Arts 101

Annual Visual

Funded in part by National Endowment for the Arts

To supply educators with a resource guide and materials to effectively teach key standards of learning through American Art. Sam Gilliam, a prominent American living artist will be the centerpiece of this project. The program will be made possible through a partnership between DCCAH and The Corcoran and will focus on middle school students attending DCPS and DCPCS. Math

FACT:

U.S. History

Data consistently demonstrates that students who study the arts enhance their critical thinking skills and their ability to learn tolerance for differences. They are more engaged in school and less likely to drop out; and they do significantly better in all of their academic endeavors.

ART Science

English

Fu n d e d i n p a r t by N E A

Collaboration Dedicated to the arts: Public o The DC Commission on the Arts and Humanities supports the work of schools, arts organizations, teaching artists and teachers in order to ensure that life-long learning opportunities are available for the residents of the District of Columbia. We do this through our Arts Education Projects, Artists in Schools Grants and Artist Teacher Fellowships and through our partnership with the DC Arts and Humanities Education Collaborative which manages the Arts Education Initiative and the Arts 101 Program.

Our partnerships and grants to organizations, schools and individuals: - Supply professional development to teachers in arts integration - Provide exposure to the arts to students through museum visits, in-school concerts, attendance at plays - Provide arts instruction through school based residencies and after school and summer programming The Commission works to build the necessary relationships between community members, artists, government agencies and arts organizations in order to identify gaps in access to the arts, fill those gaps with quality programming and create a community of children and young adults who are artists and arts enthusiasts.

Private o Corcoran College of Art & Design: The Corcoran is an institution of learning that invites people to explore the world around them through the creation and appreciation of art. The Corcoran Gallery of Art stands as a major center of American art, both historic and contemporary. Founded “for the purpose of encouraging American Genius,” the Corcoran’s extensive collection of 18th, 19th, 20th, and 21st century American art represents most significant American artists.

Community o Sam Gilliam o DC Schools

• DC Public Schools • DC Public Charter Schools

Funded in part by National Endowment for the Arts

School Curriculum Example: Teachers Resource Guide The Educator resource guide produced for teachers will contain: · Approximately 10-15 Lesson plans · 500 copies of an in class 15-Poster Series · The posters will feature work by important American Artists represented in the Corcoran’s permanent collection. · The work of Sam Gilliam will be central to this series. · The MAT students will go into the classrooms to assist the teachers with pre and post-visit Teachers Resource Guide activities. They may also assist with the professional development sessions at the Corcoran.

Students- Grade 8

Pantheon

Sam Gilliam | silkscreen | 1984

Students analyze the issue of slavery, including the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.

Student Guide

Think Tank

silkscreen | purchased in 1996 for $2,800 retail price $3,300 | completed in 1996

Language Arts – Writing Grade 7 The Divergent and Unifying Paths of the American People (1800-1850) Interpret and evaluate the various ways visual image makers (graphic artists, illustrators, news photographers) represent meaning.

Voyager, 1992 Kerry James Marshall Corcoran Gallery of Art

Fu n d e d i n p a r t by N E A

School Curriculum Cont.

Master of Arts in Teaching

The Corcoran College of Art + Design treats teaching art as an art form. Our Master of Arts in Teaching program is philosophically rooted in each student’s reflective experience of making art, critiquing and interpreting art, and seeking the cultural interactions between works of visual art and society. Graduate students discover first-hand the processes through which human beings learn and develop fully through the visual arts. This program is socially engaged, with a progressive curriculum designed for future art educators who are determined to form a solid bridge between the personal experience of art and its capacity to enrich the lives of today’s communities and their individual members.

Core courses lay the foundation in education, psychology, and art theory as they apply to formal instruction and informal program development in a wide range of media and subject areas. Every student receives intensive experience in studio arts to develop artistry and technical skills, forming a basis of understanding for the practice of teaching. Advanced “special topics” coursework focuses on current issues in art policy, the history of art, visual culture, lifelong learning, and their interaction in the contemporary artistic culture in our society. · This 60-credit program is slated to be completed in two academic years. · Classroom and Program Management and Student Teaching are requirements for all MAT students, and many have experience working in DCPS and DCPCS. · DCPS students will get a chance to tour the Corcoran College of Art & Design during their Corcoran visit.

Fu n d e d i n p a r t by N E A

School Curriculum Cont.

Visual Arts –Grade 7

Connect and apply what is learned in the visual arts to other art forms and subject areas and to careers.

Identify professions in or related the visual arts and some of the specific skills needed for those professions.

Level One, 1994

Sam Gilliam Corcoran Gallery of Art

Social Studies –Grade 8 A New Nation (1720-1787)

Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

George Washington, after 1796 Gilbert Stuart Corcoran Gallery of Art

Fu n d e d i n p a r t by N E A

School Curriculum Cont.

Social Studies –Grade 6 Environment and Society

Students analyze ways in which humans affect and are affected by their physical environment.

Last of the Buffalo, 1888 Albert Bierstadt Corcoran Gallery of Art

Social Studies –Grade 8 The Divergent and Unifying Paths of the American People (1800-1850) Students analyze the issue of slavery, including the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.

Into Bondage, 1936 Aaron Douglas Corcoran Gallery of Art Fu n d e d i n p a r t by N E A

School Curriculum Cont.

Language Arts – Writing Grade 7 The Divergent and Unifying Paths of the American People (1800-1850) Interpret and evaluate the various ways visual image makers (graphic artists, illustrators, news photographers) represent meaning.

Voyager, 1992 Kerry James Marshall Corcoran Gallery of Art

Fu n d e d i n p a r t by N E A

Poster

Example : distributing to over 11,000 DCPS +DCPCS middle school students

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Funded in par t by NEA

YOUR LOGO HERE

Fu n d e d i n p a r t by N E A

Artist Sam Gilliam:

Pantheon

Sam Gilliam is an internationally recognized artist living and working in Washington, DC. He was born in Tupelo, Mississippi, and studied at the University of Louisville where he received in 1955 a B.A. in fine arts, and in 1961 a M.F.A. in painting. He began his art career teaching in the DC Public School System. Gilliam also taught at several art schools and universities including the Corcoran College of Art +Design (1964-67).

silkscreen | completed in 1984 | purchased in 1998

Exhibition: The Corcoran will create a temporary exhibition of the Washington Color School, highlighting its collection of Gilliam works ( as well as pieces on loan from the DCCAH). DC students and their families will get the opportunity to visit the Corcoran and view this exhibit.

Teachers and Schools: Sam Gilliam will participate in professional development for teachers and in- school outreach for students. Dialogues with the artist will enhance learning for both groups. Additionally he will be featured in a video series that will go into all schools as an addition to the curriculum.

Think Tank

silkscreen | completed in 1996 | purchased in 1996

Steps and Folds

acrylic three-dimensional painting | completed in 1997 | purchased in 2006

Much

silkscreen | completed in 1980 | purchased in 1996

Fu n d e d i n p a r t by N E A

Thank you We are grateful for your consideration of support

Funded in part by National Endowment for the Arts