SchoolArts Magazine

September 2017

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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Page 49 of 58

Advertiser Index Advertiser Page AMACO 7, 41 ACMI 45 Bailey 52 Blick Art Materials CIV Davis Publications 4, 18, 50 General Pencil 51 Handy Art 42 Kiss-Off 45 L&L Kilns 2 NAEA 15 Nasco 13 Sakura 49 THE ORIGINAL K iSS-OFF ® Stain Remover Before you throw it away... try Kiss-Off! "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 room. Praise and accolades for a job well done followed students on social media, in the announce - ments, and the district newsletter. These students connected with each other, educated the commu - nity, and felt an enormous sense of pride. The voice in my head now said, "Wait until next year!" Dannielle Arneson is an art teacher at Howards Grove Middle School in She - boygan Falls, Wisconsin. darneson@ M A N A G I N G T H E A R T R O O M O ne day, a group of eighth-grad- ers approached me and said, "We want to do something big. We want to put on a show or plan an event for the whole school!" As their minds wandered into grandiose ideas of huge musical productions or groundbreaking talent competitions, one student suggested, "Hey, what about an art show?" This was followed by a chorus of, "Yeah, an art show!" With pleading smiles and hopeful eyes, they looked at me. I put down my fork, midway through my lunch, and thought, "Wow! What a great idea! The district has never had an art show; this would be amazing! Wait, do they real - ize the work needed to store and hang more than 250 artworks? Will enough students help? Where would we hold it? Who is going to coordinate every - thing? I'm the only art teacher here. What if no one comes and it's a huge flop?" And out of my mouth came the words, "That sounds awesome! How can we make this happen?" Student-Driven Planning That was the last time I used the word "we." If you give middle-schoolers decision-making power, a positive direction, and the word "Go!," they will accomplish great feats. By the end of that day, the small group (led by one motivated young lady) had already asked the principal for per- mission, checked the calendar to plan dates, talked with the student council advisor to coordinate support, and started a list of job responsibilities. By Friday, label templates had been created, display ideas were Googled, and to-do lists assembled. Each day, someone asked, "What else can we do?" This snowballed into sorting through art projects, checking inven - tory, typing labels, and making signs. As the date approached, the principal asked the young lead coordinator if she would present her plan to the school board. I was so proud as she confidently described the show, their plans, and the wonderful art! Assigning Tasks Soon, a sign-up sheet was created to coordinate the evening's tasks, which included exhibition designers (set up), docents (to describe the works and answer questions), security guards, tech coordinator (to set up projectors for student-created animation videos), entertainment (three students playing guitar, piano, and banjo), attendance taker, and cleanup. Expanding the Show A scavenger sheet was prepared so young visitors could take a closer look at the art and have a chance to win a prize. Additionally, the Fam - ily and Consumer Science Educa- tion teacher coordinated with the team and her students in preparing a Cookie Challenge/taste-testing for visitors; the student council coordi - nated a bake sale; and two sixth-grad- ers planned a small booth to advocate for world hunger relief. The Big Event The night of the show, all hands were on deck. The event was so well coordi- nated, I had the luxury of just observ- ing and facilitating. Within an hour, the show was ready, pizza arrived, and students took a quick break before the opening. When visitors began to arrive, students jumped to their stations and greeted a steady stream of support - ive families, school board members, administrators, and students. I had seen all the works of art, but it was an incredible sight to view the entire exhibition of ceramics, sculp - tures, drawings, self-portraits, paint- ings, and the eighth-graders' social issue paintings with their artist state- ments. Many visitors were intrigued by these social issue paintings and commented on the maturity and effort shown. Some of the more controversial paintings continued to inspire conver - sations well into the following week. Student-Driven Success When the student-driven event con- cluded, the crew stayed to take it all down. As the art was delivered back to my room, I heard, "This worked great, but next time we can…" across the Let's Put on a Show Dannielle Arneson I ou give middle-schoolers decision-making power, a positive direction, and the word "Go!," the ill accomplish great feats. CONTINUED ON PAGE 45. 16 SEPTEMBER 2017 SchoolArts CONTINUED FROM PAGE 16. more budget money, some extra prep time, and my own classroom. Each month I announce the Art - ist of the Month and the Golden Paintbrush Award winner. Throughout the year, I create as many art- related dress-up days as possible—any excuse to wear a tutu and celebrate art. So now, eight years into teaching, there is no way I would take two days off versus attending a state conference. There is so much more to learn and the more involved I am in my state association, the stronger my art program. Tiffany Beltz is an art teacher at Southside Elementary and Maplewood Elementary Schools in La Crosse, Wisconsin. tiffany.beltz@ P O I N T O F V I E W W hen I began student teaching with the ridicu- lously talented Jen Dahl, I remember looking at the school calendar and ask- ing about the two days slated for teacher conventions at the end of October. When I asked if we would attend a convention, she replied, "Nope! Take the days off." She didn't have to tell me twice! At the time, I knew little about the Wisconsin Art Education Asso- ciation (WAEA). I briefly attended a fall conference in college and noticed an award on Jen's classroom wall from WAEA's Youth Art Month Program. Jen became involved in WAEA shortly after and encouraged me to do the same. Now, almost nine years later, I have held several positions on the WAEA board and currently serve as president. I can't begin to describe the opportuni - ties that my state's association has pro- vided for my students, my community, and me. WAEA has been the most pow- erful advocacy tool I have had as an art educator in Wisconsin. Opportunities for Students I have found that the biggest advo- cacy tool has been providing oppor- tunities for my students that extend beyond the classroom; WAEA's Youth Art Month program is one of the best! Each year, I submit works of art to my Regional Youth Art Month Show. Students are excited to show their work in a venue with students from area schools. They attend the show with their parents and truly feel like artists. The State Youth Art Month Show is held at the State Capitol in Madison. Parents and students travel to Madison for a celebration and the students truly feel like celebrities! I bring them flow - ers and announce these students on my Facebook page, the school announce- ments, and in the district newsletter. There is a buzz around school as this is happening and students ask if their work will be selected next year. Parents are excited and share photos and stories with other parents and community members. This year, one of my talented young artists was even a State Award Winner. This was pub - lished in the local paper; a lovely piece of advertising for our art program. Networking As I have become more involved in WAEA, I continue to extend my circle of art educator contacts and friends. I have attended WAEA-sponsored art idea exchanges, summer hands-on workshops, as well as many state and national conventions. These opportuni - ties have allowed me to advocate for my own program while learning about lessons ideas, advocacy tools, class- room management, and so much more. Sharing Experiences Attending these events also provides opportunities for me to share my experiences with students. I currently teach in a high-poverty school; watch - ing students' faces light up as I show them photos from my most recent trip to New York City and of me at Georgia O'Keeffe's house is positively electric. Leadership There's no doubt that WAEA has also provided me with opportunities to hone my leadership skills, which has allowed me to develop more of a voice in my schools. I am now able to more effectively communicate with other teachers and administrators about the needs of a successful art program, allowing me to be granted just a bit Stand Out in Your State Tiffany Beltz I have found that the biggest advocac ool has been providing opportunities for m tudents that extend be ond the classroom. CONTINUED ON PAGE 45. Left: Tiffa eltz wears a cape and tutu during an art-related dressup da . Right: Tiffa eltz and her student Ka lie Church at the 2017 Regional Youth Art Month Reception in West Salem, Wisconsin. 14 SEPTEMBER 2017 SchoolArts CONTINUED FROM PAGE 14. Sax Art CII Skutt 1 Speedball 46 The SHOP 47–48 Curator's Corner 47 Envisioning Writing 47 L&L Kilns 47 Nasco 47 The Open Art Room 48 Royalwood 48 Beginning Pixlr Editor 48 Youth Art Month 48 Advertiser Page SCHOOLARTSMAGAZINE.COM 45

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