SchoolArts Magazine

October 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 58 of 70

and became conscious of their role as curators of their own life." From Mock-up to Reality I later learned about what Elyse was doing through Kate. As the founder of this project, it was exciting to see someone else give life to it. When Elyse, Kate, and I met, I knew we had to take what Elyse did with the mock-up galleries and make it a reality. One of the biggest obstacles was to find a venue that would be flexible with our needs. Luckily, I knew the right person to contact. I called Robert Jagemann, owner of Global Arts in Manitowoc, Wis - consin. I pitched the idea to him and h e loved it! The next obstacle was to create a focus for the exhibition. Since the website featured more than 700 artists from across the globe, we needed to be realistic and determine what our range of artists would be. It was decided to concentrate on Wis - consin artists who were featured in t he 365 Artists 365 Days Project. To date, we have a roster of Wis- consin artists who have agreed to be a p art of this unique art experience, and to be present at the reception so that students can meet the artists who created the works they selected for their student-led exhibition. Frank Juarez is head of the art depart- ment at Sheboygan North High School in Sheboygan, Wisconsin, and a contributing editor for SchoolArts. fjuarez@ W E B L I N K M A N A G I N G T H E A R T R O O M CONTINUED ON PAGE 54. I n 2014, I created a project called the 365 Artists 365 Days Project. The project highlights contemporary art- ists from across the globe through an online interview platform. Since its inception, it has introduced artists on a daily basis via the web and social media. To date, it has featured more than 700 artists working in various media, processes, and studio practices. Highlighting Living Artists As an art teacher, I am constantly looking for innovative ways to increase visual and textual literacy within my curriculum. It was through this project that I found the per- fect source to expose, educate, and engage my students to living artists. Throughout the school year, I intro- duce students to artists working in the same genre or medium as they are. What a great way to reinforce content! Inspiring a Challenge Last fall, I presented on the 365 Art- ists 365 Days Project at the Wisconsin Art Education Association conference in Appleton. One of the attendees was Elyse Lucas, a high-school art teacher in Appleton. Elyse writes: "I first heard of Frank's 365 Art- ists 365 Days project at the 2015 WAEA Fall Conference. His pre- sentation inspired me to integrate more contemporary art into my cur- riculum as well as to question this platform for exhibiting artists. So often I feel students are unaware of the current art world and trends in contemporary art production. The 365 Artists 365 Days Project web- site,, proved to be the perfect list of the "now" from across the world and across multiple mediums. With a focus on career and life skills in mind, I began contemplating what role curators play in shaping the art world and what would happen if we gave that same power to a high- school student. Inspired by curator Kate Mothes and her work with pop-up galleries, I sought to present that same challenge to my students: create a pop-up gallery of contemporary artists' work with a gallery space and exhibi- tion guide to express a common motif. This challenge forced students to research contemporary art, for- mulate opinions on a world of art- work, analyze underlying messages of these pieces, and then design a space that would best exemplify their motif. Through this class, many of my students shared how they learned about a new career option in the arts. Students also felt they better understood their tastes in art, learned to analyze artwork for its deeper meaning, and became conscious of their role as curators of their own life." The 365 Artists 365 Da s Project Frank Juarez It was through this project that I found the perfect source to expose, educate, and engage m students to living artists. 50 OCTOBER 2017 SchoolArts CONTINUED FROM PAGE 50. Examples of possible Artistic Behaviors units include: Artists Observe, Artists Steal, Artists Solve Problems, Artists Tell Sto- ries, and Artists are Self-Learners ADVANCED LEVEL Offering full choice at the high- school level can be challenging. Insecurities about ability and indeci- sion over what to accomplish will o ften hinder the high-school stu- dent's art-making process. Because o f these challenges, art teachers who are considering advanced choice need to be even more prepared. They will need to design a system to guide students through the cre - ative process to ensure that they c an develop ideas and understand what to do when they get stuck. Perhaps the biggest challenge students face is finding inspira- tion. Providing methods to help s tudents with this can be sig- nificantly beneficial. Here are s everal ways to get started: Mini-Lessons Demonstrating new techniques or media is an ideal way to inspire stu- dents, especially if the demo is hands- on. Asking students to keep a record of what they accomplished or to gen- erate a list of ideas that they thought of while working with the technique or material can boost creativity. Inspiration Books Having students keep a sketch- book is another method for gen- erating ideas. Teachers can offer Caption W hen it comes to Teach- ing for Artistic Behavior (TAB), I have heard teach- ers label their practice modified TAB. However, any amount of TAB should not be reduced to a point on a scale. TAB is a philosophy with a primary principle: the student is the artist. The art teacher who fol- lows this principle is a TAB teacher. That being said, TAB teachers do need to consider what level of choice they are comfortable with. The fol- lowing is a look at three levels, begin- ner, intermediate, and advanced, presented to help you decide which level is right for your class. BEGINNER LEVEL The beginner level is best for students and teachers who have never engaged in a TAB program. The beginner level limits the decision-making by subject matter and media selection. Limiting Choice with Themes One method for introducing students to the concept of choice is by using themes. Themes present the student with a question or topic to inspire thought. The student considers the theme and then generates a work of art. For beginners, it may be best to consider concrete themes. Examples of concrete themes include What's Inside the Room, Don't Look in the Garden, and It Happened on the Bus. As the class becomes accustomed to working with themes, the concepts may become more abstract. Exam- ples of abstract themes include Play, Transformation, and Identity. Grouping Media Another method for offering choice at a reasonable pace is by presenting limited groups of media. By present- ing media in small groups, the teacher offers the student a comfortable range of materials with similar prop- erties. For example, a teacher might start the year limiting the first project to black and white media. Students would be offered the choice of using pencil, charcoal, or pen and ink. Examples of other media group- ings include colored pencil, marker, and oil pastels; watercolor and tem- pera cakes; or clay, plaster, and other 3D sculpting materials. INTERMEDIATE LEVEL The difference between the beginner and intermediate level is not simply the increased availability of choice. Widening the number of choices doesn't necessarily mean students are thinking and working as artists. The intermediate level directs stu- dents towards open media and incor- porates Artistic Behavior units. When art teachers present Artistic Behavior units, they allow their stu- dents to move beyond the limitations of the theme-based program. Instead of being based on media or elements and principles like traditional art lessons, Artistic Behavior units are based on how artists think and work. Examples of possible Artistic Behaviors units include: Artists Observe, Artists Steal, Artists Solve Problems, Artists Tell Stories, and Artists are Self-Learners What Level of TAB Is Right for You? Ian Sands TAB is a philosoph ith a primar principle: the student is the artist. CONTINUED ON PAGE 54. T H E O P E N A R T R O O M 16 OCTOBER 2017 SchoolArts CONTINUED FROM PAGE 16. weekly prompts that students use to generate ideas. Students can also use these books to cre- ate doodles, thumbnails, and other v isual methods of recording. Idea Box For the student who is truly stumped, an idea box may be helpful. Inside the box are index cards, each listing one idea. Examples may include: • Draw your reflection in a doorknob. • Learn how to reverse tie-dye using a black shirt and bleach. • Create a sculpture using only items you have found while walking around the school. Ian Sands is a visual arts instructor at South Brunswick High School in South- port, North Carolina, and co-author of The Open Art Room, now available from Davis Publications. 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 54 OCTOBER 2017 SchoolArts

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