Can you tell me how to cancel this subscriptionk???? Please.
Mary Kay Wareing
Photography Teacher
Deland Middle School
-----Original Message-----
From: TeacherArtExchange Discussion Group digest
[mailto:teacherartexchange@lists.pub.getty.edu]
Sent: Thursday, January 05, 2006 2:01 AM
To: teacherartexchange digest recipients
Subject: teacherartexchange digest: January 03, 2006
TEACHERARTEXCHANGE Digest for Tuesday, January 03, 2006.
1. Re: Gesture / Portrait drawing
2. Re: Update---long
3. Re: update-lone - Good Job
4. AP Presentations at 2006 Convention
5. NAEA 2006 Convention Update - Hotel Information
6. Re: Update---long
7. Re: Gesture / Portrait drawing
8. Re: Gesture / Portrait drawing
9. Re: fear of glass!
I'm glad things went better. I think you handled it really well!=20
Good luck with the rest of the year.
As for the envelopes -- why not have the kids make Origami cranes and
hang the envelopes from the cranes and make a "flying wishes" display
from the ceilling? A friend of mine who is Chinese makes these little
ornaments with cranes holding bells with tassels underneath every year
around CHinese New Year's and gives them to friends to hang in their
cars for good luck. You could do the same thing with wishes, maybe?
And you need to make one for yourself for good luck with student
behavior! :D It sounds like you have some tough cookies in your
classes.
Becky in Chas WV
On 1/3/06, StacieMich@aol.com <StacieMich@aol.com> wrote:
> Today went better. It wasn't even close to perfect, but it was
better, s=
o
> I'll take it. The kids came in, and I told them that they all needed
to =
take
> out a sheet of paper because we were going to have a quiz. I think it
fr=
eaked
> them out. It got them quiet and settled though, which seemed to help.
A=
fter
> the quiz, we went over the answers together. Then I handed out a list
of=
my
> rules with the consequences on the back. I went over them and asked
the
> students to sign and date the handout and turn in for credit. After
that=
, I asked
> the students to think of some specific behaviors that they should
practic=
e in my
> art room. Sixth grade did very well, but the 7th-8th grade were being
> wiseasses at first and then gave some real answers. I wrote them on
the =
board. As
> we went through them, I would stop whenever a student was breaking a
rule=
and
> ask the class, "Look around, who is breaking a rule?" A student would
ca=
ll
> out, and I would ask again, "Now who's breaking a rule?" The student
wou=
ld
> sometimes laugh, realizing that he or she had broken the rule of
calling =
out.
> Sometimes they were totally clueless! I made it kind of like a game,
ask=
ing the
> students to point to anyone who was breaking a rule. Some were using
bot=
h
> hands, and I suggested they might need to use their legs as well
because =
so many
> people were breaking rules! I would ask the students themselves which
ru=
les
> they were breaking. They got a hoot out of it, and it was a good
review,=
but I
> don't want them to think it is all fun and games, so tomorrow we will
rev=
iew
> again, and I will pass out behavior notices to anyone who breaks a
rule.
>
> After that, I had the students write down their assignments in their
grad=
ing
> worksheet and explained that they need to do this every time they have
a =
new
> project, exercise or quiz. Then I asked for two students to be
volunteer
> teachers. I told them that I needed them to teach the students who
were =
absent
> yesterday about what we had learned and how to do the project. So
many o=
f them
> wanted to do it. In one class I actually picked a troublemaker and a
qui=
et
> student to work together. I like to give my wild kids responsibility
bec=
ause
> I've found that sometimes it's just what they need to shape up. They
rea=
lly
> wanted to prove to me that they could do my job. Fat chance! I even
gav=
e them
> behavior forms and told them that if they had a legitimate reason to
give=
a form
> to a student they could. I explained that they should not tolerate
the
> students being disrespectful. Each student did give out a couple of
form=
s. I
> asked the "student teacher" for the reason, and if I felt that it was
val=
id, I
> made the form stick and those students had to fill them out.
>
> After that, I let the students work on their projects and told them
that
> there was a writing assignment on the board for when they were
finished. =
The
> assignment simply asked them four questions about their views on art.
Af=
ter
> reading a few, I found out that several of them never had art classes,
at=
least not
> in many years. I'm wondering if it's because the area I teach in has
mos=
tly
> F schools. In those schools, they often take out the electives to add
in=
more
> classes improve test scores.
>
> Tomorrow I'm going to watch how my students enter the class. If they
do =
not
> do it the way I asked today, I will make them all go out side and
enter a=
gain
> properly. I was also thinking of having them do some role
playing...like
> having two students come up, have one demonstrate the proper way to
ask a=
question
> and have the other student show the improper way, the same with
getting o=
ut
> of his or her seat, having a conversation, etc...Have any of you done
thi=
s?
>
> The kids seemed to respond well when I used humor and when they could
pok=
e
> fun at each other or even at themselves, and it was good to see them
havi=
ng fun,
> but I also need them to be able to get quiet...so we'll see how it
goes.
> Tonight I'm going to compile some essay questions to have on hand when
a =
student
> has comitted three offenses. The hardest part is going to be staying
on =
top
> of things, not letting things slide because I'm used to it or because
I w=
ant to
> continue with my lesson for the sake of the good kids. I need to
develop
> discipline habits, and that will take time. I'm thinking of always
havin=
g a
> stack of behavior logs and rule sheets in my hand as I talk so that I
can=
continue
> talking as I quietly place the document in front of a student who is
goof=
ing
> off. I really respect those of you who have a system that you have
perfe=
cted,
> who simply make the right choices at the right time and act and react
wit=
hout
> flinching. That's my goal. I want to be smooth, to always retain my
> composure, to glide through the classroom with a plan that works.
>
> I know that it will take time and experience and much practice, but at
le=
ast
> I have you guys to help! You don't know what a blessing it has been!
>
> On a side note, a nice thing happened today. The music teacher came
into=
my
> room and told me that she had an essay for me to read. She made her
sixt=
h
> graders write essays today because they were so rowdy (it's not just
me!)=
, and
> she asked them to write about their New Year's resolutions. One
student,=
whom I
> taught in the first term of the year, wrote that she wanted to have a
par=
ty
> with Ms. d'Albenas (me) because I was the best teacher out of all of
the
> specials teachers and that she wanted to stay in my class and do art
beca=
use it is
> so fun. That was nice and made me feel good because I was a little
tough=
on
> her and gave her a b or c in behavior.
>
> Now on to figuring out the rest of my lesson plans for the week!
>
> Oh, one more thing. I'm having my students create Good Luck Chinese
> envelopes out of paper. Inside, they are putting in their wishes or
reso=
lutions for
> the new year. A couple of them asked if they were going to be sent
somew=
here,
> and it made me think. I wonder if there is something cool I could do
wit=
h
> their wishes? I like the idea of sending them into the sky on
balloons, =
but that
> would take money for the helium. I thought about making some sort of
> display, a wishing tree or something or even really sending them
somewher=
e...maybe to
> a school in China? Is this totally crazy? Any ideas?
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html >
Subject: Re: update-lone - Good Job
From: Marvin Bartel <marvinpb@goshen.edu>
Date: Wed, 4 Jan 2006 11:15:39 -0500
X-Message-Number: 3
Stacie,
Your description of what you are doing to get your students on-task
sounds very good. You deserve credit for being willing to share this.
I think it helps to have a totally quite beginning ritual skill building
assignment that they get from a poster or the white board, a note on
their table, or in some other way that automatically gets students
immediately on-task with absolutely no chance to horse around.
This way the teacher might have a chance to spend some quiet one-on-one
time getting to know individual students while they work. When a
student does not follow the prescribed routine as they come into the
class, you may have to ask, "What do you not understand about starting
your work?"
I know one teacher who formerly ran a business. He is a manager. His
class is greeted with a printed agenda for the whole period on every
table every day. His students work and they learn. I never felt like
teaching this way because I wanted students to learn to take more
responsibility for their own task planning, but we all have to figure
out a style that works for us.
Subject: NAEA 2006 Convention Update - Hotel Information
From: Judy Decker <judy.decker@gmail.com>
Date: Wed, 4 Jan 2006 17:30:26 -0500
X-Message-Number: 5
Dear Art Educators,
I am passing this news on to you.
MEDIA RELEASE
January 4, 2006
CHICAGO HOTEL OVERFLOW INFORMATION
The Hilton Chicago Hotel is now sold out of sleeping rooms.
Please call:
A ROOM WITH A VIEW
for hotel overflow assistance at
1-800-780-4343 and they will secure the lowest available rate within a
shor=
t
distance to the Hilton Hotel.
This is a FREE service to all NAEA attendees.
--------------------------------------------
I guess this shows it is important to plan ahead and book early.
OH yeah--go outside and make a little pit and burn them--their smoke and
=
ashes will go to the sky and
mix with the universe. You might have to burn them a few at a time to =
keep away the fire dept.
>>> StacieMich@aol.com 01/03/06 4:47 PM >>>
Today went better. It wasn't even close to perfect, but it was better,
=
so=20
I'll take it. The kids came in, and I told them that they all needed to
=
take=20
out a sheet of paper because we were going to have a quiz. I think it =
freaked=20
them out. It got them quiet and settled though, which seemed to help.
=
After=20
the quiz, we went over the answers together. Then I handed out a list
of =
my=20
rules with the consequences on the back. I went over them and asked =
the=20
students to sign and date the handout and turn in for credit. After
that, =
I asked=20
the students to think of some specific behaviors that they should
practice =
in my=20
art room. Sixth grade did very well, but the 7th-8th grade were
being=20
wiseasses at first and then gave some real answers. I wrote them on the
=
board. As=20
we went through them, I would stop whenever a student was breaking a
rule =
and=20
ask the class, "Look around, who is breaking a rule?" A student would =
call=20
out, and I would ask again, "Now who's breaking a rule?" The student =
would=20
sometimes laugh, realizing that he or she had broken the rule of calling
=
out. =20
Sometimes they were totally clueless! I made it kind of like a game, =
asking the=20
students to point to anyone who was breaking a rule. Some were using =
both=20
hands, and I suggested they might need to use their legs as well because
=
so many=20
people were breaking rules! I would ask the students themselves which =
rules=20
they were breaking. They got a hoot out of it, and it was a good
review, =
but I=20
don't want them to think it is all fun and games, so tomorrow we will =
review=20
again, and I will pass out behavior notices to anyone who breaks a rule.
After that, I had the students write down their assignments in their =
grading=20
worksheet and explained that they need to do this every time they have a
=
new=20
project, exercise or quiz. Then I asked for two students to be =
volunteer=20
teachers. I told them that I needed them to teach the students who were
=
absent=20
yesterday about what we had learned and how to do the project. So many
of =
them=20
wanted to do it. In one class I actually picked a troublemaker and a =
quiet=20
student to work together. I like to give my wild kids responsibility =
because=20
I've found that sometimes it's just what they need to shape up. They =
really=20
wanted to prove to me that they could do my job. Fat chance! I even
gave =
them=20
behavior forms and told them that if they had a legitimate reason to
give =
a form=20
to a student they could. I explained that they should not tolerate
the=20
students being disrespectful. Each student did give out a couple of =
forms. I=20
asked the "student teacher" for the reason, and if I felt that it was =
valid, I=20
made the form stick and those students had to fill them out.
After that, I let the students work on their projects and told them =
that=20
there was a writing assignment on the board for when they were finished.
=
The=20
assignment simply asked them four questions about their views on art. =
After=20
reading a few, I found out that several of them never had art classes,
at =
least not=20
in many years. I'm wondering if it's because the area I teach in has =
mostly=20
F schools. In those schools, they often take out the electives to add
in =
more=20
classes improve test scores. =20
Tomorrow I'm going to watch how my students enter the class. If they do
=
not=20
do it the way I asked today, I will make them all go out side and enter
=
again=20
properly. I was also thinking of having them do some role
playing...like=
=20
having two students come up, have one demonstrate the proper way to ask
a =
question=20
and have the other student show the improper way, the same with getting
=
out=20
of his or her seat, having a conversation, etc...Have any of you done =
this?
The kids seemed to respond well when I used humor and when they could =
poke=20
fun at each other or even at themselves, and it was good to see them =
having fun,=20
but I also need them to be able to get quiet...so we'll see how it goes.
=
=20
Tonight I'm going to compile some essay questions to have on hand when a
=
student=20
has comitted three offenses. The hardest part is going to be staying on
=
top=20
of things, not letting things slide because I'm used to it or because I
=
want to=20
continue with my lesson for the sake of the good kids. I need to =
develop=20
discipline habits, and that will take time. I'm thinking of always
having =
a=20
stack of behavior logs and rule sheets in my hand as I talk so that I
can =
continue=20
talking as I quietly place the document in front of a student who is =
goofing=20
off. I really respect those of you who have a system that you have =
perfected,=20
who simply make the right choices at the right time and act and react =
without=20
flinching. That's my goal. I want to be smooth, to always retain my=20
composure, to glide through the classroom with a plan that works.
I know that it will take time and experience and much practice, but at =
least=20
I have you guys to help! You don't know what a blessing it has been!
On a side note, a nice thing happened today. The music teacher came
into =
my=20
room and told me that she had an essay for me to read. She made her =
sixth=20
graders write essays today because they were so rowdy (it's not just
me!), =
and=20
she asked them to write about their New Year's resolutions. One
student, =
whom I=20
taught in the first term of the year, wrote that she wanted to have a =
party=20
with Ms. d'Albenas (me) because I was the best teacher out of all of =
the=20
specials teachers and that she wanted to stay in my class and do art =
because it is=20
so fun. That was nice and made me feel good because I was a little
tough =
on=20
her and gave her a b or c in behavior. =20
Now on to figuring out the rest of my lesson plans for the week!
Oh, one more thing. I'm having my students create Good Luck Chinese=20
envelopes out of paper. Inside, they are putting in their wishes or =
resolutions for=20
the new year. A couple of them asked if they were going to be sent =
somewhere,=20
and it made me think. I wonder if there is something cool I could do =
with=20
their wishes? I like the idea of sending them into the sky on balloons,
=
but that=20
would take money for the helium. I thought about making some sort of=20
display, a wishing tree or something or even really sending them
somewhere.=
..maybe to=20
a school in China? Is this totally crazy? Any ideas?
---
To unsubscribe go to=20
http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: Re: Gesture / Portrait drawing
From: "Sidnie Miller" <smiller@elko.k12.nv.us>
Date: Wed, 04 Jan 2006 15:48:37 -0800
X-Message-Number: 7
I have a pile of acrylic squares (about 8") and I have them put them
right =
on the other person and trace their face--especially ears and noses with
=
markers. They love it but it's harder than you think. The subject has
to =
hold the glass just touching them because there's an inverse proportion
=
thing going on that makes them get
really tiny fast. Try to trace your self portrait in the mirror and see
=
how small you are--it's surprising.
>>> marvinpb@goshen.edu 01/03/06 8:52 PM >>>
>I would love to hear how you teach figure and portrait drawing in your
>class! What works? What doesn't? What resources do you use?
>
>Thanks!
>Becky in Chas WV
Here are a few figure drawing and portrait drawing variations to make
the =
hard stuff easier and more fun. It does so without copy work, without a
=
demo, without examples, and without using those how to draw it
proportion =
formulas and rules.
Self portraits are practiced directly on mirrors.
Three ways to practice figure drawing:
BLINDER BUDDY drawing
INSIDE OUT GESTURE
INVISIBLE FIGURE cross contour
See this web page for explanations.
http://www.bartelart.com/arted/figure&portrait.html=20
Marvin
---
To unsubscribe go to=20
http://www.getty.edu/education/teacherartexchange/unsubscribe.html
----------------------------------------------------------------------
Subject: Re: Gesture / Portrait drawing
From: Rebecca Burch <mamallama@gmail.com>
Date: Wed, 4 Jan 2006 19:41:48 -0500
X-Message-Number: 8
That sounds interesting. I have a bunch of unbreakable mirrors, too.
Scor=
e!
On 1/4/06, Sidnie Miller <smiller@elko.k12.nv.us> wrote:
> I have a pile of acrylic squares (about 8") and I have them put them
righ=
t on the other person and trace their face--especially ears and noses
with =
markers. They love it but it's harder than you think. The subject has
to =
hold the glass just touching them because there's an inverse proportion
th=
ing going on that makes them get
> really tiny fast. Try to trace your self portrait in the mirror and
see =
how small you are--it's surprising.
>
> >>> marvinpb@goshen.edu 01/03/06 8:52 PM >>>
> >I would love to hear how you teach figure and portrait drawing in
your
> >class! What works? What doesn't? What resources do you use?
> >
> >Thanks!
> >Becky in Chas WV
>
> Here are a few figure drawing and portrait drawing variations to make
the=
hard stuff easier and more fun. It does so without copy work, without
a d=
emo, without examples, and without using those how to draw it proportion
fo=
rmulas and rules.
>
> Self portraits are practiced directly on mirrors.
>
> Three ways to practice figure drawing:
>
> BLINDER BUDDY drawing
> INSIDE OUT GESTURE
> INVISIBLE FIGURE cross contour
>
> See this web page for explanations.
> http://www.bartelart.com/arted/figure&portrait.html
>
> Marvin
>
>
>
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
>
> ---
> To unsubscribe go to
> http://www.getty.edu/education/teacherartexchange/unsubscribe.html
>
----------------------------------------------------------------------
Subject: Re: fear of glass!
From: "bicyclken@earthlink.net" <bicyclken@earthlink.net>
Date: Wed, 4 Jan 2006 18:34:55 -0800
X-Message-Number: 9
I have a teacher in my dept. who teaches 3-d design and is new to us
this
year. In 3-d design we do a stained glass project/projects for 6 weeks.
She has told me of a fear of using glass and cleaning up the shards and
mess. She is panicked over this and was hoping I could do something.
First, Can I do something to help her get over this fear? Are there any
substitutes for this project that looks like stained glass but doesn't
use
glass? any great 3-d projects we can do instead? Help if you can, I
would
appreciate this.
thanks,
Ken Schwab
bicyclken@earthlink.net
http://room3art.com
---
END OF DIGEST
---
mkwarein@volusia.k12.fl.us
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