SchoolArts Magazine

NOV 2012

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link:

Contents of this Issue


Page 43 of 52

Advertiser Index ADVOCACY Advertiser Page ACMI AMACO Bailey Ceramic Supply Blick Conrad Machine Co. Crayola Davis Art Images Davis Publications Debcor General Pencil Jacquard 43 4 CIII 2 43 45 CIV 44 45 CII 44 37 43 47 45 46 15 15 Advertiser Page L&L Kilns Michael's NAEA Nasco Royalwood Ltd. Sakura of America Skutt 46 7 16 13 46 11 1 45 46 Wook Choi A. Total No. Copies (Net Press Run) B. Paid and/or Requested Circulation 1. Sales through Dealers and Carriers, Street Vendors, and Counter Sales (Not Mailed) 2. Paid or Requested Mail Subscriptions (Include Advertisers' Proof Copies Exchange Copies) C. Total Paid and/or Requested Circulation (Sum of 15b(1) and 15b(2) D. Free Distribution by Mail (sample, complimentary, and other free) E. Free Distribution Outside the Mail Teacher-Tested/New Products Sakura of America 11 Sharpie 13 Sensu 13 Blick 15 Art Spectrum 15 Average No. Copies Each Issue During Preceding 12 Months Single Issue Nearest to Filing Date 15,778 None None 13,650 11,980 13,650 11,980 756 751 802 295 1,558 1,046 G. Total Distribution (sum of 15c. and 15f.) 15,208 13,026 570 1,474 15,778 14,500 90 92 I. Total (Sum of 15g. and h. J. Percent Paid and/or Requested Circulation (15c. divided by 15g. times 100) I t's becoming a familiar story across the country: School budgets are tight, expenditures are carefully scrutinized, and raising taxes is arguable. Which programs are threatened with drastic cuts or extinction? Art, music, and physical education are always first on the chopping block. As a former art teacher, I keep asking myself, "Why don't people value the arts more? How can we make sure that art programs get the credibility they deserve?" Perhaps we might consider telling others why we became art teachers and exactly what we do. Why Did We Choose to Teach Art? Perhaps we became art teachers because we knew, from personal experience, what a positive difference art makes in an individual's life. We envisioned encounters with art as a journey of discovery and mastery of skills for all children. November 2012 Art Teacher's Guide We foresaw that when kids embark For the most part, art teachers guide on this journey, they can explore mulstudents in creating, interpreting, and tiple ways to see and create objects evaluating visual forms made primarand images in their environment. We ily for purposes of communication, knew that developing manual skills decoration, expression, and celebraand guiding mastery would lead to tion. positive work habits. We also underAs guides, art teachers map the stood that as young people pursue a most direct and effective routes for world of diverse images and artistic exploring and masprocesses, they can make profound conWhy don't people value tering artistic skills. They launch students nections with artthe arts more? How on a lifelong jourmaking traditions in can we make sure that ney of inquiry into other cultures as well art programs get the the meaning and as within their own credibility they deserve? significance of their communities. visual world, and As art teachers they establish multiple pathways for today, we still hold the belief that the appreciation and understanding of all kids deserve the opportunity to visual forms in the natural and human discover their enormous capacities landscape. Along the way, they chalfor sensing, feeling, expressing, and lenge students with many opportuniresponding to a wide range of emoties to reflect on their explorations, tions and ideas. So what exactly do art discoveries, and progress. teachers do? Continued on page 41. SchoolArts Continued from page 14. Art Teachers Plan Good art teachers plan meaningful learning experiences that balance formal, expressive, and thematic content. As planners, art teachers anticipate the knowledge, skills, and attitudes students will need to successfully produce and interpret visual messages. Art teachers design artful problems that require students to look closely at the world around them, analyze visual qualities, consider traditions of artistic accomplishments, and make informed judgments about the creation and use of visual forms encountered every day. They organize engaging instructional activities and specify authentic assessment tasks and criteria for measuring student progress. 14,500 F. Total Free Distribution (sum and 15d. and 15e.) H. Copies not Distributed Art Teachers know the positive difference art makes in an individual's life. Photo by Nancy Walkup. Eldon Katter 14 STATEMENT OF OWNERSHIP—MANAGEMENT AND CIRCULATION Required by the Act of Congress of August 12, 1970. (Section 3, 685, Title 39, United States Code) 1. SchoolArts. 2. Filed this September 13, 2012. 3. Published monthly—September through May. 3a No. of issues published annually, nine. 3b. Annual subscription price, $24.95. 4. and 5. 50 Portland Street, Worcester, MA 01608 6. Publisher, Wyatt R. Wade, 50 Portland Street, Worcester, MA 01608; Editor, Nancy Walkup, 2223 Parkside Drive, Denton, Texas, 76201; Managing Editor, Hana Lasell, 50 Portland Street, Worcester, MA 01608. 7. That the owner is Davis Publications, Inc., 50 Portland Street, Worcester, MA 01608 8. There are no bondholders, mortgagees, and other security holders owning or holding 1 percent or more of total amount of bonds, mortgages, or other securities. 9.— 10. Why Teach Art? Art Teachers Unify By connecting art learning to the daily life experiences of their students, art teachers bridge the gap between the world of here and now with traditions of there and then. As unifiers, they integrate learning across the disciplines and present works of art and artifacts as important links to learning. In the classroom, art teachers bring together diverse populations of students through group work and collaboration. They reconcile cultural and artistic differences by focusing on human commonalities and the value of art as an essential human experience. For all these reasons, we teach art. I certify that the statements made by me above are correct and complete. WYATT WADE, Publisher Eldon Katter is co-author of Explorations in Art (Davis Publications, 2005) and former editor of SchoolArts. 41

Articles in this issue

Links on this page

Archives of this issue

view archives of SchoolArts Magazine - NOV 2012