2019-2020 Teacher Institute Anthology

REFLECT RESPOND

RENEW

Museum of Art - DeLandâ&#x20AC;&#x2122;s 2019 - 20 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 2020 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.

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. Bryce Hammond, Visual Art Specialist, Volusia County Schools for his support and assistance with the Art of Reflection and Response Teacher Institute.

To our new teachers participating in 2019-20: Charles Atkinson - River Springs Middle ▪ Amber Azzarello - Pathways Elementary ▪ Mary Cancilla - Pine Ridge High ▪ Linda Colandrea - Volusia On-Line Learning ▪ David Finkle - DeLand High ▪ Marie French - Holly Hill School ▪ Taylor Holter - Deltona Middle ▪ Lisa Lute - The Chiles Academy ▪ Amanda Muessig - New Smyrna Beach Middle ▪ Mary Amber Osmun - Westside Elementary ▪ Rhonda Sholar - Manatee Cove Elementary ▪ Jennifer Slone - Pine Ridge High ▪ Melissa Stilwell - Legacy Scholars Academy ▪ Michael Tomlinson - University High ▪ Keisha Wallace - Campbell Middle

To our returning teachers participating in 2019-20: Heather Alexander - Spruce Creek High ▪ Joy Burke - Deltona High ▪ Katherine Crane Manatee Cove Elementary ▪ Timothy Deary - Taylor Middle-High ▪ Jane Failer - R.J. Longstreet Elementary ▪ Andrea Finkle - DeLand High ▪ Adam Harpstreit - University High ▪ Kristan Kinsella - DeLand High ▪ Leia LaCombe - DeLand High ▪ Jennifer Olsen - Heritage Middle ▪ Jonalyn Rivera - Heritage Middle ▪ Ann Sejansky - DeLand High ▪ Dr. Rajni ShankarBrown - Stetson University ▪ Darlene Stewart - Ivy Hawn Charter School of the Arts ▪ Khorletta Sutton-Cressor - Deltona Middle ▪ Judy Williamson - Pine Ridge High ▪ Kathryn Wilson DeLand High

This year’s focus for the returning teachers in the Art of Reflection and Response Teacher Institute has been “What’s Your Story?” This topic encouraged teachers to ponder their personal as well as professional stories and to think about what stories they wanted their classrooms to tell. Stories shape our knowledge of the world and function as the foundation of memory and learning. Stories are the emotional glue that connects us with our humanness. They are a powerful medium for communicating ideas, documenting history, linking past, present, and future, and sharing knowledge with others. This made me think back over the last six years and reflect upon the story of the Art of Reflection and Response Techer Institute. The Institute started as a dream to create a time, space, and place for like-minded teachers to join together to discover and/or renew and celebrate their individual creativity. The concept behind this dream was simple – creative engaged teachers develop creative engaged students. Certainly not original or revolutionary, but given the current school culture of teaching to the tests, students as data, and teachers as compliers of data, the Institute was rather subversive. Throughout its history, the story of the Institute has continued to evolve as all good stories should. The first year we learned a lot about adaptability, and to respect the teachers’ eagerness to be part of the process. In fact they wanted to come back for a second year, something we hadn’t even considered, and the story expanded. Year two we had one class of new teachers and a returning class from the previous year. This pattern continued and now, in year six we have some teachers from various disciplines and grade levels who are enrolled in the program for their 5th year. So what does this say about the story of the Institute? It is a success story! It is the story of dedicated professionals who go into the classroom everyday and inspire and motive the love of learning in their students. It is the story of what defines a best teacher. It is the story of teachers discovering ways to combat the challenges of working within a system that values statistics and data more than student learning and understanding. It is the story of teachers willing to give up their precious personal time to be part of a community of educators who have the ability and desire to be champions of change for their students and profession. It is the story of sharing innovative ideas and strategies to develop the connection between visual and verbal literacy in all subject areas. It is the story of what can happen in public education when teachers are treated with respect and acknowledged as trained competent professionals. It is the too often unseen story of what is right and good in public education. And the moral of the Art of Reflection and Response Teacher Institute story is that classroom magic is created when teachers are given the time and space to reflect, respond and renew professionally and personally. It is a story of HOPE! Pam Coffman, Curator of Education Museum of Art - DeLand and Director of the Art of Reflection and Response 4

First of all, I am grateful to the following who made this institute, not only possible, but remarkable:  Pam Coffman, Curator of Education, Museum of Art – DeLand, whose understanding of art through ideation, creative skill, and history has opened eyes to see and not just look.  Museum of Art - DeLand for wonderful exhibits inspiring reflective writings.  Mrs. Betty Drees Johnson who has continued to honor her husband’s memory and the vision for this institute with funding to support exceptional teaching practices.  Bryce Hammond, current Visual Art Specialist, Volusia County Schools, for supporting this unique institute for all subject area teachers. As a former Volusia County Visual Art Specialist, I had been collaborating with Pam for a time on various art workshops. Then she shared an idea about creating a teacher institute where the museum would offer teachers and students access to art in order to activate higher levels of analysis, reflection, and discussion, not developed prior. From this original concept an amazing professional development training was launched in 2014. Now this PD reflects educators’ earnest desires to immerse themselves in the unknown and out-of-comfort zones as they look at art without sideboard conversations or cell phone escapes. As a result, this institute has become so important to these teachers. Why else would they get up early on five Saturdays during a hectic teaching year or give up days during summer vacation or even enroll in the institute for a 2nd, 3rd, 4th or 5th year to join Pam and me to look at and see art? Volusia County Schools is so very fortunate to have such dedicated educators at their schools. This PD is extremely different and satisfying for participants because of engagement, desire for personal growth, and innate concern to find answers in shared conversations on how to best teach any content from Social Studies and Language Arts to Math, Gifted, and Art. Some events and occasions in life are so special, they happen rarely more than once in a lifetime. This institute is that special an experience. Teachers’ willingness to take on any challenge touches my heart. Their reflections enlighten me in ways unimagined. Their responses through poetry, story and collaboration swell beyond the commonplace, sometimes humorous or shocking and always insightful and mindful. Their interactions are honest and simply amazing. Read the teachers’ and students’ writings throughout this anthology to discover their amazing gifts. Students are definitely the beneficiaries of this teacher institute. The celebration to unveil this year’s anthology marks the close to another impressive year, but next summer we will meet again to investigate ourselves through reflection and response when we look at and see art. Suzi Preston, Retired Art Specialist, Volusia County Schools and Co-Director of the Art of Reflections and Response Teacher 5

Participating Teachers’ Comments “The gift of creativity has been inside of me all along, and I found it inside every student. I am truly grateful to the leaders and champions of the Art of Reflection and Response Teacher Institute who gave me the real gift of opportunity and inspiration to challenge my mindset on creativity. These gifts have forever changed my personal and professional life.” Amanda Muessig Social Studies Grade 6, New Smyrna Beach Middle School, 2019-20 Participant

“It is easy to feel you are the only one who feels creativity matters when you teach in relative isolation in your own classroom. But at this workshop, I felt I’d found my tribe: teachers who wanted to be creative in letting their students be creative – teachers who knew why creativity mattered.” David Finkle English I, English I Pre-IB, Creative Writing Grade 9, DeLand High School, 2019-20 Participant

“While on this creative journey, I have been able to set aside time to explore ideas like mind-mapping and journaling, things that I did not consider before. Professionally, I have connected with other likeminded educators that I would not have met or spoken with otherwise. Each of them has impacted me with their stories and their willingness to share a little of themselves in every class.” Keisha Wallace Math Coach Grades 6-8, Campbell Middle School, 2019-20 Participant

“I fully intend on continuing to actively incorporate creative learning in my classroom, not only because it makes me a better teacher but really because it makes the students better learners. And better learners have a higher chance of success and potential to fully change the world and how we see it. Everyone should attend this institute! The need is there, the resource is here. As a collective, hundreds if not thousands of children have been affected, and the beautiful thing is that this is only the beginning. “ Jonalyn Rivera Math 2 & Math 2 Advanced Grade 7, Heritage Middle School, 2018-119 & 2019-20 Participant

“The Art of Reflection and Response Institute is an oasis where purpose meets education to rejuvenate and inspire. It is an educational retreat where the heart is beckoned to remember the why to what we do as teachers. I have yet to find another professional development of its caliber with like minded educators.” Jane Failer Visual Art Grades K-5, R.J. Longstreet Elementary, 2017-18, 2018-19 & 2019-20 Participant

The selected artworks and writing included in this publication were produced by the new and returning teacher participants in the 2019-20 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 and Bryce Hammond, Visual Art Specialist, Volusia County Schools to develop and implement this professional development program and accompanying classroom materials and resources.

2019-20 New Teacher Participants Art of Reflection and Response Teacher Institute

Charles Atkinson

River Springs Middle

Amber Azzarello

Pathways Elementary

Mary Cancilla

Pine Ridge High

Linda Colandrea

Volusia On-Line Learning

David Finkle

DeLand High

Marie French

Holly Hill School

Taylor Holter

Deltona Middle

Lisa Lute

The Chiles Academy

Amanda Muessig

New Smyrna Beach Middle

Mary Amber Osmun

Westside Elementary

Rhonda Sholar

Manatee Cove Elementary

Jennifer Slone

Pine Ridge High

Melissa Stilwell

Legacy Scholars Academy

Michael Tomlinson

University High

Keisha Wallace

Campbell Middle

Charles Atkinson Visual Art, Grades 6 - 8 ▪ River Springs Middle School When I first signed up for this class in early March 2019, I was under the impression that there would be a lot of other art teachers taking this course as well. I thought this would be a great way to take a PD class with other fellow art teachers, learn new art lessons, and maybe have a chance to take some more ideas back home with me. However, on the first day I was surprised to find only a handful of art teachers taking the class. I said to myself, “Here we go, another boring class that will take up all my weekend!”, “What did I get myself into?” I quickly found out that just because you may teach another course besides Art, doesn’t mean you have the least bit of Creativity. After taking this course I was given an entirely new perspective on Creativity. Creativity is not only having the ability to draw, paint or sculpt, it’s a choice. You can be creative at anything, if you have a mind and attitude that is willing to work. I was amazed with the new materials I was given that can be used in my classroom. This course allowed us to write poems, haikus, narratives and small group critiques that have been able to be used in my classroom. Not only has this new form of literacy been used, it has opened the door to relationships between the students and I on a whole new level. I feel that students are more willing to work for you when you build those relationships early and often. I have learned that Creativity starts first with a willingness to try, and the only way to get better at any craft is to have enough courage to build on those mistakes we have made. This class has taught me to be more open and to never hold back those feelings you may have. I thought that Creativity was something that came automatically with any art teacher because its our job to pull that out of every student when they walk into our classrooms. However, it’s the others in this class that have truly shown me what CREATIVITY is all about.

Charles Atkinson - Teacher Lesson/Activity: Art Criticism/ Art Critique, Grades 6 - 8 Art/Literacy Objectives: The purpose of this activity is to help students analyze a work of art, a critic asks, “How is this work organized? How are the elements and Principles of art used?” The works composition is the focus of this step. When studying a work of art, a critic can use the sequential four step-process of description, analysis, interpretation, and judgement. Purpose: after completing this lesson students will be able to: Understand the purpose of art criticism, define art critic, identify and explain the four steps of criticism and identify the elements of art and principles of art found in selected works of art. Description: In this lesson students were given a piece of artwork that was previously done in class by one of their peers. Each student was allowed to choose an artwork created by someone that was sitting at each groups tables. Each student would take a piece of work and critique the work in front of them by answering a series of questions about the work that was present. Students were asked to answer the following questions to help better understand the creative process. Each sheet had the following questions that was to be answered: Title, Artist, Date I would have liked to see more ________________________________________ I think more ___________________________ ________________would improve this work I’m a little bit confused by _____________________________________________ This artwork shows___________________________________________________ very well Something the artist did really well was ___________________________________ Something that really caught my eye was _________________________________ Outcome/Reflection of activity: Students really like to hear form their peers rather than their instructors. This lesson really allows the students to look at a piece of work and to concentrate on what really is in front of them. When students begin to really see and look at art more critically using the steps of art criticism it helps them to appreciate works of art. I think most students look forward to what other have to say about their work and it helps them become better artist when there are able to go back and n-make corrections as needed. This lesson can be broken down into various methods and it allows for variety when critiquing another students work.

Charles Atkinson - Teacher Art Criticism/ Art Critique continued

Sara Johnson, Grade 8

Charles Atkinson - Teacher Art Criticism/ Art Critique continued

Jeyrelis Soto-Chaves, Grade 8

Charles Atkinson - Teacher

Charles Atkinson, Personal Mind Map

Amber Azzarello Gifted, Grade 2 ▪ Pathways Elementary School I have learned more than I could have ever imagined during this experience. I have learned many things professionally to use daily in the classroom and I have learned how to better myself internally during this experience. My life professionally and personally has benefited from this institute, every time I read something for the program or showed up. This institute has opened up a world I had forgotten as a busy Mom. Art has become a part of me again. My quiet times personally bring more of these art ideas out of me. I had left behind journaling in my still times at home. I had filled every moment with sound and stimulus. Now I take my journal or a book into my time and write about my ideas or experiences. I always considered myself a writer and I had let that passion go with all the writing I do for work. I am back to showering in peace and being inspired by my own thoughts and writing them down when I get out. I have naturally and automatically added art to every aspect of my life and career. Art again has become a part of me. I have taught lessons flying by the seat of my pants, cross curricular and they have been some of my best yet. My student’s love exploring every encounter I have to offer them with art and they teach me so much with their input and output. Professionally, all you have to do is walk into my classroom to experience all of the senses of art in every subject. My students are just immersed in art from social emotional learning, science, social studies, reading, writing and math. The sky is the limit in art. I am always thinking of ways to use more and more art in my classroom. If you would have asked me 6 months ago if I considered myself to be artistic, I would have said no. Now I know I am, and the proof surrounds me daily. There is no limit to where art will take me professionally or personally, but I can’t wait to see all that comes of it. I love sharing all my ideas daily with my students and with my own children. I am so blessed to have this institute within my soul now because it has renewed me as a teacher, mother, and wife. I am so thankful for this journey and can’t imagine life without it.

Amber Azzarello - Teacher Lesson/Activity: How many ways can you make 100? , Grade 2 Math/SEL/ELA Use the number 100 to create anything you want. Write any genre about your creation. Share your writing piece with a friend. Give the students the number 100 and tell them that they may cut up the number keeping each digit intact. They may create anything that can fit on their 8x10 piece of paper. They must use the whole paper to be part of their art. After they create their piece, they may write a song, poem, story, nonfiction, or play or any other genre they can think of piece about their creation. They must then share their piece with a friend in the class and comment on their friend’s piece in a positive manner. Wow, is the outcome of this project. I was amazed on how my students used the number 100 to create planets, animals, insects, and transportation. They used this number in the most abstract and concrete ways and in so many variations. I didn’t want to give them a lot of direction because I wanted them to use their imagination to create something unique. I also loved hearing them encourage and recognize each other’s art abilities. They were so proud and in awe of themselves and their friend’s work too.

Amber Azzarello - Teacher How many ways can you make 100? continued

Selected Student Examples from Class Project

Amber Azzarello - Teacher Lesson/Activity: Photography Basics, Grade 2 Math/ ELA/ Social Studies/ Science Learning the Câ&#x20AC;&#x2122;s of photography and where to place your object in the photo grid for eye catching placement. To learn the many forms of photography and what purpose each of them serve. To learn what abstract, portrait, object, focus, shutter, subject, and parts of a camera. Learn that people or portraits are the favorite thing for people to see in photos because people love to see other people. Photographer comes in with their camera to teach the parts of the camera and the purpose of the parts. The photographer teaches them that even though this is a wonderful camera, everyone is a photographer and the best camera is the one you have with you. The photographer will show them how to place their subject in the grid so that it is the most eye catching to the viewer. They will learn the Câ&#x20AC;&#x2122;s to photography: Contrast, Composition, and Content. They will learn what it means to take a portrait, abstract photo (close up) and a regular photo of that same close up object. They will review their photos talking about what they see: Contrast? Composition? And Content? They will also observe placement of the subject in the photo. Did they put the object in one of the most commonly looked at placements in the grid? What do they love about their photos? After discussing their photos, their photos will be printed for more reflection and sharing. They will create a photo book describing what they learned from taking each photo and something they loved as the caption of each photo. These books will be shared with a classmate and then their families as Art in a PHOTO. This will be a follow up to visiting the museum and viewing the Wonderland exhibit. We will also follow this up later on with freedom with the camera lesson, allowing them to set up and create scenes and tell stories with their photos. My mind has just taken off with endless ideas of how to use ART in every subject area and every day. I love opening up this world to my students and watching them create such marvelous masterpieces. They had such a blast playing with the cameras and taking photos of each other and things and reflecting on the art of it. This draws them closer as a community and opens up a new world for them to explore. They learned new vocabulary words, I find them using and asking more questions about photography. This lesson is just a springboard, for so many more.

Amber Azzarello - Teacher Photography Basics continued

Selected Student Examples from Class Project 18

Mary Cancilla ESOL English, Grades 9 - 12 ▪ Pine Ridge High School The Art of Reflection and Response Teacher Institute has been a liberating and inspirational experience for me, both personally and professionally. I have always believed that creativity is a crucial part of what makes us human, and as such, creativity should have a central part in our educational system. The Institute has reinforced that belief, but has also given me specific strategies that I can use to implement that creativity into my classroom. In an educational system that becomes ever more stifling (towards both teachers and students), the Art of Reflection and Response Institute has been like a breath of fresh air.

One of the key things I learned in the Institute is that a quick glance at a painting (or any other piece of visual art) is not enough to truly see the art. One must spend time truly studying and engaging the piece in order to gain a deeper understanding of it. The activities in the Institute taught me how to engage with visual art on a deeper, more thoughtful level. We engaged very deeply with these pieces of art, but we were guided through the process with interesting activities that made it all feel fun. These activities have shown me how I can incorporate similar strategies into my own classrooms to help students to engage with the texts we study on a deeper level while also enjoying the process.

It has been incredibly empowering to see the level of creativity that I and my colleagues are capable of achieving when we are given a balance of guidance and freedom. This has served as a model for how I can guide my students towards the same kind of creative liberation within the classroom. Rather than “marching in step,” so to speak, the Institute has helped me to see how we can dance, twirl, skip, and otherwise saunter our way towards the same finish line while still maintaining our own style and individuality. That is to say: “teaching to the standards” does not mean that we need to cut out the joy from our classrooms. The Institute has shown me many strategies to bring more joy into the classroom, and in turn, into life itself.

Mary Cancilla - Teacher Lesson/Activity: Literary Devices and Symbolism in Poetry, Grades 11 & 12 ESOL English This lesson plan was created for 11th and 12th grade students in an ESOL English Language Arts class, as part of a learning unit covering literary devices and symbolism in poetry. The core text that we used for this unit of study was a poem by Elizabeth Bishop called “The Fish.” This poem tells the very ordinary story of a narrator who catches a very ordinary fish. The whole thing appears a bit boring at first glance. However, as the narrator of the poem observes the fish, they become aware of the fish’s many physical details, and they begin to admire this fierce, battle-worn, wise old fish. After reading the poem, students were asked to analyze the symbolism within the poem, which is, of course, open to interpretation. The hook -filled fish can be seen as a symbol of mankind’s damage to the environment, as a symbol of freedom and liberty when the fisherman sets him free, as a symbol of perseverance due to how much he seems to have survived. At the end of the poem, a rainbow appears, which also seems to symbolize freedom and rejoicing as the fish goes free. In addition to symbolism, Elizabeth Bishop uses literary devices like metaphor, simile, and personification, and these examples were used to teach/reinforce these terms to students. She also uses very vivid and descriptive language throughout. A poem, like a painting, lends itself to creative close analysis; a first look/read provides you with an overall image, but as one dives deeper and deeper into each line of the carefully worded poem, they find more and more. In the Institute, we as teachers practiced these analytical and reflective skills in our written responses to artwork in the museum. In this poetry unit, I was able to encourage the same analytical and deep reflective skills in my students as they studied the poem. In the culminating assignment of the unit, students were asked to create their own poems. “The Fish” was used as a model, and students were suggested to write about a similarly ordinary object and to assign it a deeper significance. However, students were ultimately given freedom to explore a topic as they wished. They were asked to use as many descriptive words as possible and to include metaphor, simile, and personification within the poem. In the spirit of incorporating creativity and art into the classroom, they were asked to use markers and construction paper in their final draft of the poem, in order to create an illustrated and artistic final project. Because the idea behind this project was to encourage students to find their own voice in writing a poem about something that was significant to them, they were permitted to write in their first language (Spanish) if they wanted to. 20

Mary Cancilla - Teacher Literary Devices and Symbolism in Poetry continued

Alondra Rodriguez and Dismerys Sanchez , Grade 12

Mary Cancilla - Teacher Literary Devices and Symbolism in Poetry continued

Juleidy Diaz, Grade 11

Mary Cancilla - Teacher Literary Devices and Symbolism in Poetry continued

Aracely Cortez , Grade 11

Mary Cancilla - Teacher

Mary Cancilla, Personal Creativity Mind Map

My creativity mind map is meant to be a visual representation of my mind while in a creative state. All of the words on this “map” are floating in an interconnected universe, as my brain itself often feels like a messy blur of words floating around in some sort of colorful, liminal space. I specifically chose to use the wording “My Creativity Manifests In...” for this artwork, because every word on this map is an example of a different manifestation of my creativity. Some of the words are examples of what I like to create, but many of the words are simply the things that inspire me to be creative.

Linda Colandrea World History Grade 6, Civics, Grade 7, United States History, Grade 8, Language Arts, Grades 7 & 8 , Economics, Grade 12, Personal Financial Literacy Grades 9 - 12 ▪ Volusia Online Learning I signed up for the 2019-2020 Art of Reflection and Response Teacher Institute with the hopes of gaining some insight into being more creative in both my online lessons and my personal life. As an online teacher, one of the things I struggle with is creating engaging and creative lessons for my students. Prior to the Institute, I had been one of those people who walked through a museum glancing at each painting while hurrying to the next. I had only spent a mere hour looking at all the paintings in the Metropolitan Museum of Art in New York City a few summers before! Throughout this Institute, I was forced to step outside of my box and find the creativity that lived inside me. I quickly discovered that art was much more than just a picture hanging on a wall. I was challenged to really look at these pictures and try to find the meaning the artist was trying to convey to me. Slowly I began to realize how to “comprehend” a work of art and how that could be compared to reading a book. I rediscovered my creativity as many of my hidden talents that were suppressed so long ago due to self-doubt were suddenly awoken again. I began to write stories and poetry based on the artwork that I was interpreting. I found that my expectations of the program were more than surpassed. I started transferring this creativity into my online courses through exercises in Canvas and Live Lessons. I believe that with creativity comes engagement and comprehension. I am constantly trying to create new exciting and creative lessons for my online students to participate in. I look forward to continuing in my search for my own personal creativity. Most of all, I can’t wait to visit the Metropolitan Museum of Art again to see what those paintings and artists are really trying to say! It probably will take me days to get through one room.

Linda Colandrea - Teacher Lesson/Activity: Washington Crossing the Delaware, Grade 8 U.S. History

Purpose/objective: Students will compare and contrast an historic event depicted in a piece of art with an historical account of the event. 1. Students will look at a copy of the painting, Washington Crossing the Delaware, and write down descriptions of what they see. 2. Students will break into groups of 3 (if possible) and compare their observations. 3. Each group (or student) will write a paragraph about the painting. 4. Students will read a historical account of Washington Crossing the Delaware. 5. Each group (or student) will write a summary of the historical account. 6. Each student will create a graphic organizer comparing and contrasting the painting with the historical facts. 7. Students will present their graphic organizers to the class. This lesson can be conducted in a classroom or online through Live Lessons and Discussion Boards.

Linda Colandrea - Teacher

Linda Colandrea, Collage

Linda Colandrea, Found Poem

David Finkle English I, English I Pre-IB, Creative Writing, Grade 9 ▪ DeLand High School For the past 20 years, I have been drawing a newspaper comic, Mr. Fitz, for local papers. I drew a special Mr. Fitz comic strip as a tribute to this class, but also as a commentary on what we all experience as teachers: professional developments that either tell me nothing I haven’t heard before, or tell me things I actively want to resist in my teaching… or both. After several years of not being able to attend The Art of Reflection and Response Teacher Institute, my summer suddenly opened up and I was able to attend after years of hearing about it from colleagues (including my own wife!) Not only were the activities engaging and thoughtprovoking, the chance to collaborate with colleagues from different disciplines and grade levels was a learning experience in and of itself. The activities, ranging from mind maps to poems to fiction writing to detailed analysis of paintings to collages, all required real and focused thought, and confirmed a long held belief: creative thought is many times over more rigorous than standardized thought. Less measurable, but infinitely more worthwhile. This workshop has reminded me why I got into this profession in the first place: to create magical experiences that made students want to learn. I pride myself on coming up with my own classroom activities, and I seldom get useable ideas in workshops. Every single activity we participated in here was a winner. My only challenge will be to fit them into an already crowded roster of classroom activities. On our final day of the workshop, hearing about other teacher’s lessons, I suddenly felt transported to my own childhood. I grew up with a less than ideal home life that I realize now probably made me “at risk.” What saved me was my engagement with the arts: reading and appreciating comics and animation, and writing and drawing stories, plays, and comics of my own. Creativity was both my escape from and my way of dealing with my problems. My teachers encouraged my independent reading and creating. In today’s education-reformed system, I have met so many students who feel as if their own creativity has no room in any classroom. We are not only stifling students’ creativity – we may be stifling their voices and putting them more “at risk.” I’m not sure what would have become of me if I’d grown up in a system like the one dominating our schools nationwide today. It is easy to feel you are the only one who feels creativity matters when you teach in relative isolation in your own classroom. But at this workshop, I felt I’d found my tribe: teachers who wanted to be creative in letting their students be creative – teachers who knew why creativity mattered.

David Finkle - Teacher Lesson/Activity: 1 - Ekphrastic Poetry, Grade 9 Lesson/Activity: 2 - Opening activity for To Kill a Mockingbird, Grade 9 Pre-IB I did two lessons directly inspired by The Art of Reflection and Response, but I plan to do more in the future. The first lesson was a version of the Ekphrastic Poetry lesson, but I did it as both group and individual lessons spread across four days as “bell-ringer” activities for the first 15 minutes of class. On day one, I showed students the photo that my group had written a poem about at the workshop – “The Journey Home.” I asked students to complete the questions from the Art of R&R activity (plot, character, setting, main idea, etc.) as a group instead of individually. The second day, I asked each student to take the answers they’d written as a group and write individual poems in their writer’s notebooks. On day three, students worked individually. Going to the Kristy Mitchell Photography website on laptops, they each found photos they found appealing from any in the online gallery and answered the same questions they had done on day one, this time about the photo of their choosing. On day four, they found the photo again, looked over their questions and answers, and wrote a new individual poem. The second lesson inspired by R&R I used for a new opening activity for the teaching of To Kill a Mockingbird by Harper Lee with my 9th grade Pre-IB. I found six covers from different editions of TKAM over the many decades of its publication life and inserted them all into a Word document I could project. I gave students the follow prompt, but told them it was very open ended: Write about these different covers. Predict what the novel might be about. Which cover do you like the best/least and why? What elements of the pictures most intrigue you? Any other thoughts? After they had written their journals, I had them share their ideas and reactions with their small groups. They responded with a lot of thoughtful comments about which covers were most aesthetically pleasing, which made them most intrigued by the book, and so on. We then had an all-class discussion about the covers. I felt this lesson got students more excited about reading the book, and that it was important since the textbook edition available to me is a very old hardcover edition has a rather dull cover that inspired little interest.

David Finkle - Teacher Ekphrastic Poetry, continued Student samples of Ekphrastic Poetry “The Ghost Swift” by Aron Rosa, Grade 9 Staring into my eyes with doll like pupils The swift swarm of butterflies’ circle around us in a cold breeze She’s looking for something – Catharsis The designed insects gnaw away at my flesh, sweet kisses of death The ancient smell of books and webs is my final scent My body ceases to move, she has me in an embrace My bones begin to crack and dust. My ashes dance with the book pages in a crisp sound like sand Her eyes wrap around my body – Epiphany The killer swarm of saturation ends their sacrifice I am a spirit, only a figure The Ghost Swift, this is my angel of death

“The Faraway Tree” by Parker Hixson, Grade 9 The darkness fell As if it were an endless night. The blinding nothing Consumed all. Then She rose from the ground By a lake, near a lonely tree. The tree was dying For it had no sun to help it grow, However, as She appeared As did ships made of pure light Making the first sunrise the tree had ever seen. Life was brought back to the world, Everything glowed, Shined, Shimmered. The tree’s branches lifted toward the sun, Leaves began to sprout. She had brought with Her light. The world was alive and full of sunshine. The tree was over-joyed. 30

David Finkle - Teacher Teaching has never been an easy profession, but I think it has never been more difficult to maintain your own creative spirit in a profession that wants us all to â&#x20AC;&#x153;teach by number.â&#x20AC;? Coming to this workshop has helped me know that despite the system trying to turn us into quantitative learning-gains facilitators there are many of us fighting to keep the creative spark alive in the classroom.

David Finkle, Mr. Fitz

Marie French ESE Support Facilitation, Grades K, 4,5 ▪ Holly Hill School The Art of Reflection and Response Teacher Institute was by far the best training I have had since coming to Volusia County in 2012. Pam and Suzi are thoughtful instructors with a wealth of knowledge. This class taught me to really see again, to find the nuances in life and in my students and fellow man/woman. There was always an unexpected learning...a new joy to discover that we all as educators could bring into our classroom to spark a little joy amongst our students. It was these unexpected lessons that I brought back. From having my students read a text and draw an image about the feeling they got from the text. To looking at images and teaching them how to really see the image and spend time with it. Then I had them write a haiku. My last project brought a tear to my eye with a student who wrote lovely poetry about the Kristy Mitchell White Queen and her accessories. All I can say, if you get the opportunity to take The Art of Reflection classes….run... don’t walk to sign up! Thank you Pam and Suzi for an outstanding group of classes, for the knowledge you both shared, and of course for your kindness and all of the love you shared with us all!

Marie French - Teacher Lesson/Activity: Creative Writing - The White Queen by Kirsty Mitchell In preparation for the poem we had a discussion about the white queen. We looked closely at the details of the White queen and discussed the questions below. 1. 2. 3. 4. 5.

How did she become The White Queen? What do each of her trinkets represent? What are their purposes? Is she good? Bad? In-between? Where does she come from? Why is she important and unique?

The task was to write a visual poem that depicted the art work given the information discussed. Creative Writing. Help students study the importance of visual language as they write poetry. ... Studying how visuals are arranged can help students understand the impact of artists craft on the overall viewers experience. By deeply looking at an art work your mind is opened to word connections, feelings and emotions which spur on the visual language of poetry. LAFS.910.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret . I know they got the lesson when the poem reflects the mood of the painting/photograph. The poem visually tells the artworks story.

Marie French - Teacher Creative Writing - The White Queen by Kirsty Mitchell continued

“The Key” by Juliette Sharp bones soften and Quiet, gentle hands Shape the curves of Creation Gossamer flutters and opens The body, the cage The mind, the key The heartNo, not the heart Restart The White Queen, Kirsty Mitchell, Archival Digital Print

“The Necklace” by Juliette

“The Crown” by Juliette

The witch fastens the necklace, the noose Around her neck when the 13th moon ripens and blooms Its seeds seek to swallow her whole So she finds solace in a world below, Sinking ships and smiling When the sky begins to snow

When the waters harden She makes a crown of winter And decides she will bow no longer To men who seek to splinter

Marie French - Teacher

Marie French, May All Your Dreams and Wishes Come True

Marie French - Teacher

Marie French, Today Is Full of Blessings

Taylor Holter Digital Art, 2D Art, 3D Art, and Performing Arts, Grades 6 - 8 Deltona Middle School I am Taylor Holter, I am the Digital Art, 2D Art, 3D Art, and a Performing Arts teacher at Deltona Middle School. I teach grades 6-8th grade. I was apart of the Art of Reflection and Response Teacher Institute. I had certain expectations coming in, like sitting and taking notes for days on end. Then watching speakers give experience and demonstrating their success. I did not expect everything I would gain from this seminar. I would recommend it to anyone. We often forget to reflect, and the purpose of this seminar is in the name, reflect. A big question is â&#x20AC;&#x153;How have you benefited and personally and professionally?â&#x20AC;?. I can honestly say, yes and yes. Personally, I have had my own barriers and struggles as a teacher and it was therapeutic to share and use groups to overcome problems. There have been even more personal struggles with financials, sickness, cancer, and death and taking time to reflect on life in general was a freeing experience. As for professionally, I am an art teacher, the arts and creativity have always played an important role in the classroom. It had the reverse effect of paying more attention to integrating core standards into my classroom. Not only that but integrating in such a way my students enjoy the work they are doing. How can I build on what I have taken from the seminar? By being more daring. I lightly implemented activities for the students. I feel that I can push them further and more frequently. I truly believe that problem solving, and creativity are the same thing. In art, no one is required to give the same answer, it is navigating to a destination and their destinations donâ&#x20AC;&#x2122;t have to be the same. In fact, I think it is better when they are different. This seminar helped me to realize how okay it is for my students to come up with different but equally wonderful answers. I also feel a stronger connection with literacy and so have my students. I can say I feel like a stronger, more confident teacher. I feel through creativity I help shape my students to be stronger and more confident too. Not only that, I can empower them to problem solve and think for themselves. My final thought is that, you have to want to challenge yourself and be open to change, once that happens you handle more than you ever thought you could, and so can our students.

Taylor Holter - Teacher Lesson/Activity: Collage Centers, Grades 6 - 8 Digital Art, 2D Art, 3D Art, The purpose of the activity is to experimentally engage in an artistic activity, further develop critical thinking skills, and create meaning or a message through a final product, and to be able to celebrate and reflect on their creativity. In other words, I tasked each center to create a collage they would find meaningful or would be meaningful to others (and don’t forget to remind them to keep it school appropriate in every debriefing) and then share it with the class. I titled my idea “Collage Centers”, not the most creative name but sometimes you need to keep it simple. I have classes of 30 so I created 5 centers and 6 students per center. They had to get through 2 centers a day and they had 3 days to accomplish the task and choose to redo one center of choice. I did this for all my classes because my Digital Art students need to be taken away from computers occasionally. Center 1 was typical collage, they go through a magazine, find the images, and glue it together and it must mean something to them. Center 2 was the advanced version, where they could only use precut images in folders to create something meaningful. The goal of this center was to tell a story with an image. Center 3 was drawing collage, they had to blend drawing and collaging, and it must mean something to them. Center 4 was poem collage, they had to make poems with words precut in plastic baggies, that is all they get. The poem must make sense and send a message. Finally, Center 5 is collaging the abstract. I put random, glue-able items in a center, and they need to create a collage of these items, the collage must show a relationship between the objects or of people in their life. Day 4-5, when the chaos ended and all works that consumed my room dried, we got to share our items. I moved a table to the front of my room, and we used it as a stage to stand on as we share our favorite works of art. Some students shared all, some only shared one. One thing is for sure, most students loved belting out their poems from the stage once it was modeled by their strange teacher. There were snaps, claps, cheers, and thumbs up. I had my students reflect on the collages and they said they had fun, but it was also a lot of required work and concentration over 3 days. Their favorites were Center 1, 2, and 4. Not saying I didn’t have others vote for 3 and 5, they just weren’t as popular. Upon my personal reflection, I think they were successful days, but the prepping was rather massive and took me and many an office aid to resupply the areas each day. I think I would break it up into 2 activities a day, no centers but keep the free choice for the last activity. What I found to be a struggle was time, my students needed more time at the centers than I anticipated which is why I would slow things down a bit for them. It will also help me, I had art everywhere and the room was full of beautiful and meaningful chaos and as someone that needs organization, it was stressful. It also made me push for students to take home their work as soon a possible instead of truly enjoying seeing them in the class. I was very happy with the results though and I believe so were my kids.

Taylor Holter - Teacher Collage Centers continued

Gavin Martin, Poem Collages, Grade 7

Taylor Holter - Teacher

Taylor Holer, Personal Creativity Mind Map

Lisa Lute English and Creative Writing â&#x2013;Ş The Chiles Academy I almost feel like the institute benefitted me more on a personal level that a professional level. This school year has been remarkably hard for me. I realized that my job at Volusia Online Learning was not the job for me, but it was hard to come to that realization and accept it. There were benefits to working at home, but if you donâ&#x20AC;&#x2122;t like your job, are the benefits worth it? The answer was no. Instead, I accepted a job at the charter school where I worked previously for ten years. They have always championed the arts and work hard to expose the schoolâ&#x20AC;&#x2122;s students to as much art and culture as they can. With my move, I knew I would be able to freely add even more arts into everything I did and I welcomed the chance. At the virtual school, we had little chance to add much of anything unless it was an elective class built by us. I believe the institute made that decision to leave the virtual classroom behind so much easier for me. I have always tried to incorporate arts into whatever curriculum I am following. However, I do believe the institute gave me so many ideas and helped me to become even better at it. In addition to what I was taught by the instructors, my peers offered so many innovative ideas. They were eager to help and offered support when I needed it. I feel that I offered support too and made friends and contacts for the future. I have never particularly enjoyed group writing projects, as a student or an instructor. I was amazed each and every time we pulled one off at our trainings. I think I need to re-evaluate my feelings on group work and make attempts to incorporate some into my English and writing classes. I also feel I may have decided prematurely that some things were not for my students. I was hesitant to have them analyze art, yet when I gave them some basic vocabulary and an example, they were off and running and I was proud of the results. I want to maintain my relationship with the museum and institute for future trainings and exhibits. I will be adding group projects to all my classes in the future and I will also continue to have them analyze art, using whatever exhibit is at the museum. I am hoping to interest my students into visiting the museum on their own. I am so glad I participated in this training. I really believe that so much of it validated my feelings about education and while it was heartbreaking to see others struggle and cry just as I did, it was a supportive and healing environment. I cannot wait to see what I learn in the returning teachers class this summer. 41

Lisa Lute - Teacher Lesson/Activity: Close Looking/Wonderland, Creative Writing For my lesson plan, I incorporated The Wonderland Photographs by Kirsty Mitchell Exhibit at the Museum. I used the materials that we had used in our teacher institute, in particular the close looking exercise. I showed the class some of the videos on the site about the creation of the project. Then we as a class chose one of the photos to look at together. I showed them the close looking steps, one by one, and had them all jot down their ideas. I then showed them the example close looking done by a student that we had used in our teacher training. While initially they were confused by the steps, showing them the completed example enabled them to see what I was hoping for. As a class, we shared our ideas. It was a wonderful share, because many of them noticed things that others hadnâ&#x20AC;&#x2122;t. The students were eager to share their ideas because I kept telling them that they could NOT be wrong. After that, they were told to pick a personal favorite from the Wonderland site and go through the close looking steps on their own. When they completed that, they were to write a story, or a poem based on the photograph they had chosen. I do plan to keep a similar assignment in my creative writing class for next year. I very much enjoyed watching them realize that they were indeed analyzing a piece of art and none of them had actually done that before. Since I had just switched schools, I felt a little hurried and unsure of myself, since I had never asked my students to do anything like this assignment and was struggling to get my own bearings. Upon reflection, the next time I do it, I want to actually do it myself beforehand so I can show them an example. I think that might have helped a few of them. Many of them started out with story ideas but then could not finish them and decided to do a poem instead. I think an example might have helped to avoid that. As a culmination, we will viewed the Wonderland exhibit at the Museum as a class and I am was very excited for them to see all of the details in the photographs that were hard to see online.

Lisa Lute - Teacher Close Looking/Wonderland continued

“Fading of the Unwanted” by Abby Bedard Behind the door lies stories that are untold Something that is so inexhaustible that it has the wiliness to stay quiet Beckoned by the voices in her head and her heart to keep them alive Though undoubtedly facing the vigorous pull to open the door again to keep the memories in the present Unfortunately, wanting to extinguish them because they go unwanted Taking glances through a collaboration of an open crack just to make her memories fade again. The dreams of a wonderland mixed with devastating reality collide into an oblivion of brazen steps that are relied on fantasy With mist forming at her feet and the dark shadows casted by trees, unwanted memories will always exist Locking them away will only abate them for so long until it’s time to finally say goodbye and throw away the key forever

Lisa Lute - Teacher Close Looking/Wonderland continued

“Wild Thing” by Cynthia White Dear white angel, Floating like a butterfly. You were born to die, sweet mother of mine Stuck in a sweet escape, You’re finally home. I feel you when you are near, Your gentle touch is like no other. Your rainbow aura is so bright, Sweet mother of mine. You were the cherry on top, Everything and more. Beautiful ray of light, You’re finally home. I see you in the night sky too, Beautiful mother of mine. I know you’ll be waiting for me, As I’m waiting to meet you again. You were everything and beyond. Something so out of this world, There’s no one quite like you, Beautiful mother of mine.

Lisa Lute - Teacher

Lisa Lute, Personal Creativity Mind Map

Lisa Lute - Teacher

Lisa Lute, Found Poem

Amanda Muessig Social Studies, Grade 6 â&#x2013;Ş New Smyrna Beach Middle School Creativity is a gift I truly felt that I had never received. The Art of Reflection and Response Teacher Institute challenged my mindset on creativity. Drawing, painting, music, writing, and many more creative outlets were always foreign to me due to the mindset that I am not gifted with creativity. During this educational experience, there were so many trials of my willingness to let go of this mindset. On day one our first activity was to write a poem inspired by an artwork from the museum gallery. I was afraid as I had not been challenged to do this since high school. Poetry writing was not my strong suit, but by the end of the day I left with a full poem written in my new journal. In the days that followed, the activities involved analyzing art, creating multiple pieces of found art collages, and receiving many tools on how to become more creative including a gift of a resource to read on sparking creativity. This resource gave more insight on how to work creativity into everyday life. Another opportunity that challenged my lack of creativity was the assignment of making a personal mind map. In piecing together and organizing the personal mind map, I started to feel a spark of creativity inside. Completing a personal mind map that truly displayed who I am was a huge accomplishment. Creativity was also sparked in me again when viewing works of art in various museums throughout Florida as a part of the museum membership program. The inspirational art and challenges of the Art of Reflection and Response Teacher Institute ignited new ideas and concepts in my mind. The sparks of creativity have grown into a fire of creative writing and drawing during my free time. I now know I have had the gift of creativity all along, I just needed the gifts of opportunity and inspiration. The gifts of inspiration and opportunity to be creative have now been brought into my classroom to be shared with my students. At any given time in the classroom, I will try to find opportunities for students to be creative. Creative time is given in the classroom after a test, during the bell ringer, while taking notes, summative assessments, and even as rewards for finishing classwork early. There are times in the classroom were the past structures the students are used to are untaught and they are given freedom to demonstrate their personal creativity. Clay, crayons, games, puzzles, paper, glue, blocks, books, technology, music, and food are all resources brought into the classroom to be able to spark creativity in every individual student no matter what their interests are. Students are taught not to just passively look at art or a piece of writing but to activity observe it. Students are given inspiration from analyzing primary resource artifacts from ancient cultures to enhance their creativity minds. Bringing the gifts of inspiration and opportunity to be creative to the classroom has allowed history to come alive for my students. The gift of creativity has been inside of me all along, and I found it inside every student. I am truly grateful to the leaders and champions of the Art of Reflection and Response Teacher Institute who gave me the real gift of opportunity and inspiration to challenge my mindset on creativity. These gifts have forever changed my personal and professional life.

Amanda Muessig - Teacher Lesson/Activity: Civilization Children’s Book, Grade 6 Social Studies When a student walks into Mrs. Muessig’s sixth grade social studies classroom, they take a step back into the ancient times. Throughout the school year, the students explore, investigate and learn about the ancient civilizations of Mesopotamia, Egypt, India, China, Greece, and Rome. Students could choose their summative assignment of a test or project after learning about each civilization. The title of this lesson is Civilization Children’s Book, and it is a project that the students could have chosen as their project summative evaluation. The purpose of the lesson is to encourage students to use their creative writing and drawing skills to demonstrate their gained knowledge of the civilization we are studying. The concept of designing a project-based assessment which allows students the choice to use their creative writing and drawing skills instead of just taking a test was inspired by the Art of Reflection and Response Teacher Institute activities. The first students who choose to complete the Civilization Children’s Book project-based assessment were studying our first civilization of Mesopotamia. The students who completed the Civilization Children’s Book were given two days to complete the Civilization Children’s Book while the students who choose the test completed their study guides and tests on Mesopotamia. The students who choose the Civilization Children’s Book project were given a simple rubric to follow which would be used in the grading of their Civilization Children’s Book. The rubric included which standard the student should discuss on each page, the use of correct evidence and facts about the standard from their notes, picture based on the standard for each page, and a neatness requirement. Students were encouraged to be creative on the design, style, flow, and the background story within their Civilization Children’s Book project. Students could reference their notes, but not their textbook or any online sources throughout the creation of their Civilization Children’s Book. The students used their creativity to compose a story about Mesopotamia in which they covered the standards-based facts in their own unique storytelling ways. The students also got to use their art skills to show their version of the different events, key figures, and contributions of ancient Mesopotamia. In reflecting on this project-based assessment lesson plan, there were many more positive than negative outcomes. The only negative outcome seen was that if a student picked the project-based assignment because they thought it would be easier than the test and not to use their creativity the student did not perform well. Students who truly enjoy writing or art flourished during this assignment. Even students who lack drawing and art skills but enjoy the creative process were able to demonstrate their knowledge and use their literacy skills to creatively write about the civilization. The Civilization Children’s Book projects were filled with information that the student had to have analyzed throughout the class time during this civilization. The Civilization Children’s Book did show if the student gained the required standards48

Amanda Muessig - Teacher Civilization Children’s Book continued based knowledge for that civilization which was the main purpose of the lesson. Students were so happy with the outcome of their Civilization Children’s Books that they were sharing their finished product with their classmates outside of class time and requested the Civilization Children ‘s Books be placed in our in-class library for other students to read. The Civilization Children’s Books will also be used as a student resource next school year. This projectbased assessment worked so well that the students have requested to complete similar project-based assessments for their other civilizations. Throughout this school year students have created Civilization Children’s Books or a similar pamphlet style projects for other civilizations such as Egypt, India, and China.

Amanda Muessig - Teacher Civilization Childrenâ&#x20AC;&#x2122;s Book continued

Amanda Muessig - Teacher Civilization Children’s Book continued

Lexi Jones, Civilization Children’s Book, Grade 6 52

Amanda Muessig - Teacher

Amanda Muessig, Personal Mind Map

Searching for what truly makes me happy is the inspiration for this personal mind map. Center is my favorite flower, the rose, representing my growth over time. On one side are pictures of my family and the other side are pictures of interests that make me happy.

Mary Amber Osmun Art, Grades K - 5 â&#x2013;Ş Westside Elementary School Reflecting upon the Art of Reflection and Response Teacher Institute , I realize Iâ&#x20AC;&#x2122;ve gained so much more than expected. I find myself scheming to spend more time looking deeply into a work of art. To spend jealously guarded time with it. Time with the themes, the imagery and the artistâ&#x20AC;&#x2122;s personally developed techniques as a spring board for more ideas of my own. Ideas to use in the classroom, the kitchen and daily logistics of life. So often we spend time in defense of art (our own and the works of others) attempting to pin scholastic merit on it as one would math or science like we could possibly quantify art by the numbers for the benefit of a tidy administrative report to send to the state to justify funding requests. We do this often at a greater expense because this practice tends to deny art for its ethereal integrity. This institute of subversion has helped me to remember my own world as a wonderland of my own. I play with my thoughts more often and delight in turning them on their side. Flipping the thought over and molding it into as many iterations as possible. What a gift this institute has been. What a delight my daily approach to living has become. The following is yet another lesson plan in its infancy; it is called Poemetry: The entire class looks at one Image from the exhibition and chooses one item from the image to focus on and draw. Each student has a piece of drawing paper and a piece of lined writing paper and a pencil. The students have ten minutes to draw the item in as much detail as possible. Then each student will write from the point of view of that item personified. What does that item see? What does that item smell? What can that item taste? What can that item hear? What kinds of things can that item feel? What does that item want most? Students are invited to get into partner pairs to compare and write how many ways their items are similar and how many ways they are different then write a poem based on those two items. Then the students are to change partners and compare and contrast their items with another student. Ultimately the class will hang their drawings with their written work showing how all of their items compose one collaborative work of art.

Mary Amber Osmun - Teacher Lesson/Activity: In A Word, Grades 3 - 5 Art Objective: Emphasis and Visual Texture Topics for Standards:  Connect with Art: Context in Art, Past & Present Art Styles, Artist Integrity, Communicating with Art  Develop Art: Organizational Structures, Media proficiency, Technique and safety. Assess Art: Ability to Discuss and Evaluate personal art and the Art of others Big Idea VA.C: Critical Thinking and Reflection Procedures: The students will view a PowerPoint presentation based on the exhibit from the Museum of Art - DeLand. Procedure: In partner pairs students choose one piece of artwork. Together they will write as many describing words about the setting of the artwork on the writing paper in two minutes. After 2 minutes, they are to circle 7 of those words. Each student will create a picture on their drawing paper depicting the 7 words they chose with their partner. Reflection: Each student writes one sentence about their drawing and the most important word to represent their work using a sentence strip that says, “________________ is the most important word about my drawing because _______________________________________________.”

Materials: Drawing paper, pencils, oil pastels, writing paper. Rubric scale grades 3-5 Advanced: 10 Proficient: 9 Developing: 8 Emergent: 7

Mary Amber Osmun - Teacher In A Word continued

Collaborative Class Project, The Town of Proud, Grades 2 - 5

Mary Amber Osmun - Teacher

Mary Amber Osmun, Mind Map, Accordion Book

Rhonda Sholar Grade 4 ▪ Manatee Cove Elementary School For a few years now, I’ve heard my friend and colleague Katie Crane, talk about this esteemed group of people that she’s spent countless hours and days within the summer and on Saturdays, willingly and happily. Following each time, she came back to school with enthusiasm and a great energy that she was able to pass along to her students. I respect Katie immensely and at her suggestion, I signed up for the New Teacher Art of Reflection and Response Teacher Institute. Well, it wasn’t that simple. The day that I signed up, I was in class at my very last ESOL course, having completed the last of my 300 mandatory hours. The deadline for signing up for Katie’s beloved art class had passed, but needing a new educational pursuit to tackle, I contacted Pam and asked her if it was too late to sign up. She was quick to send me the application and told me it would need to be returned that day. I’m a rule follower, so I did what the woman said. That was first of many gentle nudges in the pants from Pam this year. During the three class days in the summer, I almost quit every day. The thoughts ringing loudly in my head: “this is so early,” “these people are crazy liberals,” “I cannot take another round of being grouped with complete strangers to talk about topics I know nothing about.” I hung in through some pretty uncomfortable days, and slowly my head began to emerge from my turtle shell. While thinking all along, that this would be another workshop to help my students, the days I spent with these 20 people have been days I now know were spent selfishly on me. As I learned practical things such as The Elements and Principles of Art, I also learned the difference between looking and seeing, active versus passive and surface versus in-depth. I was one of those who walked through a gallery quickly without really seeing anything at all. Museums, artists and art in general where things I’d resigned myself to not grasping. The time spent in the galleries of the Museum of Art Deland has taught me that every artist has a story to tell if I just take the time to hear it. Hearing my own inner dialogue, the thoughts and opinions of others and the history and time period of various pieces helped us create poetry and stories under alarmingly tight deadlines. I look forward to visiting new museums. I learned that I am creative, not just as a writer, but as a gardener, singer, artist, decorator, teacher and more. That realization is freeing. When my students say they aren’t good at something or that they can’t do it, I have some tools and activities to helps them get their creative juices flowing. This year, I’ve instilled the importance of hearing all voices in our classroom. Hearing from those with different viewpoints is good. While other times, students just need to hear their voice and know that it can be trusted. My hope in moving forward, is to try to not control how students express themselves, but to allow them the freedom to create in a safe environment.

Rhonda Sholar - Teacher Lesson/Activity: How do you explain what you see in the sky? Grade 4 Language Arts Essential Question: How do you explain what you see in the sky? LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4th grade students read two texts: “Wonders of the Night Sky” and “Why Does the Moon Change Shapes.” Students were asked to address the writing prompt: Compare how people today explain what happens in the night sky to how people long ago explained it. At the completion of their writing, students were encouraged to use a variety of resources to create artwork that depicts what they see in the sky. Materials used included metallic paper, a variety of stickers and markers. Students included real things such as the Milky Way, constellations, the North Star and coupled it with fun, or science fiction aspects. Some included words or phrases in addition to images. I gave little to no requirements of expectations to allow students create what was meaningful to them. They were given time to share their creations with classmates.

Rhonda Sholar - Teacher How do you explain what you see in the sky? continued

Isabella Chavez, Grade 4

Jayden Engel, Grade 4 63

Rhonda Sholar - Teacher

Rhonda Sholar, Mind Map

Jennifer Slone Psychology and Sociology, Grades 9 - 12 ▪ Pine Ridge High School

From the moment I walked into the classroom in July, I felt welcomed and wanted. The amazing family-like atmosphere was created on the spot. This felt like no ordinary workshop. We explored the various ways we can encourage creativity in our students and bring art into the classroom. What I did not expect was for it to spark an infectious creativity within myself. Between the various entertaining activities and the amazing group discussions I was able to look at art through a new lense. I was able to apply the complex “looking” done in art, with other classroom texts. By bringing this to the classroom, it has brought the lessons alive. It allowed for student choice in interpretation and expression of the texts. I enjoyed the fellowship with other teachers and share ideas. I was inspired by this workshop to incorporate creativity in my own life as well as throughout my teaching career. Every day I got something amazing and new out of it. Overall, this workshop is unique, empowering and uplifting and it really helped shape how I will teach and be creative in my life.

Jennifer Slone - Teacher Lesson/Activity: Motivation Mind Maps, Grades 9 - 12 Psychology & Sociology What if students could identify what truly motivates them? What if they could take the energy from this motivation and apply it to other areas in their life? What if we gave our students the opportunity to think about their lives, goals, dreams, fears, worries, stresses and what would truly make them happy. I am Ms. Jennifer Slone and I teach Psychology and Sociology at Pine Ridge High School for grades 9-12. My students and I set out to do this very task. I asked the students to first think about words that describe what motivates them. It could be one or more words. Is it goals like graduating? Is it the constitutional right to pursue happiness? Is it the stresses and worries in their life that drive them to strive to be above their situation? I then asked that they brainstormed using a traditional mind map. After their brainstorm was complete, I asked them to take it a step further. I asked them to make a 3D interpretation of their motivation mind map. I told them I am not going to limit their creativity and they could use any medium they wanted (school appropriate of course). I provided paint, construction paper, a few boxes, popsicle sticks, crayons, markers, glue, string and anything else I could find that would be useful. I showed them a few types of examples with the instruction that they make this project their own. What ever was unique to them and made them look within for the answers was the â&#x20AC;&#x153;rightâ&#x20AC;? way to do it. For some, this was a difficult task. They were not accustomed to releasing the creative sides of their brain. Some dove right in and the passion was amazing. Overall, these projects came out amazing. The students really enjoyed searching their hearts and seeing what motivated them. This was a great introduction to our motivation, emotion and stress unit in psychology. Motivation is such a big part of life, and when we figure out what motivates us, we have more power and control over our destiny.

Kendall Anderson, Grade 10 66

Jennifer Slone - Teacher Motivation Mind Maps continued

Trinity Bower, Grade 10

Jenise Bernardo, Grade 11

Regan Gatz, Grade 9

Sophia Girardi, Grade 9 67

Jennifer Slone - Teacher Motivation Mind Maps continued

Marissa Kirkland, Grade 9

Julie Mancusi, Grade 10

Emily Ruiz, Grade 9

Gabriella Rolon, Grade 11 68

Jennifer Slone - Teacher Motivation Mind Maps continued

Yavier Saez-Rivera, Grade 11

Aubrey Smith, Grade 11

Kyra Sullivan, Grade 10

Jennifer Slone - Teacher

Jennifer Slone, Personal Mind Map

Melissa Stilwell Art, ESE, Grades 6 - 12 ▪ Legacy Scholars Academy Every day in the classroom, we are challenged to find new ways to be creative—to come up with compelling ways to make learning engaging and even, dare we say, fun. The Art of Response and Reflection Teacher Institute class has helped me to realize the importance of children being allowed to be imaginative and creative and why it is so important. I have been exposed to numerous ideas that can be incorporated into any subject area. This class has helped me to realize that there isn’t just one way for a person to “be creative,” or one set of characteristics that will differentiate “the” creative person. Attending this professional development class has been so rewarding. Not only for the creative content, but for the relationships that were formed by teachers that would have not otherwise met. Creativity directly enhances learning by increasing motivation, deepening understanding, and promoting joy for our students and for ourselves.

Melissa Stilwell - Teacher Lesson/Activity: Blackout Poetry, Grades 6 - 12 Social & Emotional Learning and Art I currently teach Social Emotional Learning and art to children who may have experienced trauma. Combining the two has proven to be very beneficial because it has taught the children a way to process their emotions. During the Art of Reflection workshop, we often combined writing, poetry and art. This is something I have never tried incorporating into my middle and high school art classes. The project I’ve submitted is called “Black Out Poetry”. Each student was given a random page from a book. The only instructions given were to circle, with pencil, any words that stood out to them. No other explanation was given. Once that was completed, they were asked to “Black Out” all of the remaining words. I allowed them to be creative with how they blacked out the words. They could use sharpie, watercolor paint, or colored pencils. After the words were blacked out, the words that remained were the poem. The students were surprised when they read their poems. Some students even became quite emotional because the words they chose really reflected their inner thoughts, feelings and emotions.

Melissa Stilwell - Teacher Blackout Poetry continued

Paige F., Grade 6

Melissa Stilwell - Teacher Broken Bowls Mind Map This is based on a project I did with my students that teaches them that their pasts do not define them (they are all in foster care) and that they may feel broken. But they are stronger and more beautiful for what they have been through. They were each given a bowl and were asked to smash it with a hammer, to represent their trauma. They then painted the inside of each broken piece with something that described their past or how they feel now. They glued the pieces back together. The gold on the outside of the bowl highlights the cracks and broken pieces. In Japanese the word â&#x20AC;&#x153;kintsukuroiâ&#x20AC;? means to repair with gold, and the understanding is that something, or someone, is more beautiful for having been broken. This project was very therapeutic, and emotional for my students. For my project I altered it to be my Creativity Mind Map. In the inside of the bowl, at the bottom, has my name, and all the broken pieces have different areas of my life I gather my creativity. The outside of the bowl is still highlighted in gold to show that we are all a little broken, and that it is ok.

Melissa Stilwell - Teacher

Melissa Stilwell, Broken Bowl Mind Map 75

Michael Tomlinson Digital Media 1-4, Grades 9 - 12 â&#x2013;Ş University High School I found out about the Art of Reflection and Response Teacher Institute training through one of the teachers at my school. This teacher told me that he had learned a lot during his training and had fun while learning. He is now taking the second-year training. I decided to give it a try and signed up last summer and I am glad I did. The teacher training has been some of the best I have participated in during my thirty-one years of teaching in Volusia county. The impact this training has had on me this year has been very positive. I have in turn shared this information with all my students. It has enhanced the Project Based Learning curriculum in my Digital Media classes too. I have used aspects from several creative lessons and critiques we have learned during the training in my classes this year. I read the assigned book given to me by the teacher institute trainers Pam Coffman and Suzi Preston titled â&#x20AC;&#x153;The Power of Curiosityâ&#x20AC;?. Since reading the book, I have implemented several ideas from it in my classes and my daily life. I shared the major aspects of this book with my students and created lessons and class simulations to have students practice them. I also had students create posters of the five listening modes from this book. I have them placed on the walls in my computer lab as daily reminders. I have enjoyed the training, used the information to enhance my teaching and I plan on returning for year two!

Michael Tomlinson - Teacher Lesson/Activity: Client/Designer Logo Design Project, Digital Media 3 I created a Project Based assignment that utilized the concepts I learned from reading the book â&#x20AC;&#x153;The Power of Curiosityâ&#x20AC;?. This project involved several stages and was titled Client/ Designer Logo Project. The first stage of this project involved me instructing the class in the Five Listening Modes I learned from reading the book. These modes include: 1. Hear but ignore 2. Listen to be judgmental 3. Listen to compare 4. Listen to absorb 5. Listen to attach. I explained how each listening mode was a natural way all humans interact with each other. Students discussed the modes and then role played with each mode. I then described which listening modes would work for this project while interviewing your client. I created posters that I hung around the room to reinforce these concepts. The second stage involved the entire class getting together and brainstorming and discussing what would be the best questions to ask a client in a professional designer interview. The class brainstormed and agreed as a group which questions would be the best to ask the client. The class then created a questionnaire that each student would use during the next phase of the project and beyond to future projects. The questionnaire contained fifteen questions to ask the client. The third stage of the project involved teaming each student in class up with a partner. After this, one student in each group would role play as a client and the other as a graphic designer. They used the questionnaire during this stage to take notes on what the client wanted done. When this was finished the students flipped roles and used the questionnaire to repeat the process. Students stayed in the proper listening modes of four and five and obtained important client information. The fourth stage involved the creation phase of the logo project. Students were allowed at this time to create while being able to talk to their clients in class at will. The final stage of the project involved creating an Adobe Illustrator document with six versions of the logo their client was interested in. The client/designers then got together and selected which logo they liked the best.

Michael Tomlinson - Teacher Client/Designer Logo Design Project continued

Student Examples from Client/Designer Logo Design Project 78

Michael Tomlinson - Teacher

Michael Tomlinson, Personal Mind Map

Keisha Wallace Instructional Math Coach ▪ Campbell Middle School Teen Zone Sponsor ▪ Atlantic High School Through the Art of Reflection and Response Teacher Institute, I have redefined creativity. It’s not the perfect drawing, mastery of color, symmetric sculpture or eloquence of words. Creativity is making something new. Anything. Most importantly, it does not matter what others think about it. While on this creative journey, I have been able to set aside time to explore ideas like mind-mapping and journaling, things that I did not consider before. Professionally, I have connected with other like-minded educators that I would not have met or spoken with otherwise. Each of them has impacted me with their stories and their willingness to share a little of themselves in every class. Through the Art of Reflection and Response Teacher Institute, I was reminded that visual art is connected to literacy. Use of visual literacy is supported by research to aid in language acquisition by offering other ways to connect what students know and understand to things they don’t know. When using strategies like “I see, I think, I wonder” the art becomes a tool to assist closing the language barrier while pushing the students to think deeply and generate questions that encourage student conversations. The brainstorming that transpired throughout the training was priceless. The Art of Reflection and Response Teacher Institute has been a breath of fresh air; a place to let go and relax. This class became a journey to creativity for us all. We were led down paths that allowed us to reveal the hidden explorer within. I appreciate the instructors who guided us and created a safe place for each of us to learn and grow, despite our initial beliefs that denied our creative minds the opportunity to flourish. I highly recommend this training for anyone willing to explore their creative side, especially if they don’t believe they have one.

Keisha Wallace - Teacher Lesson/Activity: Six Word Memoirs The New Year is a time of reflection and new commitment. This makes it a great time for mind -mapping. Students are given a template of a face with a line drawn down the middle. I asked them, “How would you tell your life’s story if you could only use six words?”. On one side of the face, write those six words (they cannot be a list of adjectives). On the other side of the face they were told to draw a representation of themselves.

Student Example of Six Word Memoir

Keisha Wallace - Teacher Six Word Memoirs continued

Student Example of Six Word Memoir

Keisha Wallace - Teacher Six Word Memoirs continued

Student Example of Six Word Memoir

Keisha Wallace - Teacher

Keisha Wallace, Mind Map 84

2019-20 Returning Teacher Participants Art of Reflection and Response Teacher Institute Heather Alexander

Spruce Creek High

Joy Burke

Deltona High

Katherine Crane

Manatee Cove Elementary

Timothy Deary

Taylor Middle-High

Jane Failer

R.J. Longstreet Elementary

Andrea Finkle

DeLand High

Adam Harpstreit

University High

Kristan Kinsella

DeLand High

Leia LaCombe

DeLand High

Jennifer Olsen

Heritage Middle

Jonalyn Rivera

Heritage Middle

Ann Sejansky

DeLand High

Rajni â&#x20AC;&#x201C;Shankar Brown

Stetson University

Darlene Stewart

Ivy Hawn Charter School

Khorletta Sutton-Cressor

Deltona Middle

Judy Williamson

Pine Ridge High

Kathryn Wilson

DeLand High

Heather Alexander Ceramics 1, 2, 3, Pre-IB ,IB 2, IB 3 Visual Arts, Grades 9 - 12 Spruce Creek High School Each session of the Art of Reflection and Response Teacher Institute has recharged my creative self. It creates a space to slow and spend time examining details and weaving stories to fasten them together. The most challenging activities were collaborative writings, finding our way to the starting line and through the course pinning down the best words. Going forward I want to incorporate more creative writing activities in the planning, creating, and reflecting portions of class projects. The best lesson to build on has been the â&#x20AC;&#x153;Mind Mapâ&#x20AC;? assignment, particularly the variety of format and content that was shared by the new participants. Fretting and over preparing for Hurricane Dorian, I took a break and painted the fence gate purple and added a heart with an evil eye on the inside of the fence. A protector for the garden. As the school year went on and weekend weather permitted, I continued painting the inside of the fence purple. I've added other talisman, painted guardians on the fence: a flower, a blue jay, a hand combined with the sun, the major stars of the constellation Orion, another heart. Each one a record of taking time to slow down, enjoy the weather, and create a border of protective images. A fence full of opportunity awaits.

Heather Alexander - Teacher Lesson/Activity: Token Hearts, Ceramics 1 Two group projects to support a school-based initiative to foster inclusiveness and positive relationships. Ceramics 1 students all made token hearts, about the size and weight of a small stone. Each one has a word of message embossed into the surface and is finished in a single color glaze. The nearly three hundred hearts are being placed in bowls in each of our seven guidance counselors' offices for students to take away.

Heather Alexander - Teacher Lesson/Activity: You Matter, Grades 12 Ceramics Two group projects to support a school-based initiative to foster inclusiveness and positive relationships. The seniors of the class of 2020 carved their name into a 2"x2" tile painted with underglaze. The tiles were bisque fired, glazed, then fired again. Solid black tiles spell out YOU MATTER in block letters, with the colorful signed tiles filling in the negative space. The 3' by 6â&#x20AC;&#x2122; should be ready to be installed over spring break. It is going to be placed near the front office, inside the newly built security wall.

Heather Alexander - Teacher

Heather Alexander, Personal Work

Joy Burke Support Facilitation Services â&#x2013;Ş Deltona High School

I thoroughly enjoyed my first session with the Art of Reflection & Response Teacher Institute. The instructor led gallery tours were enhanced with detailed exhibit narration and the museum member discounts stimulated exploration of other locations. There was no hesitation about signing up for a second session. Once again, we were treated to an abundance of curriculum building materials from a variety of sources. Our participation in the various activities demonstrated strategies that employ critical thinking skills using art integration. The goal of providing students with opportunities for positive peer engagement, analytical skill application, vocabulary building, and literacy expansion was evident. We were afforded opportunities for sharing ideas concerning meaningful lesson planning by our well-informed instructors Pam Coffman and Suzi Preston. The information I gathered will be incorporated into my curriculum planning.

Joy Burke - Teacher Lesson/Activity: 5x5 Handy Hands One of my daily goals is to encourage appropriate communication skills. To relay to students that words matter, that how they express themselves can connect us; as well as inhibit relationship growth. Vocabulary building activities increase student engagement and are regularly used. I ask students to name what they feel/think the most important part/organ/appendage of the body is besides the brain, heart and lungs. They then discuss why. Which could they do without? Students are challenged to name 5 functions of the hand (e.g. hold, wave, pound, grip, smack) and fingers (e.g. touch, dig, pinch, swipe, point). Students use their 5 fingers to share 5 facts: Students draw their hand(s).  On the thumb list a personality trait. Highlight that the thumb touches every other digit and influences everything we do.  On the middle finger list an accomplishment/source of pride. Highlight that it is the longest digit and often used to send messages.  On the pinky list a fear. Highlight that although it’s the smallest digit is still impacts our functioning.  On the ring finger list a favorite song, book or movie.  On the index finger list a hobby, sport played or interest to investigate.  Decorate with cut-outs and/or drawings that relate to their responses.  On the palm students can put an additional piece of information about themselves. Students share their Handy Hands of info with their peers in small groups. Names are put on the back so they can be displayed to encourage class discussion as the author is ready. Additional activities: 1– Cutout and/or draw pictures of the ear, mouth, eye and nose. The 5 senses are highlighted as tools used to communicate with the environment. Under each the organ list 5 of their functions and/or associations: Ear – e.g. hear, pierce, ring, lobe, flexible Mouth – e.g. taste, kiss, smile, frown, lip Eye – e.g. see, wink, flutter, smolder, roll Nose – e.g. smell, flare, drip, blow, snot 2 – Body language is just as effective as a verbal discussion. What message is sent when we see someone dancing, stomping into a room or reading a book? Students cutout 5 pictures of a person in action and challenge each other to determine the message they are sending. They then perform some mime actions for others to solve. 91

Joy Burke - Teacher 5x5 Handy Hands continued

Joy Burke, Teacher Sample for 5x5 Handy Hands Lesson

Joy Burke - Teacher 5x5 Handy Hands continued

Carlos Bailey, Grade 12

Ryan Garcia-Hernandez Grade 12 93

Joy Burke - Teacher

Joy Burke Class Story Reflection The challenges of teaching are often revised, repackaged and waaay too often revisited. At some point this year I realized students were sending me messages using the same delivery system…and it wasn’t Amazon. I was summoned and just as easily dismissed with a vigorous high-5. Praised with a clap and treated to a flock of flipped birds. Shown respect with a salute and when I fell in the middle of class… cradled. I give homage to our most versatile appendage: The Hand…the great communicator…the multi-tool. It beckons & stops. It announces & sways all with a wave. It can pound, pick, wipe and hold. It makes an embrace extra bold. 94

Katherine Crane Gifted, Grade 5 ▪ Manatee Cove Elementary I think my feelings about the Art of Reflection and Response Teacher Institute can best be summed up with the following: this is my fourth year. I’ve willingly, enthusiastically attended a months-long professional development opportunity for four years. This isn’t normal. In the land of teacher forums it’s unheard of. In a previous reflection I called the Institute the unicorn of PD. It’s mythical. It’s what you want PD to be. I’ll take it a step further- it’s what you want teaching to be. I leave every session energized. I was, and continue to be, inspired by the ideas presented by Pam and Suzi, by the artwork in the galleries, and by the collaboration with my fellow participants. The teachers that I’ve met over the course of the Institute are amazing, dedicated, creative individuals and I’ve learned as much from them and their classroom experiences as I did from the course curriculum. Not only have I implemented much of what Pam and Suzi taught us, but I’ve adapted ideas and lessons presented by the group. We’ve truly formed a learning community. My students are ultimately the beneficiaries of the Institute. I try to incorporate the visual arts in my lesson planning when I can. Instead of just reading The Tale of Despereaux, we explored the meaning of one of the pivotal character’s names: Chiaroscuro. We looked at the use of light and dark in Botticelli’s works as we explored the elements of light and dark in the character. We explored the quilts of Gee’s Bend, making a quilt of our own and making sure nothing was wasted. The Institute challenges us to be more creative- not only in the art we create or the poetry that we write, but in the ways we approach challenges and problem solving. My goal as an educator is to teach my students to think. I want them to push themselves outside of their comfort zone; I want them to think critically and thoughtfully. The Institute has pushed me to do just that. I am so grateful to the sponsors of the Institute for offering this professional development opportunity. Pam Coffman and Suzi Preston are fabulous, creative educators and we are fortunate to learn from them. I look forward to participating in future Institutes at the Museum of Art - DeLand and will do my part to spread the word among my teaching colleagues. Thank you for a truly inspiring learning experience!

Katherine Crane - Teacher Lesson/Activity: Kaleidoscope Squares Lesson Plan, Grade 5 Gifted Social Emotional Learning/Math Purpose: Students created kaleidoscope squares representing themselves and their House. We created a metaphor comparing our classroom story to a kaleidoscope. While the focus of the project was social-emotional learning, it has a cross-curricular math component (symmetry). Description: Our school implemented a house system this year. All students were sorted into one of four houses in an effort to strengthen our school community. In addition, we built social-emotional learning (SEL) time into our daily schedule. As part of this SEL time, we discussed the story of our classroom and how we could represent it figuratively. Together, we came up with the kaleidoscope metaphor. I used Cheryl Trowbridge’s Kaleidoscope Lettering with the students to help them create a piece of art which would represent them, their house, and our classroom. Kaleidoscope Lettering uses the concepts of bilateral (reflective) symmetry, tessellation, and positive/ negative space to transform the student’s name into a unique design. Other than including their name and the color of their house (black, red, blue, or green), the students were free to create a product which would reflect their individuality. Our squares will then be combined to create a unique kaleidoscope of names, colors, and design. After completing their kaleidoscope square, the students created a haiku poem about themselves, their house or our classroom. Reflection: Many of my students were convinced they wouldn’t be able to create something which looked so complicated. I was impressed with their perseverance, inspired by the help they gave each other, and thrilled with the results of their hard work.

Katherine Crane - Teacher Kaleidoscope Squares Lesson Plan continued

Nathan DeYoung, Grade 5

Ella Douglas, Grade 5

Katherine Crane - Teacher Kaleidoscope Squares Lesson Plan continued

Erika Langdeau, Grade 5

Lilly Lugo, Grade 5 98

Katherine Crane - Teacher Kaleidoscope Squares Lesson Plan continued

Jessy Martin, Grade 5

Blayde Proudfoot, Grade 5 99

Katherine Crane - Teacher Kaleidoscope Squares Lesson Plan continued

Charli Townsend, Grade 5

Jakob Wagner, Grade 5 100

Katherine Crane - Teacher “Kaleidoscope” by Katherine Crane At first look, held up to the light, I’m struck by its vibrancy. Twenty-three brilliant colors tumble together to form an intricate pattern, unique in hue and shape and light. Then, with the gentle turn of time, the colors shift, the shapes fracture; and while the turn was slight, the shift is significant. As the bits of glass reshuffle, some are caught precariously and I resist the urge to shake it into place. It will persevere and find its way. The newly formed pattern is both familiar and foreign, and I turn to the light to better appreciate its beauty. The turns continue, sometimes unexpectedly. The shards of color clash and the light behind them dims, yet I’m confident that- whether through gentle turn or firm twistI’ll guide them toward their next design. And with the glint of sunlight, each shape- each luminous gemjoins again and, together, finds its brilliance.

Katherine Crane 101

Timothy Deary Civics, US History , Grades 7 - 8 ▪ Taylor Middle-High School “What Do You Do with an Idea?” I have thought a lot about the engaging effects of a good story and U.S. History is full of stories. A very frequent question from students is along the lines of: “Why do we need to study the past?” Many teachers, I included, greet the asking of this question with a sense of despair. There are a variety of reasons that they study of U.S. History is essential to being well educated but there is one that is all too often overlooked. History is full of stories that tell of heroes and villains. These stories tell of people who had everything and threw it all away because of some tragic flaw. These stories tell of people who came from almost nothing and changed the direction of the nation with their ideas and vision. I believe that teaching U.S. History can and should be a creative and storytelling process. I have been fortunate in my life to have this shown to me in my family. My grandfather was a walking encyclopedia on the history of New York City. He grew up in New Jersey, across from the city and worked in the city for many decades. He was a draftsman and told, in detail, how the landmark buildings were constructed. That was an education that can never be underestimated! Consider the following quote from writer Shelby Foote: “The point I would like to make is that the novelist and the historian are seeking the same thing: the truth – not a different truth – only they reach it or try to reach it, by different routes.” I believe that this quote is essential to understanding not only the ways that history can be studied but also the ways in which history should be studied. The historian deals with the truth through the study of primary source documents and facts. He seeks to recreate that which has already happened and to make it real again so that it can be understood. He is a constructor. A builder. The novelist seeks to do the same. Turning again to the study of history the novelist telling a historical story seek dot do the same thing. Both the historian and the novelist seek to tell the truth. Combined the two can seek and reconstruct the truth on the historical context. The novelist does not necessarily make use of what Foote calls the “paraphernalia” of the historian but still adds to the task of telling the story using imagination and the ability to make events alive again. The current emphasis on the data and testing within the realm of teaching Civics and U.S. History is a barrier to making History a story. It does not need to be, but I fear that most would view it as such. I believe that stories are engaging and interesting. The “paraphernalia” of the historian is necessary bit so is the craft and talent of the novelist. I agree with Foote that both are trying to do the same thing. The end result of both is a careful recognition of the truth.

102

Timothy Deary - Teacher Lesson/Activity: Thomas Jefferson’s Monticello, U.S. History Lesson Objective: Students will understand how Monticello was Jefferson’ s home and an extension of his mind. Students will infer about Jefferson’s intellectual life, his family life and slavery at Monticello through view the mansion and slave quarters virtually. Students will understand that Monticello is a cultural landmark that expresses truth about Jefferson and America. Materials: Students will need access to the internet and the official website of Monticello and virtual tour questions as well as paper and a pen. Progression of the Lesson: Once students access the virtual tour of Monticello, they will take the tour through the specified rooms. The first room is the entrance hall followed by the Parlor, then Jefferson’s cabinet followed by his bedroom and then the upstairs nursery. After the main house tour students will tour the area known as Mulberry Row – the slave quarters on the plantation. Teachers and students may choose any additional rooms that they want to explore as well. Students will have questions to answer while they are viewing the tour. The questions are as follows: The Entrance Hall: What can you learn about Jefferson by what you see displayed in this part of the mansion? Jefferson had wide ranging interests, according to what is displayed here what were some of them? The Parlor Jefferson entertained numerous guests in the parlor. Imagine you were there. What would it have been like? Where do you think Jefferson would have sat? Why? What kind of entertainment do you think there would have been here? Jefferson’s Cabinet From the way the room is furnished, what can you tell about Jefferson’s work habits and his intellectual life? From the furnishings how do you know that Jefferson wrote a lot? Upstairs Room What in this room tells you that Jefferson had numerous people, especially family, stay with him at Monticello? Mulberry Row Who likely inhabited this cabin? How do you know? Exit Question: Using what you have seen about Monticello write a paragraph about what it would have been like to be there, with Jefferson and his family. What would have been the topics of conversation, what entertainment would you have taken part in? What part of the house do you think you would have stayed in? Use your imagination. Finally, what do these things tell you about America then and now. 103

Timothy Deary - Teacher

â&#x20AC;&#x153;Connectionsâ&#x20AC;? by Timothy S. Deary Flying into Newark I saw and felt just how the deep connections and roots of family to this city still run through my veins. Soon onto Rhode Island, where those who boarded the Gaspee have passed their rebellious spirit on to me, and the voices that cast about Spell Hall still speak to me as I try to fall asleep. Then in the morning I remember his voice, tracing the patterns of sound that I can hear outlining the patterns on the walls of his house. So, I spoke to him out loud before I left and wished him peace and just under my breath, I spoke my best apology for not listening more when he was alive. Then I walked around the outside of the house in the frozen breeze of mid-winter, standing in all those shadows, listening while they spoke. I let them sink into my memory, Asking them to get comfortable because I never want them to leave. I was exceedingly glad to be there, I felt my depression lifting and I was ready to go home again. Now flying out of Warwick I am returning to where I now call home, Realizing that in my veins his blood still flows, carrying his name,

I still manage to listen to those voices as I fall asleep.

104

Jane Failer Art K - 5 â&#x2013;ŞR.J. Longstreet Elementary School

The Art of Reflection and Response Teacher Institute is an oasis where purpose meets education to rejuvenate and inspire. It is an educational retreat where the heart is beckoned to remember the why to what we do as teachers. I have yet to find another professional development of its caliber with like minded educators. Learning experiences in the Institute provided the framework to develop a classroom story with my students. The story began as a fulfillment to an assignment and grew into a guiding focus to purpose studentsâ&#x20AC;&#x2122; work. Prominent questioning emerged in the creation process. What is the story and how does it connect to you? Did you find inspiration to create from your story past, your story present, or your story future? How does the story in your artwork connect to your classmates? What does it reveal to you about yourself? A multitude of stories enter and exit my classroom. I desire art to be a meaningful subject matter for students. I do not want to confine them to happy stories, but honest stories. Where have you been? Where are you now? Where do you dream to be? Life is a story. It is a balancing act of give and take. Your story belongs to you, but it is also part of other stories just as others impact yours. I want students to understand how their stories are drawn together. Ups and downs, Together we go. Ascend. Descend. Together we grow.

105

Jane Failer - Teacher Lesson/Activity: Share Our Story, Grades 1 - 5 Art Share Our Story was an art lesson on pairing collage with storytelling taught by Jane Failer to her first through fifth grade students. The objective of the lesson was for students to use collage as a form of storytelling to express who they were as a school community. Students analyzed Les Codomas (1947), a collage by Henri Matisse. They discussed stories they found in it and how Matisse used multiple cutouts to create one story. Students compared his artwork to their school community. Much like a collage, school is comprised of hundreds of individual stories which become part of a collective larger story. Students visualized this through a school wide portrait. They drew miniature self-portraits and wrote sentences describing themselves which were collaged into one portrait. Students applied the concept of collage to further express and tell their stories. Students’ collaborative collage portrayed how individual differences work together to make a complete picture, a story. School is a significant part of my students’ story. They agreed, “We are many, yet we are one.”

106

Jane Failer - Teacher Share Our Story continued

Collaborative Portrait Collage 107

Jane Failer - Teacher Share Our Story continued

Earnest Fingers, Hope, Grade 5

108

Jane Failer - Teacher “We Are Many, We Are One” by Jane Failer Ascend. Descend. Ups and downs, Together we go. Explore. Discover. Learn. Together we grow. Consistent. Explosive. Reluctant. Try. Fail. Persevere. Believe, young one. Won’t you believe in yourself? You are a masterpiece, One of a kind. Only you can be you. Your ideas, they matter they do. Brainstorm. Experiment. Create. You are important. Express. Share. Care. Ups and downs, Together we go. Ascend. Descend. Together we grow.

109

Jane Failer - Teacher

Jane Failer, This Is Me This Is Me is a personal work I created in response to the Institute. Most people I encounter only know so much of who I am. In ways, I am like a bag. The exterior is seen. However, I am more than just what meets the eye. I give more of myself away to some than others. Some take more than I care to give. Others invest in me. It is the story of my life.

110

Andrea Finkle Language Arts, IB, Grade 12 ▪ DeLand High School

I am writing this at the last possible moment, not because I want to make Pam’s life more difficult, but because I find it so hard to put into words what the last five years of interacting with and being a part of this wonderful opportunity has done for me personally and professionally. Personally, it has enriched my life in so many ways. Pam and Suzi’s support and encouragement have made me feel valued and appreciated. I have so enjoyed learning about art from so many different perspectives, and I have become much more aware of the meanings behind so much of what I look at on a daily basis. I have strengthened friendships through working with people I would love to see more of on a regular basis, but we don’t always seem to find the time to be together. The Art of Reflection and Response gives us a space and time to be in each other’s presence. I have taken more risks and sought out more professional learning activities because I wanted to foster my growth as a teacher even more because I saw the beauty of how professional learning could be something wonderful. Professionally, the institute has kept me and my classroom fresh and alive. I attempt to give the students the benefit of my learning in ways that make them feel valued and appreciated. I incorporate visual literacy in my classroom on a regular basis, and it is part of my approach and language in almost everything I do with my students. I have shared lessons with my colleagues, and I have encouraged my colleagues to attend the institute because I know it will help them to be the teachers that they want to be. All in all, the Art of Reflection and Response Teacher Institute is a priceless gem in our community. Many thanks to Pam Coffman, Suzi Preston, and Betty Drees-Johnson for your continued support and inspiration. You are making it better out there every day for our teachers and their students!

111

Adam Harpstreit Math ESE, Algebra 1a, 1b, Grades 9 - 12 ▪ University High School

This being my third year attending the In-service I did not truly expect that I was going to encounter anything new. Perhaps I’m a little bit jaded. I know that every year we have a new group of students, but the excuses don’t vary, we have a new host of requirements, but the methods by which we meet them, copious amounts of unpaid overtime, doesn’t vary either, however invariably every year I find myself returning to the Inservice at the Museum of Art in Deland and being shocked by the vitality and innovative methodology of what is presented there. Suzi Preston and Pam Coffman deliver thought out and well-presented lessons that make most of what I do daily seem like child’s play. I may have the ability to deliver the information, to answer questions but in the Inservice I learn how to inspire the students to dream and take home the lessons I teach. I still have a little bit of difficulty communicating some of the art terminology, but this year’s theme of telling a story naturally sidled up against the thoughts and the standards of creating problems. I was able to translate this idea over to creating word problems. Though some of the students still struggle with order of operations, identifying what the operation should be based on the terminology of the answer, be it sum, difference, product, quotient, the students based on the lesson we did on building word problems drove home this standard. I hope to be able to continue with the in-service for a fourth year, but time and availability are getting away from me and I may not be able to. I have however learned a great deal from Art in Reflection and Response Teacher Institute and will carry it, like a story in my heart.

112

Adam Harpstreit - Teacher Lesson/Activity: Teacher Guide to Math Word Problems Within every math word problem is an equation. Solving a math word problem is about determining what the problem is asking as much as it is about determining (and solving) the equation hidden in the words. While word problems can be solved in many different ways, each method involves outlining the problem. Word problems are now being more highlighted than ever. We are seeing just about every other standard in math include a form of word problem or problem solving skill in a similar light. We would ask you to keep this in mind when you are planning your lessons. Try to turn everything into a word problem, than they become much easier for students. Outlining the problem is not as difficult as it might sound. If you follow a systematic pattern, it can become very habitual and some might even term it "easy!" Lets see if we can give you some basic steps to make it easier for you. 1. WHAT IS HAPPENING? Begin by reading the problem and trying to visualize what is happening. This is called "giving the problem context". It means, simply, that you understand what the numbers represent. 2. WHAT ARE YOU LOOKING AT? Next, make a list of the numbers you have to work with and what those numbers mean - these are called "variables". For example, if your math word problem talks about Julie having two cookies, one of your variables would be "Julie's cookies = 2". Listing your variables will help you see what information you have. 3. WHAT IS BEING ASKED? Once you have your list of variables, you need to figure out what is being asked in the math word problem. While many times the question is written out, many times you have to figure it out yourself or, at least, figure out the steps you need to take to get the answer. 4. HOW CAN YOU CALCULATE THE ANSWER? Many times, a math word problem will have more than one step, such as in the following example: "Julie has two cookies. You give her two more. Julie gives one to Todd. How many cookies does Julie have now?" In order to solve this problem, you first have to add the number of cookies Julie had to begin with (2) with the number you gave her (2). The second part of the question involves using that total (4), and subtracting the 1 cookie, she gave to Todd. 5. PERFORM THE CALCULATION Next, you will calculate the answer. If you are unsure, draw diagrams or pictures to help. Also, write out your work - this way if you do make a mistake, it will be easy to go through your work and correct it. 6. REVIEW Lastly, review your work. After you get your calculation, ask yourself whether the number makes sense. To be extra certain, try working the problem backwards. This way, you can double-check your math and the reasoning you used in framing your answer. 113

Adam Harpstreit - Teacher Lesson/Activity: World Word Problems Lesson Plan: World Word Problems Lesson Author First and Last Name

Adam Harpstreit/Jerry Simon

Lesson Overview Lesson Plan Title

World Word Problems

Open /Essential Question

Can the Students of our Liberal Arts Math Course create word problems that are more relatable to the world around them?

Lesson Summary

Students often complain, how am I ever going to use this in the real world? The lesson aims to answer that question and give control of the questions to the students. Students will be divided into groups and asked to create World Word Problems.

Subject Area(s)

Mathematics, Specifically Geometry and Algebra 1

Grade Level

High school Course, with students ranging in ability level from honors to ESE and with grade level from Freshmen, 9th grade, to Seniors, 12th grade.

Student Objectives

Students will master the ability to define what type of answers are necessary for subtraction, addition, multiplication, division, exponential and radical expressions and equations.

Standards and Benchmarks

List all the components for each standard including the grade level, content area, content standard, benchmark and performance standard.

Assessment Student Assessment (include rubric)

Students will create a minimum of 5-word problems for that require the use of either or any subtraction, addition, multiplication, division, exponential or radical expressions.

114

Adam Harpstreit - Teacher World Word Problems continued

Procedure

Step-by-step Procedure Please include Teaching instructions written as a numbered list of steps to be taken in order to teach the lesson Examples of guiding or facilitation questions throughout the lesson How and when to use the resources and materials used in the lesson

Prerequisite Skills Needed Credits

Students will be arranged into groups of three, based on prior assessment data and behavioral management. Students will be provided with a copy of the packet of how to write a word problem Teacher will review the packet with the students, highlighting the importance of making their word problems more relatable to them. Teacher will then circulate, commenting as the students discuss what kind of word problem they wish to create, what things will be part of the word problem and addressing how the elements of mathematics impact the problem Teacher will then say ‘How do you use math to solve that problem?’’ “What are the factors that contribute to that result?” “What kind of operation is that” “What part of that problem would you need to do, first, second, third, etc.” Students will then produce at least five examples, the best of which, determined by them, will be then graded, based on the complexity of the problem, the vocabulary used, and how quickly a student could find the solution.

Students will need to understand, addition, subtraction, multiplication, division, radical and exponential expressions, all elements of Algebra 1 How to create a word problem website: Math-Aids.com and: Teacher Guide to Math Word Problems

115

Kristan Kinsella Photo, Drawing, AP, Portfolio, Grades 9 - 12 ▪ DeLand High School Lesson/Activity: Story Telling with Collage Objective: Students will create a collage telling “their life story” in the style of African American Collage Artist Romare Bearden. Purpose: Students will look at the collage works of Romare Bearden and the Paintings, Drawings & Prints from the Richard Frank Estate collection at the DeLand Museum of Art to understand the concept of storytelling through art. Students will learn how to tell their own life story using the technique of collage. Essential Question: How do artists exhibit their story through their works of art? Procedure: Start the lesson with sharing the video “About Romare Bearden And His Art” on Youtube to introduce students to the collage art of storytelling. Students will look at Paintings, Drawings & Prints from the Richard Frank Estate that were on exhibit at the Museum of Art in downtown DeLand. We will discuss the idea of pause and rewind to discuss what is happening in the image, what happened prior to the instant the image was created, and what possibly happens afterwards. This exercise provides students the experience of storytelling. Students will begin their own brainstorming session to recall moments in their history of places and events from memory. This brainstorming session will provide artists a basis to create their own story in collage form. Students will sketch out their ideas for their story in their sketchbook for a formative grade. Students will create a collage in the style of Romare Bearden using cut imagery from magazines and creating their own style with the addition of craft papers. The end result will be the student’s story in collage form. Assessment: Teacher Observation, student self-assessment, group critique using grading rubric.

116

Kristan Kinsella - Teacher Story Telling with Collage continued

Summer Garden, Grade 11

Eufemia Montes, Grade 11 117

Kristan Kinsella - Teacher Story Telling with Collage continued

Alivia Ogle, Grade 9

Karisma Turner, Grade 9 118

Leia LaCombe English I & I Honors & AP Literature and Composition ▪ DeLand High School

Quite frankly I haven’t had the opportunity to use anything from this year’s workshop in my classroom. I have used activities from the past, but I have attended the workshop sporadically this year, which upsets me greatly. This wasn’t my plan. My plan was to attend the workshops regularly, but between illness, weddings, and poor planning without realizing it I have missed three workshops. I don’t foresee missing anymore (I hope I don’t). It’s been a challenge this year. The theme this year, your classroom story, is one I was excited about. My classroom story this year is a chaotic adventure. It feels like it’s one of those I Survived books (books for kids talking about major historical disasters- ex: I Survived: The Joplin Tornado, 2011). It feels like I’m losing a game of Jumanji every day because everything just keeps piling on top of each other and I haven’t had time to take care of each individual thing that happens before something else comes up. What I would like to include is the activity where you gave us the baggie that had the five different objects- the domino, travel brochure, playing card etc. I want to do something similar for my short story writing unit with my student. That comes in fourth quarter though. I also plan to use the activity where we wrote the story using the paper that had the beginning and end that we had the photograph as our inspiration. I hope that makes sense. Sometimes I feel like when I describe the activities we do the directions don’t make sense.

119

Leia LaCombe - Teacher Lesson/Activity: Book Tasting

Book Tasting

Why are we doing this? I want to give you guys the freedom of choosing your novel. My hope is that if you choose the novel you will be more interested in reading it.

What is expected of me? Novel Choices:

You are expected to fill out each the sections below for each potential novel.

The House on Mango Street by Sandra Cisneros

You are expected to cast your vote ONE time for the novel you are most interested in.

The Lovely Bones by Alice Sebold

You are expected to clean up any messes you make.

The House on Haunted Hill by Shirley Jackson

Voting! After completing the activity, review the information you wrote down about all of the novels presented. Scan the QR code and vote for which novel you would like to read as a class. The novel that has the most votes between first and second period is the novel we read. You can only vote once.

Canâ&#x20AC;&#x2122;t figure out the QR code situation? Not a problem! Here is a URL you can use: https://bit.ly/31mu1iJ The URL is case sensitive.

120

Leia LaCombe - Teacher Book Tasting continued

Novel 1 Title: ______________________________________________ Author: ___________________________________________ Number of Pages: ___________________ Does the cover look interesting to you? Circle:

YES

Read 3-5 different pages. Write what you think the novel is about. ________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Watch the trailer associated with the novel. Does anything about the trailer entice you? Explain. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Scan the QR code (or use the URL) to visit the GoodReads page about the novel. What is the rating?

What are the genres? ___________________________________________ _____________________________________________________________________ ____________________________________________________________________ Would you be interested in this novel? Explain. __________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

This was repeated for Novel 2 and Novel 3

121

Leia LaCombe - Teacher

Leia LaCombe, Class Story Collage

122

Jennifer Olsen Math, Grades 6 & 7 ▪ Heritage Middle School This course brings me joy. This second year with the Art of Reflection and Response Teacher Institute has proven both challenging and has encouraged me to grow personally and professionally. I am finding my “voice” and standing up for the creativity I desire in my classroom. My lessons, my demonstrations, my shifting rigor to the students has blossomed this year because I know that teaching is a creative act. It is when we don’t “create” and rely on others that our lessons fall short. I often take the time to look at a lesson with “fresh eyes” much like we look at art, pick it apart, interpret and evaluate. This enables me to make adjustments that can benefit my students. While last year my focus was on the interpretation of the lesson by my students (common misconceptions and interpretation of lessons), this year the shift was for me to concentrate on how I present the lesson, am I creating a hook that is of interest to them, is the lesson relevant to them, are they discovering rather than being told. This in itself is an art, shifting the rigor to the students is never easy, and you do meet roadblocks, but, with a little thought and creativity, anything is possible. Students have taken up the challenge and I find that classes are more engaged. This class is a challenge, but I always walk away with such good insight on myself, how I teach, how others teach and with a new outlook on my classroom. It is a blessing to have this program and I will be sure to be back.

123

Jennifer Olsen - Teacher Lesson/Activity: Real World Math Problems, Grades 6 & 7 Mathematics Purpose of Lesson: Real world math problems are built into the curriculum for almost all math standards. Students often don’t have the basic living knowledge to answer some questions (eg: how many cards in a deck of cards, or how many meters in a kilometer). When trying to create questions for bell work and quizzes I thought that if I could relate it to content that students feel are “real world” it may help them to be engaged. In this lesson, students will discuss with each other how they can take the concepts used to date and apply them to their real world. Description of Activity: Group discussion about the types of questions they feel do not relate to them, types of questions they feel could still teach the concepts and be relevant to them. After a discussion of criteria that makes a quality math problem, we dissected a few current questions to uncover the elements needed. Using the criteria discussed, students were then given a slip of paper to work individually or with a partner to create a question they felt represented a learning standard and their own unique take on it. Reflection of Activity: In a world where students need to be coaxed to engage in learning, this activity had them talking, creating and having immersive conversations on how to build a math problem that was relevant to them. I have since used some of these questions in bell work and they are always excited to see their question or topic in the problems. A poster was created with the best questions and it hangs in my room.

124

Jennifer Olsen - Teacher Real World Math Problems continued

Poster with Questions Inspired by Class Discussion

125

Jennifer Olsen - Teacher

Jennifer Olsen, Class Story Art Response

126

Jonalyn Rivera Math 2 & Math 2 Advanced, Grade 7 ▪ Heritage Middle School For the second year in a row, I am finding myself monumentally changed and inspired by the Art of Reflection and Response Teacher Institute. I would have never coined myself a “Creative” because I simply wasn’t in the business of creating. My education was predicated on receiving and regurgitating back the information- I was only fortunate in that I could naturally process and synthesize the information I was given. Rarely was I presented the opportunity to let my creative juices flow, and besides, I was destined to be a science major; there’s absolutely no creativity in that (heavy on the sarcasm). In reading back my letter that Pam and Suzi had each of us write to ourselves, I concluded that I had exceeded my expectations. I had hoped for “a push out of my comfort zone, and an affirmation of my integrity, resilience, patience, and persistence.” Not only did I get all of that in the collaborative activities and discussions led and participated in by Volusia County Schools colleagues I otherwise would have never met, but I “could have never predicted the amount of healthy discomfort I would feel over the course of the class.” As I grow professionally, I find that the growth is in the unknown; it’s in taking the risks to deviate from the standards and it’s in having the courage to fight for what is right, in your classroom. What’s right in your classroom can only be dictated by you. I was able to assess what I found to be right and necessary in my classroom, using my judgment of what success truly looked like. Making the connections between what I was being shown in the institute coupled with learning walks I was participating in at work, joined together with the knowledge I was receiving from my enrollment in my Daytona State classes has been absolutely pivotal to my outlook on teaching. There’s a Ted Talk that I had to watch for my Educational Psychology class over at Daytona State. The title is “How to Build Your Confidence- and Spark it in Others” by Brittany Packnett. Brittany opines that there are 3 key elements to encouraging confidence in the classroom- or really any setting. She states that permission to be confident, the community to practice it in, and the curiosity to continue doing it even when you fail are the necessary elements to maintain a healthy source of self-confidence and in turn, higher levels of self-actualization. In consistently attending the institute and in attempting to manifest all the ideals that which I unlearned and now am actively trying to relearn, I firmly believe that I could replace “confidence” with “creativity.”

127

Jonalyn Rivera - Teacher continued

I donâ&#x20AC;&#x2122;t see why creative learning isnâ&#x20AC;&#x2122;t pushed in academia. For even if a person disagrees morally and believes that education should be teacher led and student received, there are actually numbers and statistics to demonstrate the correlation between giving students creative spaces to learn, fail, and try again and seeing their conceptual retention rise. Or seeing their success on standardized tests rise. Or seeing their confidence and creativity and selfassurance rise (which we really know is the most important thing). I fully intend on continuing to actively incorporate creative learning in my classroom, not only because it makes me a better teacher but really because it makes the students better learners. And better learners have a higher chance of success and potential to fully change the world and how we see it. Everyone should attend this institute! The need is there, the resource is here. As a collective, hundreds if not thousands of children have been affected, and the beautiful thing is that this is only the beginning.

128

Jonalyn Rivera - Teacher Lesson/Activity: Building Your Dream House, Grade 7 Advanced Math 2 Scale drawings and understanding scale factor can go one of two ways for a 7th grader; excellently, or detrimentally. Most if not all 7th graders can understand that there are models for every actual item or measure out there. For every car, there is a model car, for every Earth there is a globe, for every woman or man there is a Barbie or Ken doll. Applying scale factors is one of those topics covered in middle school math that is actually applicable in real life; hence I thought to incorporate a real-world application with the ideas of using a scale to build something real. Lots of graph paper later and imagination later, the “Building Your Dream House” activity was presented to my class. I asked that my students pair up, then I handed them the rubric and had them begin to read about the assignment. I gave each pair 1-2 sheets of graph paper and told them “go ahead and collaborate on your dream house,” with no further instruction. Questions abounded and there was certainly not enough of me to go around to each pair at that moment because the students wanted to know their parameters and really were seeking structure. I just told them that they had 20 minutes to show me their story. The students were making a rough blueprint of all the rooms and amenities that their home would include and will later be asked to figure out the actual areas of said rooms using the model length and widths they drew out with the scale factor I presented to them. After their blueprint is completely done and their actual dimensions of the house calculated, they will be figuring out how much it will cost to floor their homes. Perhaps their bathroom will have tile at $10 per square foot and their exotic animal room will have turf at $30 per square foot. The students have free range and creative license to design their home as they see fit under the conditions that they are applying that scale factor and calculating costs. The idea behind this lesson is actually quite simple; can the students apply a scale factor of 1 square unit: 5 feet to blueprint their dream house? Will they be able to find the actual dimensions of the rooms in their dream home given the scale factor, and furthermore can they calculate just how much the house will cost to build? I’m certain that the students would have been able to calculate actual or model values based on certain scale factors had I just taught them from a Powerpoint or YouTube video. In asking them to apply their own creativity to a project, especially as an introductory lesson, I presume that the information and mathematical skills they cultivate will make a more lasting impression.

129

Jonalyn Rivera - Teacher Building Your Dream House continued It was challenging to compel the students to focus on creating realistically sized rooms as they were more focused on incorporating all the dreams and aspirations that they had ever held for a house, right now on this project. They were definitely more eager than anticipated to tell their story through the rooms in their houses that they weren’t willing to budge on leaving out! I found myself asking questions like “your movie theater room is right next to your living room, do you think the sounds would clash?” or “I see you have 4 large bedrooms, but only 1 bathroom, what happens if everyone wants to brush their teeth at the same time?” I enjoyed this activity as did the students- even if only because it was something different than a worksheet. Next time I may wait to do the project until the students have had some practice with manipulating scale drawings based on a scale factor and I may give more structure to what their house can include. Then again, I may not. Seeing that one pair incorporated an awards room for all their accolades, another asked for another piece of paper for their second floor because they couldn’t stand to be on the same floor as their partner (mind you, they’re identical twins) and a third pair formed their house into the letters JG because both of their names have those initials gave me insight into just how incredibly artistic and mindful these students can be. They were able to express their stories through the layouts of their houses and it was so apparent that I was dealing with 19 very different 12 and 13 year olds. I wasn’t expecting to hear “Ms. Rivera, how will I show the front and back of the house?”- because the students weren’t conceptualizing that a blueprint is the image you would see if you were in an airplane looking into the house, but that’s where a quick Google image search came in handy! What’s more; the results from even just 20 minutes of brainstorming and sharing ideas were impressive, beautiful, practical, and something the students could be proud to share.

130

Jonalyn Rivera - Teacher Building Your Dream House continued

Ethan Hemke, Grade 7

131

Jonalyn Rivera - Teacher “Teacher” by Jonalyn Rivera We teach all year long. They attempt to pass the test… They know we’ve failed them. Build relationships. Each kid deserves a fighterLook how far we’ve come. “Stick to the standards!” I’m trying, but I’m drowning. What makes this worthwhile? “Good morning, students!” “Good morning, Ms. Rivera!” They make it worthwhile. Spring Break, weekends offTeaching isn’t all that bad. My pastime? Grading. I could leave my job. Forego the observations. Change up my life plan. Where’s my fulfillment? All words of affirmation. My love language. The future leaders. Miseducating the youth. Will they know success? A thankless career. Do I make a difference? Let’s ask the students. Their faces light up. I inhale, exhale, and pause. How could I leave them? 132

Ann Sejansky Theatre, Grades 9 - 12 ▪ DeLand High School In reflection of this year, this course encouraged me to stop criticizing myself so much and to just try the things I keep telling myself I can’t do. This year, my focus was on set designing and building. We created two sets this year, one huge one (Leading Ladies) and one tiny one (The Curious Savage). I have written about both accomplishments this year and turned in photos to show the final result of each. I learned that organization and skill need to work hand in hand for a task one is not familiar with doing well. I would never say that either set would pass industry standards as far as aesthetic value or design quality. Everything is done on a low- to- no budget option. But what we COULD do helped us to achieve our goals of presenting quality theatre for the high school and the community. The Leading Ladies set, was an experiment with having the kids stand the flats up outside before we painted them. About 15 kids stood behind individual flats in the configuration we needed them in. We did this before we painted and labeled the back of each flat so we remembered where everything went- like a puzzle. We then painted each flat. When the time came to transfer into the auditorium, we were able to put the whole thing together in 15 minutes! We were all amazed at how well we put it together and how good it actually looked on stage! I would never have even tried such a feat if not for the encouragement of thinking outside the box and learning how pieces of Art are put together. Then there was the trip to the Museum to see Kirsty Mitchell’s masterpiece, WONDERLAND. Watching the video on how she put her exhibit together inspired and reminded me that all that shimmers is not gold! What fabulous works of art she created using the very things we find around the house! Bags of flour created snow! Plastic flowers create parts of a forest; some plastic and spray paint create an elaborate head-dress. Delicate wooden fans create boats and splendid skirts and costumes. This was the spark I needed to help me create what truly was a bunch of rolling columns into a library, hallway entrances and a window for The Curious Savage.

133

Ann Sejansky - Teacher Lesson/Activity: Leading Ladies, Grades 9 - 12 Theatre I designed and created a pretty nice, flawed, little set. I say this because it really was the first time I “drew” out a floor plan, put up a mock set to see if it would work and, lo and behold- it did. I have to say I’m impressed with the artistic creativity and the vision it took to making it fully realized. And I could never have done it alone. On the day we painted the individual flats the colors we wanted them, I had the kids stand each flat up in the position it would be placed on stage. We figured out where different sizes fit and where the door flats would go and how big it would look on our huge stage. It took about 30 minutes to figure all of this out. Once we did, though, it took two minutes to stand it all up to be able to see an already painted, ready to assemble little set. The entire work- day lasted four hours and we were done. Most of that time was lunch and waiting for paint to dry. I had collaborated with our wonderful Carpentry teacher, who’d been injured recently in a car wreck. I promised him it would take about 30 minutes of his and his students’ time to assemble the set. He looked at me and said, “Yeah. Ok.” We met on Saturday morning and he was in a great hurry as he had to be somewhere by 9:30 (it was 9). I assured him we were ready, as we’d loaded in all set the pieces, etc., the day before. We assembled our gigantic puzzle on the stage and waited as he and one of our Dads went around with their screw guns and lumber to attach each flat together. They inserted hinges and pins and all that good stuff to make it sturdy. At 9:30 our Carpentry teacher was still there! I said he could go, we were done. He smiled at me (this hardly ever happens) and said, “I have more time than I thought. I want to do something.” He was double checking the escape stairs behind the set and braced the platforms from underneath to secure them for safety. With that he waved and left. An entire set up and ready for use in 30 minutes. I hardly ever use Social Media, but I posted on a HS Theatre teacher website about it. I will try to include some photos. I mentioned my little set was flawed”. Well, if you looked really close you could see LOTS of mistakes. It’s not the best set in the world, by far. But it proved to me that I maybe DO have a knack for design I never tapped into. What I lack are technical, drawing and building skills. As my family says, I have two left hands. There is also the joke about the proverbial steel ball...Again, this set designing stuff is new to me. Happily, this will be the first of many more to come!

134

Ann Sejansky - Teacher Leading Ladies continued

Scenes from Leading Ladies 135

Ann Sejansky - Teacher Lesson/Activity: The Curious Savage, Grades 9 - 12 Theatre Mother necessity dictates what we do and how we do it. There never has been nor ever will be a perfect year. If one thing works well, it’s because something else was sacrificed, overlooked and/or neglected. Such is life in the real world and so it is in the classroom. The world of a classroom is similar to the world of a play. We have Aristotle’s “Three Unities”: time, place and action. Seems like every crisis must be solved within 24 hours; the real action happens out of our view and nobody gets out alive except the hero, who must live only to tell his or her story; then they can die! Once upon a time, in a not so distant past, there was a leader with a small but mighty following. They were a talented bunch of Thespians who would do anything to get the show up and running! One day, they entered a play festival, only to have their play selected to perform before the whole Thespian Kingdom in a village far, far away from where they lived. In order to attend the great Festival, the leader and her players had to sacrifice many things they’d planned to do previously, including a Musical and a beloved night of Original Student Plays. In an effort to raise the money to stay in a fancy hotel in the far away town, they decided as a group to forego the musical and perform the three winning original plays in the spot the Musical would have been in. This saved them great quantities of money, which was used to pay the entrance fee to the Festival. At the beginning of their performing season, the happy, little Thespians had agreed to put on a play meant to give opportunity to the newly acquired members of the group and those who had served faithfully and satisfactorily backstage on previous productions an opportunity to shine in a show of their own. It was agreed upon that said show would take place in the Kingdom’s smaller Theatre space known as The Black Box, so named because it is small and dark. This would save the Thespians lots of money, as they had to pay for the use of the Grand Theatre. Also, it would not require as big a set as would be needed for the Grand Theatre’s stage. Hoping this little play would raise much needed funds, the Leader had to use her noggin to figure out how to create a space that captured the world of the play. They had no extra money to spare. They had no room for actual flats on the smaller stage. They had no help from the coveted carpenters. What to do? RECYCLE! The Leader knew she had several eight- foot rolling boxes that had books painted on them to be a library, which is where the play takes place. She ransacked the prop area and found appropriate furniture to accommodate the actors. She then pulled two more rolling boxes to create a grand entrance to the space and two more rolling boxes created a hallway exit and a rickety little wooden square unit worked for the upstage center window. And there it was! A make-shift set that served their purposes well! A piano borrowed from the Music Makers completed the picture and the play had a world to enjoy!

136

Ann Sejansky - Teacher The Curious Savage continued The Little Thespians were quite happy with their set and helped in placement of boxes, furniture and props and they continued on in creating a magical world that an audience could enjoy! A little creativity, the willingness to compromise and the desire to succeed can make anything worthwhile happen. The show has yet to be performed, but the Thespians and their Leader are working very hard to make it happen in three more days!!! Photos of the little set accompany this story.

Scenes from the Curious Savage

137

Rajni Shankar-Brown Associate Professor and Jessie Ball duPont Chair of Social Justice Education, Stetson University Executive Board Member, National Coalition for the Homeless Cheers to Teaching and Living Authentically The Museum of Art DeLandâ&#x20AC;&#x2122;s 2019-2020 Art of Reflection and Response Teacher Institute provided another memorable journey. I am honored and immensely grateful to have been invited to return as an educator-scholar in residence. The institute replenished my creative spirit and further affirmed my deep-seeded passion for education and lifelong learning. I have been fortunate enough to participate in the teacher institute for a few years now and this program continues to remain one of my all-time favorite professional development experiences. I appreciate having intentional time and space to reflect, share, explore, heal, learn, and grow. How beautiful it is to weave together beloved community with fellow educators -- exchanging stories and perspectives, collaboratively inquiring and constructing, sharing resources and dreams. The institute is an ever-giving, priceless gift. The institute continues to touch lives and transform educational practices (and in turn, positively impact schools!) and it is possible because of the generous financial support provided by the family of Dr. Evans C. Johnson. The 2019-2020 Art of Reflection and Response created dynamic spaces and empowered us (as educators and human beings) to engage in meaningful learning. Pam and Suzi thoughtfully designed and facilitated activities, stretching both our minds and our hearts, emboldening us to teach and live authentically. These activities, largely rooted in visual and verbal literacy, fostered interdisciplinary connections and critical thinking. Additionally, these activities promoted imagination and play, nurtured our inner-child, and reminded us to remain curious and even be silly at times. Educators are all too often exhausted and stressed out from the crushing yoke of daily pressures and obligations, including being overworked, restricted because of standardized testing mania, struggling financially from low teacher compensation, and dealing with the challenges of unstable leadership. These compiling adversities contribute to increased teacher turn overrates and mental health issues. Research demonstrates that the rate at which teachers leave the profession is significantly higher than the departure rate in other professions. Therefore, the fact this institute proactively works to address the epidemic of teacher stress and renew enthusiasm for the education profession is tremendously commendable. Further, Pam and Suzi are a marvelous duo! They gracefully balance and complement each other, while sharing an incredible work ethic, steadfast dedication, and visible passion for education. 138

Rajni Shankar-Brown Continued The institute is truly a community, and one to be celebrated. Over the past year, many of us participating in the institute faced adversities inside and outside of the classroom; and we extended support to one another in a multitude of ways, which reflects a genuine foundation of love and strength in the bonds formed during the institute. And again, Pam and Suzi are to thank for helping build and sustain these beautiful links, which often transcend from professional relationships into solid friendships. While the Institute equips educators with many skillsets and strategies, over time I have realized that the most important skillset being fostered is the ability to listen attentively and empathetically. As in previous years, we were given myriad opportunities to listen to each other’s stories and form meaningful connections between our lives and with the world around us. We were given ample time to observe and “listen” to art from the Museum’s permanent collection and enchanting special exhibits. In addition, we were given time and space to turn inwards and reflectively listen to the beating of our own heart. As educators, we need both time and space to respond and renew -- professionally and personally. We need opportunities to practice and enhance vital teaching skillsets such as listening, empathy, and creative expression. All of which is why I fully embrace, applaud, and praise this amazing Institute. The 2019-2020 Institute afforded meaningful opportunities to recharge my sense of purpose as an educator and to increase clarity in my work as a scholar, artist, and activist. Moreover, I experienced many memorable moments over the past year, including distinct moments that kindled my curiosity, energized my creative cells, and filled my soul with exuberant joy. I had opportunities to see the world with a thousand eyes (*reflected in my painting Murya). I had opportunities to affirm and renew myself as an educator alongside my colleagues who are now my friends (*reverberating in my poem Teachers are Global Ventricles). I had opportunities, such as this one now, to reflect and converse with my inner being. When I think about my experience with the Institute these past few years and particularly last year, I am reminded of the words of the Persian poet and Sufi-master Rumi: Let the waters settle you will see stars and moon mirrored in your Being. I am deeply thankful and proud to be a longstanding member of The Museum of Art DeLand’s Art of Reflection and Response Teacher Institute community. I will continue on this journey with gratitude for this dynamic experience and for this community. The Art of Reflection and Response is a community I treasure and love vibrantly, which explains why I already find myself looking forward to all the magic that awaits in 2020-2021. Here is to teaching and living authentically. Cheers! 139

â&#x20AC;&#x153;Teachers are Global Ventriclesâ&#x20AC;? by Rajni Shankar-Brown The heart of a teacher Is massively enlarged Chambers stretched A thousand times each day Teachers are global ventricles Beating oxygenated love Generously on overdrive Shortness of breath Dizziness and chest pain Invisible to most Folded and concealed Waking before sunrise To greet students with smiles While wearing a thousand hats The definition of self-sacrifice The heart of a teacher Is massively enlarged Swimming alongside Schools of children Shielding earthly treasures From cavernous mouths of sharks Gifting red blood cells So their fins grow and thrive Relentlessly giving Investing in the present For the future Teachers are global ventricles Overworked and underpaid The definition of faith And hope and love The heart of a teacher Is massively enlarged Teachers are global ventricles Exploited and abused Lessons on myocardial infarctions Holding down a dozen jobs With daily demands to do more And little recognition 140

Rajni Shankar-Brown Teachers are global ventricles continued The heart of a teacher Explains persistence In the face of resistance The heart of a teacher Is divine and sacred Must never be taken for granted Massively enlarged Teachers are global ventricles Continuing to grow and invest Beating stronger Than any standardized test Still the earth orbits the sun on repeat And even silent palpitations Can lead to early death Investing in our children Protecting our future Nurturing a thousand shades of beauty Between periods Teachers are global ventricles Massively enlarged hearts That nurture lives and fuel spirits Weaving magic in the world The heart of a teacher Is luminous light shining through tar Tonic for a sick society A compass in a thousand tangled mazes The pulse of communities Resuscitating lungs buried underwater Teacher is a synonym for hope Generously on overdrive Beating oxygenated love A thousand times each day Heart chambers stretched Extending nutrient-full roots Giving and upholding life To grow a better world Teachers are global ventricles

141

Rajni Shankar-Brown

Rajni Shankar-Brown, Mayura: A Thousand Eyes, 9x12 inches Watercolor, Oil Pastels, India Ink, Graphite

142

Darlene Stewart Theatre, Grades 6 - 8 ▪ Ivy Hawn Charter School of the Arts I have participated in the Art of Reflection and Response Teacher Institute now for almost all of the years it has been in existence. The one year I chose not to attend, I had thought it was something I could “miss” in order to “lighten my very busy schedule.” I was mistaken and haven’t missed a session since. Why do I make a point of joining this teacher training year after year? Why do I give up a few days in summer and one Saturday morning every other month for most of the school year? What is it about this professional development that I can’t get enough of? A word that keeps coming to mind is renewal. The Art of Reflection and Response assists in renewing my spirit and allowing me to continue with the daily grind that sometimes walks hand in hand with teaching. Burnout was often an issue for me when I made my living as a Theatre professional. I knew when I became a Theatre Teacher, I needed a way to bolster my creativity, feed my artist and provide an outlet to prevent the burnout felt as a Theater director and producer. This professional development opportunity is one of the best ways I have found to stave off or eliminate the negative aspects of burnout. The instructors give countless ideas to use in any type of classroom. The creative activities we practice often push us outside of our comfort zones, but allow for growth as teaching professionals. The networking opportunities are wonderful and vast. And most of all, we feel appreciated and challenged to be our best selves in the classroom. I appreciate all of the wonderful things I have learned, written, created and talked about during The Art of Reflection and Response. I will happily keep signing up for the returning teaching sessions as long as they allow me to join. I encourage anyone looking for wonderful content for the classroom and creative lessons for themselves to join us for the Art of Reflection and Response!

143

Darlene Stewart - Teacher Lesson/Activity: The Classroom Quilt/Flag, Grades 7 - 8 Theatre Objectives: To create a symbol representing all students in the Theatre classroom. To assist in creating a cohesive classroom community and ensemble in the Theatre classroom The Classroom Quilt (or The Classroom Flag)  Teacher will explain that we are creating a classroom quilt that will represent everyone in the classroom. All students will have their own square piece that they may design and position in the quilt.  Students will select a large post it note from a variety of colors.  Students will create their own Post it that will include their name, a symbol or symbols that represent themselves.  Students will place their own post it note on a large poster board to create a Classroom Quilt.  Once finished with the squares, the teacher will discuss that the class as a whole must decide on the border. Everyone must agree what the border will look like. Everyone must agree what meaning the border will have for the class as a whole.  Students will break into smaller groups to brainstorm ideas for the border.  Students will return to the circle to discuss possible borders. Teacher will make notes on various ideas.  Students will select the border idea they like the best and will then work as a class to finish the classroom quilt.  Once finished the teacher will hang the classroom quilt prominently in the classroom. Notes on the Lesson: This lesson worked wonderfully for my smaller class of 8th grade students, but was more difficult for my larger class of 7th and 8th grade students. Both classes had a difficult time finishing the project, but eventually did reach a consensus and created their quilt. One class like the term “Classroom Flag” better than quilt because they felt it was a representation of them as a whole like the flag represents the U. S. I would do this lesson again at the beginning of the year because it does assist in the students getting to know one another and creates an ensemble in the classroom.

144

Darlene Stewart - Teacher The Classroom Quilt/Flag continued

Student Examples of Class Quilt/Flag 145

Khorletta Sutton-Cressor Science, Grade 6, ESE Science Support Facilitation, Grades 6 & 7, and FFEA â&#x2013;Ş Deltona Middle School

Participation in the institute benefitted me personally and professionally by allowing me another way of engaging students who donâ&#x20AC;&#x2122;t normally stay engaged. Those students that always drawn instead of completing assignments, so by adding a creative piece into the lesson, this allows those students a voice, with the understanding that they must pay attention to be able to understand the information to build creatively. The story project has impacted my classroom and studentâ&#x20AC;&#x2122;s experience by allowing them to understand that they have a voice. Through this process it has given the students an opportunity to learn more about themselves while thinking about what they are doing, have done and will do. I enjoyed writing my own story, as hard as it has been for me to understand that each bump and bruise along the way has made me who I am. Regardless of the circumstances that I am and will always be a survivor. I allowed not only my classroom students to work on their story, I also challenged my FFEA students to write their story. Along with the writing of their story they were challenged to draw or pick a picture that represents them and a piece of music that tells about them. So, with this challenge I did the same and add a picture. So, I will submit a personal work with my story and a picture that represents me. So, the opportunity to connect science and art is a challenge that I am ready to accept.

146

Khorletta Sutton-Cressor - Teacher Lesson/Activity: 4 Stations Lesson Plan - My Class Story, ESE Science and FFEA

This lesson was set up in 4 stations. This lesson plan was my first attempt at connecting Science and Art with the MYSTORY. These 4 stations included the following: 1. If you were a science experiment gone wrong, what would you be and why? And Draw it. (Students would create and draw them as a science experiment gone bad, examples dragons and human mix, or an erupting volcano that only spat snow) 2. What is your story? If you were being interviewed what would you want them to know about you? (News13 came to broadcast an interview and what would the student tell them about who they are and want to be) 3. Was a question and answer paper in regard to Convection, Conduction, and Radiation. 4. If money was not an issue, describe a science experiment.

147

Khorletta Sutton-Cressor - Teacher 4 Stations Lesson Plan - My Class Story continued

Serenity Cressor, My Story , 6th Grade FFEA Once upon a time not long ago, there was a girl named Serenity. She felt different from everyone else. Because she was taller than everyone. But she had a lot of friends and was popular for her dancing. She really like to dance, paint, draw, rap, and sing. My favorite song is ballen(clean). I have two brothers that are very annoying but has a great style, can rap, and dance. I think we are a very talented family. I want to be a basketball player, one day . I think my family believes in my dreams. I believe that I will become a famous hip hop dancer. My favorite color is turquoise, and hot pink. My favorite type of shoes currently high-top vans. In the future, I will make a living being a basketball player, while on the sideline I would love to cheer for the Orlando magic since they are a dance team. I would also love to travel the world by getting traded to different basketball teams. I would love to have a Pomeranian or a husky for a pet, but I currently do have a rabbit and a couple of hamsters.

Jeida Bravo, My Story, Grade 7 FFEA My favorite artists are Evan McIntosh, Billie Eilish, Tyler the Creator, Bad Bunny, Khalid, Tokyo's revenge, Daja cat, Joji, Ruel, and Cuco. My favorite stores and online stores are bath and Body works, five below, target, Nike hand m, romwe, wild flower case . Com, Zumies and Holllister. For free time I like to draw and listen to music, ride my bike, play basketball or play Uno with my sister. When im 14, I am going to work at Publix to earn enough money until then. Then I will work at Vans, or Zumies at the mall. After collage Iâ&#x20AC;&#x2122;d like to travel to places like Tokyo, Hawaii, Puerto Rico Bahamas, Paris, Canada, and Italy. With the money from the Jobs. I will buy myself a black and white jeep. Then, when I get older, Iâ&#x20AC;&#x2122;d like to work on a farm. I donâ&#x20AC;&#x2122;t know If I want to be married or have kids. I might just get a whole bunch of pets like a dog, cat, ferret, hedgehog, snake and a turtle.

148

Khorletta Sutton-Cressor - Teacher

My Story by Khorletta Sutton-Cressor How do I start my story? How do I present what I feel, what I am, how I came to be? Well here we go it all starts with me. I have been through pain, anguish, despair, disappointment, depression, disgust, but wait there Is more, I have also been through excitement, joy, happiness, anticipation, stress good and bad, anxiety good and bad, and enjoyment. Some days I feel like I am all in, but others not so much. But again, that’s just me and how I feel, I go through many emotions all at once as we all do and then at the end of the day, I can be and will be only just me. Lately, I have been tired, both mentally and physically, not knowing why. It’s probably stress who knows? It could be about home life, then again it could be work, then again, a culmination of all the above and then some. I have always been an open book, why change who I am for anyone? I have been built upon the many chapters of my life. My book has been written and will continue to be written as my life. My chapters include chapters of love and loss, lies and deceit, and deception. I have always been the fall back person so to speak. I have chapters of life where in school people where jealous of me because of others miscommunication, that I was unaware of till later. I have had times through life, where I have taken some trips, stayed home and relaxed or destressed. I have enjoyed good company, and bad. I have had some great friends and some not so great friends. I can get easily sidetracked, but I try not to. It is so interesting to see how different jobs, friends, acquaintances, knowledge and wisdom have caused me to be the person that I am today. Sometimes I ask am I naive, but I don’t thing I am, I like to allow people to show me who they are. That may mean that I get hurt in the process, but I suppose it is just part of my nature. So, I could go on and on about my story, so let's just say this that I am today strong, resilient, wiser than 20 years ago, smarter than a 20-year-old, all because of what I have been through. I am a product of what I have been through, but never allowing it to hinder my stride. One thing I will always remember is how my son looks at me. He’s statement about me is this: “If I (meaning me) set my mind to it, I get it done. He says I am determined and never have backed down from what I wanted. I may have been dealt some bad hands and situations, but that has not stopped me from succeeding.” So for that and how he sees his mother, I will continue to achieve what I set my mind to.

149

Khorletta Sutton-Cressor - Teacher

Khorletta Sutton-Cressor, My Story Collage 150

Judy Williamson Global Perspectives, Grade 10 and U.S. History and AICE U.S. History, Grade 11 Pine Ridge High School The Art of Reflection and Response Teacher Institute has helped me bring more creativity into my classroom, my students have been able to examine art, propaganda, songs, photographs, and other historic works in new ways. I am constantly altering my lesson plans here and there to incorporate more art as well as creativity in my lessons. I wish I could say that the institute made me become more creative, but as a teacher and free time lacking, it has made me add to the list of things I need to complete over the summer. I have thoroughly enjoyed learning how teachers of different disciplines have used the lessons we learned in their classrooms. I use images all the time in my classroom whether it is political cartoons, photographs, paintings, or images they have to create themselves. Due to what I have learned and shared with my students they are more confidant in their analysis of images and their creativity. I am already looking at past lessons and identifying where I can incorporate the methods and activities to increase my students exposure to art. I look forward to this institute, it is not often we look forward to Saturday workshops but this is one I get excited about. The connections I have made and the new ideas that I can bring into my classroom make each session valuable to myself and my students.

151

Judy Williamson - Teacher Lesson/Activity: Culture/preservation of culture/ ones own culture, Grade 10 Global Perspectives The themes of the lesson are culture/preservation of culture/ ones own culture. We started with watching the documentary The Music of Strangers, and students had to identify the various aspects of the musiciansâ&#x20AC;&#x2122; cultures. We discussed the struggles that some of the musicians had keeping their culture while adapting to life away from their homes. Students also had to discuss why it was important to keep oneâ&#x20AC;&#x2122;s culture even when adapting to a new one. During this unit on culture and the preservation of oneâ&#x20AC;&#x2122;s culture I had them examine their own. In order to understand my classroom story. I needed first for them to tell me their stories. Students need to talk to their families to understand the historic culture of their families. They then had to identify the sub-cultures they themselves belong to. After figuring out the various aspects of their lives that have influenced their individual culture I had them create a visual representation of it. They then presented them to the class, sharing only what they were comfortable sharing. The activity has brought my class together and has made them more tolerable of each-others quirks. My students have really become more of a family as they realized despite having very different backgrounds they actually have quite a bit in common.

152

Judy Williamson - Teacher Culture/preservation of culture/ ones own culture continued

Jasmyn Brown, Grade 11

Deidre Jones, Grade 10 153

Judy Williamson - Teacher Culture/preservation of culture/ ones own culture continued

Samara Mullins, Grade 11

Jyla Rey, Grade 10 154

Judy Williamson - Teacher Culture/preservation of culture/ ones own culture continued

Brianna Santana Grade 10

Kyra Sullivan Grade 10 155

Judy Williamson - Teacher Judy Williamson - My Story My year started out rough, I had a very turbulent year last year and pre-planning brought all the grief of last year back. I was honestly not sure I was going to make it through the year having to stare at the two seats that were made empty so quickly and without notice. I had to rearrange my room to make it different, but I am still here, I stuck it out and I am glad I did. My classroom is a place where all students feel welcome, a place where they can come by and share their joys as well as their sorrows to a caring ear. I have many names, some call me mom, some call me Miss, some call me Mrs. Will, and some even call me by my name Mrs. Williamson but no matter what they call me I listen and they know it. The story of my classroom is one of hard work and dedication my students know that they have to work in my class and while they complain they tell me they appreciate that I have helped them learn.

An open letter to my students, When you entered my room on day one you became mine. An individual in whom I have a stake in, I am a small factor in the way you will view the world. Hopefully I have made you mad and hopefully I have also shown you hope. I hope you have become angry at the injustice you have seen, and I really want you to have found hope, hope in the fact that change is possible and injustice is able to be stopped. I want you to remember the passion with which I taught you. I hope that you find your passion and you embrace it. I want you to pick a career path that makes you happy, don’t select a career because of the size of the paycheck, pick one based on the size of its impact on your soul. That does not mean it will be easy and that you will enjoy it everyday but it does mean that when you have bad days it’s because you care and THAT matters. To live is to have opportunities, take them, embrace them and if you don’t like where you are headed stop and start again. Live a life that you are proud of, live a life that makes getting out of bed everyday a joy and not a chore. Find your purpose and OWN it. Put all of your heart and soul into it and you will never feel empty. You have heard me say you can’t always be motivated so you have to be dedicated, I wish I knew who said that first as I would give them credit but alas I do not know, what I do know it that they are right. Be dedicated to you, be dedicated to making a life for yourself, and be dedicated to helping this become a better place. When you see injustice stand up, speak up, make sure that at the end you have stood on the right side of history. Somewhere someday we will see each other again, I want you to tell me that you are happy because you are living a life you are proud of. A life that gives you challenges that help you become better and stronger. With love, Mrs. Williamson 156

Kathryn Wilson English II, II Honors, English III, III Honors, Grades 10 - 11 ▪ DeLand High School

This class has helped to keep me sane. I’ve truly enjoyed being creative and using art as inspiration for myself and my teaching. Art evokes powerful emotions in me and in some of my students. I cannot think of a better way to spend a Saturday (or any day) than being creative in the presence of such power. I’ve had difficulty this year seeing my focus as the classroom story, and I don’t really know why. My classroom is full of stories – my students’ stories and the stories we read. Stories surround us, and yet, I don’t consciously keep the classroom story as my focus. In thinking back over my year, thus far, we’ve experienced stories of many kinds – stories of self and how who we are is created from our past, our families, our determination, and our dreams; stories of others and how they help shape us; stories about dreams of the future. The year has not been devoid of story-making or storytelling. The stories we tell in our classrooms will be some the students take into adulthood, and this gives me focus and will help me to make choices that lead to positive impact, because it’s the impact we must consider. The impact of our stories is the most important part. Because of the impact of this class. I’m planning to end our year with a story project that tells each student’s story of their school year. The many perspectives of this journey we’ve shared will be enlightening (I hope).

157

Kathryn Wilson - Teacher Lesson/Activity: Classroom Story Strategies Reflection, Grades 10 - 11 We have been talking about our stories: who we are, who we want to be, how we got where we are, and how we will get where we wish to go. We looked at pictures that represent our families and our homes (states, countries, houses) and discussed how those places helped form who we are. After talking about what makes us who we are, we discussed who we want to be. Students in 10th and 11th grades are mostly unclear about what they want to do as adults. Very few have already set goals. We discussed things that are exciting to us and that make us happy and looked at careers that might incorporate those things. Finally, we began our story art. Students created silhouette heads and decorated them with things that make them who they are. The purpose was to show their stories through art. These pieces were visual-verbal stories meant to help their peers know them better without guesswork. The pieces were mostly well done, and we learned a great deal about each other. As I look at myself as a teacher and consider what I’ve learned through this activity, I must wonder what has happened to stop children from having dreams and goals. I remember that in high school my friends and I used to talk about our dreams and what we wanted to do when we grew up. I have a very specific memory of me and my best friend discussing our futures. We weren’t even in high school; we were in 5th grade and talked about being lawyers and teachers and what things we could do to make the world a better place for people. Eventually, she became a social worker, and I became a teacher. During this activity, I was saddened that my students couldn’t talk about what they might enjoy tomorrow, next week, or as a future career. They couldn’t look back and recall wanting to be an astronaut, a teacher, a veterinarian, a DJ or anything. They didn’t remember childhood dreams of what they might become. Because of these realizations, I plan to incorporate stories about strong people into my classroom lessons. I plan to read to my students from story books that may inspire them. I will also bring in strong adults who can talk with them about all the possibilities and perhaps help open some doors and spark some dreams.

158

Kathryn Wilson - Teacher Lesson/Activity: Reading Art and Telling Our Stories Through Self-Portraits, English III English III learners have been studying characterization and analyzing how authors convey messages to their readers. We’ve discussed what a reader can infer about a character based on dialog; descriptions of interactions and physical appearance or location; and the historical setting of the story. Because words are not the only thing we read, learners in English III learned how to read art. In this assignment, learners viewed 5 different styles of self-portraits by famous artists from different eras and really looked closely at the details provided by the artists. They looked at how the artist gave the portrait movement or helped the audience focus on something inparticular. Learners looked for information about the artist by looking at the medium used – paint, pen, pencil, digital program. They looked closely at how the portrait was created – lines, brush strokes, dots – and what colors and objects were present. They searched faces for expressions and clothing and accessories for clues about social status, self-confidence, or the suggestion of employment. After learners practiced reading portraits, they were given the task of creating their own artistic self-portrait. The learners were given freedom to create their portraits however they wished with one requirement: convey who you think you are to your audience. Learners wrote reflections about their work evaluating their own process and explaining what they felt conveys who they are and what they liked about the project and their completed art. They were also asked to reflect on what they might do differently if given this opportunity again. Once all self-portraits were submitted, learners participated in a gallery walk where they analyzed 10 portraits and made inferences about the artists (names were kept anonymous) whose portraits they chose to analyze.

159

Kathryn Wilson - Teacher Reading Art and Telling Our Stories Through Self-Portraits continued

Tyler Mattocks, Grade 10

160

Kathryn Wilson - Teacher Kathryn Wilson I am from generic things and from tire swings and dirt trails From ditch-hunting for crawdads and tiny turtles and from back yard mud fights I am from three-wheeling and fishing for bluegill we always tossed back I am from two bedrooms and one bathroom, sharing small spaces From hot summers riding bikes and cold winters wishing for snow, getting sleet and black ice I am from trivia facts on road trips, fighting over who gets to ride up front I am from high expectations: parents, teachers, and me From (over) protective rules, and playing devil’s advocate I am from “I love you!” and “You’ve got this!” I am from churches where pastors lied, and no one stopped the bullies or racists I am from love and support when I fought back I am from Kraft Dinner with Starkist Tuna and from Rich’s frozen donuts warmed in the microwave I am from roast and potatoes and from devil’s food cake without icing (because that’s how I loved it) I am from unicorn birthday cakes and back to school dance parties (with boys) I am from the most amazing Halloween costumes made with love I am from Friday night sleepovers, the skating rink, and camping trips on the lake I am from a place that never felt like home, and family who always feel like home, wherever they are I am from hard work and dedication and failed attempts to avoid my destiny I am from sleepless nights, fretting about inspiring, enlightening, comforting From determination and frustration and enthusiasm I am from novels and poems and movies and tv and speeches and stories From truth and fiction, right and wrong From grammar, writing, reading, and developing I am from trial and error and error and trial and trial and trial and trial and success I am from love and acceptance and understanding and only quitting when it’s best for me But where I am from is not all that I am.

161

Kathryn Wilson - Teacher

2019-2020: August to May - Kathryn Wilson We tread carefully, as to not startle each other Tiptoeing Testing, waiting, searching We speak of easy things Food, movies, friends Then about books (maybe), those who Read the stories, understand, desire Reflection and open doors Feeling the truth, promising dreams

Weeks turn to months and the quiet fades to (controlled) Chaos, stories are made Laughter fills the air The story unfolds.

We are all readers now Experiencing the stories Reflecting our images, opening windows and doors To â&#x20AC;&#x153;out thereâ&#x20AC;?

Out there is the next chapter of our story.

162

BOARD OF TRUSEES Dagny Robertson, President Solomon Greene, Vice President John Wilton, Secretary Mary Jeanne Ludwig, Treasurer Judy Thompson, Past President Karen Allbach, Samuel Blatt, George S. Bolge, Jean Burns, Kelly Canova, John Clifford, Sal Cristofano, Greg Dasher, Manny De La Vega, Linda Colvard Dorian, Barbara Girtman, Joan Lee, Craig Lindsey, Elizabeth Marotte, Kieu Moses, Lisa Ogram, Todd Phillips, Petra Simon, Ian Williams LEADERSHIP CIRCLE Jeff & Karen Allebach, Dennis Aylward, Bruce Bigman & Carolyn Bigman, Samuel & Donna Blatt, George S. Bolge, Courtney & Kelly Canova, John & Linda Clifford, Sal Cristofano & Laura Gosper, Greg Dasher, Manny De La Vega, Robert Dorian & Linda Colvard Dorian, Barbara Girtman, Richard & Lilis George, Solomon Greene, Patricia Heller, John & Karen Horn, Betty Drees Johnson, Joan Lee, Craig & Tracy Lindsey, Tim & Mary Jeanne Ludwig, Elizabeth Marotte, David Scott Meyer & William Suddaby, Greg & Beth Milliken, Kieu Moses, Lisa Ogram, Todd Phillips, Tommy & Dagny Robertson, Stephen & Claudia Roth, Clifford & Lavonne Strachman, Judith Thompson, Ian Williams & Nancy Hutson, John & Nancy Wilton FOUNDATIONS Adams Cameron Foundation, Earl W. and Patricia B. Colvard Charitable Foundation, Duke Energy Foundation, Lacey Family Charitable Trust, Publix Supermarket Charities, Inc. , Robert Rauschenberg Foundation, Wells Fargo Foundation PATRONS Ssan Andrews, Roubert Apgar, Denise Autorino, Ann Brady & Rick Kolodinsky, Wayne & Jewel Dickson, Rick & Carolyn Evans, Susan Griffis, Richard & Beth Jackson SUSTAINERS Michael & Beverly Bleakley, Billy Calkins, Richard & Kathleen Campau, Edward & Donna Chambers, Miles & Stephanie Clark, Joseph & Virginia Comella, Jon & Vernette Conrad, Taver & Joan Cornett, Dennis & Gretchen Delman, Anna DeMeo, Ralph & Lisa DeVitto, Naomi Dimmick, Susan Downer, Kelly Fagan & Mauricio Romero, Rachel Sands Fleishman, Ann Gerard, Stephen & Jane Glover, Mark Grantham, Lorna Jean Hagstrom, Tom Hale, Katheryn Hammer-Witty & Gary Miller, David & Susan Hensley, Paul & Charlene Holland, John Jeronimo, Barry & Laura LaBoda, Diana Latow,Bill & Sara Legard, Lee & Jacquelyn Lewis, Stanley & Claire Link, Linda Machesic, Philip & Cynthia McConnell, Pat Orfely & Penny Peck, Randy Miller & Deb Patterson, Donna Poole, Frances Porter & Valerie Vaganek, Curt & Patti Rausch, Dean & Kelly Ridings, Richard & Pamela Rintz, Patty Schwarze, David & Elizabeth Seaberg, Virginia Shanley, Robert & Ellen Smith, Mac & Kathy Steen, Paul & Polly Steeves, Peggy Strahman, Joseph & Marty Suarez, Mara Whitridge, Linda Williamson, David & Sandy Wilson CORPORATE & COMMUNITY PARTNERS AdventHealth DeLand, Boulevard Tire Center,City of DeLand , County of Volusia, DeLand Breakfast Rotary Club, DeLand Fall Festival of the Arts, DeLand Rotary Club, Inc., Deltran USA, Duke Energy, Emergency Medicine Professionals , E. O. Painter Printing Company , Faith, Hope & Charity, JetBlue, Junior Service League of DeLand, Krewe of Amalee, Mainstreet Community Bank of Florida, Mainstreet DeLand Association, Massey Services, Inc., Merrill Lynch Ogram, Higbee & Associates, Mid-Florida Community Services, Inc., Museum Guild, News-Journal Corporation, Orlando Sentinel, Passport Luxury Guide Publix Super Market Charities , Renewal by Andersen, R George & Associates, Inc. , Robertson Advisory, Inc., State of Florida Division of Cultural Affairs, Stetson University , Waste Pro USA, West Volusia Beacon, West Volusia Tourism and Advertising Authority

163

164