SchoolArts Magazine

November 2016

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

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Advertiser Page Advertiser Page Americans for the Arts 13 AMACO 48–CIII Bailey 7 Blick CIV Davis Publications 4, 15, 37 Kiss-Off 41 L&L Kilns 2 NAEA 16 Nasco 11 SchoolArts 42, 45 Skutt 1 Advertiser Index The SHOP Art Education 2.0 43 Curator's Corner 43 Documenting Children's Meaning 43 Experience Painting 43 Nasco Arts & Crafts 44 Royalwood Ltd. 44 Skutt Kilns & Potter's Wheels 44 Youth Art Month 44 SCHOOLARTSMAGAZINE.COM 41 THE ORIGINAL K iSS-OFF ® Stain Remover Before you throw it away... try Kiss-Off! KissOff.com "I had gotten blue oil paint on one of my fall coats... I felt like I should give Kiss-Off ® a try and lo and behold no more dried on oil paint! My jacket was saved." ~Malissa Removes: Ink · Oil Paint · Grease · Makeup · Blood · Lipstick · Coffee · Red Wine · Grass Stains & More Ideal for Classroom, Travel & Art Studio MADE IN THE USA Ten Years of Arts This year marks our tenth anniver- sary. Ten years of recognizing the importance that the arts play in the education and lives of our children, of recognizing and rewarding that powerful connection that the arts play in shaping our language and under- standing of the world, and of building partnerships with organizations and people who value the unique transfor- mative power that the arts have on a young person's life—and how we can help guide those young people to be happy and successful adults. These exhibitions have given affir- mation and legitimacy to young peo- ple's ideas and the ability to expound on these ideas through visual images. These past ten years of the three regional art exhibitions, the state- wide Best of the Best exhibit, and the Connections teacher exhibit, have been a true labor of love for our TAEA members and each of the participating organizations. Jim Dodson is the former visual arts direc- tor of the Tennessee Arts Academy. JDod- son@ ortn.edu CONTINUED FROM PAGE 8. CONTINUED FROM PAGE 12. The Best of the Best A D V O C A C Y CONTINUED ON PAGE XX T en years ago, I had a vision of taking our student art into the galleries of the professional art museum in our city. I brought this vision to my colleagues at the Tennessee Art Education Associa - tion (TAEA) and to the Knoxville Museum of Art. With the synergy of these two groups, our first annual show opened to the largest reception ever held at the museum, with more than 500 people in attendance. Many families at the reception had never been to our city's museum, and more than 300 pieces of student art were viewed during the two-week show. In addition, we were able to pro - cure more than $50,000 in scholar- ships from the Memphis College of Art and the Savannah College of Art and Design. That evening, student artists enjoyed their fifteen minutes of fame, and many left with cash awards as well as a chance to further their artistic endeavors in arts col - leges and universities. Support and Success Convinced by the overwhelming success of the experience from the initial year, TAEA supported the sec - ond annual show by expanding it to a full month. The scholarship offerings were also expanded to include four additional institutes of higher learn - ing. In addition to the awards and scholarships, the Best of Show piece was purchased by a local donor and placed in the Knoxville Museum of Art's Education Collection while an image was reproduced on local bill - boards to support and celebrate the importance of arts education. Statewide Expansion Seeing the success and need of expanding the exhibition and schol - arship program, TAEA agreed for a third year to broaden the scope of the program to include professional museums in the Nashville and Memphis areas. Collaborating with the West Tennessee Regional Art Center and the Renaissance Center in middle Tennessee, TAEA went statewide. Since that expansion nine years ago, students have benefitted from the statewide exhibition and scholarship program reaching more than 50 counties, 100 schools, 200 art educators, and 3,000 students who have exhibited over 3,200 pieces of extraordinary middle- and high- school artwork. Best of the Best Our organization wanted to provide even more acknowledgement and rec - ognition to student artists who had placed among the very best in each region. TAEA teamed up with the Tennessee Arts Academy, a summer professional development academy serving more than 300 arts teachers at Nashville's Belmont University each summer, to cosponsor the first annual Best of the Best Student Art Exhibition. The previous year's cat - egory winners in each of the three divisions were showcased. The ten categories included painting, draw- ing, mixed media, sculpture, photog- raphy, printmaking, ceramics, video production, computer graphics, and overall show winners. To complement the annual Best of the Best show, TAEA also offered a member exhibit called Connections, which comprised teacher-created pieces, which reinforced that arts educators should always continue to learn about and create art, aligning with the main philosophy of the Ten - nessee Arts Academy. Jim Dodson These exhibitions have given affirmation and legitimac to oung people's ideas and the abilit o expound on their ideas through visual images. 8 NOVEMBER 2016 SchoolArts the classroom so I can use the walls for signage and visual references. Stu- dents get their tools and materials and take them to nearby tables. The Clay Center and the Construction Center have their own dedicated tables, but the others can be used flexibly." Teaching Skills The primary method for introduc- ing new techniques in a choice-based elementary class is the five-minute demo. The teacher presents a new media or skill at the beginning of the class. Students then have the option of incorporating that new skill. Choice-based high-school teach- ers wanting to dig deeper into a particular media or skill may offer boot camps. These can run as long as a week and include a series of tech- niques and skill-building exercises. Middle-School Option: Sara Under- hill, a teacher from Pierz, Minnesota, offers some whole group lessons but realizes much of the technique train- ing occurs as the need arises. "We do some skill builder activities such as shading, where everyone practices the techniques. However, a lot of the skills taught are emergent. If I see someone printmaking that is wanting to use more than one color on a print, I demonstrate reduction printing." Presenting Lessons Elementary students are presented with lessons through the five-minute demo as well as through visiting each center. Centers provide students the opportunity for exploration through media. The five-minute demo may be used to discuss concepts such as idea generation, art history, or an element of art or principle of design. High-school teachers often present lessons through units or themes, such as identity, compassion, and transfor- mation. These offer students a start- ing point from where to draw ideas. Middle-School Option: Nan Hatha- way's favorite approach is full choice, allowing students to decide the media as well as the subject matter. "When things are going well, there is a hum of student engagement, bursts of joyful discovery, and many possibilities in student work for me Ian Sands Caught in the Middle T H E O P E N A R T R O O M How to displa upplies, how to teach skills, and how to present lessons are just a few of the issues faced b iddle- school teachers wanting to incorporate choice. CONTINUED ON PAGE XX W hen it comes to choice- based art education, elementary art teachers have it down. Centers are established, five-minute demos are presented, and students arrive ready to work. High-school teachers offering choice are developing systems as well. Their materials are readily available and their boot camps are designed for the high-school student. Though both methods of offering choice work for their corresponding grade levels, there is one group of teachers who are truly caught in the middle—the middle- school teacher. Unlike elementary and high school, where grade levels are primar ily set, middle-school teachers face a wide variety of combinations, including 6–8, K–8, and 8–12. These combi- nations of class levels raise many challenges to offer choice in middle school, including how to display sup- plies, how to teach skills, and how to present lessons. To address these chal- lenges, let's look at each through an elementary, high-school, and middle- school hybrid option. Handling Supplies The most common practice for han- dling supplies in the choice-based elementary program is through "cen- ters." Each center contains a specific material, as well as instructions for using the media. Examples may include drawing, painting, printmak- ing, and 3D centers. High-school teachers tend to fol- low a studio approach. Materials are readily available, usually stored on shelves, in cabinets, or student-acces- sible storage rooms. Middle-School Option: Nan Hatha- way, a middle-school art teacher from Vermont, offers her students a hybrid solution. "In our studio, the centers are set up along the outside edges of 12 NOVEMBER 2016 SchoolArts to 'frame' for students or extend for greater depth and understanding. Occasionally, students show me that they need more scaffolding. This is when I might introduce a whole group theme as a way to refocus attention." Instead of full choice, Sara Underhill develops themes based on Studio Hab - its of Mind. "I found that full choice was too much for my students. They would experiment with materials, but they couldn't focus on a topic. I use Studio Habits because I see students connecting what they're doing in art class to real-world applications." Ian Sands is a visual arts instructor at South Brunswick High School in South- port, North Carolina. artofsouthb.com Cuboto created b rtist Angello García Bassi. See page 23. Get Published! Write for SchoolArts! Go to SchoolArts.com/WritersGuidelines for information. Author benefits include: Free one- ear print and digital subscription to SchoolArts, up to 6 free copies of the issue in whic our article was published, honorarium of up to $100 per article, an ears of access to Davis Digital!

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