Drawn shoe (I didn't know what to call this one!)

First drawing done in this class...

Shoe through the viewfinder

This is my shoe done through my viewfinder.

Australian Aboriginal Picture

This is a dreaming or journey. The dots are called stipples and the lines are called cross hatching. I used the 4 sacred colors - red, yellow, white, black. I painted this on a paper sack. The little "U" shapes are my daughter and me which signifies Mother and Child. I have a curvy line with 2 sets of footprints which symbolizes my journey away from my ex-husband. The big journey is me going through school and there is also the journey of my life. I used lots of stipple to cover the background. I liked doing the stippling, it was fun and I really enjoyed it.

Andy Warhol

First I had to draw a picture (self-portrait) on a piece of paper and copy it to a piece of Styrofoam. Then I had to copy the portrait onto a piece of Styrofoam using a pencil. Then I got four different colors of tempra paint using my brayer, and made this print using Andy Warhol style.

Georgia O'Keefe

This was a wet on wet wash in the style of Georgia O'Keefe.

Chinese Brush Painting

This is a Chinese Brush Painting using real chinese materials. I used Chinese brushes, ground my own ink and authentic rice paper. It was more difficult than I imagined it to be, but fun at the same time.

Picasso Edited

Here is my Picasso painting that I edited.

Louis Comfort Tiffany Lamp Shades

This is my lampshade. It is a cherry blossom/pussy willow design. It was done using organic lines.

Collographs...edited

Here are my two best collographs.

Collographs

Here are my 2 collographs, and 4 from students in class. I really enjoyed this project...except on the ink part, one of my vampire bug's teeth disappeared, and became a foot instead. Oh well.

Whoops...more snowflakes

Apparently, I can't read, and didn't see that we needed to do more than one snowflake. So, I finished the rest of them today. Enjoy.

Reflection #4: Assessment

A. Text, Chapter 5 My “favorite” assessment tool is not going to be the most popular. In the school that I work in, I know that many of the teachers do not like the rubric system. However, I like it because it shows and tells the kids EXACTLY what they have to do to get the highest grade (a score of 3) in any subject, including art. The rubric sets specific objectives that the children have to hit in order to get a 3, and if they do not hit those objectives, they don’t get the score they want. This system works in Math, in Language Arts, and it also works in Art. I really enjoy the rubric system. I personally don’t think it’s that horrible, and I’ve graded many papers/assignments using this system. It makes the most sense to me, and as an assessment tool, was the most effective for me out of the criteria listed in the chapter.

B. Assessment in Art, Chpt. 2 by Dr. Donna Kay Beattie (PDF) An important idea I got from this document is that standards, “identify what our children must know and be able to do.”(NAEA, 1994, p. 2). I think this is totally and completely true. How are you supposed to perform in anything if you don’t know what is expected of you? (Another reason why I love rubrics so much!) Another point I like is this: “Standards accountability is

the product of three beliefs: (a) assessment should primarily address standards, (b)

standards provide an objective basis for valid and reliable assessment, and (c) standards

assessment results should be justifiable and should be reported.” This just MAKES SENSE to me. How do you expect to assess your students if the work they are doing do not reflect the standards?

C. Three Resources of Your Own

1. http://blogs.scholastic.com/arts/2008/10/assessment-stra.html

I liked how this lady had her website set up, and I also enjoyed her sample rubric. “Effort and Attitude

Excellent

Consistently maintained responsibility for work and process, showed pride and care for artwork and contributed positively to the classroom community (4 pts.)

Proficient

Usually maintained responsibility for work and process, showed pride and care for artwork and contributed positively to the classroom community (3 pts.)

Emerging

Occasionally maintained responsibility for work and process, showed pride and care for artwork and contributed positively to the classroom community (2 pts.)

Unsatisfactory

Never maintained responsibility for work and process, showed pride and care for artwork and contributed positively to the classroom community (1 pt.)

Participation

Excellent

Contributed positively to all class and group discussions (4 pts.)

Proficient

Contributed positively to most class and group discussions (3 pts.)

Emerging

Contributed positively to few class and group discussions (2 pts.)

Unsatisfactory

Did not contributed positively to any class and group discussions (1 pt.)

Project Criteria

Excellent

Met all of the project's criteria (4 pts.)

Proficient

Met most of the project's criteria (3pts.)

Emerging

Met few of the project's criteria (2 pts.)

Unsatisfactory

Did not meet any of the project's criteria (1pt.)” I think it is important as an Art teacher to have criteria clearly set up before you even introduce the project. Let the kids know what you want before you even start.

2. http://www.princetonol.com/groups/iad/lessons/middle/yearplan.htm

If you get lost in trying to write up a rubric (again, I love rubrics!) then here is the website for you, where it gives lots of examples of sample rubrics to choose from.

3. http://www.kinderart.com/artbook/

Here’s another reason why I love Kinderart so much! "This Art Book site was created to help art educators by giving them another form of assessment. So many times we as art educators find it difficult to assess a child's progress when projects are sent home. By using portfolio assessment it is easier to judge a child's progress because you can see it from beginning to end. The idea of the art book came from a colleague of mine, Mary Jo Paup. She developed the "book" idea while working towards her masters. When she told me about the idea I decided to use it with my kindergartners. I used the Janesville School District's Art Curriculum as a basis for each project page. It was a challenge but well worth it. The beauty of portfolio assessment is that it starts in kindergarten and can follow them through their elementary career. As the child grows so do the books and the lessons.

If you decide to use this form of assessment in your class, I hope your class enjoys these lessons as much as mine did."

-Maryanne Messier

I was able to look through this book on Kinderart’s website, and I love it! I’m going to have to try it with my work kids sometime.

Snowflake Project

Here is my snowflake project. I love the colors!

Reflection #3: Integrating Curriculum

You can integrate art into your classroom in several different ways. I really enjoyed the readings this week. I felt like our textbook gave a lot of great ideas in integrating art into the classroom.

1- 3 domains

A- Cognitive: There were many ideas in the readings this week of integrating art into math, science, and language art. With integrating math, (Ch. 9), I found an awesome art piece (pg. 118) that was created using a computer. It teaches children about symmetry, scaling, and proportion. Proportional scaling can be taught through shrinking or enlarging the sizes of images in specified percentages. In science (Ch. 10), I liked the ideas in the section on botany (pg. 130-131). Botany has always interested me. How can we teach something if we aren’t interested in it? I like the three-dimensional collage of leaves shown on page 131. I especially like the different geometric and organic shapes, and the use of color. With integrating language arts (Ch. 7), I especially liked the part where it was talking about vocabulary development in language arts. (pg. 100-103) As I was reading this passage, certain things kept popping out at me: I liked how they pointed out that lines make up the shapes of letters. I also liked how they pointed out that shapes are the building blocks of letters forms. I liked how this chapter stressed the importance of letting the child draw a picture of something FIRST and THEN writing about it. It mentioned that a lot of teachers have the kids write a story first, and then have them “decorate” their story with a picture.

B-Psychomotor: I liked how Chapter 6 in the book discussed this area, especially Bloom’s Taxonomy. I also believe that children spend way too much time sitting, and not enough time moving. Art is not only a visual thing. Art IS movement. I liked the suggestions given on page 72. My favorite suggestion was to become human sculptures, and use free movement to re-create the essence of the picture.

C-Affective: The part that I liked most about this section is the meeting needs part. I liked what it said on page 73: “Emotion is a state of aroused feelings or agitation, as people go about trying to get their needs met.” In expressing these emotions, children are sometimes frightened of what they have expressed, but the emotions are important, and should not be dismissed.

2- The Visual Cultural Approach: On page 8, there is a list of 10 social studies themes, and ideas to integrate the visual cultural approach into the classroom. This chapter is full of ideas. Here are a few of my favorites: (Time, Continuity, and Change via Art, pg. 85) “Have students volunteer to pose and also to illustrate the activities that men and women perform and the objects used at various times of the day and in different seasons.” (People, Places, Environments via Art) “Working in a group, students sewed and quilted the individual states into our United States of America, e pluribus unum.” (pg. 86)

3- I have already discussed how you can integrate a core subject into art.

4- I definitely believe that integration is important. As a teacher, you have so many other things to teach, and I believe it is important to try and integrate as much as you can. Turn a discussion about dinosaurs into an art/writing/science activity. As a teacher, you have to use your time wisely, and if you can kill two (or three or four) birds with one stone, do it! I’m all for integration!

References: http://www.cyberbee.com/intclass.html

This website is a wonderful site that gives a TON of ideas for integrating art into the classroom. It gives ideas for integrating art with core subjects like math, LA, science, social studies, This is my favorite idea: “Transform your classroom into a virtual art studio and museum. Have students create their masterpieces with free online drawing, painting, and sculpting tools.”

http://www.ehow.co.uk/how_7860034_integrate-arts-classroom.html

This website was a great way to integrate art into the classroom. This website gave suggestions on how to use up those spare minutes by turning them into ways to use art in the classroom. “Integrate the arts into daily writing lessons. At the beginning of each class period, play music.” I love this idea! Music has always calmed me, and I think children are definitely calmed by music! The website is full of ideas. Check it out!

http://www.teachhub.com/news/article/cat/14/item/297

This website gives 12 suggestions to keep art in your classroom. I LOVE the first idea, have students write a script. First of all, since we live in Utah, we have a wealth of examples to choose from. When my little sister was in third grade, her class got to participate in an Opera By Children. She spent the better part of the year helping to write the script, music, create costumes, practice her part, etc. If that is not an example of integrating curriculum, I don’t know what is! The teachers were able to integrate every subject into their opera, and the kids had a blast doing it! I know that I would love to do an Opera by Children in my own classroom.