newcaje 2017: insights from an art teacher
TRANSCRIPT
How do you use art in your classroom?
Dorie Mishael● Alabama, California, Texas,● BFA Visual Arts Studies @ University of North
Texas● Cora Kelly STM Elementary in Alexandria VA● Title 1, 70% EL, 70% low income, City Wide
Autism and ED programs.
Itinerary● Pre test / Consensogram● Objective: I can use art in my classroom to deepen
student understanding● Why Art?● Big Ideas● Assessments● Project ideas and how to create successful art
Why Art?
● Tactile and visual modality of learning● Hands on and direct connection to the experience of making● Make personal connections to distant ideas/people's/experiences● Express understanding visually and personally● Visual long term reminder and memory trigger● For The Aesthetics
Big Idea Lessons and Understanding By Design
● An overarching theme● Relevant to and
resonates with the students lives
● Supports Authentic learning
● Can be broken down, specified, personalized
● examples:○ Identity○ Community○ Environment○ Emotions
What are Essential Questions?● Help us specify and focus on certain facets of the Big Idea.● Identifies what specific concepts will be investigated through the lesson.
EX.Big Idea: Monuments and Memorials
Essential Questions:What is the goal of monuments and memorials?Why do we make them? Why is it important that we make them?What makes meaning?
What is worth understanding?
● Larger transferable concepts
● Helps prioritise and find focus
● Know vs. Understand
How can students show their understanding?
● Transfer● Express in own words● Teach others● Independent use
Backwards Design: Plan the understanding FIRST
Theme (what is worth knowing) Vs. Big Idea (what is worth understanding)
Themes:
1. House2. Shabbat, Challah Covers, etc3. Hanukkah, Menorah, etc4. Passover5. Israel6. Holidays7. Bible Stories8. Torah/Text Study9. Holocost
10. Prayer
Big Ideas:
1. Home2. Making special, Shabbat vs. Week3. Maintaining Identity, standing up to persecution4. 5. 6. 7. 8. 9.
10.
Start with Art(Smart Start)
Pre Tests, Smart Starts, Consensograms and Exit Tickets● What knowledge or thoughts
are your students entering the lesson with?
● Spark debate and discussion● What did your students get out
of your lesson? What is their Take Away?
● Socrative, Kahoot, ● Twitter Boards, FB Walls,
Pinboard
Looking at Art
Mini-Field Trips (appreciate and analyze the art around you)
● What art is already in your space? ○ Stained glass○ Sculptures○ Torah covers○ Architecture○ Mezuzzot
● Mezuzah Treasure Hunt: inventory (in synagogue and students homes)● Stained glass: Write a short story/poem to accompany the windows,
design your own
● See Think Wonder
● Lists● Short
Story● Poem● Act it
out●
Hang up student art
● Class critiques● 2 glows and a grow
Quick Crit
● See Think Wonder
● Sticky Note Vote
● Consensogram
JEWISH MUSEUM BERLIN: SHALECHET - FALLEN LEAVES
THE INSTALLATION BELOW IS BY ISRAELI ARTIST, MENASHE KIDISHMAN. HE ALSO HAS A LARGER INSTALLATION AT THE JEWISH MUSEUM IN BERLIN THAT USES THE SAME MATERIALS AND ICONOGRAPHY (BOTTOM PICTURE). IT IS ONE OF THE MOST EMOTIONALLY EVOCATIVE PIECES OF ART I HAVE EVER EXPERIENCED. AS PICTURED BELOW, THE VISITOR IS ENCOURAGED WALK OVER THE HUNDREDS OF IRON FACES ON THE FLOOR. AS I WALKED OVER THE “FACES” OF THE VICTIMS, I WAS COMPLETELY OVERWHELMED BY EMPATHY AND PROFOUND SADNESS. –JASON KRUGMAN
Real or virtual
● Google Art Project
● Google Map Street View
● Sphere● Youtube
Jewish ArtistsMarc Chagall
Agam
Amedeo Modigliani
Annie LeibovitzWhat is worth understanding?How to replicate the artist? Or why the artist creates?
Jews invented Comic Books
Jack Kirby
Will Eisner
Art SpiegelmanJerry Siegel and Joe Shuster
Joe Simon and Jack Kirby
Stan Lee
Text Study
● Illustrate the story● Highlight key themes● Connect to a contemporary or personal
narrative● Deepen understanding of the content ● Art as interpretation
Personal Narrative ProjectPainting Illustration
Chimamanda Adichie: The Danger Of A Single Story
https://vimeo.com/92104553
Activity
What is the most meaningful story you have read/seen/heard?
Why?
Project
Design and create a singular or multi-paneled painting depicting a personal narrative using
any painting technique.
“A Strong Gust of Wind Swept Through
The Park”
“Molar Migration”by
Amy Cutler
Book Illustrations
Scary Stories
Actions
Expressions
Iconography
“Take Charge of the Situation” by Hyuro
Timeline / String of events
Dreams
Embellished Story
Story Ideation
● 1 page stream of consciousness story due on Monday.
● 3 idea thumbnails minimum● bit.ly/1nahwi9
Logistics and Projects
Logistics: Time Frame
● Long Term: Am I spending an appropriate amount of weeks on this project?
● Short Term: Do I have enough time to prep, set up, make, close, clean up, etc
● Can I simplify the steps if needed?● Do I have a closing/summarizing activity at the end I
can lengthen or shorten to need
Logistics: Materials
● Do I have what I need? Do I know how to use it?● Accessibility: Is my room equipt● Budget: $/student, donations, upcycling, grants● Appropriate: age, motor skills, ability● Respectful: Food and when Not to use recyclables ● Demo: Create the project by yourself, how much
time did it take? Is the difficulty appropriate for your students?
Media
Restrictive: Stable and precise
● Pencil● Pen● Legos● Conscious thought● Surface level
Regressive: Malleable or flowy
● Paint● Watercolor● Clay● Subconscious thought● Abstract
Certain mediums evoke certain responses: Fluid mediums can open a rigid and closed of student and restrictive mediums can make someone have more control over themselves, their space and their art.
Middle:● Marker● Watercolor
pencil
“Stained Glass”● Tissue paper scraps● Contact paper● Electric tape● masking tape● Scissors● K-6th grade
● Carboard● Aluminium foil● Scotch tape● Sharpies● Clear overhead projection
sheets● K-4th grade
Design a Talis
Cotton or silk
Stamps
● Cardboard● Felt● Scissors● Tacky glue● 3rd-6th grade
● Tempera paint● Foam brush or roller brush● Paper● Table protectors
Watercolor resist
● Crayons● Watercolor (dead
markers)● Paintbrushes● Paper● Table protectors● Water cups
● Small details in crayon stand out.
● Watercolor wash fills in all empty spaces for a Finished / purposeful Looking Artwork
Oil Pastels (The Cooler Crayon)
● Good for younger and older students
● Blend colors together for no white space/empty edgins, and add value
●
Work in Layers● Blank canvases and realism can
be overwhelming. Start with abstract filling up the canvas and build from there.