - R.J. Longstreet Elementary Tamera Dillen - Pine Ridge High Jane Failer - R.J. Longstreet Elementary Christine Hall - George Marks Elementary Adam Harpstreit - University High Janel Hernandez - Heritage Middle Kristan Kinsella Brinley - DeLand High Leia LaCombe - DeLand High Michele Marcial Ostermann - River Springs Middle Denise Sage - Pine Ridge High Janice Schiavo - Deltona Lakes Elementary Diane Simon - George Marks Elementary Erin Tanner - Winter Springs Elementary Dorothy (Grace) Watson - George Marks Elementary Kathryn Wilson - Pine Ridge High

Sonia Amirkhanova Grades K-5, Art ▪ Samsula Academy If there was only one thing I learned from this amazing professional development course then it would have to be about finding my inner spark! This course taught me so many ‘real-life’ lessons both to use in and out of the classroom. I have most enjoyed collaborating with other art and classroom teachers to learn about integrating the arts into other disciplines and how to incorporate them into my art room. The below poem sums up how I feel about this course and its importance in my personal and professional practice. Believe in myself and my students will believe in themselves even more! Experience real joy by creating more for myself and for others. Collaboration is key to survival and to keep each other going! Reflect and re-evaluate lesson plans, as well as, lessons in my own personal life. Explore different ways to look at a project and its process. Appreciate myself, my students and my family more! Teach like there’s no tomorrow! Inspire others and search for inspiration for myself! Value students’ ideas and their creativity more than ever before. Experiment and explore all the new ideas I have been taught.

Sonia Amirkhanova - Teacher Lesson/Activity: My Treasure Scroll, Grades 1-5 Art Objective: To create a colorful scroll of the images that symbolize the student’s personal treasures. Mrs A’s Art Adventure flew to Ancient Egypt to bring ‘Historical and Global Connections’ to the students. Such “experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups and cultures from around the world and across time.” (FL NGSSS). Inspired by both the book, “Map Art Lab” and a fourth grade student, grades 1- 5 created their own scrolls. This fun yet simple lesson yielded beautiful work. Students began with school grade paper towels on which they drew a variety of lines and patterns on both the front and back with washable markers. Next they thoroughly wet them with water and squeezed out the excess. Then they were placed on the drying rack until dry which took a few hours. During the following art class, students used their imagination to create a map from their house to their pyramid on their ‘hand-made paper’. Then they drew figures which symbolize their most special treasures which are hidden in their pyramid. I requested a minimum of 3 objects or people/animals and I allowed the use of either markers or crayons-student choice. Next, students labeled their symbols and were encouraged to share and to showcase their treasures- just like Ancient Egyptian Pharoahs! Lastly, students rolled up their maps just like a scroll and tied them with a piece of yarn. Outcome/Reflection: I absolutely loved the outcome of this lesson plan. The students were fully engaged from beginning to end. They enjoyed the act of ‘making their own paper’ and hiding their precious objects in a pyramid. Some students elaborately designed booby traps so tomb-robbers could not raid their treasures! Grade 1 students were challenged to label their symbols and were especially excited to share their maps and scrolls with the class. We were also able to incorporate modern technology to this ancient technique by projecting the artwork on the ‘big screen’. Last, but not least, the fourth grade were so proud that I ‘used’ one of their fellow classmates’ idea that they are competing with each other to come up with other lesson plan ideas! What a fantastic way to watch them grow and encourage one another to think creatively. I will continue to listen to my students and let them experiment with many types of materials to keep on creating!

Sonia Amirkhanova - Teacher My Treasure Scroll continued

My Treasure Scroll Class Projects

Sonia Amirkhanova - Teacher

Personal Creativity Mind Maps by Sonia Amirkhanova

Oh delicious serenity - VACATION! by Sonia Amirkhanova Poem based on Dark at Tuscany, painting by Adolf Dehn Peaceful and calming Exploration of the beyondâ&#x20AC;Ś May be small in size Can have overlapping shapes, Repetition & texture Perhaps mostly straight lines Or some diagonal forming triangles & rectangles Or could it be one curved line In the upper right hand corner? Or rectangular with warm colors? How about triangular with cool colors? If so - then Iâ&#x20AC;&#x2122;ll be King of the Mountain Adventurous & fulfilled

Bonny Bryan Grades 9-12, ESE Art: Multi-VE and Modified ▪ University High School It was a joy to have been a participant in the 2017-2018 Art of Reflection and Response Teacher Institute at the Museum of Art - DeLand. As I reflect over the lessons and time shared with Pam Coffman, Suzi Preston and Beth Dobberstein, my heart if full of gratitude. These women were passionate about the Institute and it was evident in all that they did, the lessons they presented and their commitment to our success and growth. Participating in the Institute has impacted and benefited me tremendously both personally and professionally. This immersive professional development provided me with fresh and innovative ways to approach my students, my classroom and my peers. Being given the opportunity and time to connect, discuss, share, collaborate and reflect with other Volusia County teachers was invaluable. We worked on projects at the museum, went to other professional training together, and collaborated on creative projects our students could work on in partnership. On a personal level, the Institute provided me with reminders on the importance of self-care, to refill my cup and to make time to creatively recharge. One of my favorite concepts that I implemented was the “spark” journal to capture creative ideas. This little journal helped me to recognize creative opportunities when they show up. It also reminded me to revisit previously enjoyed creative pursuits and to overcome creative blocks. The lessons were challenging and fun and reminded me of what my students feel daily. Pam and Suzi were always supportive and encouraging. I was truly grateful for this professional development. Thank you to everyone that participated and helped make the Institute possible. The experience has inspired, motivated and equipped me to be a more creative, curious and encouraging teacher.

Bonny Bryan - Teacher Lesson Plan/Activity: Let Your Light Shine, Grades 9-12, ESE: Multi-VE and Modified Art This lesson was created to integrate student curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process while allowing students to demonstrate self-expression. Students were shown different examples of candles and candlelight. They were instructed on how to create a 2d watercolor resist painting of a candle utilizing the elements of art previously learned in class to include line, shape and color. The instruction was followed by brief discussions on the meanings of a candle and a flame. The use of art supplies was modeled, and any questions were addressed and answered before the students were released to their assigned seats to create. A variety of ways the art piece could be created with different choices and differentiation were discussed and offered as suggestions. The students were given support, ideas and encouragement as needed during the entire lesson. The students used watercolor paper, crayons, 3 watercolor paints, water, 3 types of salt and different brushes. The learning target was for the students to be engaged and curious in a self-expressive art making process. This activity allowed them to think about a new idea and how to represent â&#x20AC;&#x153;theirâ&#x20AC;? light. It also allowed them to use a new art medium and try their best. This process was important because it helped expand their thinking and interests and appreciation for diversity. In addition, this helped build new art skills and offered a positive means of self-expression. The implementation of this lesson was successful and the students all created unique artwork representing their light in the world.

Bonny Bryan - Teacher Let Your Light Shine continued

Madison Roberts, Grade 11

Nate Rivera, Grade 12

Alexander Barajas, Grade 11

Jorge Cruz, Grade 11

“JJ” Montalvo, Grade 11

David Saxon, Grade 11

Jaycen Andrews, Grade 10

Nevaeh Connolly, Grade 10

Heather Cunningham Grades Pre-K-5, Art â&#x2013;Ş Champion Elementary School The Art of Reflection and Response Teacher Institute had benefited me and my students. This training has benefited me personally because Pam and Suzi have pushed me out of my comfort zone. They have showed me that being creative is important. With creativity comes play. My students have benefited from this institute as well. I have learned many valuable lessons and ideas from this training. I have learned that it is important for students to play. Students need to play and explore to learn. The knowledge I have gained from this institute has inspired a new way of teaching for me and a new, more engaging way of learning for my students. Prior to opening an art center, I allow my students to explore and play with the new medium. This time allows students to explore the materials and medium without the burden of completing a project. Pam and Suzi gave me and my classmates a journal. I am implementing the journals into my art room next year. I have enjoyed writing notes, drawing and creating in my sketch book and I think my students will enjoy creating in one as well. I thought they could use their sketch books during exploration time prior to opening a center. I am sincerely grateful for this experience. I feel blessed to be working in a county that offers rich collaboration and creative support to teachers. I want to thank the Museum of Art - Deland for their beautiful and inspiring facility that housed our classes over the last few months. Pam Coffman and Suzi Preston were wonderful facilitators. They both showed so much expertise and patience during the training. I would like to thank them for the fresh ideas, inspiration and challenges they set for us during this institute. Pam and Suzi helped me rediscover the power of creating and being creative. I truly enjoyed the interactions with my classmates, I have made lifelong friends. I highly recommend this course to any teacher.

Heather Cunningham - Teacher Lesson/Activity: Eavesdropping Activity, Grades 4 and 5 Art Objective: My students struggle with looking at images. It seems they don’t want to take the time to observe art. I play a “Spy” game with them and even that is beginning to be a struggle. Even those students who love art want to quickly view the art and then move on. The objective for this assignment is to increase the amount of time my students view a piece of art. I want them to really see and observe what is taking place in the image. It is important for them to see as many details in the image as they can, to do that they must spend an adequate amount of time looking at a particular piece of art. To prepare for this lesson first I determined what artist we wanted to study. I chose Winslow Homer. Winslow Homer was an American painter, claimed to be self-taught with a focus on people in action. I felt like my students could relate to Homer and his art. I chose three of his pieces. The three painting I chose were; The Country School, Snap the Whip, and Breezing Up. I hung the images around the art room. I spaced the images out enough so that the students could gather around the images but not be too cramped. When the students came into art each student got a piece of paper and a pencil. I asked them to find a buddy. Each group went to one of the three images. I told the students that we were “eavesdropping” on the paintings. That allowed me to go over a new vocabulary word with them, explaining what eavesdropping meant. Next, I told them to choose a character in the image, with their buddy they had to determine what the characters in the painting were talking about. I asked them to look at the image. Study it for a few minutes and explore all the options that their character might be experiencing. “What would your character be saying?”, “What is your character seeing, feeling, thinking or wondering?” Last, they must write a conversation between the characters in the artwork. I asked them to really get into it and use different voices as if they were the character in the image. When the whole group was over, I gave the students time to sit in front of the image. I asked for 3 minutes of silence. I wanted the students to really look at the image and determine what character they wanted to eavesdrop on. After the three minutes, students were asked to whisper to their buddy so that others around them who may be working on the same image could focus. I gave the students 15 minutes to come up with their eavesdropping conversation. At the end of class, students shared their eavesdropping story with their classmates. Reflection: Students were more willing to sit for the three minutes and really look at the paintings. I think it was because they were trying to determine which person or character they wanted to eavesdrop on. This assignment allowed the students to use their imagination to determine what the characters in the images were thinking, saying or doing. The students really seemed to enjoy this project, especially when they got to hear their classmates eavesdropping stories. I had some very creative eavesdropping stories. I learned that my students don’t mind spending time looking at art when they can also be creative. Maybe just looking at art is a bit boring for young students, but when they are asked to look at an image and pretend to be eavesdropping on a character in the image; that excites them. I also learned that some students could think outside the box and talk about things happening in the image that were not visible to the viewer, such as things that happened in the past before the image was painted or created. 17

Heather Cunningham - Teacher Eavesdropping Activity continued

Breezing Up by Winslow Homer

Snap the Whip by Winslow Homer

Student 1: The boy in the hat being held onto by his friend-on the right

Student 1: The little boy in the middle of the boat Student 2: The boy on the bow of the boat

Student 2: The girl in the background holding a hula hoop

Student 1: “How much longer until we get there?” Student 2: “Stop your complaining! Just relax!” Student 1: “I didn’t want to come!” “It’s so boring!” Student 2: “This is what you do when you grow up, you’re not a baby anymore, stop acting like one!” Student 1: “UGH, I wish I was at home with my bike.” Student 2: “You’re such a baby, when are you going to grow up?” Student 1: “I am not a baby! I caught more fish than you today! Babies can’t catch fish!” Student 2: “Well, when we get home I am going to eat more fish than you!” Student 1: “When we get home, I am going to ride my bike.”

Student 1: “Hold on, don’t let goooo!” Student 2: “What in the world are those boys doing?” Student 1: “Johnny and Sammy let go, we have 5 left!” Student 2: “They play that same dumb game every day.” Student 1: “Come on Jacob, hold tighter, we’ve almost won!” Student 2: “Look at those silly boys falling all over the dirty grass! Their moms are going to be so mad when they go home with dirty pants.” Student 2: “Come on Sally, let’s go hula hoop over there where all the pretty flowers are blooming.”

Heather Cunningham - Teacher

Heather Cunningham Artist Statement Through this course, Pam Coffman has encouraged me to be more creative. I appreciate her and my classmates for their positive encouragement through the last few months. This piece I created derived from a number of lessons and ideas Pam brought to us. The first was the found poetry lesson/activity we did at the museum. I enjoyed that activity so much. I feel like it allowed my creative side to relax and just enjoy creating. It is relaxing and therapeutic to look through magazines for words to use in my found poetry. My poem reads: Color life hot Expect more fun Goodbye crazy me. When we were asked to create a mind map, my mind map was on everything that takes my attention away from being creative. I didn’t realize how busy I was until I put my activities and duties on a mind map. The mind map allowed me to visualize just how much is on my mind and cluttering my life on a daily basis. I enjoyed this activity because it allowed me to focus on making time to create. That was my inspiration for the back ground in my personal piece. The background is done with Gelli’s. It is a printmaking technique that allows the artist to pull many prints from one inking. I enjoyed making the prints for the background. Layering the colors on top of one another adds the texture I was looking for. I added feathers because just like birds, we shed our “feathers” as well. My poem reads; Goodbye crazy me. The feathers represent the old me leaving and the new me being born. I printed on the feathers because the new me still has the old feathers in my life I just need to learn to live with them and move forward. 19

Brittany Dahl Grade 5, English Language Arts â&#x2013;Ş R. J. Longstreet Elementary School My time participating in the Teacher Institute has surpassed my original expectations. It is as if Iâ&#x20AC;&#x2122;ve completed an art appreciation class in college, but with the added bonus of taking it in a museum that exhibits excellent works of art! Professionally, I have been able to put my new knowledge to use quickly and effectively. I appreciate that the ideas and techniques were easy to implement and also activities my students really enjoyed! I have grown up admiring art and the many different means of creative expression. I have played piano and currently teach piano lessons to elementary and high school-aged children. Learning and embracing other forms of art has been a way to challenge my creativity. Art is a wonderful outlet and I am thankful to offer that opportunity using language and visual arts to my students now, where I was not confident in doing so prior to taking this class. As my years in the classroom continue, it will be exciting for me to continue to incorporate other new practices and ideas that I have learned from this class. Thankfully, I have great support and many resources available to help me in this endeavor.

Personal Creativity Mind Map by Brittany Dahl 20

Brittany Dahl - Teacher Lesson/Activity: Morning Poetry, Grade 5 English Language Arts I teach English language arts to fifth grade students and my name is Brittany Dahl. I chose to do a daily activity with my students in order to introduce finding the theme of a poem to them. We simply referred to the time as “Morning Poetry”. I found the poems in poetry books for children and made sure to include works from classic poets. Each morning we read a poem together and, in the beginning, we would discuss simple ideas and consider what the characters would do and say. As a week or so would pass, we would begin to also talk about the topic of the poem. After that we would discuss the important details (tying in main idea) that support the topic. From there, a couple of weeks later we would also talk about the speaker’s reflection on that topic. Consider: what is their point of view? Then, finally, we would use that information from the other questions to identify the theme of the poem. This time was important to the students. It helped to build their confidence and understanding of reading poems, which can often be arbitrary and confusing to a ten year old. After reading the poems for a couple of months, I gave them a quiz to see how they were progressing in their knowledge, but they did not do very well. However, after more practice and work on the poems, the students took another assessment and their scores greatly improved! My favorite, and most important part of the process was watching them begin to grow in their love for poetry. Many of them used their writing time to write poems that reflected the one we read from that morning. It was exciting to see them love this work of art and then begin to create on their own!

Luke Henry, Grade 5 21

Tamera Dillen Grades 9-12, English ESE Support Facilitation â&#x2013;Ş Pine Ridge High School My participation in the Art of Reflection and Response Teacher Institute certainly advanced me personally in my creative thought process and it made me more confident in my professional career. Mainly because I am a creative person and it seems that we are always getting redirected in teaching methods instead of supported to teach the way we are most gifted. Teaching should come from our own talents, heart and passions. It is not so rewarding to be a teacher if one cannot put their best skills and enthusiasms into it for the students. Another way this Institute benefitted me was that it gave me motivation in making more time to work on my own creative passions. Even though things come up during everyday life that take time from our passions, creativeness needs time and work to execute. It is not just a talent without practice it takes our knowledge, planning and energy just like teaching. This class increased my knowledge of integrating art into different subjects. The Institute was really helpful for me because I would rather teach creative hands on lessons. The concept of image as text that we learned is very valuable. I will use this concept to support my students in English for integration of visual and verbal literacy to differentiate lessons for our students of varied learning styles. I also learned a lot from the varied lessons and samples from students that my peers shared. This Institute absolutely benefited me professionally. Frequently as teachers we need a breath of fresh air to get us back to what teaching should be about and this Teacher Institute was just that but more of a breath of creativeness. I believe our students need to see that learning is a life time journey not just a learn the topic and pass the test task to get through school. What better way to show this then by having teachers who are passionate about what they are teaching. Having this class with my peers in a great setting with awesome teacher was very inspiring for me personally and professionally. The Art of Reflection and Response Institute reminded me of the reasons I went into teaching. I have more confidence in integrating art and creativeness into supporting students in learning.

Tamera Dillen - Teacher Lesson/Activity: Anchor Shield Armor, Grades 9-12 (EBD) self-contained class Social Skills Purpose-Essential Understanding: Recognize emotions- feelings and moods that can fall into different categories. Recognize what actions to take, to be more productive or shift moods and feelings if needed. Objective of lessonLearning Target: To learn and use individual activities to shift moods or feelings and/or be more productive in order to be able express them more appropriately. ActivityCreate a shield with an anchor to mirror the Mood Meter with magazine pictures. The shield will show how to deal with feelings/emotions more effectively and productively. The anchor will remind the students to shift moods and be productive. The shield and anchor together will represent an armor for their feelings and moods that are expressed appropriately. Students can learn how to shift their moods if needed to be more productive and to express themselves more appropriately. Previous learning-The students had gained vocabulary knowledge of emotions- mood and feeling words with previous RULER (recognizing emotions in self or others) Mood Meter activities in their Social Skills class. They have kept a Social Skills interactive notebook. The students also had learned to use the mood meter to tell others where they gage their moods. DescriptionI do-First remind students of the 4 different color categories of the Mood Meter. Remind the students of a type activity from each color category that will help them shift out of or be more productive when they are in a certain mood from the Mood Meter sections. Tell them we are going to make a shield and anchor that we can use as armor to help shift into appropriate activities to keep us from getting into trouble, being upset or expressing feelings inappropriately. Share that they can use it as a tool to be more productive and to regulate their moods if needed. Also instruct them that they will be choosing pictures to use with the Mood Meter sections on the shield and create an anchor for the armor. Share the materials they will be using to create the armor with. You do-Students think of different activities they prefer to do out of what they previously learned that are suitable when they have various emotions/feelings and may use their SS notebooks. Students look through the magazine clippings of activities and find 1 for each Mood Meter color category and name the emotion. Students glue magazine pictures into each section of the shield. Students have the task of creating the shield and anchor with materials provided. We do- As a class we have a class discussion about the feeling/mood and type of activity we chose for each category.

Tamera Dillen - Teacher Anchor Shield Armor continued Outcome-Students will have a visual for the Mood Meter from RULER. Also, students will have a better understanding the causes and consequences of emotions. The student will be able to label emotions more accurately. Learn how to express emotions appropriately and regulate emotions effectively. Reflection- Students enjoyed the lesson and they worked well together. I believe one reason is they picked out pictures of their own preferred activities that they learned about. The pictures may have been easier than using the Mood Meter vocabulary. One reason may be because the students have a hard time expressing what kind of feelings they may have or moods they may be in appropriately. It was a very useful visual tool in the classroom. The students even would look at their peerâ&#x20AC;&#x2122;s activities and use them on occasion. The armor worked out great because the students had a different reference that they created and seemed more likely to use it. All in all, having a picture visual for the Mood Meter versus the poster with vocabulary was a different tool that could help the students understand in different ways.

Anchor Shield Armor Group Project 24

Tamera Dillen - Teacher

Personal Creativity Mind Map by Tamera Dillen

Jane Failer Grades K-5, Art â&#x2013;Ş R. J. Longstreet Elementary School The Art of Reflection and Response Institute was like rain after a dry spell that coated educational terrain with dust. It provided strategies for cynicism to wash away with the reuniting of heart to profession. The reasons why I do what I do were revealed to remind me that I chose to teach because it is more than a job. Pam Coffman and Suzi Preston guided Institute participants in a journey connecting art to life. I was challenged to reevaluate my understanding of creativity. It does not belong solely to the arts, but to every profession, economic status, and stage of life. Creativity is a lifestyle that when practiced impacts perspective, communication, and ingenuity. This understanding has impacted my teaching practice in my elementary art classroom. Students are encouraged to engage creativity to express heart in their artwork. For where there is heart, there is meaning. Expressing heart is a process. As students make mistakes, I guide them in connecting to personal creativity to use those mistakes. Students are beautifully different one from the other, and their creativity varies to the same extent. Their creative processing includes number creative, science creative, people creative, color creative, word creative, athletic creative, shape creative, and nature creative. The Institute additionally impacted how my students and I read art and reflective upon our individual artwork. Art speaks. We must adjust our vision and hearing to understand. Art is courage. It is easy to destroy, but it takes courage to create.

Jane Failer - Teacher Lesson/Activity: Diwali’s Indian Lotus Flower, Grade 3 Art Students will engage the power of a flower’s anatomy using shape, color, background, foreground, and unity to create lotus flowers. Students will be introduced to Diwali from a guest parent who immigrated from India and will analyze work from a master of the past, Monet. Using Diwali and Monet as sources of inspiration, students will develop personal lotus flowers. Each student will use shape, color, background, foreground, and unity to create his or her flower. Once complete, students will evaluate and reflect on their artwork via Eavesdrop (Art Institute Activity 2017-18, Museum of Art – Deland). Students present. The Eavesdrop Activity from the Institute was an effective way to integrate creative writing into visual artwork. Students were engaged through both design development and dialogue reflection. Eavesdrop set the platform for student to present artwork with confidence.

Eavesdrop Activity and Personal Artwork by Malorie Turcotte, Grade 3 Characters: Water, Fish Water: I hate these fish swimming in me! Fish: What’s that? The water? Water: Yes, it’s me. Who else would it be? Fish: I never knew you could talk. Water: It’s hard to talk when you’re swimming in me. Fish: I never knew. Water: Well I’m tired of all this. I’m leaving! Fish: Nooo! Then what would I swim in?

Jane Failer - Teacher

Personal Creativity Mind Map with close-up by Jane Failer

Christine Hall Grade 1, All Subjects â&#x2013;Ş George Marks Elementary School When I began this workshop, I really didnâ&#x20AC;&#x2122;t know what to expect. I had heard wonderful reviews from fellow teachers, so I thought I would give it a try. I have always loved art. I began my college career with the goal of becoming an art teacher. Unfortunately, at that time many art programs were being limited or cut altogether from schools. I decided to switch my major to Early Childhood Education. When I began my teaching career nearly twenty years ago, I made a strong effort to use art in my weekly lessons. It was actually very easy to do. As time went on our curriculum became more rigid. I saw the creativity in my lessons become less and less. I was finding it difficult to incorporate art into our very structured curriculum. I felt the Institute might be what I needed to help put creativity and the arts back into my classroom. I was excited to begin, but I had no idea how much it would challenge the way I looked at art and incorporated it into my lessons. From the very first day I had to abandon my comfort zone when I was asked to write and share a poem using words I had written about two pieces of art. These uncomfortable moments of sharing my writing with the group continued throughout my time in the Institute. However, with each activity I learned something new about myself and the art we studied. Participation in the Institute has been a wonderful opportunity to collaborate with other teachers from around the county. I was inspired by their ideas and stories of how they were using art and creativity in their classrooms. It motivated me to go further in my own classroom. Before attending the Institute, I thought bringing art into the classroom was having the students create a piece of artwork after reading a story or poem. Now I realize that was only a small part of it! I was excited to see that a painting could be used to teach author, main idea, setting and inferencing. My students can learn to read a painting, not just a book! When I include the arts in my classroom, my students will not only develop critical and creative thinking, but they can also gain a better understanding of other cultures from around the world. I will continue to look for more ways to incorporate what I have learned from the Institute into my weekly lessons. I look forward to introducing my class to more paintings and poetry. I will also continue to collaborate with my colleagues. There will be so many new ideas to share!

Christine Hall - Teacher Lesson/Activity: Science Collages, Grade 1 Science Students will identify objects that are heavy and need more force to move vs. objects that are light and need less force to move. Students begin the lesson by folding a sheet of paper in half. After opening the sheet, they will draw a line down the crease. Students will write the word “Heavy” on one side and “Light” on the other side. The students will look through magazines and choose pictures of objects that are heavy and light. They will cut out the pictures and glue them into a collage for each side. Students will share and discuss their collages with partners. They will be encouraged to ask about each other’s picture choices and explain their thinking. To finish up, students will write about one object from each group. My students thoroughly enjoyed the lesson. I heard many wonderful conversations about heavy and light objects and how much force it would take to move each object. I noticed some students had a difficult time really looking at the details in the pictures. As a result, they struggled to make their collage. The next time I attempt this lesson I will have the pictures precut. This will also help some with the discussion portion as well.

Science Collage Group Project

Christine Hall - Teacher

Personal Creativity Mind Map by Christine Hall

Adam M. Harpstreit Grades 9-12, Liberal Arts Math 1, Liberal Arts Math 2, Algebra 1B ▪ University High School On a whole my participation in the Institute has revitalized my love of teaching. I have been teaching for a while and taught some challenging situations. I have taught at a school for students with misdemeanors and felonies on their records, I have taught in situations where I have walked into a classroom where there hadn’t been a teacher there for months, and in all of my teaching practices I have strove to be an advocate for students regardless of their difficulties; the institute gave me tools to teach some of the most challenging students and opened my eyes to innovations that I’d been hesitant to embrace before. I had been burned out and ready to step away from teaching, but the institute gave me a new vigor and a new outlook. I was a relative neophyte in the realm of art appreciation prior to my involvement with the institute, and though I still consider myself to be lacking in polish I feel that I now have a better grasp of what goes into art, both visually and verbally. Looking at pictures, and deciphering them are entirely different processes, I feel that I could appreciate art before, but now I feel that I can truly grasp what the intention of the artist was. This understanding has given me a better comprehension of the words I choose, and the images that I use to relate to my students. I was told once by a college professor, that teaching was like a river not like a well. That a teacher had to be constantly refilling his knowledge so to give it over to their students. In participating in the institute I have learned not necessarily new information, but new methods to teach the information that I already was teaching. Many of the methods covered in the institute would serve better in other classes that I’ve taught in the past, such as History or Science, in math imagery often obscures what is fundamental to what is being conveyed, what the institute gave me though was the ability to see how the visual representations often confused my students, providing me with a level of reflection that I simply did not have before. I am able to better deliver the standards better in the class now after the institute than I was before. I have encouraged several of my peers to join the institute this summer and know that if they participate I would be able to use them as a spring board for future implementation of creative activities into my Professional Learning Community, here at University. If my peers don’t attend though I plan on continuing to use the non-verbal definitions in class, allowing the students to find their own visual means to convey the vocabulary. I will also encourage students to create mind maps to show the progression of mathematics throughout the course. It is often difficult for the students to see how the course is progressing and it would be beneficial for them to see how the different standards inter-relate. It has truly been a pleasure to attend the Institute. I was concerned at first about the amount of time that I would be attending the meetings and the whole day sessions did raise my eyebrows at first but after the first session and seeing how approachable Mrs. Coffman was and how open she was to various different interpretations of the Art we looked at I knew that my contributions would not be unwelcome, which in turn has encouraged me to be more accepting of the interpretations that my students have in class. What was modeled in the Institute has shown me methods that I hadn’t expected would work and a new outlook on the profession which was at first unexpected but has become a means for me to continue. 32

Adam M. Harpstreit - Teacher Lesson/Activity: Daily Lesson Plan, Grades 9-12 Liberal Arts Math Students will have an opportunity to demonstrate their perceived understanding of the given algebraic and geometry terms as they apply to Liberal Arts Math 1. Students will be encouraged to put their own definition to the terms and express their perspective visually. This assignment is intended as an introductory lesson, one which will require very little in the way of background knowledge of the terms in fact it would be best if the students brought outside interests into their definitions in that it would encourage them to express themselves more openly and truly take ownership of their assignments. Students will be grouped into groups of no less than 3 students with the assignment to define using images terms like inequality, Rise over Run, Greater than, Less than, or equal to. Groups will be divided according to behavior management standards, participation meaning students that often participate will be grouped with those who often do not. Students will take onto themselves a role within the group of either presenter, scribe or support. Presenters will prepare a statement describing what they created, and work with their peers, while the scribe will work to record their work, either visually, as it pertains to the image or in a written form if they choose to create a different written piece of art. The support student will work in conjunction with the two other posts and communicate with the teacher when they need direction. Students will be encouraged both by the teacher and by their peers. There will be a set time limit, but this can be extended if the students are working diligently. The Rubric for this assignment is based on participation, and not by product however so not to stifle the studentâ&#x20AC;&#x2122;s creativity. Students will be encouraged for showing good team building skills and lauded for their willingness to work with those who might not see the definitions in the same way that they themselves do. The Lesson will conclude with the students given an opportunity to display their work. Students will then describe how the image presented represents the term and how they created it with the aid of their partners. The Project on a whole had the desired effect. Students were able to visually express their understanding of the required vocabulary for the unit. Some of the products were a little bit more discernable than others which made the presentations so effective. Because the students were required to not only create a visual representation but then also required to explain their work to others, allowed them the opportunity to further demonstrate their understanding of the terms and effectively allowed the students to gain another way of understanding the vocabulary, which made the lesson in a way more relatable to the general class. I have gone further in later assignments of this lesson plan to have the students have a written-out explanation and for those students that struggle with expressing themselves in the written format this allows them further practice. The understanding that there is no wrong way to express the vocabulary is especially liberating, but there established guidelines that they use publicly appropriate language and imagery.

Adam M. Harpstreit - Teacher Daily Lesson Plan continued Daily Lesson Plan Class Work

Poem by Adam M. Harpstreit New Day Challenges await, Standards constricting, blinding, binding, Desires open, willing, hoping, cherishing, Broken System, failing? How? Students still learn, Teachers still work, still hope, still THERE. A New Day, a New Dawn, a Brighter Future It is Rising, will you wake up?

Janel Hernandez Grade 6, ESE Language Arts and World History Grade 8, Co-Teacher, Language Arts ESE Parallel ▪ Heritage Middle School Initially, I joined The Art of Reflection and Response Teacher Institute, as an educator with an extensive background in Visual Arts, who was transitioning to a different facet of creativity: Language Arts. A few teachers who served as my mentors during my National Board Certification process, raved about this year long workshop and encouraged me to participate. “How will I find the time?”, I responded. As someone entering a new subject area and two new grade levels, I was concerned that I might not have the time necessary to devote the proper attention to both my new teaching goals, as well as a yearlong intense workshop involving reflection. As a natural “reflector” who is constantly striving to make connections to the world around me, I decided that I would join, to best serve my students in my new subjects. I switched my focus from wondering how I would find time, to focusing upon my desire to learn how to incorporate techniques and methodologies which would foster the same critical thinking process that visual arts provided: engagement, exploration, questioning, connection and selfdiscovery. As I journeyed through this unfamiliar territory in teaching language arts, I tried to put myself in my students’ shoes as learners; so that I could discover ways to make their educational experience more engaging and more rewarding in terms of learning gains, as well as personal relevance. The Art of Reflection and Response Teacher Institute has served as an amazing tool in so many ways! First and foremost, when there is an emphasis on presenting a lesson in a way that combines, rigor, along with personal and meaningful relevance to each student; art creates an open line of communication to the subconscious, where the student can be excited about learning, willing to participate and ultimately, successful! For example, one of the early assignments presented within the course involved writing a poem about a piece of artwork. Not so simple, when writing poetry does not come naturally! However, viewing and interpreting images does come naturally, as it was man’s first language. The language of line, form, color and texture transcend gender, nationality and status. Participants were asked to select a painting of choice and to write down twenty descriptive words relevant to the image in terms of color, composition, mood, emotion, etc. Each word was to be written separately on a sticky note and at the end, we were given only five minutes to rearrange the words and to create a poem about our chosen art. Everyone was amazed at his/her ability to create a poem using this technique. By breaking down information in a way that is easily “digestible” to young minds, scaffolding was accomplished in a creative manner and complex tasks and concepts suddenly became not so complex for the learner. One of the most valuable things I learned in this institute was how to teach higher level questioning (inference) with visual images. As a former art teacher who engaged students in identifying the elements and principles of art on a regular basis; it was eye opening to me to learn how to teach students to “close read” an image in connection to any subject, by utilizing levels of questioning. The image we used was from the story “Goldilocks and the Three Bears”. We were given a model to teach inference called “Feldman’s Model” 35

Janel Hernandez - Teacher which outlines how to help readers determine what is important in the story (image), how art helps to determine the importance, and how to teach inference by asking questions. These open-ended questions ranged from low level of recalling, to medium level, involving analyzing, and high level, which causes students to analyze and to evaluate. At the time we were learning “Feldman’s Model” and my eighth graders were reading a story called “Rogue Wave”, in which there is a main character, who must discover an escape route, to save her life. Many of my students were having difficulty comprehending the circumstances she had to overcome in the text. So, I decided to use imagery from the text and to incorporate it into a PowerPoint presentation along with various levels of questioning. Voila! After that presentation, close observation and discussion, all of my students understood the sequence of events accurately. Another activity called “Eavesdropping”, involved selecting two characters within an image and creating a narrative conversation between the two. This approach to interaction allowed participants not only to learn the various roles of participants within a narrative, but more importantly, to go within the psyche of the characters and to create something contemplative. This activity allowed participants to be creative, to think outside the box and to learn that there is not always one answer to solve a problem. By employing the gradual release model, I shared my own example of a narrative I created in the workshop and next, I projected an image from a story in our curriculum and guided the class to create a narrative as a group. Finally, I allowed students to select their own images and to independently write a ten-line interaction between characters. Some were serious, some were humorous, some were playful, but most importantly, all were successful. Toward the end of the institute, a mini poster sized chart was distributed to participants. It delineated the elements of the Creative Process (describe, analyze, interpret, create, present, evaluate and reflect) and their interconnection to national core and common core standards for: reading, writing, speaking/listening, language and math. All of this clearly organized on a chart with corresponding numbered standards. This might sound silly, but as an artist and as an educator, this touched my heart to see the creative process transformed onto a chart in such a significant and versatile way, which intertwines and affects all subject areas. As a former art teacher, this was already common knowledge to me. But to see this quantified in a way that anyone could see the influence, was so refreshing. I laminated mine and kept it clearly posted in my room, so that my students could observe these relationships among the subject areas. Lastly, my favorite and most meaningful assignment was the one I struggled with most, called a “Mind Map”. Participants were told that a “Mind Map” was to be a map of personal creativity and its direction and application to life. Having to let go of many art mediums and practices due to health reasons, was a huge turning point in my life. I grieved this loss as one would a death. I wondered how I would go on and what would make my life meaningful again. In my “Mind Map”, I used imagery from my personal and professional life as an artist, on the lower portion. A photo of a painting I created- a female figure with chakras alive with energy which is juxtaposed as a central element beneath the surface of the ground. Her arms outstretch into the various branches of art which I enjoyed, as bits of fabric (the fabric of my life) are scattered about. The underground position represents a death of sorts, which fuels a rebirth and transformation of creativity by means of energy, color, and the magic and power of love. A stem ascends through the top of the female figure’s head and the growth of new life burst forward, directing upward into the light of a new day- a new 36

Janel Hernandez - Teacher open space of simplicity and possibility for new forms of growth and creativity-all fueled by love. With love, there is always growth and possibility! I canâ&#x20AC;&#x2122;t speak enough praises about the quality and content of this intensive workshop and itâ&#x20AC;&#x2122;s amazing facilitators: Pam Coffman and Suzi Preston as well as the depth of my experiences and interactions I shared with all the participants. As I look back and recall how I questioned whether I had the time to participate, I am so grateful that my intuition led me to partake in this awesome experience which nurtured my mind and soul. It left me feeling hopeful that I could reach my students in new and effective ways. I highly recommend each teacher participate in this workshop, which will leave the educator in you feeling excited, refreshed and will certainly change your approach to teaching!

Personal Creativity Mind Map by Janel Hernandez

Janel Hernandez - Teacher Lesson/Activity: Word Poems, Grade 8 Language Arts This activity will incorporate information to enhance the visual and verbal responses of eighth grade ESE students. The concept of word poems is introduced by sharing an example of a “Word Poem”, which is a collage made up of a colorful background design and imagery, along with pre-cut word phrases from magazines that are meaningful to each student. Description of activity Each student will select up to 10 random word phrases that are precut from magazines within three minutes. Then, each student will analyze the word phrases to take a closer look at meaning in content or context, based upon prior knowledge and/or symbolism. Next, each student will eliminate any that do not “fit” the theme they have chosen and will construct a poem within a five-minute time limit, using the phrases. Once the phrases are chosen with the intuitive process, students will search deeper for a logical understanding or interpretation of the vocabulary. Students will then select materials and visual imagery in the form of magazine pictures, textured paper and any other relevant words they choose to complement their poem. Lastly, students make inferences from their work and draw conclusions from their intuitive evidence. This is the equivalent of drawing conclusions based upon textual evidence, but instead- from words and imagery. Outcome/reflection on the implemented lesson activityStudents loved this activity! Everyone seemed very pleased with his/her work and was amazed at the intuitive references which they chose and were inspired by. I will definitely do this activity again in the near future.

Janel Hernandez - Teacher Word Poems continued Word Poem by Emmanuel Rodriguez Grade 8

Word Poem by Janiah Massey Grade 8

Kristan Kinsella Brinley Grades 9-12, Photography, Drawing, Portfolio Development and AP Studio Art Portfolio DeLand High School As an art teacher I base my curriculum on creativity, developing artistic ability in my students. I was interested in taking this course to work on developing my own creativity to stimulate interest and growth in my students. I love changing up my lesson plans and experimenting with new ways to introduce art to my classes. This course has provided me with the opportunity to explore my inner creativity and experiment with new ideas to generate artistic ability in individuals. I enjoyed participating in the activities that sparked new ideas in me to bring back to use in my classroom. I spend a great deal of time introducing artists and styles of art to my students and generating an interest in the arts to motivate them artistically. What I was looking for were new ways to get students to explore their intuitions to spark the generation of new ideas. I participated in so many activities at the art institute that got me to look closer at art, question works of art, wonder about art, experience art and talk about works of art that inspired me to get my students talking. What I discovered were new ways to get students to â&#x20AC;&#x153;talkâ&#x20AC;? about art and share their thoughts and ideas with their peers. We write poems based on works of art, write dialogues based on subjects in paintings, we make poems from magazine clipped words and images all while exploring our creative selves. These creative explorations have provided a foundation for students to design their works of art. The interesting result is a classroom filled with a variety of subjects created with a variety of media reflecting the individuality of my students. Talking about art is critical in the development of creativity. It is important to understand the concepts and qualities in a work and be able to discuss the properties including the elements and principles that were used in constructing it. It is even more interesting to try to understand the meaning behind the piece. Learning to talk about art provides individuals with a basis to discuss their ideas and opinions in a formal situation. Through discussion individuals learn about themselves. Through this process they are able to tap into their own creativity and bring it in to their own work. This is exactly what this course has not only taught us but inspired us to do. I look forward to continuing to experiment with the ideas and activities I learned at the institute, in generating lessons to share with my students. I know from experience that the outcome of the lessons will continue to vary based on the individuality of my students. My hopes are to return to the institute next year to build on my repertoire of creative skills to bring back to my classroom.

Kristan Kinsella Brinley - Teacher Lesson/Activity: Free Association with Mind Mapping, High School Drawing Portfolio Class Objective: Students will generate new ideas with intrinsic meaning for their project development. Activity: As a class, students decide on a word or phrase to begin their mind mapping process. Once the topic is selected as a group, students begin working on their own individual mind maps. The topic is the at the center and the students must have a minimum of five ideas stemming from the main topic. They continue mapping words until they fill the page with ideas. They then select a subject idea to develop their artwork from, that relates back to the main topic. Outcome: The outcome of this lesson is a class of art projects that start with the same topic but end up with very different results. Students select their own subject matter then decide on an art medium that will best illustrate their idea. The result is a classroom collection of art works designed using several different mediums to express one general idea. The students internalize the main concept and depict it in their own unique style. Reflection: I was extremely excited with the end results. As art teachers, we often give a lesson and end up with a class full of similar art works, a display of the same subject matter using the same art medium. This mind mapping process took each student on their own journey to discovering their own ideas. Each student produced a project that was very original in both content and media. I found such success with my first attempt at using this process with my class that I have continued to use it with each subsequent lesson.

Lesson in progress.

Kristan Kinsella Brinley - Teacher Free Association with Mind Mapping continued Works included are from the following students: Nashaly Garcia Grade 11 Samantha Howe Grade 12 Caleigh Comly Grade 10 Crow McDaniel Grade 11 Celine Bengochea Grade 12 Kaila Georges Grade 12 Theda Xinog Grade 12 CJ Geist Grade 12 Kaylee Churms Grade 11

Kristan Kinsella Brinley - Teacher Free Association with Mind Mapping continued

Krystal Honeyghan , Grade 11

Kristan Kinsella Brinley - Teacher

Personal Creativity Mind Map by Kristan Kinsella Brinley

Leia LaCombe Grade 9 Honors and Grade 10 Standard/Co-taught, English ▪ DeLand High School This institute was amazing. I normally don’t have time with family and work to express my creativity in any way, which stinks because I love crafting and things of that nature. I was able to include some of the poetry activities that we did in the Institute with my freshmen. Normally students I get always tell me they hate poetry because they don’t understand it and have difficulties writing poems. Using some of the activities I learned here helped me show my students that poetry isn’t that difficult to write and that there’s a different kind of beauty to each poem. Participation in this has shown me that all people need creativity in their life as a break from reality. I didn’t realize how important it was until I had the opportunity to drop everything and be creative. Since day-to-day life is so busy with work, kids, extra-curricular activities, I hardly find time for myself. The time to be creative is such a powerful stress reliever. I didn’t realize this until I had been deprived of it and was forced to produce something. It was so liberating. Visual and verbal literacy is so important. Just knowing how to talk about something makes a difference. My ninth graders compared a poem to a painting; without the skills I learned about how to talk about a piece of art, this would probably have been more painful than it was. I was blown away by what they had to say. I can’t wait to do this with my sophomores as well. I plan on using the building blocks from this and expanding on that. What that looks like at this moment, I’m unsure of. I do plan on attending the next institute, so I can add more in my repertoire. I’m very excited to see where theses basics will take me.

Leia LaCombe - Teacher Lesson/Activity: Poetry Portfolio, Grade 9 English Purpose: To expand on various poetry forms while reading an epic poem, “The Odyssey” I incorporated a few of the different poetry activities that we did into a Poetry Portfolio I assigned to my students in accompaniment to “The Odyssey.” We did blackout poetry, the adjective-emotion word poetry (which I referred to as Emotive Word poem), and the found poem (which I referred to as Ransom Note poetry)- in addition to other forms of poetry. The assignment sheet will be copied at the end of this. We worked on the blackout poem in class. We took about 10 minutes to complete this one day. I had some samples that I was able to show the students to help with understanding. Following that, we worked on the Ransom Note poem. This one I adjusted a little bit because I like to let the students let out their competitive nature. Instead of giving each student a pile of magazine clippings, I put all the magazine clippings on a table in the center of the room- same for glue sticks and scissors- they then had 5 minutes to get all the clippings, trim, arrange, and glue them into their poetry portfolios. They really enjoyed this and didn’t realize just how fast five minutes passed. We also did the Emotive Word poem. I have a set of laptops in my class room and chose 8 different paintings for the students to choose from. I gave them two colored sticky notes and followed the process that we did as well. These are activities that I will be completing again. It made the students realize that writing poetry isn’t as difficult as they thought it was.

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Hannah Orrange, Grade 9

Remy McKechnie, Grade 9

Lacie Luckett, Grade 9

Brooks Dawson, Grade 9

Leia LaCombe - Teacher

Personal Creativity Mind Map by Leia LaCombe

Work inspired by Personal Creativity Mind Map by Leia LaCombe 48

Michelle Marcial Ostermann Grade 6, Ancient World History ▪ River Springs Middle School I have to admit that I was nervous and excited when I decided to embark on this professional development journey through art. As a 35 year teaching veteran, I am always looking for ways to change, shake up, and enhance my teaching practices. I was hoping this experience would help me find a way to connect my students to the world of ancient history. My students live in a world of instant information so as a history teacher, I have to show them how to stop, look, and really see a primary source painting or artifact to learn about the people that lived in a particular time period. This is difficult for them as they are surrounded by media that is hand delivered to them. They literally don’t have to stop and think for words, descriptions, etc. Through this class, I wanted to learn ways to expand the oral communication skills of my students which in turn would help enhance their vocabulary. I wanted to enhance visual literacy in a way that would help them become more reflective when we viewed different forms of media associated with our content. My first experience putting an activity into practice was amazing. I wasn’t confining the students to a “wrong answer/right answer” type of activity. It was just simply looking and asking what do you see. I could tell that for many students it was a new experience. As they were looking at cave paintings and writing down descriptive words that came to mind, I then was able to introduce levels of questioning that allowed them to dig a little deeper and become more reflective. It was empowering for my struggling readers as they typically don’t have a good vocabulary base when expected to write and respond to questions. Taking away the typical lesson and question structure and just having them in a relaxed atmosphere of telling me what they could see gave them the chance for authentic self-expression. In a word….Wow! They were creating their own word banks that would serve them later as they continued on to descriptive writing. For my own personal experience, I have been taken through a journey where I was a student again. I was experiencing everything my students did. I was surrounded by art teachers where the terms “line” and “depth” made perfect sense to them but not so much to me. Being put in a vulnerable experience was one of the best things that I could have ever done for myself. How often do we feel what our students feel when they aren’t sure they understand what they are looking at? How often do we experience the nervousness of sharing something hoping it is right? This class has helped me reconnect to my students and my teaching practices. I have been able to share some activities with my fellow teachers and they are so excited to incorporate more and more into our lesson planning. We are connecting visual literacy skills with reading and writing and giving our students the freedom to share thoughts and feelings that are connected to content. This is huge! I will be more focused in the future in utilizing multiple literacies as a way to compliment and reinforce each other instead of having them competing. Art doesn’t have to be over there and answering questions on the other side. Using art literacy and creativity can help my student process different kinds of information in a more effective manner. I’m finding new ways to use “old art” from prehistoric times to connect with a more visually stimulated type of student. What a great take away for myself.

Michelle Marcial Ostermann - Teacher Lesson/Activity: Analysis and Interpretation of Primary and Secondary Sources: Reading an Ancient Painting, Grade 6 Ancient World History Purpose/objective of lesson/activity I have observed that my sixth graders are weak when it comes to having to respond to questions that require making connections, explaining how or why, analyzing or evaluating, or synthesizing information. This activity uses questions to analyze the primary sources that are in the textbook. Through the activity, they are able to strengthen their weak skill areas as well as develop vocabulary while having fun. It is “their interpretation” so it isn’t right or wrong. Description of lesson/activity 1. I allowed each student to choose an enlarged copy of the primary sources pictured in the current chapter we are studying. For five minutes, I just had them look at the picture. I had them turn it sideways, hold it close, hold it away and just “see” as many things as they could in the photo. 2. I then gave them a chart that had guiding questions. They used the questions to help them list as many words and short phrases as they could that described their photo. I also challenged them to try and incorporate chapter vocabulary in their descriptions if they could. 3. We then talked about how to tell a story about what they felt was happening in their picture. I showed them an example of a poem/story that I had written based on a primary source tomb picture from a prior chapter. I then gave them a lined half sheet of paper with directions to lead them into writing a poem/story describing what they thought their photo was about. They were to use their word list chart to create their sentences. Outcome/reflection on the implementation of the lesson/activity I couldn’t believe how well this went! The creativity that came out of the activity was amazing. Students that I couldn’t get to write before were engaged. It was applicable to all learning levels and types. My ELL students did it in Spanish and enjoyed doing the same activity as everyone else. The only challenge some of my support students had was with spelling. thought that I could have a printed “word cloud” of general academic terms they might use as a resource in order to help lessen this issue. I was amazed at how they were able to analyze and evaluate easier using a piece of art. I was thinking about doing the activity with the next chapter but do it before we read the text. It would introduce the unit and then after the we finish, they could then share how their poems and compare them to the text.

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Farmed by Kiana Blair, Grade 6 Man herds cows. Cows plow field. Woman throws seeds. It’s Farmed. In the afternoon. Yellow fruits grow. Brown, too. Holding the farmed food. It’s Farmed. Hot and dry. Stuck in outfit. Barefoot. It’s Farmed Dead branches sway. Bushes blow. Leaves shake. It’s Farmed. Herding. Hair down. Hot. Does it burn? It’s Farmed. Coconuts fall. Crash! She picks them up. It’s Farmed. “How is the field?” “It’s farmed, my King.”

Michelle Marcial Ostermann - Teacher

Personal Creativity Mind Map by Michelle Marcial Ostermann

Denise Sage Grades 9-12, Algebra 1A ▪ Pine Ridge High School The Art of Reflection and Response Teacher Institute has benefitted me by giving me the confidence to try new and hopefully, innovative ideas in my classroom. I have learned that there are so many different types of learners, and just because someone does not learn the “traditional” way, does not mean that person is wrong. I am now a firm proponent of “outside the box” thinking and encourage my students to look at all the options before solving a problem. Being creative is not based off of skill; it is the desire to look forward and use your imagination. The Institute has taught me that I am creative, and I can now encourage others to be creative, as well. I show my students all the different ways to solve a problem and encourage them to find the one that works for them. So far, I believe I am being met with success, as I am allowing my students to look at Algebra (and hopefully life), as something that is meant to be experienced in different ways by different people. I am telling them that just because you do something different, it does not mean you are wrong; it only means you are a pioneer and unique. I have found that I am a unique person, and that is fine by me, and I have the Institute to thank for that.

Denise Sage - Teacher Lesson/Activity: Composition of Functions, Grades 9-12 Algebra 1A Teacher Modeling: It has been determined through prior assessment that in order to gain and keep the students’ interest, it is best to use visual enhancement and humor, especially with Algebra. During the four days’ lessons, students will have the attached Word document on the overhead projector to remind them (in a nonacademic way) how to solve composition of functions. Student Engagement: Composition of Functions Gallery Walk – Prior to class beginning, the answers to each composition and the corresponding letter will be posted in various locations throughout the room. Students will be put into small groups, to encourage collaboration, and given the problem number in which to begin. This will aid in eliminating a buildup of students at the same answer postings. Students will be given a worksheet with functions that will be used to solve the compositions of functions (also on the worksheet). Students will solve the compositions and then walk around the room to find the answer and the letter that is underneath it. Students will then write on their worksheet the letter next to each composition. After solving the compositions of functions, students will use the letters to complete the saying at the bottom of the worksheet. The saying is, “Algebra makes the world go ‘round.” Checking for understanding: Throughout the four days, in-depth discussions will take place to ensure students understanding of composition of functions. During the Gallery Walk, this teacher is walking around the room to assess and assist students’ application and comprehension. Closure: At the end of day four, this teacher will review the Gallery Walk and real-life composition of functions and encourage students to look over their notes, which have been taken in their binders. Post Assessment: On day five, students will be given a summative assessment to check for understanding and knowledge of composition of functions. In High School Algebra 1A, academic vocabulary is an essential part of Math and the use of academic vocabulary is always expected. However, it never hurts to use comedy and wit in order to connect with your students. Creativity is a must for success; so is visual learning. Composition of functions are solved by substituting one function into another. This can be tricky or confusing for some students, so in order to gain a complete understanding, this teacher likens the substitution to three separate items: Russian nesting dolls, a Turducken food dish, and the animated hero, Shrek, as an onion. The rationale that is used is that the Russian dolls are nestled into each other, the food dish, Turducken, is a hen stuffed inside a duck, which is then stuffed inside a turkey, and Shrek, like an onion, has layers. While using these items as an analogy for substitution, the students begin to no longer fear what they do not know – they are now using prior knowledge, even if it is from a movie, to try to gain new understanding for an Algebraic necessity. Composition of functions can be an integral part of a young adult’s life, as it can assist with determining budgeting and saving money; thus the importance of taking multiple days to ensure ability and awareness.

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Composition of Functions…remember to “nestle”, stuff, or layer the functions!

Example: Use the following functions for the problem below

Find:

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Elijah Campbell , Grade 9

Teresa Quinones, Grade 9 56

Denise Sage - Teacher Numbers = My Life By Denise Sage One It is touted as the “loneliest of numbers”, but it is who I am. Original. Unique. Absolutely one of a kind. Two What I became when I married my soulmate. A couple. A duo. A pair. Half of a whole. Complete. Three My children, Mark, Harley, and Ivy. Although I gave them life, they sustain me. My reason. My joy. My heart. Four My doggies, Moonie, Siouxsie Q, Sugar, and Ruger. Always there. Always devoted. Ready for a kiss. Or a cuddle. Or a walk. Five The halfway mark. Tells me I am working in the right direction. Encourages me to keep on going. Six How many class periods each day I do my best to prove that numbers make sense to my students. Me. An Algebra teacher. I love the sound of that. Seven The lucky number. Seeing this just makes me feel happy. Eight Eternity. Turned sideways it becomes the infinity symbol. Endless possibilities. Nine Almost there. Not quite good enough but almost. Ten Perfection. My life is far from perfect, however, but it’s mine and I love it. I am truly blessed.

Janice M. Schiavo Grades Pre-K-5 and ESE, Art â&#x2013;Ş Deltona Lakes Elementary School The Art of Refection and Response Teacher Institute at the Museum of Art - DeLand, empowered my outlook into many avenues. Teaching art can contain many facets to enlighten young mindsâ&#x20AC;&#x2122; creativity skills. Students ability to create and be productive does not always require expensive or a broad amount of supplies. The mind, interest and peer and teacher support can be a huge investment into the domino effect of creativity. The art room is an important component of the school system. This course reinforced my beliefs that lessons can contain literacy, math, descriptive writing, and science while following the core curriculum standards and art room requirements. Students learn in small groups, large groups, individual techniques and peer support throughout the year. Through the collaboration of teachers in all departments at my first few summer sessions, my creativity blossomed to produce 2 grants through the FUTURES program. The students in the lower levels have experienced lessons correlated with artists and the seasons. Shapes and lines are created while viewing a 4-part yoga book and there are also writing supports with word walls and writing lessons. By engaging the students in a multitude of learning groups and subject areas every student can succeed in their area of strengths. The lesson has been extremely successful and will be revisited in coming years. The older student has been emergent in 3 D art utilizing recycled and purchased materials. Their exposure to a variety of art and the core curriculum artists have generated stunning pieces of artwork. Verbal descriptive words and art terminology are reinforced throughout the art lessons. They compare their designs and are proud of their work. Students have also been exposed to verbal and written art comparisons generated from the institute materials. This year the verbal and written artistic expression has been integrated more frequently into the lessons. Next year small collaborative books will be created by each classroom level and stored in the media center. There will be a schedule that is followed for a rotation of physical art and the integration of literacy in writing, iPad artist lessons with Kahoot and verbal literacy. Artistic expression assists critical thinking skills and social skills. Through this class I have personally created a network of teachers that will be lifelong friends. Working and learning together as a group created a team of teachers that support each other. We inspire and share lessons and materials to aide our students and our own personal growth. Every teacher has strategies and viewpoints that differ and are strong individual not afraid to share. I look forward to attending the Institute for the 2018- 2019 sessions.

Janice M. Schiavo - Teacher Lesson/Activity: Compare or contrast Jacob Lawrenceâ&#x20AC;&#x2122;s Harlem and Legos cities, Grade 3-5 Art The art room can contain a variety of emotions from sheer joy to complete frustration and everything in between. The approach in this lesson was to provide an assortment of components of choice to appeal to all on some aspect. It was to engage student learning about an artist and the historical events he illustrated verses the learning and building with Legos and colors. That there are similarities in art, math, history and literacy and a connection in their everyday lives. The students were to compare the illustrations for Jacob Lawrence paintings to the construction of Legos and individual Lego people. Line design was also focused upon by observing the designs of both topics. Students were provided rulers to support clean crisp lines in the illustrations. Pupils learning techniques vary so examples were provided in several visuals. Printouts were provided for student to reflect and create their designs. They were provided Jacob Lawrence books, Lego people and building creations in color. There were also sixteen actual Lego people to pose and sketch. Teacher examples were in the front of the room and at each station. Choice of mediums and color scheme enhanced studentâ&#x20AC;&#x2122;s moods in their illustrations. The group discussions, collaborative folding and the final critiques enhanced communication and writing skills. This lesson was very successful because it supported individual choice and teacher and peer support factors.

Janice M. Schiavo - Teacher Compare or contrast Jacob Lawrenceâ&#x20AC;&#x2122;s Harlem and Legos cities continued

Rebecca Chavez, Grade 4

Isabella Morrison, Grade 5

Alexa Cutino, Grade 4

Octavio Plasercia, Grade 4

Brianna Vasquez, Grade 4

Genevieve Hyde, Grade 3

Riley Vaughn, Grade 4

Janice M. Schiavo - Teacher Personal Creativity Mind Map by Janice Schiavo

Diane Simon Grade 1, All Subjects ▪ George Marks Elementary School My participation in the Art of Reflection and Response Teacher Institute has truly helped me to step out of my comfort zone. As an elementary teacher I can talk to young children all day, but adults I have always struggled to find my voice. I still may not be the most confident person in the room, but I could stand up and share. In doing so has helped me to speak out at in school. Participating has brought art back into my life. I grew up around big cities and felt I’d lost culture when I moved here. Personally, sharing the Art with my family has been wonderful experience. My son has been at an art school and his being a part of this institute has given me an opportunity to share with my son on a deeper level. Participation in the institute has helped me bring a little Art and creativity back into the classroom. Over my teaching career I feel we have gone away from creativity in teacher lessons and what we are allotted time for in our students’ day. The institute has shown me ways to bring art in and it may not always be what we expect it to be. Some of the ideas I have tried to integrate in my class are looking at art as a single piece, a poem or a page from a creatively illustrated book. Also, giving my students activities that require them to think instead of just telling them how, has made them have to come out of their comfort zone and ultimately be more creative. hen I built on those activities and guided them to do it differently. The collaboration and support within the institute as well as with colleagues outside of the institute have helped me to look at things differently. I learned something new every time we met from a different point of view. They have given me so many new ideas and food for thought. I also feel more comfortable about the sharing what and how I see something. The institute has helped me to think a little more outside the box on what “art” and “creativity” mean. I will continue to add creativity in and look for it in those unexpected places to share with my students.

Diane Simon - Teacher Lesson/Activity: Inference collages, Grade 1 English Language Arts The Little House by Virginia Burton The Objective of this lesson is for the students to work in collaboration to make a collage to infer what happens next in the story. In this lesson the teacher will do a partial reading of the book The Little House. As a class we discussed what has happened so far. Students then drew a picture of what they thought was going to happen next. As a table I had them look at all the pictures together. I gave them magazine pictures. Students then made one collage of their combined pictures. As a group they had to describe how their collage represented their drawings. As an extension I had them write about the collage I started this lesson with the students doing individual collages. I found that even with modeling my students had a hard time grasping the concept of making a story from pictures. Many of my students wanted to be very linear in their approach. I believe this to be because that’s how we teach most writing lessons. The student’s pictures were laid out in straight lines. So, by having them do a collage as group collaboration they seemed to be more willing to make some risks. When they did the collaborated collage, it didn’t look much like any of their drawings. When I asked them to tell me about it, they explained they used “white animals to show the winter and snow”, while in their drawings they used blue, “because our paper is already white”. They also had Christmas in the picture which was not in their drawings. Their response “Christmas is in winter”. While students’ collages did not appear to me to look like the drawings, they were able to explain, defend and elaborate on their collages.

Class Group Collage 63

Diane Simon - Teacher

Personal Creativity Mind Map by Diane Simon

Erin Tanner Grades K-5, Visual Art ▪ Winter Springs Elementary School Seminole County Participating in the Institute has benefited me both personally and professionally. Personally, the Institute has helped me understand the importance of slowing down and taking the time to admire the smaller details that make up the bigger picture. When you give yourself the opportunity to be creative, you are able to focus on and understand the role that every detail plays. This leads to a stronger appreciation for the whole. This applies to a painting that you are critiquing, a story you are reading or even a meal you are enjoying. Professionally, the Institute has shown me that it is possible to give my students the chance to slow down in the classroom. Even when the schedule seems to full, you can find a way to encourage creativity in learning. My biggest “aha” moment in the Institute came when we discussed the similarities between the visual art and the core academic standards. Whenever I was asked to incorporate literacy, math and writing into my visual arts curriculum, it always seemed like a daunting task. There was never enough time to get through all of my standards in one school year, let alone trying to fit in another curriculum’s standards as well. The Institute taught me that when you incorporate creative play into your classroom, you are helping your students make connections with both the arts and the core academics. Now I understand that when I include writing and literacy skills into my classroom I am not teaching someone else’s curriculum, but using the parallels between all of the standards to enhance my own. After incorporating what I have learned in the Institute into my classroom I am starting to see students becoming more engaged in the art lessons. There is more dialog between students as they are working, students are becoming more self-aware of their individual artwork and they are gaining more appreciation for the work of others. Teaching students how to be creative in the classroom takes time. When you first introduce some of the activities, like the post-it-note and found poetry activity I submitted, it can be time-consuming and confusing. I am excited to start the next school year by integrating small chunks of creative activities into my lessons. As students get comfortable, we can build on these activities to enhance our art vocabulary, gain confidence in our class dialogs and deepen our understanding of the visual art standards. Being a part of the Institute has taught me that creativity is about the process and not the end result. I am hoping the creative activities I use in my classroom this year, and all of the years that follow will give my students the same mindset.

Erin Tanner - Teacher Lesson/Activity: Post-It Description and Found Poetry, Grade 5 Visual Art The purpose of the activity was to help students become more confident when they are looking at, critiquing and discussing visual art pieces. For this activity, fifth-grade students used iPads to looks at the painting Rose Garden by Paul Klee. Students had 20 seconds of silent look time, and then a few minutes to discuss at their tables what they liked and did not like about the painting. Some of the comments included: -I like that everything is pink. -I don’t like it because it looks like a painting you would hang in a girl’s room. -Those are not roses. They look like lollypops. After this first table discussion, students received an orange post-it-note and a yellow post-it-note. The instructions were to write down one description of something they saw in the painting on the orange post-itnote. They could write down a sentence, a phrase or just one word. The challenge was to write something they thought nobody else would notice in the painting. On the yellow post-it-note students wrote down a description of the colors without naming any of the colors. For example, they could not use the word red, white, pink or brown. Students were given three minutes to complete this activity. When the students were done they placed their notes on the whiteboard. When all the notes were in place, we stood as a class in front of the whiteboard. I asked them to read each post-it-note and find one response that surprised them. Once everyone returned to their seats, they talked with their table about the one response that surprised them. Students were allowed to reference the image on the iPad while they were talking. After their table discussion, each table was asked to organize the post-it-notes into an image. They had two minutes to plan out the picture, and one minute to execute their design on the board. The finished designs included a rose, a heart, a smiley face and a fish. A rose because the painting had roses, a heart because the colors in the painting reminded them of Valentine’s day, a smile because they thought the artist was happy when they made it and fish because the students at that table were hungry and it was almost time for lunch. For the last step of the activity, every student had to choose one orange and one yellow post-it-note off the board. They were not allowed to pick their own. As a table, they had to come up with a poem from the postit-notes. They were allowed to add a few small words if necessary and take out a few words if the description on the post-it-note was a full sentence. After the activity, I asked students to stand if they noticed something new in the painting the second time they looked at it and had to write a description. Everyone stood up. I asked students to stand if they thought the painting was more interesting the second time they looked at it. Everyone stood up. The feedback that I got from the students was that they found the painting more interesting when I asked them to describe the artist’s use of color without naming any colors. That challenge encouraged them to look closer at the details in the painting. Some students noted that they felt the painting had an emotion attached to it after focusing on the use of color. 66

Erin Tanner - Teacher Post-It Description and Found Poetry continued Having the image on an iPad made the activity more interactive and kept students engaged. They were able to enlarge specific details and zoom out. Keeping the image in their hands while discussing it at their tables led to more in-depth conversation. I overheard students asking “I wonder why the artist made the flowers look like lollypops?” “I wonder why the artist used warm colors on the building, ground, and sky and not just the roses.” These kinds of questions led to more questions about the painting and artist himself. After completing this activity, the students and I started a word wall. Every time we learn a new element of art, description of color, an emotion or a technique we include it on the wall. Having the vocabulary on hand will help the students feel more confident and comfortable when discussing and writing about an artwork. Rose Garden, by Paul Klee

Post-It Description and Found Poetry Class Project

Dorothy Grace Watson Grade 5, Gifted All Subjects ▪ George Marks Elementary School This workshop has opened up an awareness of the different avenues creativity can take, that it is not just being artistically or musically talented. I have never viewed myself as very creative, through this workshop I can acknowledge that there are various ways I express my creativity. I now view my teaching as a creative process. Just as my views of my own creativity have changed, so has how I try to get my students to express themselves more creatively. This year I have exposed my students to more art than I have in the years past. This group of children has really produced some creative pieces. Through my newfound knowledge of art integration, I have done several creative writing pieces with my students. I have had the students create poems using words I have cut out of magazines. I had some very imaginative pieces. The only thing I had to remind them is not to add written words to their poems. A few of them thought they had to add their words. Another activity we did was write a narrative using dialog between two objects/people in an art piece. I was totally amazed at how creative my students were. Not one student whined that they couldn’t think of anything. A gifted trait is that they are afraid to make a mistake or that everything has be perfection. I have a very boy heavy class and they will often say, “I am not creative.” This class has had an impact on my teaching practice in many ways. I have enjoyed trying out new ideas with my students. The class has helped me incorporate new writing ideas into my ELA block. It has helped bring out the creativeness in the students. The class has also helped me recognize that I have some creative ideas as well. That creativity isn't just art or music. In the future I would like to do some of the other activities we discussed in class. I want to have my students create commercials using people from the past to advertise a current product and in today's setting. Another activity I am planning on doing is incorporating Bloom's taxonomy into art pieces. I am hoping this will help my students develop their questioning skills.

Dorothy Grace Watson - Teacher Lesson/Activity: Using art to create dialog in a written piece, Grade 5 Gifted In December I downloaded several different pieces of Christmas art and made copies. The next day I laid the pieces out on the table and instructed the students to choose the one they liked the best. After they chose their piece, I gave them instructions to write a dialog/narrative from the perspective of two objects/people/narrator portrayed in the piece of art. I gave them 30 – 45 minutes to complete their written piece. Once they had completed their piece we shared some of their completed stories. They were quite eager to read their stories aloud. At the end of the day I hung them on the bulletin board for all to read. I was completely astounded by the quality of work and the creativeness my students exhibited. I have a large population of boys and I really thought they would bulk at having to write something like this, amazingly they were some of my most creative. I would do this activity again.

An Icy Night by Helen Orr Cocoa sniffed the air with an icy nose. The brown and white dog was lounging in the snow next to her owner’s house while waiting for her best friend, Marshmallow, to stop by. Cocoa’s owner’s house was in a small neighborhood in a small town on the edge of a large city. It was the night before Christmas Eve, and Marshmallow had promised she would visit. Cocoa sniffed the air for the umpteenth time when she sensed something familiar. Marshmallow and her owners were walking up the sidewalk. “Hey, Marshy,” Cocoa yelped happily, running up to meet her. “It’s nice to see you again.” “Hi,” Marshmallow greeted her. “How are things? We just went sledding down St. Nick’s Hill.” “That’s really cool! I wish I could have come with you, but my owners wouldn’t let me out until just recently. I was able to sneak some gingerbread, though, and I saved some for you!” Cocoa shook out her chestnut ears as she bent down and dropped a cookie at her friend’s feet. “Thanks,” mumbled Marshmallow through a mouthful of sugar. She swallowed and lifted her head to catch a snowflake falling on her tongue. Suddenly, her owners stood up from admiring the carolers ad called out. “Uh oh, time to go. It was nice talking to you.” Marshmallow said sadly. “Aw, bye,” Cocoa said, but as she headed inside, her heart felt warm.

Dorothy Grace Watson - Teacher

Painting by Claude Monet

Post It Poetry by D. Grace Watson Hazy Energy Cool Beauty Flowing Amazement Relaxing Pleasure Smooth Inspiration Awed Impressionism Muted Loveliness Carefree Cheerfulness

Kathryn B. Wilson Grade 11, English III, English III Honors ▪ Pine Ridge High School I have always enjoyed learning. I’ve also considered myself a relatively creative person for most of my life. Over the last few years, I’ve allowed work to devour my creativity and my creations. The Art of Reflection and Response Teacher Institute (ARRTI) appealed to me because it promised to bring creativity into my teaching and to give me the confidence to bring art and creativity to my students. The implementation of creativity in my teaching style and lessons has been transformative for me. I feel like I’m able to be me and help my students find themselves. The work I’ve done through the ARRTI has taught me that art is in everything, and we can be creative in everything we do. I’ve learned that I can see a painting the way I read a short story. I’ve learned how to help my students see, as well. Although there have been many successes this year, I still need to create seamless lessons. There are divides in my plans, and I know that as I look back on my lessons, notes, and my own creative works, I’ll find a way to combine everything smoothly. We know that there are many kinds of learners, and many of the students I meet don’t know their learning strengths. Using resources and ideas from the ARRTI and the other participating teachers, I’ve been able to design lessons that employ different learning strategies and allow different types of learners to be successful. I will continue to hone these lessons and continue to learn from my ah ha moments and my mistakes. One of my favorite ideas that I got from the ARRTI teachers is my daily poem/art bellringer. Students are given a short poem or a piece of art to discuss. They write every day about a new piece. This has given students the opportunity to ask questions, write more descriptively, analyze art and literature, and write creative pieces such as poems and short stories. I believe that this has been one of my students’ biggest changes this year. While not all are writing poetry, almost all are writing. They are discussing and questioning in large and small groups, and they’ve become more capable of elaboration, something with which most struggle. Next year, I will begin with a more concise set of lessons that teach description and analysis of literature and art. The basics of art and writing will help my students be more confident in their creative and analytical writing. I will begin the year with our art-every-day bellringers with the plan that, by the end of the year, all my students will be more confident in their creativity, their writing, and themselves. I believe that bringing art into each lesson helps students see the world in a different, often more passionate way. I believe that exposing them to the arts will help them be happier and more confident. Bringing creativity into our lessons will revive the students’ imaginations and thinking. Art mixed with English (or any other subject) is empowering and inspiring. I plan to continue to build lessons with creativity in mind, and I plan to continue to create for myself. I must do what I expect of my students.

Kathryn B. Wilson - Teacher The ARRTI has given me confidence in myself and my ability to bring power to my students. The teachers of the ARRTI have given me ideas and plans and friendship. I look forward to growing as I learn more about myself and the creative processes of my students. We have built a professional community like no other, and I am grateful that I have been a part of this dynamic group. I am a better teacher because of this Institute and the teachers who shared their unique thoughts and passions during each assembly. The education I received has helped shape me as a person and teacher, and I’ll continue to change and grow because of this opportunity.

Post-It Poetry Below is a piece of Post-It Poetry created through the observations of two paintings, Men Must Dream – The Beasts by Adolf Dehn and Stripe Variant No. 15 by Larry Griffen, the painting that has evoked the most emotion I’ve ever felt when seeing art. The assignment was to view two separate paintings and write descriptive words for one and emotion words for the other. Then, we were to write poems from the words. This was my synthesis of the words into poetry.

Society Kathryn Wilson (2017) Leering, we are vulnerable Through shades of gray the attack on victims of Society Alive Paralyzed by desire Stereotyping Too much Selfishness and Vulnerability --oppressive, greedy— Passions turn to Joy Exultation Catharsis Inner-peace

Kathryn Wilson - Teacher Lesson/Activity: Right Where You are Sitting, Grade 11 English III and III Honors The purpose of this activity was for students to look closely at their world and see things they’ve missed and to have the opportunity to describe their world in a creative way. Students viewed a spoken word presentation and discussed what was different between poems in their texts and the poetry performance. They took notes on how to make their own poems flow and have rhythm. They took note of words that rhymed with the objects they’d missed, compiling lists of ideas for their own work. After watching a spoken word example, students wrote poems incorporating what they’ve missed in a rhythmic way. Students were given time to edit and rework their poems before performing their poems for the class. The students were baffled and excited by the objects in their world that they’ve been near and never seen. The students were intimidated by the idea of writing poetry and performing it in class, but their peers were supportive and encouraging. They made it through the assignment and performances and feedback was high praise. The majority of the students enjoyed showing off the end product of their work. This was a successful activity, and I will modify it for use again in the spring when we cover an entire unit of poetry.

Kathryn Wilson - Teacher Right Where You are Sitting continued

Our World by Jessica Nieves Grade 11

A world where everything is right or wrong, Is a world where everything is black and white. Or maybe everything is different grays, but really though, who’s to say? There are limited hues on this colorscale, We the people need to escape the pale and maybe dump a pail, Of the move vivid colors, to make us all see each other, As individuals and not just numbers. I’ll spill some magenta on my history books, We need women to be known for more than looks, We’re stronger than we seem, we are fighters too, Just look at that sticker on the window if you need some proof. We focus too much on the vanity light lines, and are too forgetting about those on the lifeline. Puerto Rico and Mexico were underwater, but you find yourself more concerned with Kris Jenner’s daughter. Sometimes I’m in my desk and I question what I’m learning, But then I question what I’m thinking, Does an education give you fuel or do you feel that you’re sinking? Falling and crumbling into just sand? We, your brothers and sisters, will be your broom and your dustpan. You see those who know, do… And those who understand, teach. And for every hand reached, And dipped into the honey jar of knowledge, Another student will get to college, to inherit the wisdom of the world, Not knowing that their world is not my world. And my world is not her world, And my world is not his world. The world YOU know is one of billions, Each one is sculpted into the minds of children.

Kathryn Wilson - Teacher Right Where You are Sitting Our World by Jessica Nieves continued

The experiences that shape you are all individual, One of one, down to every detail, no matter how miniscule. If this room were to go dark, and this lamp would start with a spark, The light would shine on this globe. This globe is two worlds, it’s yours and it’s mine, and while half of it shines, And the other is dark and it’s cold. Woman or man, black white, or tan, if you’re gay or you’re trans, please take my hand. Your world is all you, your parents, your race, your world is anything and everything you’ve had to face. The universe is not composed of the moons and the stars, The universe is us, when we speak from our hearts.

Poem Performed

2017 - 18 Returning Teacher Participants Art of Reflection and Response Teacher Institute

Dr. Sarah Altier - Volusia County Schools Angela Costa - Volusia Pines Elementary Katherine Crane - Manatee Cove Elementary Kaitlin Dalia - Southwestern Middle Timothy Deary - Galaxy Middle Beth Doran - Heritage Middle Andrea Finkle - DeLand High Samantha Hughes - New Smyrna Beach Middle Laura Matthews - George Marks Elementary Petra Ramirez - Deltona High Karen Richter - Orange City Elementary Dr. Rajni Shankar-Brown - Stetson University Dr. Shari Watkins - Horizon Elementary Judy Williamson - Pine Ridge High Jean Zimmermann - Campbell Middle

Dr. Sarah Altier District Mentor for Beginning Teachers Peer Assistance and Review ▪ Volusia County Schools As a mentor of beginning teachers, participating in the Art of Reflection and Response Teacher Institute II has continued to empower me to in turn empower novice teachers to add rich variety to their instructional and assessment toolboxes. Teaching reading is often mistakenly understood to be decoding words. But to be truly literate, our students have to understand, recognize the tone and mood, discern similarities and differences, and employ many other comprehension skills. As I continue to discover through the Art of Reflection Institute, examining and analyzing works of art are a perfect pathway toward developing those skills and then transferring them to the written page. Like traditional literacy, visual literacy incorporates multiple levels of skill. The first level of visual literacy is similar to decoding - basic identification of the subject or elements in the piece of art – but then the real comprehension begins. The skills necessary to identify details of images are essential in many academic subjects; for example, careful observation is necessary to scientific inquiry. It’s been pointed out in the Institute that physicians need to hone their observation skills and attention to detail to accurately diagnose their patients. But while accurate observation is essential, understanding what we see and comprehending visual relationships are equally important. These higher-level visual literacy skills require critical thinking and, once developed, can be transferred to the written word. Beginning teachers often struggle to differentiate; strategies I have shared with them have provided means for reaching students in varying ways which meet each pupil’s individual preferred modes of learning. For example, one middle school teacher with several English Language Learners in her class was struggling with guiding her students to use textual evidence to support their answers when reading expository writing. I suggested using the Institute activity of “deep viewing” (Ann Watts Pailliotet). Her students used photographs and art to go through the three phases of deep viewing: Literal Observation, Interpretation, and Evaluation/ Application. Going through these steps with images first made the leap to written text much more accessible for the ELL students. This example is just one of a myriad of ways students can grow in traditional literacy through expanding their ability to understand visual literacy, and I’m glad my beginning teachers have the opportunity to learn this at the beginning of their careers.

Dr. Sarah Altier

Painting by John Briggs

This writing was done in response to the “Synonym” activity. We were randomly given a word and various synonyms of the word. Our challenge was to find a painting in the exhibit and use it as inspiration to write a story using at least five of the synonyms. My word was “timely” and I have underlined the synonyms I used. Timely by Dr. Sarah Altier As I walked down the shoreline I saw them again – and again I wondered (but not out loud), “What prompts you to keep this ritual? I’ve watched you day after day. You cast and you cast and you cast, but your nets remain empty. Surely there are more modern ways to collect the fruits of the sea. And is it necessary or proper to go about your work unclothed? After all, this is midwinter, the temperature is a seasonable 50 degrees.” All this was thought to myself. I had been seeing these figures every morning, but had never come too close. Today, one of them looked up and beckoned me closer. I hesitated, but at that moment a seagull flew toward the group. I saw this as an auspicious sign. I tentatively moved closer… and though I hadn’t said a word, the one who had beckoned me answered my question. “We don’t know what we’re casting for” he said “but we’ll know when we find it and will continue casting until we do.” His answer was timely, the encounter opportune. I felt naked too. What was I casting for? I went home and quietly packed my suitcase. And I cast away.

Angela Costa Grades K-5, Art â&#x2013;Ş Volusia Pines Elementary School

Participating in the Art of Reflection and Response Teacher Institute offers me the opportunity to meet with colleagues in an unconventional setting. It allows me to step out of the comfortable and forces me to participate in ways that are sometimes unfamiliar and uneasy. Specifically, sharing written responses to art work and other content can feel very awkward and embarrassing but can also be revealing and liberating. Now, when asking my students to write and share, I am sensitive to their hesitation and insecurity. I strive to make the sharing environment feel safe not only with written work but also with their visual art efforts. Since I began participating in the Institute, I feel that Iâ&#x20AC;&#x2122;ve become more relaxed with my students and more sensitive to their needs. I am fortunate to be involved in the institute and I feel that my students have benefitted greatly as well.

Angela Costa - Teacher Lesson/Activity: Five Frames Writing Activity, Grade 5 Art Students will find inspiration for a story from five random pictures. Students will work with partners. They will either be given or be able to choose five precut pictures. They will work together to create a story inspired by the pictures. The pictures seemed to help spark their imaginations. Most students were eager to discuss and collaborate on the story with their partners. Overall, they enjoyed the project and the end result.

Love At First Sip, by Tiana Correa Grade 5 and Roxanne Ziegler Grade 5

Katherine Crane Grade 4, Gifted All Subjects â&#x2013;Ş Manatee Cove Elementary School The Institute has been a gift to me as an educator. Professionally, it has inspired me to look at my curriculum and standards through a different lens. Can I incorporate the visual arts into this standard or that unit? Personally, the Institute has, at times, been a lifeline- a combination of professional development and support group. The time spent with like-minded educators- collaborating, counseling, and (occasionally) kvetching- is restorative. My participation in the Institute has encouraged me to look for opportunities to expose my students to the arts and has encouraged them to explore their own creativity. Moreover, the Institute has strengthened my resolve to teach my students to think creatively and critically- and that thinking creatively doesnâ&#x20AC;&#x2122;t necessarily mean thinking artistically. The knowledge gained during my years at the Institute has been integral to my development as a teacher. The ideas and inspiration gained not only from the course activities but also from the ideas shared by my fellow participants have impacted my teaching practice. I have been able to implement some of the activities into my language arts lessons- particularly for lessons involving writing, poetry, and literary analysis. The contents of my teacher bag of tricks have increased significantly! The only drawback is that I leave each session with more ideas than I can reasonably implement. My next step is to challenge myself to incorporate the visual arts into subjects other than language arts. I know that, thanks to the Institute, I will continue to look for new ways to push myself out of my comfort zone, to embrace my own creativity, and to foster an appreciation for the arts with my students.

Kaitlin Dalia Grades 6-8, Creative Writing and Theatre ▪ Southwestern Middle School

“Where are you going? It’s a Saturday…” my (newlywed) husband says sleepily. “To that Art PD I love,” I reply emphatically. “On a Saturday!” he reiterates. “…it’s the best professional development I get all year!” And the Art of Reflection and Response Teacher Institute continues to offer the most creative lesson ideas, and seedlings, I have ever encountered in my professional development to date. Beyond the content I received, the community I have found among my fellow educators, under Pam’s leadership and listening ear, is priceless. We come together to share, lament, offer solutions, talk therapy, and celebrate the immensely challenging call to educate. It’s not getting any easier, and I’m so glad to have found Pam and the extremely talented educators through the Art of Reflection to help revitalize my teaching soul and encourage me to heed the call and continue to educate with all my heart. I probably shouldn’t have committed to the program this year, I was pulled in other directions (getting married, buying our first home, directing my first musical and building a new theatre program), but every second I was able to spend with Pam and Suzi and my fellow educators was worth it. If I could manufacture time, I would make sure to spend more of it with these amazing educators, human beings, and warriors fighting for creative and kid-centered education.

Timothy S. Deary Grade 8, U.S. History and Grade 6, World History â&#x2013;Ş Galaxy Middle School My participation in the Institute has benefitted me personally and professionally in numerous ways. Personally I have consistently found the assignments to be of the highest value and most worthy of my time and investment. I have had the opportunity to view great works of art and then been given the chance to create my own art in reference to what I have seen. I have been a poet for many years but I have never been so inspired to continue as I have since beginning this Institute last year. Overall the personal benefit to me has been immense and has made me a better poet, a deeper thinker and a more well-rounded person. My participation in the Institute has benefitted me professionally in a profound manner. This has by far been the best professional development I have ever participated in. I have found the activities and assignments to be of the highest quality and relevance. For example, I wrote a poem based on the alleged treason of Aaron Burr. I found this to extraordinarily enjoyable on two levels. First I was able to incorporate a real and relevant aspect of American history into my favorite art form. Second, I wrote something that was not only personally satisfying but also usable in a U.S. History class. The institute has made me a deeper thinker and has enhanced my professional practice in that it has given me new ideas and avenues to explore my art and my passion for U.S. History. The Institute has increased my skills, knowledge and understanding of the arts because I have been exposed to great works of art and asked to interpret those using prompts and insights from very knowledgeable facilitators. In addition one of the most significant lessons that I have found is that art can be used as a text. Studying history involves reading many texts and being able to expose my students to great art of historical value is of great importance to me. The Institute has greatly enhanced my personal creativity and has helped me to encourage my students to enhance their own creativity. As a teacher being verbally and visually literate is extremely important and the Institute has made that ability exciting. This new knowledge is very important to my teaching practice. Being creative and willing to challenge myself and my students in the classroom is the essence of growth. Being creative enhances growth. I have been inspired to be more creative in my personal life and have used historical topics and this has increased my mindfulness on creative teaching and making history relevant. In addition using images as text to be interpreted has shown me a new way to see history. Incorporating portraits of influential historical figures is a new way to interpret the influence of those we study. I plan to use portraits, photographs and paintings in an upcoming lesson on Andrew Jackson and Indian removal. Students will ultimately be asked to conclude whether or not Andrew Jackson was a complicated figure who should not be judged by our current values and beliefs or someone who was a person of inferior moral judgement and the point of view of Native Americans and those who took part in the removal. I want to challenge them and I believe I have learned how to do that.

Timothy S. Deary - Teacher Lesson/Activity: Fake News – The Colonial Version , Grade 8 U. S. History My eighth grade U.S. History students are studying the roots of the American Revolution. This lesson revolves around the Boston Massacre and the use of propaganda to influence the opinion of others. The lesson utilized the image that was created by Paul Revere after the event was over and which was widely distributed throughout the colonies and claimed to be an accurate representation of what happened. I also used a ten minute clip of the HBO series John Adams to show how the soldiers accused of murder were tried and acquitted of all charges except one soldier on one lesser charge. I pointed out to students the argument of the defense and had them define the following terms: castle doctrine, unlawful assembly. We discussed the legal use of self-defense and exceptions to the “duty to flee”. We then discussed the responsibilities of soldiers who are assigned to guard an area. The most popular rendition of the Boston Massacre shows a peaceful crowd being shot at close range by heavily armed soldiers. The actual story is much different. Students were shown the image that Paul Revere created after the event and asked the following questions: 1. Look at the image of the Boston Massacre that was created by Paul Revere and describe what you see. What is depicted here? How do you think the colonists reacted to this image? 2. How could this image be used to influence people’s opinions in the colonies? How does the image make you feel about the soldiers? After students were shown the image and wrote their answers they were shown the recreation of the trial from John Adams. The recreation was based on the book by historian David McCullough. When the video was over students were asked the following questions: 1. What actually happened on the night of March 5, 1770? What was the argument made on behalf of the soldiers who were accused of cold blooded murder? 2. According to the trial why was the response of the soldiers justified? 3. Explain how the actual event and the image that was created of it differ? 4. Why do you think the image was so powerful in influencing the opinions of the colonists?

Timothy S. Deary - Teacher Fake News – The Colonial Version continued Image used for activity:

Reflection: Students were able to answer the questions in a manner that shows that they understood what was being asked. I had students in more than one class bring up modern examples of the lawful use of self-defense and moderated some debate about how justified those examples were. Students were told that the picture is also a text and they were to read it like they would a written text. Most students were able to explain the obvious difference between the image and the reality. Using the reenactment of the trial from “John Adams” was very useful because it shows exactly how inaccurate the image is. For example, the image shows that the commander of the soldier standing behind the soldiers but at trial it was successfully shown that the commander was actually standing in front of the soldiers. Students were able to state the significance of this and stated that if the commander was in front he would not have told the soldiers to fire because he would have been shot if he did. Students overall were successful with the activity and were able to point out the reality as opposed to what was presented in the image.

Timothy S. Deary - Teacher Phoenix Tale by Timothy S. Deary I.

Jefferson was concerned that Burr was not a man to be trusted. The upcoming election could not have him in a prominent place, all Republicans agreed that the ticket would have to be adjusted. Burr, once dropped by Jefferson, resolved to make his way west. His scheming nature was planning something big, grand and full of promise, Those vast Spanish and Louisiana territories could be his own kingdom. In his mind this mission was most assuredly blest. In the end, Burr, would be charged for treason and acquitted. Jefferson, far from defending him, would claim executive privilege.

II.

I will raise a western army and form a separate government with myself at the helm. I have met with Harman Blannerhasset whose land on the Ohio I will use as a base. He has provided men and supplies and now I will recruit volunteers, Mexicans, and the support of important men. Once conquered this new republic will be my personal ruling realm. I will contact the Spanish minister and reveal my plans to him, plans to include capturing Washington D.C. Surely they will come along to protect their empire from American expansion? Irujo gave Burr thousands of dollars and sat back to wait and see. By later in 1806 Burr was building an army and stashing them on Blannerhasset Island. Ohio’s governor grew suspicious and ordered the militia to strike. Escaping with just one boat, Blannerhasset, sailed to meet up with Burr and together they sailed to a southern horizon. Trying to make it to New Orleans, to more troops supported by Mr. Wilkinson, would be Burr’s undoing. Wilkinson, convinced of treachery and failure revealed the plans to Jefferson. Having no knowledge of the betrayal, Burr continued what he was doing. By the second and third month of 1806 attorney Joseph Hamilton wrote to Jefferson about Burr’s plans. At first Jefferson was inclined to dismiss the gossip as the fruit of politics. Charges were sought and no indictment was returned. It would take Burr’s correspondence, now in Jefferson’s hands, to provoke more interest. Now that there was interest those letters would get an intensive scan!

Timothy S. Deary - Teacher Phoenix Tale continued III.

Mr. Burr He’s a sly one that Mr. Burr! Conspiring and plotting, He has really drawn the line, It’s up to me to stop him and to see his plans go rotting, Mr. Burr! You’re a traitor Mr. Burr! You’ve really done it now! You’ve committed treason, I have the proof in hand, Mr. Burr! You’ve committed treason, I say this not without a reason, You’ve conspired to conquer parts unknown without the slightest bit of conscience and now your plans are blown, Mr. Burr! I do not believe you, Mr. Burr! You are rotten to the core, Your story is untrue, You are the stuff of lore, Mr. Burr! Now that it’s uncovered, Your trial will commence, And you will not be acquitted – Mr. Burr!

Timothy S. Deary - Teacher Phoenix Tale continued IV.

Acquitted (Burr’s Response) You say I committed treason – well you know! You’ll have to prove it now! You want me to ask for absolution – Well you know! I have done nothing wrong! You ask me for a plea of guilty – Well you know! I have a right to my defense! But if you want a trial that is only for show – All I can tell you brother is the answer is no! Don’t you know I’m gonna be – Acquitted! You tell me you have the evidence – Well you know! I also have the same! Don’t you know I’m gonna be – Acquitted!

Phoenix Tale It has been said that history is written by the winners, but the words are often credited to its sinners. Burr was the winner, remembered as the sinner. As for treason, Burr would say he had his reasons and in the end he was acquitted, his accusers were outwitted! Perhaps he is a Phoenix? Despite his power grabbing weakness?

Beth Doran Grades 6-8, Art ▪ Heritage Middle School Moribund inspiration. Unnerving erudition. Resuscitated creativity. Ah, the six-word story. Seemingly so simple…yet… In the three years that I have been attending the Art of Reflection and Response class I have learned much about my fellow participants and even more about myself. I took the class originally at the urging of our Art Specialist, Suzi Preston. Sounded like fun!! Others who had done it raved about it!! It was terrifying. This experience has made me more aware of some of the fears that my students feel when it comes to expressing themselves artistically, whether visually or with the written word. I realize that I may have been putting too many restraints or rules on the artwork. When we do the activities in this class there is no right or wrong. Everyone expresses themselves in their own way. I have changed the way that I present projects, giving more freedom to choose their medium and subject matter. This has been very successful! In the past I was very hesitant to incorporate writing into my curriculum. The reaction that I often got from the students was very negative when asked to write. I felt like they had so much pressure and did so much writing in all their other classes that this class should have a more relaxed atmosphere. I kept the writing to artist statements and short stories about the characters in their artwork. Through this class I have learned many new ways to have writing become a normal part of our projects. The many interesting assignments we did in class have worked very well with the middle school kids. I have learned to present the assignments in an enthusiastic “Pam Presentation” kind of way, which sucks them in and gets them fired up. Nothing is better than explaining what we are going to do to a room full of 13-year-olds and having them get excited before they even start! As a teacher of more than 30 years I still love learning new things. Thanks for all the great ideas!

Beth Doran - Teacher Lesson/Activity: Art and Music, Grades 7-8 Art Objective: To have students learn how to correlate the mood set in a piece of music with the mood of a work of art. Lesson: Choose a song and describe its mood, how it makes you feel and what you visualize when listening to the song. After looking at a power point on the emotions that colors and lines represent, list what colors and type of lines you think of when listening to your song. Create a piece of artwork using the media of your choice that portrays the emotion that you feel when listening to your song. The artwork may be non-representational or representational art. Write a 6-word poem about your song and artwork. Reflection: Students got very excited about this project when I was introducing it. Any time they can relate their music to what they are doing, especially their own choice of music, they are intrigued. Once they got into the planning stages I think they realized that it was not going to be that easy to choose a song as they thought. The choices of media ranged from pencil to acrylic to watercolor. Unfortunately the planning stage took way longer than I had anticipated, therefore the student work was not complete in time to include an example.

Teacher Sample for Project

Andrea Finkle Grades 11-12, IB and AP English ▪ DeLand High School Technically, I am a fourth year participant in this wonderful professional learning. The first and second years of my participation were complete and enriching. The third year I had to leave the learning early as I had been accepted as an AFT Teacher Leader. This past year, my fourth, I have had a few things conflict with my participation, but I am still so extremely grateful for my association with this program and with Pam and Suzi. My teaching has been impacted in immeasurable ways, and I know I am a better teacher for all of the ways I have integrated the visual arts and creative ideas into my English classroom. Every Thursday in my classroom, my students have a visual literacy prompt. I have them examine an image for different details, and I frequently use that image for some type of creative thinking. I am constantly asking my students to visualize what we read and to try to create pictures from words. By learning the techniques for evaluating and discussing art, I have added a component to my literary critiques. All art, visual or otherwise, has common components that can be discussed to help create relationship in our world. I want my students to realize that everything is connected, and unless we think expansively, our world will collapse. Thank you to Betty Drees Johnson for supporting this fabulous opportunity “right in our own backyard,” and thank you to Pam Coffman and Suzi Preston for their tremendous energy, knowledge, and caring in preparing and presenting all of these fabulous ideas and opportunities to our Volusia County teachers.

Samantha Hughes Grades 6-8, Art 2D and 3D ▪ New Smyrna Beach Middle School

It has been an honor to spend time learning and viewing art with so many creative and inspirational teachers. My time at Museum of Art – DeLand has enabled me to collaborate with teachers of art and other disciplines to gain ideas and insight. Every class, I left with a list of fantastic books, strategies and techniques to use in my classroom and I could not wait to share them with students. These refreshing seminars have made me feel like a student again. I’ve been forced to step outside of my comfort zone to be more creative and get over my “inner critic”. I have learned about ways to incorporate writing and visual literacy on a deeper level in my classroom to benefit students. My experiences have sparked a new creativity in me that had gone away for a while due to life events beyond my control. I have begun to create more of my own work again with some of my ideas stemming from the soul searching and self-reflection of the Institute. I appreciate the time, dedication and support from everyone that makes this program possible. t is valuable beyond words.

Samantha Hughes - Teacher Lesson/Activity: Creative Thinking with a Six Word Story and Expressive Illustration, Grades 6-8 Art The purpose of the lesson is to use writing in the art room to form educational connections and encourage creativity. The Six Word Story is a way for students to get to the essence of their thoughts and communicate them in a very simple way that can also be very interesting and complex. It enhances creative thought by allowing students to steer their thoughts into a new direction according to a theme or writing style. In some classes, the students were given a theme or subject as a basis for their story. In other classes, the students picked their own theme. I introduced Ernest Hemingwayâ&#x20AC;&#x2122;s famous Six Word Story and asked students to come up with their own. The students had their choice of art supplies to then create an illustration for their story. The students enjoyed coming up with their own stories and creating illustrations. They were able to simplify and edit their thoughts and drawings to create a direct story. However, I could also see this assignment working in a three-dimensional way by creating sculptures based on the student stories. We discussed how the Six Word Story could be used to come up with ideas by focusing on a theme and then writing a story and making an illustration or plan. The possibilities are endless.

6 Word Story Escher Waterfall by Emma Crouse, Grade 8

6 Word Story by Sarah Hutto, Grade 8

6 Word Story by Andrew Sigler, Grade 6

Laura Matthews Grade 4, Gifted All Subjects â&#x2013;Ş George Marks Elementary School I like to think of the Art of Reflection and Response Teacher Institute as my safety net. In many ways, it never fails to stop me from falling. We all know that being a teacher has many hurdles. Often, we feel like we are victims of a failing system and, sadly, teachers embrace this notion and accept defeat. At some time or another, every teacher feels this. The urge to give up is strong. The Institute is a breath of fresh air. It is strength for the weary. It has inspired me to find my strength from within and to believe in myself and know that I am a good teacher. I look at our failing system and, though I am saddened, I also realize that we are agents of change. Coming to meet with other professionals who share this belief has been therapeutic. Everyone is supportive. We gripe, we laugh, we cry, we create and we share. We share successes of our students and I realize we are making a difference. I will not be a defeated teacher. Over the last two years of participation, the Institute has provided me with a multitude of learning experiences and creative tools. I have continued to deepen my own appreciation of art and ways to connect it to many learning experiences. This has given me the ability to model what it means to be emotionally and intellectually stimulated. I am also able to model deep and analytical responses when examining images and text. Most importantly, I am equipped to model creative expression. I have enjoyed each and every gathering and am very thankful to have been a part of such a wonderful experience for a second time.

Laura Mathews - Teacher Lesson/Activity: Winter Poems, Grade 4 Gifted English Language Arts This lesson had several intended outcomes and encompassed several days of exploring the structure of familiar poems and ultimately using art to inspire students to write their own poem. I wanted to solidify their understanding of the various elements of poetry. They were expected to identify how an author uses figurative and descriptive language to paint a picture and set the mood. I also wanted them to connect the importance of images and how they can enhance the poem, or inspire them to create their own. We began with a study of structure, having students identify and discuss the elements of poetry, such as lines, stanzas, figurative language, and rhyme. We used the well-known poem “Twas The Night Before Christmas,” by Clement Clarke Moore. Students completed a search for similes throughout the poem and talked about words the author used to create the mood. Finally, we studied the rhythm, or meter, of the poem and added “Jingle Bellls,” by James Lord Pierpont, to our study. We highlighted the beats in each line and chanted the poem along with impromptu instruments. Since we were learning about sound energy in Science, we passed around different objects to help us “drum” the rhythm as we chanted, which students loved. The goal was to have students listen for the rhythm in their own poems. After all the fun with familiar poems, I shared a power point with each student on Office 365 containing 20 slides of winter-themed art. Students were to choose an image that spoke to their emotions and write a poem. After hearing students presenting their poems and linking them to the mood of a painting, I feel confident that the goal was attained. Students wrote poems that exceeded my expectations and gave feedback to each other that reflect their ability to write and analyze poetry based on the structural elements. Inspiration Image for Poems

Laura Mathews - Teacher Winter Poems continued

Winter Night by Camila Garcia Fraguada , Grade 4

I was walking in the night to find my way home When all through the darkness I started to roam, and noticed I really had to go, so I wandered all the way home in the dark winters night, he dark winters night was scary and lone now I must get all the way home, now I must find my way home.

Now all through the darkness on my way home I noticed once again I started to roam, but when I found my way home, I started to look at the dark winterâ&#x20AC;&#x2122;s night right out the window at my long cold winter home.

Laura Mathews - Teacher Winter Poems continued Snowy Days by Sophia Santos, Grade 4 There once was a night With a lot of might Such bitter songs And caroling for joy The nighttime jolly With wreaths made of Holly Making hot cocoa With marshmallows floatin' in the puff of smoke Every piece of snow Is going to melt very soon When the coldness fades The trees will bloom with green again But we'll still wait 'Cause it's not over The snows still here The sadness of white The houses so colorful Streaming with lights With one, two, story's or more This Christmas Eve sweetness With the holly, jolly, HOLIDAYS!

Laura Mathews - Teacher This story was developed using 5 randomly chosen photographs. The pictures were as follows: A young child, eyes closed with a live panther, their heads touching affectionately A line of row boats in a waterway tied off with rope Brick wall with a window and an owl looking out Beach with large rocks on the shore Black and white photo (circa early 1900’s) of a couple holding hands wearing old-fashioned bathing suits, walking in water up to their knees.

The Wise Owl by Laura Matthews I am smarter than they give me credit for. They don’t know me. I know why I am here. I know why no one comes for me and no one wants me. I know a lot of things about me that they probably think I forgot. I remember. I remember when I don’t want to remember. I remember when I am sleeping and it comes to me in my dreams. I hold tight to Babar, my stuffed panther. He’s all I have left. He’s the only one who knows me – all my secrets and fears. He listens even when I’m not speaking out loud. I think this place is the loudest place I’ve ever been, but in the midst of the noise, it is also the loneliest. Sometimes, at night when I should be sleeping, I look out of my window and count the stars, wishing. I wish I could fly away. Like the wise, old owl, I could spin my head around quickly to be sure no one was looking, and at a moment’s notice, I would take flight without making a sound. I would fly toward the stars and thank each one. I would then perch high on a branch in the stillness and listen. I would probably begin to cry softly, asking “Whooo? Whooo?” I wonder if anyone would answer. I wonder if God is listening. I wonder if, on a quiet night, He would answer me. Summers here are long but we get to go places. Once we went to a park where an old man was sitting on a bench. I sat down beside him and he showed me a picture of a lady. The picture was old and torn because he kept it in his pocket. He said it was all he had left. He told me how beautiful he thought she was, and how much he loved her. I told him that he was very lucky because he had someone to love and he said I was a wise young man. That was the nicest thing anyone ever told me and I believed him. Yesterday, we went to the sea shore, where the water meets the sand. The water was cool and inviting. I sat alone and sifted the soft sand through my fingers and buried by toes. I built a big mound of sand and put shells all around it for protection, but a wave came and washed it clean away. Washed it clean. Washed it completely clean. I collected the few shells that remained to save for later and my gaze turned toward the ocean. I watched as a man in a small canoe rowed away. He got smaller and smaller as he drifted toward the horizon. I wished I had a boat. I could row somewhere, too. I could keep going, getting smaller and smaller until they couldn’t see me anymore.

Laura Mathews - Teacher The Wise Owl continued

Suddenly, I thought of that old man at the park and the lady he loved. I remembered how he said she was beautiful. She had a pretty smile and short, blonde, curly hair. Her eyes were the friendly kind you just know you can trust. I imagined they were holding hands and walking on the sand toward me, waving. They were laughing and smiling, calling my name. The beautiful lady stretched out her hand toward me and my hand clasped hers. My daydream made me smile as I thought of being wanted and loved. I wondered. I hoped and prayed. Maybe one day God will answer my prayers.

Petra Ramirez Grades 9-12, Creating 2-D Art, Creating 3-D Art, Drawing I, II and AP-Drawing, AP-2D and AP-3D â&#x2013;Ş Deltona High School The Art of Reflection and Response Teacher Institute has enriched me personally and professionally. Just having the opportunity to meet with other teachers at the museum and share our teaching experiences is wonderful. We have cried and laughed together which makes this professional development very special. I feel no longer alone with my profession. During every gallery visit I feel more inspired to create an artwork myself. It is very refreshing to my creative mind. Another highlight is artmaking during the institute. I learn so much from what my colleagues are creating. The best of all are the strategies we were taught to implement the Florida Standards Shifts and how to raise the rigor in critical thinking. I would highly recommend it to any teacher because the strategies taught can be applied to most subject matters. Participation in the Institute has increased my skills knowledge and understanding of arts integration and the importance of creativity and visual and verbal literacy. I already implemented some of the strategies and had great results (for example: Fake news, Five Pictures Story, Theater, Music, Visual Arts assignment). I try to implement the other art forms in my teaching such as music, theatre etc. It definitely helps to keep my students engaged and above all it opens my studentsâ&#x20AC;&#x2122; mind to see the big picture, that all art forms are connected. I will stay in contact with teachers from the Institute and take related workshops or courses in the future.

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Petra Ramirez - Teacher Lesson/Activity: The deep connection between theatre, musical, music, dance and visual art, Grades 9-12 Drawing I Objective: To experience the connection between theatre, music, musical, dance and visual art This lesson is not taught at once to the entire class but to little groups of 4-5 students. The rest of the class works on a different drawing assignment until the little group is ready to present. 1. Teacher gives the students little cards with step by step instructions similar to those we received at the museum. 2. Students recall a play (drama) they enjoyed. 3. Students write a summary of their chosen play and explain how they will illustrate it. 4. Students use their smartphones and YouTube to choose music (not the one used for the play) which would fit with the topic of the play. 5. Students invent a dance to express the music related to the play. 6. Students create an artwork to illustrate their chosen play. 7. Little group presents to the class. Reflection: Most groups were able to follow the step by step instructions, others needed some assistance. The students were very engaged because they love all these forms of art. Even though not everything was perfect, most students enjoyed the presentations of the little groups. The artworks turned out well. Overall, I believe that this lesson had a positive impact on my students. They had the opportunity to try out the different forms of art and how they relate to each other.

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Petra Ramirez - Teacher The deep connection between theatre, musical, music, dance and visual art continued Brianna Boisvert, Grade 10 Hairspray Tracy Turnblad from the hit Broadway musical “Hairspray” is a spunky “hip” teen whose life long dream is to be a spot on “the Corny Collins Show” and wins. Tracy is a very colorful and playful teen. I chose “Hairspray” because I feel like I can relate to Tracy considering myself a teen.

Rachel Orenski, Grade 10 Little Shop of Horrors Audrey 2 is the flesh-eating plant alien from the hit musical, “Little Shop of Horrors”. Audrey is the villain who tricks the people around him to be able to grow bigger and spread more of his kind. Since it takes place in the 50’s I used some elements of Pop-art in the design. I also used some sinister colors (Blood red, dark purple, green and black) to convey the wicked personality of the character.

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Petra Ramirez - Teacher The deep connection between theatre, musical, music, dance and visual art continued

Ashley Accius, Grade 11 Cirque du Soleil My piece was inspired by the performances of Cirque Du Soleil. I believe that circuses are considered a piece of dramatized theater that is characterized by heart wrenching skills and artistic aesthetic. Cirque Du Soleil, in particular, has high quality costuming in visual appeal. Their ability to combine talents of movement with art is portrayed with cohesion and beauty. In the art a mask is repeatedly used to symbolize the mysterious work of Cirque Du Soleil to the audience it may seem as if the bird lady, floating head and guy without a hand have parts of their bodies missing, but it is actually an act and they are withholding their secret. The mask is a man whose identity is intentionally covered by the symbol of Cirque Du Soleil. It is all an act.

Amaya Valle, Grade 9 Romeo and Juliet The classic drama of Romeo and Juliet, written by William Shakespeare is a play about the tragic love story between two young lovers, that ends in their deaths. I drew Romeo and Juliet facing each other fairly close to try to show their love. I kept the portraits of them bare with little to no color to express the simplicity of their love. Then, for the title, I chose to make Romeo red and Juliet blue to show their differences. However, I made their eyes purple to try and explain that although they are from enemy households, when they make eye contact and are together they are true lovers.

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Karen Richter Grades VPK-5, Visual Art ▪ Orange City Elementary School Anyone that is a creative type, knows what it means to be “in the zone.” It’s that place where time is irrelevant. When nothing can get in your way to keep you from pouring your heart and soul into whatever idea is surfacing that you must act on. Sometimes the idea rises to the top slowly, like a bubble floating higher, and higher. Sometimes the idea comes rushing out of you like floodwaters from a fast-moving waterfall. And sometimes the idea appears bit by bit, as your reflection does when you wipe fog from a mirror, clouded over by a steamy shower. If you’re lucky, time and place permit you to realize those ideas and in doing so, feed your soul. Obstacles, life really, have a way of keeping those ideas locked away in the forgotten corners of our minds, unable to be realized. They surface now and then only to be put back up and saved for later. Later. Someday. Down the road. When I have free time. After I’ve done this and that and everything in between. After I’ve tended to children, at home and at school. After I’ve tended to husband and house and homework and appointments and meetings and trainings and cleaning and papers and on and on and on….. Participating in The Art of Reflection and Response Teacher Institute has fed my soul-my teacher and artist soul. I have been inspired every single time our class has met! It is my opportunity to collaborate with like-minded colleagues about the need for arts integration, the value of creativity in education, and the interconnectedness of visual and verbal literacy. With every class I have added deeper understanding and specific lessons to hook my students on learning. I have become much more adept at explaining to non-art people the fact that reading a work of art uses the same skills as close reading a selection from literature. I have paired global music with visual art to evoke a period in history. I have learned about scientists to create a theatrical scenario that incorporates narrative writing. I have learned how to use mind mapping to help my students understand how to deconstruct a main idea to find supporting facts. I have learned how to make an assortment of handmade books that my students love to make and fill with their own drawing and writing, if they are early finishers. From every Teacher Institute class at the Museum of Art DeLand, I garnered support and encouragement from teachers in all different kinds of subject areas, grade levels, and schools- elementary, middle, high, college, electives, special area, core (yes, even math), administration, teacher trainers (PAR), and a Stetson professor in their graduate-level Educational Leadership program. That doesn’t even include the Teacher Institute’s leadership (Pam Coffman, Education Curator) and volunteer emeritus (Suzi Preston, formerly the Visual Arts Curriculum Specialist for Volusia County Schools). I am a four-time graduate of the Art of Reflection and Response Teacher Institute. I was in the first class that began in the summer of 2014, in the little bungalow behind the museum. While a member of this select group, I have started and completed my Master’s of Education degree in Educational Leadership. I will continue to teach art with passion and wonder, long after my time in the Institute is over, because I have been reminded that I can only give to others what I already have in my own heart. It is time for me to make way for a new kindred spirit; to step aside and make room for another teacher longing to reclaim her identity as an artist in whatever medium is her specialty- painting, collage, drawing, writing, research, drama, science, reading, history, singing, dance, technology, math and so many others. Every good teacher deserves the opportunity to become great. And even great teachers need to be reminded of how magical a role they have in shaping their students’ lives. 104

Karen Richter - Teacher Lesson/Activity: Once Upon A Time, Grades 2-5 Visual Art The purpose of this lesson is to conduct a character study of the subjects within various paintings; to introduce students to the concept of “deep reading” a painting; and to demonstrate the interconnectedness of Visual Art, Language Arts, Science and History. We began this lesson by comparing characters in a story or play to the people or subjects of works of art. We discussed the parts of a story including the setting, protagonist, and antagonist. Then I introduced students to ways in which authors and illustrators collaborate to tell a story; how scientists document what they research and discover; and how first-person or primary source accounts of historical events help us understand the past. We discussed the concept of our visual language existing before we know how to talk, read, or speak. To demonstrate their understanding of these relationships, I set up four paintings (one in each corner of my room) and asked the students to choose one to observe and write down anything they thought might describe the people who were the subjects of the artworks. We discussed their observations. The next time we met, I explained that to draw outside of our classroom studio we would need to make sketchbooks from blank paper to record what we saw, heard, smelled, touched, and thought. The sketchbooks were simple, stapled-together papers and the students decorated the covers. Students were so excited to make these and most of them asked to begin using the pages immediately. (I did let them use one or two pages for writing or art of their choice before we went on an art excursion.) The weather turned cool and we postponed going outdoors until warmer days returned. I introduced my students to the paintings of Audubon, the journals of Lewis and Clark, and the sketches of Leonardo da Vinci. We also discussed that many women artists, writers, scientists, etc. made contributions and discoveries that we will never know about…for a myriad of reasons. I suggested they search online for women who had not received recognition (in a timely manner, during their own lifetimes) for their work. Mary Anning was one of those unrecognized women I wanted to introduce to my students. Along with her brother, she discovered the first fossil of an ichthyosaur. The first discovery of a plesiosaur (think Loch Ness Monster) is attributed to Anning, who was an uneducated, illiterate woman, who grew up on the southern coast of England in poverty. She also unearthed a pterodactyl. Mary Anning has been described as “the greatest fossilist” the world has ever known. Her finds were key to the reconstruction of Earth’s past and the development of the biological theory of evolution. Charles Darwin would come to benefit from her finds. When warm, sunny days broke through the cold weather, we took classes outdoors. We drew from observation with themes such as “Man vs. Nature,” “If I Were An Ant…,” and “A View From Above.” Students enjoyed taking our learning outside. Back inside, they added color, details, and written descriptions about what they had seen. I shared some of my travel journals with my students to show them what I record. I have leaves, postcards, photos, receipts, maps, tickets, and yes, drawings, in my art journals. Some of the students seemed genuinely surprised that I am an art teacher and an artist.

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Karen Richter - Teacher Once Upon A Time continued Two other learning extensions to this core lesson were: 1) My students worked in small groups to think of what Mary Anning might have thought about all of her discoveries and hard work never being recognized during her lifetime. Role-play allowed them to communicate what Anning said and what a male scientist/ biologist/paleontologist might have said in return; and 2) Students looked at microscopic images of objects such as snowflakes, grass, insects, liquids, and food. Then, they chose a section of the image to enlarge on a strip of canvas with acrylic or tempera paint. We displayed them in clear, plastic canisters, like a real specimen might be stored for viewing. This lesson was incredibly interesting to me, so I know my passion for art, writing, history, and science was evident to my students. In my opinion, more students were engaged in this series of activities than when a lesson is taught as a separate concept from other subject areas- my students looked, listened, touched, heard, drew, wrote, described, constructed, talked, questioned, argued, collaborated, imagined, created, and reflected. By opening my studentsâ&#x20AC;&#x2122; eyes to the interconnectedness of all these areas of concentration, they were able to find a personal connection- somewhere within the process- that helped hook them on learning.

Unsung Juxtaposition; An Artful Life, by Karen Richter Media: Mixed Media and Still Life Objects

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Handmade Journals and detail of specimen canister by, Karen Richter

Dr. Rajni Shankar-Brown Associate Professor and the Jessie Ball duPont Chair of Social Justice Education Stetson University Permanent Exhibition: Radical Hope and Transformative Art Namaste. Being able to participate a second year in the Museum of Art DeLand’s Art of Reflection & Response Teacher Institute as a University Teacher-Scholar in Residence has been beyond marvelous. Through the institute, my creative spirit has been deeply nurtured and reinvigorated. I have been affirmed and challenged, encouraged and inspired, and joyfully awakened. I continued in my essential and continuous growth as a lifelong learner and educator. I had multiple opportunities to refine and strengthen my inquiry-based approaches to teaching and learning, as well as opportunities to share my passion for social justice education with colleagues/friends. I am grateful for having had this supportive space to practice deep reflection and explore vibrant approaches to arts integration, including activities to promote critical, visual and verbal literacies. I appreciate the creative nourishment received and given, as well as the moments of holistic restoration that I experienced. Over the past two years, the institute has been a reflective space of healing, growth, and inspiration. I am especially thankful for the generous sponsorship of the family of Dr. Evans Johnson, to the Museum of Art DeLand, and to the Institute’s visionary leader, Pam Coffman -- together they have made this space possible and impactful. Pam’s vision and passion are priceless gifts. Through Pam’s dedication, this program not only provides outstanding professional development but also births positive social change. I am also grateful to Suzi Preston for her support and the innovative ideas she shared during our workshops, which enriched our learning and personal creativity. Through this institute, I have had the chance to meet incredible educators, collaborate in meaningful ways, and form lasting friendships. I hope to participate again next year and continue the incredible journey I am so fortunate to have commenced two years ago. The magic that has been generated and continues to unfold, alongside the inspired calls to action, make this program meaningful. This has been a professional and personal voyage. And it is in this phenomenal voyage, as individuals and as a collective community of practice, beautiful spaces have been carved and sustained. The Art of Reflection & Response Teacher Institute is authentically reflective and boldly responsive. It is an embodiment of radical hope and an actualization of transformative art – hope and art that bubbles from the soul to paint a better world. Radical hope and transformative art that is now on permanent exhibition in my heart. Namaste.

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Dr. Rajni Shankar-Brown

“Voyaging Inner and Outer Landscapes” by Dr. Rajni Shankar-Brown, watercolors, India ink, and chalk, 18” x 24”. Artist Statement It represents the voyage that I individually experienced and we collectively shared at the Institute. Reflecting (mind and heart), responding (sprit and body), and rising (standing tall) with radical hope in the pulse of uncertain wind currents and storms.

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Dr. Shari Watkins Grades 4-5, Gifted All Subjects ▪ Horizon Elementary School The Art of Reflection and Response has been a valuable resource for learning new teaching strategies and a monthly refuge for educators to collaborate and recharge. The Deland Museum of Art has been a unique setting for learning how to integrate art, music, and writing. Some of this year’s activities were challenging and gave me the opportunity to think and analyze art in ways I never had before. I tried most of the activities we used in class with my own students, who enjoyed the engaging lessons. Perhaps the biggest impact I have seen in my students is the improved elaboration in their process writing. Every monthly Art of R & R class began with sharing our experiences using art activities with our students. Many of the teachers shared their successes and frustrations. Since this has been a particularly challenging year for me with a multi-grade class, the open dialogue was a wonderful outlet and opportunity to give support to one another. Our leaders, Pam and Suzi, did an amazing job ministering to the needs of the participants with inspirational and motivational reminders. One such reminder was to “Fill your cup first, because you can’t share from an empty cup.” I am so grateful to them for their care and concern for all the participants in our class. I also appreciate the generous funding for these classes by Betty Drees Johnson. These precious women will never fully know the positive impact they have had on the lives of the educators they are nurturing.

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Dr. Shari Watkins - Teacher Lesson/Activity: #oneword2018, Grades 4-5 Gifted English Language Arts and Art Description of Lesson: Students listed academic and personal goals for 2018. They were given a list of Power Words and had to select one that represented their goals. Then, they wrote a short essay using their #oneword2018 to explain their goals and how they hoped to achieve them. Finally, the students created an Agamograph. I projected the instructions so that students could see an example of what their final project might look like. They illustrated their #oneword2018 on an 8 in x 10 in piece of white copy paper. Then they created a visual representation of what that word might look like. They cut each of the illustrations into 1 in strips and glued them to white construction paper, alternating the picture strips. Then they accordion-folded the paper and glued it to a colorful piece of construction paper. This artwork allows the viewer to see the #oneword2018 when looking at the work from a slight left angle and view the illustration from a slight right angle. Outcome/Reflection: This activity took a couple of weeks to complete and I had to create an instruction sheet so that the students understood the sequence of steps. I was delighted to be able to integrate the growth mindset, setting goals, writing, and a fun project. My student loved setting personal goals because it aligned with our growth mindset discussions this year. They also enjoyed creating a personal work of art to showcase their unique work.

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Dr. Shari Watkins - Teacher #oneword2018 continued

#oneword2018, Effort, by Asia Williams, Grade 5

#oneword2018, Strength by Ava Werner, Grade 5

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Judy Williamson Grade 10, World History Honors, Grade 11, US History, Grades 10-12, Career Development, Grades 9-12, Student Success â&#x2013;Ş Pine Ridge High School Participating in the Art of Reflection Teacher Institute has benefitted me professionally as I am making a conscious effort to incorporate art and creativity into all of my classes which my students have enjoyed. Personally, the institute has helped me become more aware of the need to bring creativity into my daily life as much as possible. I have been encouraged to stop and appreciate the small things in life and to create. This has meant drawing more, crocheting more, taking more photos, and to the benefit of my family, trying out new things in the kitchen. I made macaroons for the first time because I was inspired to create more, and yes, they were amazing. Every time I introduce a lesson to my students that involves a creative aspect there are one or two groans. However, by the end of the assignment my students are asking to do it again because they love being able to be creative while they learn. The institute has helped me increase my use of images in my classes by incorporating them for bell ringers and for class discussions. I have also increased the amount of work my students have to create. When students have to create rather than recall they have better retention of the material. We teachers know this but often we are so worried about the tests they have to take that we forget that creativity is a better medium for learning than practice tests and vocabulary quizzes. The institute has helped me revive creativity in students who in their own words â&#x20AC;&#x2DC;feel like school has forced the creativity out of them.â&#x20AC;&#x2122; That alone makes the Saturday classes worth it. I truly feel lucky to have attended this institute and I plan on continuing to integrate the arts in my classroom. I will continue to have my students create in class as it has made my students enjoy learning.

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Judy Williamson - Teacher Lesson/Activity: Six word stories with images, Grades 10-11 Social Studies Purpose of activity: to allow students to examine life during different eras in a creative way. Students are to examine the lives of people in the past using images and music. I have used it to teach both Imperialism and the great depression in World History and US History. Students were told to create six word stories based on two images assigned by the teacher. Then find two more images and create six word stories to tell the story of those images. After the images and the stories are complete students needed to assign a piece of music to the era. They had to select a piece of music that reflected the feelings of the people. All images, stories, and songs must relate to the era. Students really enjoyed the lesson. They were a bit intimidated by having to sum up images and ideas to six words but once they got started they wanted to do more. Having to find a song was tricky. They were searching for imperialism songs instead of songs that express feelings then I explained they should think of songs that they listen to that express emotion rather than searching by era that really got their minds working. I donâ&#x20AC;&#x2122;t think my students have enjoyed any lesson this year as much as this one. I will certainly use the lesson again in the future. Kissanne Calkins, Grade10 Upon faithful shoulders, oblivious to sacrifice.

Karina Pomales, Grade 10 The rich men no longer walk.

Lily Wagne, Grade 10 With the fallen, comes a kingdom.

Brianna LaCentra, Grade 10 Rich over poor, Poor over nothing

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Judy Williamson - Teacher Six word stories with images continued

Alicia Aivazis, Grade 10 Success can make you a monster.

Tatiana Acevedo, Grade 11 Sold the kids, they can live.

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Jean Zimmermann Grade 6, ELA Gen-Ed and Advanced/Gifted, Grade 7, ELA Gen-Ed and Advanced/Gifted, Grade 8, ELA Advanced/Gifted Campbell Middle School My participation in this course has helped my creativity emerge, grow and bloom as I have used visual art in various strategies to improve student comprehension and writing in my classes. At first, I wasn’t sure about my creativity bursting forth in the classroom, but now that it has happened, I can look backwards and reflect on the changes that have occurred in my classroom because of it, I can’t imagine teaching any other way. I have discovered that one of the important ways that arts integration is important to my students is that it acts as a jumping point for many of my students. Visual art, for example, helps me teach my students to write description. I can project a piece of art onto my classroom screen and assign a quick write asking them to describe the picture. The first round, my students describe only a few components of the art piece. I show the same piece each day, asking them to tell me what else they see in the art. By the end of the week, my students are writing amazing descriptions that will be useful when they write fiction narratives in class. A second example, one that is a favorite of my students is the Five Frame Story Activity. Each student randomly selects five pictures, one from each of the following categories: people, landscapes, architecture, animals and miscellaneous. The students are then charged to use the pictures, in any arrangement, to write a story that will use all five pictures. This technique is particularly useful with those students who, when you tell them they will write a story, whine that they don’t know how. The pictures give them something to focus on and something with which to work. I have constantly been amazed at the stories my students write after they insist they can’t. These art strategies have become incredibly important to my teaching. I can’t imagine teaching without using them anymore. The visual art brings so much to my classroom and builds both reading comprehension and writing skills for my students. When my students read poetry or other short works, I have them illustrate what they have read. Their ability to illustrate the work depends on how well they have comprehended what they read. As they sit in groups, they are also able to discuss what they read with each other as they draw and sketch. All my students love this even those students who, like me, are stick artists. I will continue to use art strategies in my classroom because now that I have seen how well they work, I find myself automatically looking for ways to incorporate art into whatever topic I am teaching my students. I have used art in persuasive writing as my students have made advertising posters for their favorite products. In this situation, students are required to also use writing to incorporate their favorite persuasive techniques into their posters. Taking this course has changed me for the better. When I finished my first year, I still felt insecure about using these methods, but now, at the end of my second year, I have no such qualms. I understand how to use these techniques and I’ve even learned to expand on them and add my own creativity into the mix. This has helped me become a better teacher and helped me love what I do even more than I already did. 115

Jean Zimmermann - Teacher Lesson/Activity: Five Frame Stories Lesson Plan, Grades 6-8 English Language Arts and Reading Materials needed: Five categories of pictures: people, architecture, animals, landscapes and miscellaneous Notebook paper and writing materials, construction paper and glue Procedure: 1. Discuss the elements that make up a story â&#x20AC;&#x201C; plot, characterization, scenery, and theme. 2. Explain to students that they will be selecting five different pictures at random, one from each category. Then they will have some thing time to examine their five pictures and then weave them into a 200 -word minimum narrative that will use all five pictures. 3. Stories are to be presented on construction paper with their pictures glued down in order and their stories attached to the paper. 4. Let students know their stories will be graded by a rubric that includes categories for completeness of story plot, characterization, description and mechanics.

Five Frame Story by Daniel Cox, Grade 7 One time, this super rich lady and her dog named Henri lived on a cliffside and to get there she had a mega bridge over the river. She looks in the mirror to touch herself up and to make herself look her best for the party. As soon as she steps out, a grizzly bear rolls up on her. Her dog starts barking as she retreats to the living room. She then shoots a slug into the bearâ&#x20AC;&#x2122;s leg to introduce her being the boss. The bear runs away. Little did that bear know she is going to a meeting with her co-workers. She is a CIA agent.

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Jean Zimmermann - Teacher Five Frame Stories Lesson Plan continued

Five Frame Story by Louis Keppler, Grade 7 There was a guitarist that had just finished his concert. He was going home from Hollywood. He liked his house colorful and fancy. He came home and sat on his couch in front of this art that he loved. Then he went to go get a cabbage, carrot and apple smoothie. He went to go look at his beautiful horse art. He started thinking what his next song should be. He went back to his living room and looked at his other art and said, “That’s it! That’s perfect!” Then he got in his car and drove down the road and went to a concert hall to get a date to play his new song.

Five Frame Story by Ashlyn Garay, Grade 7 It is President’s Day tomorrow! What am I going to do? The man wondered as he walked out of his house into the forest. “I know! I will go to see the American Flag for some inspiration. He stared at the flag with wonder, but then remembered the Uncle Sam hat at the store. He ran home as fast as he could, grabbed his wallet, and went to the store. When he came home, he had a great idea. He grabbed his cat, put the Uncle Same hat on the cat and they lived happily ever after.

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Jean Zimmermann - Teacher 2017/18 Art of Reflection and Response Teacher Institute - Music and Painting Activity I chose the Van Gogh painting, “Starry Starry Night” and paired it with the First Movement of Igor Stravinsky’s ballet, “Rite of Spring”

Walking through town Lights down, stars out Wind roils above and about the houses River water surges Over boulders, catches on snags The breath of the night cold against the skin Collars pulled up Hats pulled down for protection The night is mournful; melancholy and longing fill the soul The moment is gone in a half of heartbeat. Starry Starry Night by Vincent Van Gogh Jean Zimmermann, 2018

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