Museum of Art - DeLand's Teacher Institute 2014-15 by Museum of Art - DeLand

EFLECT ESPOND ENEW

Museum of Art - DeLandâ&#x20AC;&#x2122;s 2014 - 15 Art of Reflection and Response Teacher Institute Participating Volusia County Teacher and Student Works

Experience the Power of Art

Museum of Art - DeLand 600 N. Woodland Blvd. DeLand, FL 32720 Museum of Art - DeLand Downtown 100 N. Woodland Blvd., DeLand, FL 32720 MoArtDeLand.org 386.734.4371

Established in 1951, the Museum of Art - DeLand, Florida, is a vital and interactive non-profit community visual arts museum dedicated to the collecting, preservation, study, display and educational use of the fine arts. The Museum of Art - DeLand, Florida, is a 501(c)3 organization incorporated in the State of Florida and is a member of the American Alliance of Museums and the Florida Association of Museums.

Gallery Hours & Admission Tuesday - Saturday 10 a.m. - 4 p.m. Sunday 1 to 4 p.m. Museum Members and children under 12: No Charge Admission $5 Special Exhibitions $10

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Copyright 2015 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 writt en consent by the Museum of Art - DeLand, Florida.

Sponsored in part by the State of Florida, Department of State, Division of Cultural Affairs, the Florida Council on Arts and Culture

A Special Thank You “I would like to extend a personal thank you to the following individuals for their support and participation in this year-long program.” Pam Coffman Curator of Education Museum of Art - DeLand Art of Reflection, Response Teacher’s Institute Director

The Family of Dr. Evans C. Johnson for their generous sponsorship of the Art of Reflection and Response Teacher Institute. Betty Drees Johnson for her unwavering patronage and support of the Museum’s education programs for children and youth. Suzi Preston, Volusia County Schools Visual Arts Specialist, for her ongoing efforts and dedication to providing quality arts education programs for the students and teachers in Volusia County public schools. Ms. Preston’s expertise and collaboration in the development and implementation of the Art of Reflection and Response Teacher Institute were critical to the program’s success. Thank you for being a partner who always goes above and beyond in your support of the Museum’s education programs and visual arts education in Volusia County Schools. Suzanne Rawlings, Volusia County Schools Gifted Program Administrator, Retired, for her assistance with the development and implementation of the Art of Reflection and Response Teacher Institute. To our participating teachers: Frances Corradetti - Woodward Elementary ▪ Angela Costa Volusia Pines Elementary ▪ Andrea Finkle - Southwestern Middle ▪ Nancy Hatch - DeBary Elementary ▪ Jose M. Hurtado - Holy Hill (K-8) ▪ Carol Larson - George Marks Elementary ▪ Shannon Lasher - Forest Lake Elementary ▪ Erin Mindigo - Galaxy Middle ▪ Susan Nathan Ortona Elementary ▪ Leah-Marie Pitrone - Starke Elementary ▪ Clare Radigan - River Springs Middle ▪ Petra Ramirez - Deltona High ▪ Karen Richter - Southwestern Middle ▪ Cacee Rose Holly Hill (K-8) ▪ Darlene Stewart - Ivy Hawn Charter School of the Arts ▪ Barbara Wells - Blue Lake Elementary ▪ Caroline Zendt - Starke Elementary.

Introduction

In July of 2014 seventeen Volusia County teachers embarked upon a year-long training, the Art of Reflection and Response Teacher Institute, presented by the Museum of Art â&#x20AC;&#x201C; DeLand. This immersive professional development program provided the teachers with the opportunity for personal and professional growth by reinvigorating their creative spirit, connecting with like-minded colleagues, and refreshing their classroom teaching with new ideas. Throughout the course of the year, this dedicated group of teachers engaged in listening, sharing, responding, and reflecting upon concepts such as: personal creativity and inspiration, collaboration, arts integration, teaching strategies and the connection between visual and verbal literacy.

2014 Institute teachers sharing responses to a gallery activity.

The Institute emphasizes the connection between visual and verbal literacy by incorporating an arts integration, inquiry-based model that goes beyond creating art projects in class; it is a teaching strategy that helps teachers merge arts standards with core curricula to build connections and make engaging correlations across content areas. By incorporating the intersection between Language Arts and Mathematics Florida Core Standards and Visual Arts, this approach encourages the development of actively engaged students and provides enhanced opportunities for teacher collaboration. Through modeling, guided practice, research, reflection, and application, participants discover ways in which inquiry-based learning through visual arts can be used to develop literacy skills, support the core curricula, and differentiate instruction for English-language learners and gifted and talented students. The selected artworks and writing included in this publication were produced by the 2014-15 Art of Reflection and Response Teacher Institute teacher participants and from students in their respective classes. The Museumâ&#x20AC;&#x2122;s Education Department worked collaboratively with Suzi Preston, Visual Arts Specialist Volusia County Schools, to develop and implement this professional development program and accompanying classroom materials and resources.

Frances Corradetti K, 1, 2, Combination Gifted â&#x2013;Ş Woodward Elementary I was so happy to participate in the very first Art of Reflection and Response Teacher Institute. It was so rewarding to me in many ways. Professionally, I became more aware of integrating art into all subject areas. I learned many ideas to use to incorporate art and writing into the curriculum, and to get students to think more critically. I also observed that when I implemented what I learned with my students, they were highly engaged. They enjoyed the lesson taught and I noticed critical and creative thinking taking place throughout the process they went through to produce the final product. I was able to participate in hands on activities so that I could experience what my students would experience when I presented the same strategy or activity to them. Not only was this fun, but I was able to present it with more confidence to my students because I was taken through the learning process first and knew what to expect. The strategies, ideas, and activities were all ones that I could actually use or adapt in my classroom quickly because they were realistic and appropriate and I could use them to teach the standards I am required to teach. All the materials I received were very informative and useful. I really enjoyed the time to collaborate with art teachers and other classroom teachers when we met because teachers don't get enough time to collaborate with each other. I was able to get ideas, share, and plan with other teachers and this was so beneficial. I learned so much about art, different mediums and materials to use, and I learned about many books and resources that I didn't know about before. Personally, the Art of Reflection and Response Teacher Institute was so enjoyable! Although it started in the summer and continued throughout the school year, I actually enjoyed attending each session. This is not always the case with professional development, especially in the summer or on Saturdays!!! The instructor and presenters were extremely knowledgeable, enjoyable, and supportive. The atmosphere was relaxed and not intimidating, especially since I am not an art teacher or artist. It was very conducive to learning and I learned so much, not only from the instructor, but from my colleagues in the class, as well. In conclusion, I highly recommend The Art of Reflection and Response Teacher Institute. It broadened my horizons and my ability as a teacher to integrate art across the curriculum so I can provide my students with a more meaningful, engaging, and rigorous education. It has made me want to participate in more art endeavors, and was an amazing and fun experience that allowed me to grow both personally and professionally. My interest and enthusiasm for infusing art into my teaching and my life were sparked!

This is when Henry and Mudge were getting ready for dog school.

This is when Henry was getting Mudge a leash.

This is when Henry was going crazy with the paddle ball. This made him feel better.

This is when Henry got a paddle ball because he was worried and nervous.

Mudge was getting good but not when the neighbor came.

Devin Davidson, 1st grade - Responding to text and events in a story Frances Corradetti, Teacher

Ruby Durden 2nd grade Illustrating an emotion or feeling Friendship Frances Corradetti, Teacher

Elyse Wilgers

Vivian Tankard

2nd grade Using geometric shapes to create an animal Cat Frances Corradetti, Teacher

2nd grade Illustrating an emotion or feeling - Silly Frances Corradetti, Teacher

Angela Costa K-5 Art ▪ Volusia Pines Elementary I rarely have students study and reflect on art because I sense pressure for them to make a product. The Art of Reflection and Response Teacher Institute has helped me realize how valuable the process of reflecting on historical works as well as their own is for students. Writing and discussing their ideas about art work helps build students’ confidence. It is exciting to see students respond to the art work, tentative at first but gaining confidence the deeper they go. Hearing others’ responses helps them to understand that there are many different ways of seeing the same thing, making their own ideas valid. The process gives their exchanges with each other context they wouldn’t normally visit. The concept and content of art work is not always obvious. It also does not always deal with the familiar. In that way, it opens their eyes to the world, forcing them to see more than they normally would in their usual daily activities. As an art teacher, I am seldom aware of a student’s academic level because I only see their art work. Having students write in class is an interesting experiment which reveals abilities and struggles I don’t normally see. Overall, studying art work and its meaning and content is a worthwhile activity for my students. It encourages them to slow down, get quiet and listen to the ideas that come to them. Ultimately, studying the meaning and content of other people’s art helps students be more deliberate in their communication through the arts.

Angela Costa Paper Bag Book Lesson Plan Grade 4&5 NGSSS SKILLS AND TECHNIQUES: Include understanding and using various media, techniques and processes. Completion of the assigned work reflects organization. COMMUNICATION: skill building through symbols, elements and principals of design. HISTORICAL CONNECTIONS: explored through subject matter, artist’s biographies and work. AESTHETICS AND CRITICAL ANALYSIS: through vocabulary building, development of ideas and opinions. APPLICATIONS TO LIFE: reflect knowledge of careers connected with art and the overlap with other careers and cultural experiences. FCAT Math, Science, and Reading VOCABULARY Autobiography, title, cover, story boards, content, collage, print, ACTIVITIES/STRATEGIES Students will learn how to make a paper bag book. They will create a book about themselves. They will try to reveal information about themselves in a variety of ways including a poem. They may choose what medium they’d like for each page. They may incorporate previously made art work: self portrait, and prints. Complete four story boards to organize thoughts and pages. MATERIALS 5 paper bags, skewer or pencil, rubber bands, markers, paint, colored pencils, various papers, glue, scissors, ribbon, yarn, magazines.

ASSESSMENT CRAFTSMANSHIP, FOLLOWING INSTRUCTIONS, COMPLEXITY & DETAIL, EFFORT, EFFECTIVE USE OF MEDIA, ORIGINALITY OF IDEAS. PARTICIPATION. ESOL 7 REPETITION, 10 DEMO, 17 SAMPLES, 25 VISUALS, 30 PEER TUT/BUD

Paper Bag Book Lesson Angela Costa, Teacher

Jayma Griffin 5th grade front and back cover

Ava Gawlikowski 4th grade Self-portrait

Sydney Costa 5th grade Big Sky

Jalissa Frontino-Valle 4th grade Inside pages 10

Angela Costa Art Response Lesson Art is called the “universal language”. Instead of using words, art tells us a story using visual clues.

Look at the picture. What do you see? Make a list of clues. Share the list with others at your table if you would like to. What is the story this picture tells you? We all see a picture with our own unique eyes and brain – the story you find in the picture may be very different than the story someone else finds and that is okay.

Diego y Yo by Frida Kahlo ,1949

Natalie Bradley 3rd grade Angela Costa, Teacher 11

Andrea Finkle Language Arts 6, 7 8 and AVID 6, 7, 8 ▪ Southwestern Middle When I first saw that Museum of Art-DeLand was offering the Art of Reflection and Response Teacher Institute, I thought what a great opportunity to gain some new, creative perspectives for my middle school language arts classes. I had already been experimenting with visual literacy techniques, and I saw this as an opportunity to grow some more. I signed up, and then I found out my good friend, Darlene Stewart, had signed up. When I arrived at the first meeting, I saw that Karen Richter, the art teacher for our school, had signed up as well. We started off with yummy treats, great conversation, and stimulating exercises. Ms. Preston, Ms. Coffman, and Mrs. Rawlins gave it their all to make sure we felt welcome, appreciated, and cared for. What a great environment for learning and an example of how our classes should be! At the conclusion of each day of our three summer days, we each received a gift in addition to all of the wonderful work and collaboration we’d shared. This three day workshop during the summer left me energized and eager to bring the new things I had learned into the classroom. Right off during the first quarter with my 8th grade students, I used the cultural map lesson I had learned at the institute. The students were engaged and created some wonderful maps. I used images from the CD of the museum’s permanent collection to elicit written responses from both my 7th and 8th grade students. I also found myself using the critical elements as I deepened the discussion about literature. I am going to be using the storyboard ideas as my students are summarizing chapters in The Giver. When we gathered again in the fall and spring, it was a joyful reunion. The Art of Reflection and Response Teacher Institute has indeed been one of the best learning and collaborating experiences I’ve had in my teaching career. Thank you so much for making it happen, and I look forward to developing the friendships and professional partnerships we have shared!

Nancy Hatch K-5 Art â&#x2013;Ş DeBary Elementary Attending the Art of Reflection and Response Institute gave me time to self reflect and assess on how I taught my students to write for the art they create. While incorporating many of the prompts and techniques, it began to give meaning to the art I taught and meaning for the students. The students began to have a better understanding for the art they were creating; they began to have different perspectives of the meaning of the art, and began to incorporate more craftsmanship within their art for better composition in their piece and in their writing. The institute also furthered my professionalism as a teacher and broadened my knowledge in knowing how to engage students in writing about their art and assessing them from a different point of view. Many of the approaches I learned while being a member of the institute didnâ&#x20AC;&#x2122;t all fit into an elementary level, but with certain adjustments, many of the approaches worked for assessing students and also allowed the students to reflect more in their art and writing.

Nancy Hatch Lesson based on "Questions to Encourage Effective Looking from the book "The Intelligent Eye," By David Perkins. Questions stemming from: 1. What's going on here? 2. Look for surprises 3. Look for mood and personality 4. Look for symbolism and meaning 5. Look for motion 6. Look for capturing a time or place 7. Look for technical dimensions 8. Shift your scale. Writing Component: Students chose to write poetry because it was more fun to write in that style. Visual Art Component: Students were taught how to use the camera as another perspective of expressing art (regarding light and shadow to create mood, depth of field, etc.). They learned to used Photoshop (first time) as a technique to manipulate their picture and give it more meaning, so their poetry became more vivid and full of life.

Nancy Hatch, Teacher What Lies Ahead photograph and poem inspired by the Art of Reflection and Response Teacher Institute.

What Lies Ahead by Nancy Hatch, Photograph

What Lies Ahead by Nancy Hatch Blurry field of flowers I leave behind, was a moment in time. I move forward. Bright light that shines upon my innocence, virtue, and mind, leads clear steps towards the delicate crisp flowers of time. I move forward. Walk ahead in watchfulness as meditation, hesitation, and contemplation furnish my head of the uncertainties that may lie ahead, I move forward. Pink and purple flowers, beyond the steps that lead forward are blurry and out of focus. Deep in thought, hesitation embraces me while the winds shift through me; they try to counter my direction. I move forward. Grasping through decisions in the moment and continuing with thought. I move forward. Encircling the youthful mind of innocence, uncertainties, and the lack of time, the clear flowers I see are moments in time. I move forward, but look behind… they too will be blurry in moment’s time. Pink and purple flowers surround the mind, how will they stand the test of time. I keep moving forward with the moments I leave behind. To realize it’s time’s life not mine.

Twisted Leaves (Photograph and Poem) by Onnalee Floriano 5th grade - Nancy Hatch, Teacher

This twisted land of falling leaves, There they fall in a weave, They fly from her hands, Just like strings on a guitar in a rock band. The leaves fall from a twisted tree, They make her feel so free, The leaves are falling all around, The leaves fall to the ground. Old reasons new seasons still the leaves fall, Bring about change like a waterfall, Splish splash, crinkle and crumble Just like water, it makes you humble.

Angels Angels Everywhere (Photograph and Poem) by Kristen Paul 5th grade - Nancy Hatch, Teacher

Angels, angels everywhere, One on my shoulder and one in my hair, Looking at the angels so bright, Everywhere, everywhere so much light! Angels, angels under my tree, Angels, angels come help me, The monster is coming this very night, Please change everything to make it right! Angels, angels everywhere, They look like the stars, Up in the trees, Looking for someone to please. Now itâ&#x20AC;&#x2122;s time for them to leave Their protection put me at ease They might be in the trees They will always be there for my needs.

Hide and Sneak (Photograph and Poem ) by Kayla Ann Raimo 5th grade - Nancy Hatch, Teacher

Petey looks around the pole, finding whirly, twirly, swirly colors of blue, red, orange, and gold. Vortex into a world of the unknown, sneaky sneaky giggle giggle, through the vortex wiggle wiggle. Lime green hair frizzy with no care wiggles out the leprechaun with a snare. Who will seek the treasure that lies beneath? The volumes and the whispers, that comes from the hiders, seekers, and sneakers cringe with laughter and much thereafter. Will there be anything to find, with the bellowing screams that the leprechaun leaves behind. Makes you wonder who will hide, who will seek and who will sneak perhaps we will never know, for the treasure was never known. All is known in the world of swirls, twirls and whirls, where a treasure lies between vortexes in their minds. Go back in time before Petey began to spy on the lime green frizzy haired leprechaun. Who really is defined, as the hider and the sneaker. 18

Little Boys (Photograph and Poem) by Meredyth Rennaker 5th grade - Nancy Hatch, Teacher

Boys play hide and seek. They somehow find a way to be. Friend or foe no matter how it goes, they always seem to find a way to know. How to be with natureâ&#x20AC;&#x2122;s own curious, silly, tough, and free, Little boys are adventurous because they love the moment to be. Spinning and gazing at the sky, curiosities enter within their piercing eyes. Whether imagination or thought, their decisions will not be distraught. Laughter fills the air, when little boys love to share. With prayers here and there, each one is different beyond compare. Little boys donâ&#x20AC;&#x2122;t despair; youthfulness, tricks, snickers, and play catch your attention any time of day. Imagination, imagination invite it to play because boys will be boys no matter what you say.

Jose M. Hurtado 6, 7, 8 - Art, ESE Facilitation ▪ Holly Hill School (K-8)

I am definitely glad I registered to the Art of Reflection and Response Teacher Institute presented by the Museum of Art- Deland, last year. I t has been a most insightful, and hands on type of experience. This immersive professional development program provided me with the opportunity for personal and professional growth by giving me fresh new ideas for my classroom teaching, and offering me the opportunity to mingle with creative like-minded colleagues. During the Saturdays I spent with the group, I engaged in listening, sharing, reacting, and reflecting on personal creativity and inspiration. It was like moments of ‘action-learning’. It helped me, in many instances, to look into problems of student learning and into curriculum applications. Specific examples were given on how art ideas can influence the planning of differentiation instruction. The alternative methods suggested were refreshing and helpful. “The cultural map” idea, for instance, was great for students to discover details about each other on a provocative learning environment. At the end of the day I felt ‘recharged’. Not to mention the power of tasty snacks. The added perk was the membership to the Museum of Art - DeLand. That was golden! I can also use it in Orlando and many other locations.

Jose Hurtado Lesson Plan - Relief Printing OJECTIVE:  Learning about relief prints  Experiencing the power of repetition ‘and more’ in design  Experimenting with different colors and printing patterns GOAL: “TO TAKE STUDENTS BEHIND THE SCENES”, ‘Show Your Work’ by Austin Kleon, p. 33 The goal of this lesson plan is to make students aware of the work involved in their project: looking for inspiration, getting an idea, applying ink to their carved design, changing colors, changing patterns, etc. In other words this lesson will make the students aware of the ‘process’, and the product of the process. PROCESS: This assignment is set for five days. First students will brain storm for ideas about their composition using pen and ink. This stage is very important for the commitment to the project. Every stage will be experimental. Combining what we have learned about Elements of art, and the Principles of Design, students develop sketches of what the design on their block is going to look like. Once that is stablished students go through the ‘carving ‘stage’. 20

Once the students finished carving, they go to the ink station to apply ink to their ‘block’. Then, they go to the ‘non-ink station to transfer their image into their paper. While repeating this step students go through interesting times. As they apply their inked ‘block’ onto paper, their work will go through a transformation process. The student will decide when the work is finished. Their work will be an artistic metamorphosis. At one point, students will have a discussion about the focal point and emphasis of their work. Students then make the necessary changes according to the class feedback. At this point students go back to printing, watercolor, pen and ink, or sometimes oil pastels. What makes printmaking compelling, is its natural prompting for experimentation. LANGUAGE: Relief print, block ink, repetition, alteration, emphasis, contrast, balance (symmetric, asymmetric, radial), the roller, improvisation, base color.

Genesis Harris - 8th grade

Alexa Linger - 6th grade

Jose Hurtado, Teacher

Mack Robinson - 7th grade

Nyla Webb - 6th grade

Jose Hurtado, Teacher

Jose Hurtado, Teacher 21

Carol Larson 2 and 3 Gifted ▪ George Marks Elementary Participating in the Art of Reflection and Response Teacher Institute has helped me as a teacher to add highly engaging activities and higher order thinking skills seamlessly into my instruction. I have also been able to identify more opportunities to express creativity without “losing” instructional time. During one unit we read the Ugly Duckling and discussed how people think of themselves. We looked at different self-portraits and saw that some artists chose to portray themselves as an abstract item that they related to like Brick by Robert Arneson, 1975. We all chose an item and wrote a poem and drew our self portrait as the item. I was amazed at the depth of reflection that occurred. This has been a wonderful growing experience for myself and for my students.

Carol Larson Lesson Overview Our class was studying what it was like to be an immigrant coming to America. They created diamante poems and then an image using water color or crayon that portrayed immigrants on their journey.

Cheyenne Bragg 2nd grade - Carol Larson, Teacher

immigrant brave sail outsider

hardworking wonder

alien

learning

worry settler

dweller

relaxing investigating happy

excited

citizen

Kaylee Horne 3rd grade - Carol Larson, Teacher

immigrant brave crying outsider

poor

moving

wondering

alien settler

waiting

worrying happy

native grieving

peaceful citizen

Helen Orr 2nd grade - Carol Larson, Teacher

immigrant brave grieving

poor sailing

newcomer outsider

pleading civilian

inspecting waiting happy

native

checking excited

citizen

Shannon Lasher K-5 Art â&#x2013;Ş Forest Lake Elementary I really enjoyed meeting other like- minded professionals to be able to hear their ideas about art education to help me enhance my students' experience at my school. I am the only art teacher at my elementary school, which makes meeting teachers to network with difficult. I felt the time between the summer institute and the next workshop in late October was a little too long in between sessions. My suggestion would be to have half day Saturday workshops during the school year monthly to facilitate relationships and lesson feedback and planning future units.

Shannon Lasher , Teacher Art work inspired by the Art of Reflection and Response Teacher Institute.

Shannon Lasher Lesson Overview This project was inspired by a group discussion we had at one of the Art of Reflection and Response sessions where one of the middle school teachers shared Huichol art that her students had done. These student designs are done in yarn in the style of Hundertwasser.

Alley Flinchum 4th grade Shannon Lasher, Teacher

Mason Tester 5th grade Shannon Lasher, Teacher

Erin Mindigo 6, 7, 8 - Art â&#x2013;Ş Galaxy Middle Erin Mindigo Lesson Overview The lesson focused on 2-d self-portraits and mixing the self and animal archetypes. The lesson began with an introduction on animal adaption from the Milwaukee County Zoo. Students were introduced to the world of animal adaptations, including what adaptations are, why some adaptations benefit an animal, and which animals typify certain adaptations. Then they had to list their favorite animal and favorite color. Next students were asked to list of three words that represented the animal and color to them. The animal represents how they see themselves, and the color represents how they think others see them. This assisted them in thinking of themselves objectively. Next students were instructed to draw the characteristics to develop how they see themselves as an archetypal animals as self portraits. They then did a rough sketch of themselves. After a lesson on drawing, students were instructed to create a post sketch, and then they did a finished drawing in pencil or pastel..

Erin Mindigo, Drawing samples for Self-portrait Animal Archetype Lesson 28

Kylie Heusner, Self-portrait as deer 6th grade - Erin Mindigo, Teacher

Why Is Paper Blank? by Annabella Kolin 6th grade - Erin Mindigo, Teacher Why is paper blank? Paper is blank so we can be creative and different. Lined paper doesnâ&#x20AC;&#x2122;t give that freedom. All we can do is write on it. But with blank paper, many more possibilities can happen. It can take a few minutes, or a few weeks to finish what you what to do. You can make up your own animal, and you can draw in to describe it. We donâ&#x20AC;&#x2122;t need lines to help with that. Lines on paper take more freedom away. Why is paper blank? Paper is blank to create infinite possibilities. Line paper has only one option. It creates small spaces, making us afraid. Blank paper is a sea, and its treasure is endless possibilities, fleeting ships of pens, crayons, markers, pencils, anything, trying to achieve it. We are the captains of these ships. Which way will you sail?

Since line is an element of art, Erin Mindigo does not allow students to turn in artwork that is in on lined paper. This poem was written in response to not using lined paper. 29

Susan Nathan K-5 Art ▪ Ortona Elementary I found the Art of Reflection and Response Teacher Institute to be the most interesting and valuable professional learning course that I’ve taken in the Volusia School District. Pam Coffman and Suzi Preston did a tremendous amount of planning. The Museum of Art - DeLand was a beautiful setting with many resources to take advantage of. All of the participating teachers brought fine ideas and problem solving skills to the exercises. The exchange of resources that came from all corners of the professional community helped to expand my knowledge to enable me to serve my students better. I enjoyed writing and drawing in the Reflection Journal. I enjoyed the fascinating discussions. The work on learning questioning techniques such as Feldman’s Model opened my eyes to the principles of inquiry based learning. “What do you see ?” is a simple phrase, but it can provoke deep thinking. This is the kind of thinking that engages students of all learning abilities. The exercise that I enjoyed most was the one where we imagined a conversation between two characters in a painting. I tried it with some of my students and they had fun with it as well. I plan to incorporate it into my class planning for next year. I am keeping all of my handouts and expect more projects and exercises will continue to add rigor to my teaching plans as I go forward. To sum things up, this class was a wonderful experience. I think I will continue to share ideas with the diverse people I met; who participated in this class. I know that I will be rereading my notes and handouts and adding depth to my students’ experience. The membership to the Museum of Art DeLand was a delightful gift that I have used and will continue using.

Susan Nathan Lesson Overview - Create Your Own Spy Book Students were asked to decide on a theme/topic for their books such as : ME? My pet? My special interests? They were shown how to make a paper bag book. They were given the following instructions/requirements: Types of pages will include fold outs and secret pockets. You can have directly painted areas or glued on parts. Donâ&#x20AC;&#x2122;t be afraid of making a mistake painting. You can glue another layer of paper on top of a mistake. You can cut out part of a page. You can use collage (cut out and pasted paper). You can glue on paper, tissue paper, buttons, ribbon , etc.

Elisa Angelo 5th grade Susan Nathan, Teacher

Jessie Hawkins 5th grade - Susan Nathan, Teacher

Aryalee Cleland

Szonja Bokor

5th grade - Susan Nathan, Teacher

Leah-Marie Pitrone Grade 2 - Edith I. Starke Elementary When I read over the description for the museumâ&#x20AC;&#x2122;s Art of Reflection and Response Teacher Institute I became very excited. It was as if the program was developed especially for me! This was exactly what I was looking for when it came to engaging my students. I work at a high poverty school and there have been studies that show using art to engage students helps to increase learning as well as test scores. I myself being a fan of the creative arts have always wanted to incorporate this into my classroom but found it difficult with common core, time restraints, and low academic levels. This program promised to show ways that I could align my standards and use art. It was a dream come true.

The Institute became this safe space of sharing, commiserating, and creating. The teachers were all able to share frustrations and get answers in response. Topics and items that were shared I was able to bring back directly into my classroom. I used complete lesson plans, elements of others, and even music that was suggested and discussed in our meetings. I couldnâ&#x20AC;&#x2122;t use everything that was shared, but I appreciated all that I was able to use. My only suggestion would be to go into the curriculum maps, pull standards, and really come up with a lesson that can be done in 30 minutes and uses art. On the day to day it can be hard to see where we can plug art in while not also missing our standards. Although it can be said that this is just a struggle in general, meeting all of the standards successfully.

My goal is always to make an engaging, fun, and academic classroom. I want my students to be successful and to enjoy learning. This program allowed me to achieve that in my classroom. My kids have performed a play, created maps of their hearts, illustrated their writing, and engaged their minds. I wish that I could continue this program indefinitely and always have a resource of teachers to bounce creative ideas off of!

Leah-Marie Pitrone Alliteration Lesson Plan Standard: LAFS.2.RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Students will: * identify words and phrases that are repeated in a story, poem, or song. * describe how words and phrases create rhythm and add meaning.

Start by having students listen to “3R’s” by Jack Johnson. After the song plays ask students what words were repeated over and over (reduce, reuse, recycle). What did these three words have in common? (They all start with the letter R). This concept introduces them to alliteration.

Move on to discuss that alliteration is used in poetry. Poems with alliteration use nouns, verbs, and adjectives. Have the class pick a letter that is not a vowel. Then come up with nouns, verbs, and adjectives that start with said letter.

As a class build silly sentences with the created words. Next try to put the sentences together with a bit of rhyming elements in a poem format; you have now created a class poem using alliteration. Depending on student levels you may have to pick 2 to 3 other letters and create words for them to choose from. You may also provide thesauruses for them to find alternative words for what they come up with.

Assignment: Have students create their own poem using alliteration. Once they finish writing a poem they will illustrate their poems using crayons, colored pencils, etc.

Leah-Marie Pitrone Lesson Overview I was teaching the students about figurative language, particularly alliteration. I wanted the students to pick a letter and see how many nouns, adjectives, and verbs they could come up with that started with their letter of choice. Once they completed that, they were asked to start creating sentences using their lists of words. Finally from there they started piecing the sentences together to form a poem. Once they had completed and edited their poems they were asked to illustrate them for a final copy. Following are a few selections from what my class created. My piece (photograph) is titled Flamenco Flower. It was something I shot in studio as I played around with point of view and lighting. I mostly shoot portraits, and I wanted to go outside my comfort zone to see what I could create. I love that the flower petals look like a dancers skirt gliding around during a performance. I use my experiences in photography to help my students in all areas of learning. I tell them that that sometimes discomfort can create something truly unexpected and wonderful. They must use the muscle that is their brain and allow it to expand.

Leah-Marie Pitrone Flamenco Flower, Photograph

Brisa Fernandez 2nd grade, Leah-Marie Pitrone, Teacher 35

Valerie Roman 2nd grade Leah-Marie Pitrone, Teacher

Manny Weinfurter 2nd grade Leah-Marie Pitrone, Teacher 36

Clare Radigan Art 6, 7, 8 ▪ River Springs Middle Clare Radigan Lesson Plan - Les Fauves: The Wild Beasts of River Springs Objective: Students will draw the landscape surrounding the school, and this will be the basis of paintings inspired by Fauvism. Students will then write a letter to a friend, describing the experience and the resulting painting. They will be assessed, on their writing, on their understanding of the Elements and Principles. Goal: students will: 1.Develop a drawing based on nature into a painting that demonstrates their understanding of the Art Elements primarily, and the Principles of Design. 2.Display and view their artwork in the school cafeteria. The only works not displayed are those not completed. Students will understand that their work is a collective effort, and part of a community, such as the Fauves were when they exhibited their work together. Procedure: 

Activating prior knowledge: Students have learned how the Art Elements and some of the Design Principles are used in composing artwork. These are reviewed as students view a PowerPoint on Les Fauves art movement, noting the contrast of warm/cool colors, often applied with no reference to what is seen in nature. The use of line is usually organic, and the shapes are distorted to achieve a free, almost childlike expressiveness.



Keeping this light-hearted view of the world in mind, the students go outside as a class and pick something to draw. The campus is surrounded by trees, and we made a nearly 360 degree view of the school, class by class.



Note: I chose Fauvism because its style embraces a wide range of abilities. Many of my students resist drawing, and did not choose art, and only have it because it was paired with Agriculture. I thought this art style would also appeal to them because it is about nature. I also wanted to impart to the students that they are part of a community, and sometimes the areas of studies merge, and they may amicably participate in both. I found that the general camaraderie among students, and the level of willingness to learn new art-related things improved after the display in the cafeteria went up.



After completing preliminary drawings, students were instructed to take the basic composition and draw it on a larger sheet 12x18 paper.

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Students could use only primary colors at first, to mix any secondary colors. As the painting progressed, they were allowed to use some pre-mixed secondary colors. They were constantly reminded of color theory: complementary colors giving the highest contrast; triads help to achieve balance.

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Art room procedures of clean up and care of materials was reinforced.

Closure: 

Students were given the following writing assignment:

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Imagine you are talking to a friend on the phone. Describe the painting in great detail, so that they have a clear mental picture of it. Describe your use of color, line, shape, and space in creating your composition. Select 3 design principles to explain in what ways the elements were arranged in the painting. “

Assessment: 

Understanding of the use of warm-cool color contrasts in Fauvist painting.

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Demonstrating an understanding of the Elements and Principles of Design evident in the painting and in writing.

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Students were graded on their success at completing the artwork within the required time.

Clare Radigan painting example for lesson plan. 38

Kamyah Miles 8th grade - Clare Radigan, Teacher My artwork is the front of the forest that is in the back of my school. The painting doesnâ&#x20AC;&#x2122;t have a lot of detail, because if it did the whole painting would be covered with trees. The trees are tall and they appear to be moving. The wind was pushing the trees. It was a cool day, and the day had just begun, I am not an artist, but I think I did the best I could. The painting turned out how I wanted it to.

Courtney Redmond 8th grade - Clare Radigan, Teacher My artwork is a mountainscape. On the side there is a hill/mountain of trees and I painted the trees different shades so they would stand out more. In the lake you can see the reflection of the mountains in dark blue and grey with white snow on top. The sun is setting, with yellows and oranges, and I added some grey and white so it would appear to be overcast. I created movement in my painting by blending the colors in the sky. I created space in the way I placed the trees and the mountains, and open space with the sky. I really like how my artwork turned out.

Heather Ryan 8th grade - Clare Radigan, Teacher 39

Petra Ramirez de Arellano 9-12 Art â&#x2013;Ş Deltona High School The Art of Reflection and Response Teacher Institute was a great resource to learn about engaging strategies to raise the rigor in critical thinking and Questioning and Discussion Techniques. I would highly recommend it to any art teacher. It also gave us the opportunity to practice art ourselves which is very important to develop more skills. In addition I also appreciate the gallery visits which energized our artistic minds. This was the best professional development I have ever taken for art teachers.

Individuality by Madison Lyszczarz 9th grade - Petra Ramirez de Arellano, Teacher Artists Statement for Individuality by Madison Lyszczarz This collage represents individuality. This girl is wearing a bright pink dress which stands out from the dark blue background. It is important to be different and unique. Being your own person makes the world go around. If everyone was the same, there would be no meaning to living everyday. 40

Imagination (Artwork and Poem) by Blair Byrnes 9th grade - Petra Ramirez de Arellano, Teacher Transcend reality I find myself looking back at me My mind unleashed This secret weapon Tis never sheathed Walking the halls, people all around Nevertheless my mind is up in the stratis So high my feet canâ&#x20AC;&#x2122;t touch ground Out of the norm Between two worlds I am torn Forced to reside in a world I despise Let my imagination be my escape Though to my demise This reality is my fate 41

Twilight Wall (Artwork and Poem) by Kelli Klein 9th grade - Petra Ramirez de Arellano, Teacher Near Tender, The Placid Swaying Repose Transcendent Lulling: A Black Grace. Woes, Forgone, Regression, Unworldly In All Right Dwell - Disappearing The Twilight Wall

Think outside of the Box (Artwork and Poem) by Sydnie Mercado 12th grade - Petra Ramirez de Arellano, Teacher

Social constrains restrict the mind. Rules and regulations limit possibilities. Quit the social norm, break the bind. Passion and emotion unleash abilities. Outside of the box-think, think! Now, more than ever, donâ&#x20AC;&#x2122;t forget your thoughts. And always remember: think outside of the box. 43

Karen Richter 6, 7, 8 Art ▪ Southwestern Middle When I began this class, I was not sure what I had gotten myself into. I have always believed that creativity is integral to facilitating student learning in the classroom. My hope was that by connecting with colleagues from a variety of content areas, I would be able to rekindle my inspiration to help students gain critical thinking skills, self-confidence, and real-world applications through thought provoking, arts-integrated, project based learning. I contemplated sacrificing three days of summer and several Saturdays during the year to a seminar that would- I perceived- take me away from my own children and husband. Little did I know that I would personally be recharged as an artist and individual. I awoke far earlier than an ordinary summer day and prepared myself for hours of note taking and polite conversation with people I didn’t know very well. I guzzled down caffeine in hopes of compensating for the nocturnal habits my family assumes on vacation. I packed my bag with sharpened pencils, pens, erasers, a notepad, and a granola bar. I arrived with no time to spare, quickly signed in, and found a chair as far from the front row as possible. But my worries were quickly dispelled. Minutes melted into hours and hours into days. The threeday seminar was over and I was just getting started. I felt like I’d found the artist I didn’t know I had lost. When you’re an art teacher, you sort of give away your art every day. Not in a bad way. It’s like being a parent. You give and you give and you give. And you keep giving even when you are empty. Somehow you keep finding the reserve to nourish your students’ imagination and creative spirits. You know that you may be the only positive voice they hear all day. You may speak the only kind words they know. You can’t feed and clothe them all, the way you do your own children. But in a different way, you feed their sense of wonder. You stir their curiosity. You allow them to discover their own answers. You remind them that all great inventions failed many, many times before they were successful. And yet there remains some part of you, the teacher, the artist- that goes unrealized. Each day that passes, that you don’t make time to create, feels like lost time. And anyone who has faced age or sickness or mortality knows how valuable time is. I can’t explain to a non-artist what is lost as the days slip by, faster and faster. Writers must know it. Anyone who has ever had the burning, driving desire to do something, anything, and to do it with all their being, must know. As I drove home from the three-day summer institute, I realized that the days had been like years past- when I would get caught up in a project in college and forfeit sleep for a few hours in that perfect solace we call “inspiration.” Or when I found the picture hiding amidst all the brush strokes of a painting I was on the verge of throwing out. Or when you drive an old familiar route and wonder how you arrived home, because it seems like you just started driving. 44

We had looked at art, talked about art, formed opinions and made observations. We had reflected on our personal methods of teaching and creating. We had imagined conversations contained within the works of art. We had written and shared an arts integrated lesson plan with each other, been gifted with books and journals and enough resources to spend hours contemplating how many ways we could use them. And we’d been left with a challenge. Come back in October and share with the group about how we had put the strategies and techniques to use with our students. October came and went and the feeling of rediscovering my own voice as an artist was louder than ever. At our March workshop we met again, like old friends. We borrowed from past activities and pulled together our work on paper to create handmade and altered books. After years of not making time for my own art, I have created ten books since The Art of Reflection and Response Institute began last July. My students have “caught the bug,” too. Every nook and cranny in my classroom houses student-made or student-altered books and shoeboxes full of materials. The students are driven to create even though they receive no grade for their books. Their motivation is intrinsic. I will continue to seek out and implement new ways of exploring themes through art. It’s natural to integrate art with every conceivable subject, lesson, or activity taught because we don’t separate them in real life- isn’t the classroom an extension of our lives? Isn’t our students’ engagement and success part of what defines us, as teachers? But the Art of Reflection and Response Teacher Institute has allowed me the opportunity to better understand the perspectives of teachers outside the field of art. What better platform could we have than this seminar to demonstrate the ease of flow from art to all other disciplines? The language of images was the first we knew. It transcends language, generation, gender, and borders. A photograph knows no boundaries. Color, Shape, Line, Value, and Space are understood by all who see. Texture and Form speak to those who cannot. Paintings and sculptures are treasured and protected, the world over. Art from past centuries is admired and revered. The practical arts like ceramics, architecture, and textile design make the world we live in more vibrant as well as functional. The mystery of the artistic process continues to fascinate those who are not familiar with it, but in the words of Albert Einstein, “Creativity is contagious. Pass it on.”

Karen Richter Handmade and Altered Books All of the books (handmade, altered, etc.) were created by Karen Richter. The book with the two large rings is all handmade with papers from the Art of Reflection and Response seminars or her own; the rest of the books are altered books; and there is one small pizza box turned into a collaged, book-making, collection of paper, materials, photos, etc. so that her creating can be portable. Students enjoy working in the books and contributing art of their own.

Handmade and Altered Books by Karen Richter and her Middle School Students

Cacee Rose K-5 Art â&#x2013;Ş Holly Hill School (K-8) Cacee Rose Lesson Overview - Aboriginal Bark Painting The lesson began with a PowerPoint to introduce the Aboriginal people and how they created their bark paintings. Students were also given information on the symbols and their meanings used in Aboriginal art. Next the students viewed step by step directions and illustrations for creating a design the style of the Aboriginal bark painting tradition.

Sea Turtle, by Zambrell Grover

Lion fish by Damree Outridge

grade 5 - Cacee Rose, Teacher

grade 3 - Cacee Rose, Teacher

Tortoise by Codey Varnado grade 4 - Cacee Rose - Teacher

Great White by Jaycob Thomas grade 5 - Cacee Rose, Teacher

Darlene Stewart K-8 Drama ▪ Ivy Hawn Charter School of the Arts

The teaching profession is by its very nature a profession where the employee goes above and beyond their hours at work. Long hours are put in to lesson planning; learning about how to improve teaching methods; assisting your students before and after school; grading papers (even in a drama class!); and reflecting on the day to day issues in order to become the best possible teacher you can become. It isn’t an easy profession considering all a teacher has to accomplish in the limited hours in the day, but when all is said and done, teachers do the job and in addition look for opportunities for their own growth as teaching artists. When my Language Arts friend said she was participating in an “Arts workshop”, I was intrigued. I often look for new ideas and creative sparks to continue growth as a person and drama artist. I was so happy my friend mentioned this wonderful opportunity offered by Pam Coffman and Susan Preston; The Art of Reflection and Response Teacher Institute. It was everything I could have hoped for and more. Asking a teacher to give up several Saturdays and three days in summer to participate in a professional development project might seem like too much to ask for some, but all of us who participated in this institute would agree--we wanted more. The networking opportunities, creative ideas and sharing were invaluable for each and every one of us that participated. The offering of resources from the museum and from each other assisted in expanding the focus of our own classroom to include using Art to develop writing, using Art to assist students in becoming culturally aware, using Art to promote creativity. In my own drama classroom, I have several ideas on how to incorporate Fine Arts to learn about creating mood, enhancing lighting and contributing to set design. I have already used some of the exercises learned at this institute to create a more accepting atmosphere in my middle school classrooms. Students have become aware though the use of cultural mapping, how much we are all the same and yet how to respect the differences in each other. I am sure there are many more ideas I will come up with when reviewing all of the resources given to me through this professional development training.. The Art of Reflection and Response Teacher Institute will absolutely assist me in becoming the best drama teacher I can be.

Darlene Stewart Learning Experience Plan - Cultural Maps - Middle School - Drama NGSS Visual Arts Standards – BIG IDEAS with Enduring Understandings __X___ Critical Thinking: Cognition and Reflection are required to appreciate, interpret, and create with artistic intent. __X__ Organizational Structure: Every art form uses its own unique language, verbal and nonverbal, to document and communicate with the world. OUTCOME: Student will create their own cultural map and reflect on similarities and differences between their own and fellow student’s culture maps. Student will gain an understanding of other students which will lead to tolerance of other viewpoints. INITIAL ENGAGEMENT: Everyone in this class approaches drama from their own viewpoint or cultural background. Today we are going to explore our own and each other’s cultures or what makes up who we are. ENGAGEMENT ACTIVITIES: 1. Initial planning—sketch of cultural map 2. Transfer of plan to collage format 3. Display of collages around the classroom without name recognition 4. Discussion of similarities and differences 5. Reflection on meaning of this exercise 6. Possible drama component piece to follow—improvisation on discovered themes and/or writing exercise connecting culture map to written monologue RESOURCES: Cultural Mapping Toolkit, Creativecity.ca and Arts now. A PARTNERSHIP BETWEEN 2010 LEGACIES NOW & CREATIVE CITY NETWORK OF CANADA http:// www.creativecity.ca/database/files/library/cultural_mapping_toolkit.pdf TEACHER REFLECTION: Students responded well to the Cultural map idea generator that started the lesson. They had a little more difficulty creating a cultural map with images. Some really took the lesson seriously and created works of art. The discussions on similarities and differences in the maps was wonderful. I saw many “Ah Ha” moments happen to students when discussing how we all value similar things even with the differences between cultures. I would tweak a few things….maybe have more magazines available for students to choose images from, and perhaps some better base paper for cultural map with images. Overall a very valuable lesson that added to creating a culture of understanding between students who were different in some ways yet similar in others. Also ran out of time to pursue further connections into a performance art piece. This definitely has potential for future times when using this lesson.

Gabe Gonzalez - Personal Culture Map 7th grade - Darlene Stewart, Teacher

Hannah McClure - Personal Culture Map 7th grade - Darlene Stewart, Teacher

Barbara Wells K-5 Art ▪ Blue Lake Elementary Lesson Plan Letters in Art: A study and execution of Jasper John’s art for Kindergarten and Grade One Day One. Students look at the art work of Jasper Johns and discuss what he has made art with (letters/numbers and recognizable subjects). We look at a photos of children their age creating art like they are about to do and a finished piece. Student will create a grid of 25 squares. Paper size is 15” x 15”. Students will be using a 3” x 15” template/tracer to assist with making straight lines for the grid. They use pencil to draw four lines vertically then four lines horizontally in order to make the 25 squares. Students work with shoulder partners to help each other hold the template/tracer in place while the lines are drawn. After all lines drawn, students count to make sure their paper has 25 boxes. Ask the students how many letters are in the alphabet. Answer is 26. Show them in the sample piece of art and how the letters “y” and “z” are sharing a box because they are “best friends”. Next the students will use their best penmanship (define as a fancy word for handwriting) to write their alphabet. Day two. Students must complete the alphabet if not completed on day one. Next, teacher will walk around to make sure students have all twenty six letters. If a letter was left out, that letter can be best friends (in the same box) as the letter that comes before or after said letter. Next students must carefully trace over all their pencil lines that they used to make the boxes for their letters to be in. Then they must trace over the letters. This tracing is done with crayon colors of their choice. The students will learn about crayon resist (teacher defines) and how the crayon will make a little “wall” between all of the boxes. Students will be told to press hard with their crayon in order to make strong walls so that the water color paint will not escape into the neighboring box. Day three. Introduction to water color paint. Demonstrate how to give a “transparent” (teacher defines) or light wash of color so that the letter is not lost in each box (which would happen if the paint is too dark or “opaque” (teacher defines). Students will paint their boxes so that boxes are all different colors. They can paint in a pattern (review) or paint randomly (define). Day four. Students will assess their finished piece of art using “Two Stars and a Wish”. Students will hang their artwork on the chalk board with a magnet. Students will take a “gallery walk” and give positive comments about fellow students’ artwork.

Colin Tooley 1st grade - Barbara Wells, Teacher

I like how my color shows through the painting because it is beautiful. I like the paint because it is nice. I wish we would have more time in art.

Caroline Zendt Grade 2 â&#x2013;Ş Edith I. Starke Elementary

When I first signed up for this Institute, I didnâ&#x20AC;&#x2122;t particularly know what to expect. I thought that maybe it would help me meet cross curricular goals of including more art into my lessons. While it did end up meeting that goal, this Institute was so much more than that. The Art of Reflection and Response Teacher Institute became more of a retreat, giving me time to meet with other teachers and develop new ideas and techniques. It became a time to reflect on my growth as a teacher and to refresh myself to be able to work anew with my students. Reflection was something I did often in this training, which was very helpful as I did not normally have time to reflect in the day to day work of teaching. I also learned much about incorporating language and art across multiple areas of study. Pam Coffman was an invaluable guide and teacher, who helped me broaden my horizons and brainstorm new ideas for how to create success within the classroom. The only criticism I have of this Institute was that we did not meet very frequently. I would have preferred to have met once a month for a few hours, as opposed to once every 9 weeks for a full day. Sharing with the other teachers was the most important growth for me as a teacher, as I was able to share and discuss with people outside of my school, discipline, and grade level. I learned so much from the Art of Reflection and Response Teacher Institute and sincerely hope that I shall be able to continue the experiences that I had in the coming years.

Caroline Zendt - Lesson Plan Goal: Students will be able to integrate what they have learned about the Earth from non-fiction texts and synthesize it with the message from Dr. Seuss’ “The Lorax,” to create their own statement of intent on what they would do to help the Earth as well as what the main idea of “The Lorax” was. Engage: Show a short clip from the new animated movie of “The Lorax” https://www.youtube.com/ watch?v=1bHdzTUNw-4 Explore: Discuss with students, before reading the book, what are some things you can do to help the Earth. Then read Dr. Seuss’ “The Lorax” aloud to the students. (students had previously read non-fiction texts about the earth). Explain: Work with students to identify the main idea, characters, theme, and events that occurred in the book. Elaborate: Students will then make their own ‘truffula tree leaf’ upon which they will write a statement of intent about what they would do to help the earth. This will then be used to create a large truffula tree. If time, students will then create a collage of what they think of when they hear the word ‘Earth.’ Then they will attach a ‘truffula tree’ with a written statement of how they would help the Earth. Evaluate: The truffula tree leaf and collage will both be taken to evaluate the student’s understanding of the book and its lesson. I will also look at their comprehension quiz to determine whether they understood the book.

The Lorax - I Speak for the Trees - 2nd Grade Class Project Caroline Zendt, Teacher 54

Museum of Art - DeLand Board of Trustees Judy Thompson, President Gen. Lee Downer, Vice President Linda Colvard Dorian, Past President Mary Jeanne Ludwig, Treasurer John Wilton, Secretary Dennis Aylward Bill Booth Manny De La Vega Jewel Dickson Desiree Freeland Dr. Tilman Friedrich Larry Griffin John Horn Ray Johnson Frances Massey Robin May Deborah McShane Katrina Pfister Dagny Robertson Marty Suarez Ian Williams

2014 - 15 Museum of Art - DeLand Legacy Circle, Endowment Fund, Leadership Circle Foundations, Corporate Members, Patrons and Community Partners Dennis Aylward, Dr. Bruce Bigman and Carolyn Bigman, Bill and Terri Booth, Earl and Patti Colvard, Sal Cristofano and Laura Gosper, Manny De La Vega, Dr. Wayne Dickson and Jewel Dickson, Robert Dorian and Linda Colvard Dorian, Lee and Susan Downer, Betty Drees Johnson, Dr. Tilman Friedrich, Dr. Deborah and Lee Goldring, Larry G. Griffin, Christie G. Harris, William and Kathlene Hohns, John and Karen Horn, Gary Israel, Ed Jackson and Pat Heller-Jackson, Ray and Betty Johnson, Barney and Linda Lane, Doni Lennon, Tim and Mary Jeanne Ludwig, Van and Frances Massey, Walter and Robin May, Katrina Pfister, Linda Pinto, Dagny and Tommy Robertson, Stephen and Claudia Roth, Judith Thompson, Dr. Ian Williams and Nancy Hutson, Dr. John Wilton and Nancy Wilton, The Dorothy M. Gillespie Foundation, Inc., Hohns Family Term Fund, Jaffe Foundation, Lacey Family Charitable Trust, PNC Foundation, Boulevard Tire Center, Collaborative WEALTH, E.O. Painter Printing Company, Fleishel Financial Associates, Lane-Lennon Commercial Insurance, Lane Insurance, Inc., Mainstreet Community Bank, United Parachute Technologies, DeLand Breakfast Rotary, DeLand Fall Festival of the Arts, DeLand Rotary Club, Inc., Faith Hope & Charity Society, Krewe of Amalee, Krewe Nouveau, Museum Guild, State of Florida Division of Cultural Affairs and the County of Volusia.