Friday, November 30, 2007
e-portfolio
Welcome to my e-portfolio. Please click the links on the right to learn more about me, or scroll down the page. Here you will find lesson plans I have developed, my resume, and teaching philosophy. In the middle of the page you can view my eLecture and webquest. At the bottom of the page I have included examples of my own artwork and links for art educators.
Political Cartoons Lesson Plan
Teacher: Jamie Navone
Grade: 9th
Title: Political Cartoons
History
Political cartoons are composed of two parts; caricature and allusion. The caricature is a parody of the individual and the allusion creates the situation in which the individual is placed. It can be presented as an illustration or comic strip containing a political message that usually relates to current events or personalities. Beginning in the 1720s, William Hogarth created many humorous political cartoons which were widely distributed. Ben Franklin also created a piece, Join or Die which supported the French and Indian War. Francisco Goya produced a series of etchings called los Caprichos to make political statements about the topics of the day, which relates to his later series about the disasters of war. Political cartoons were very common during both world wars, mainly as propaganda for numerous countries war efforts. In the United States, Great Britain, and Canada, anti-Japanese and German cartoons were popular. Also, in the United States during and since the Vietnam War, numerous political cartoons were published in underground newspapers, comic books and pamphlets. Some common symbols that have been used over the years by cartoonists are; Uncle Sam for the United States, a bear for Russia, and a beaver for Canada.
Standards:
9.1 A
9.1 B
9.2 A
9.2 E
9.3 G
9.4 B
Goal: Students will review political cartoons and then create their own cartoon about a current issue to present to the class.
Objectives:
• Students will review the history of political cartoons to get a perspective of how they were utilized in the past.
• Students will recognize symbols, caricature, and the message, opinion or point of view of political cartoons.
• Students will research how political cartoons convey information differently than an editorial cartoon.
• Students will work in groups of two or three to explore topics and interpret political cartoons centered on a current issue in the news.
• Students will develop their own political cartoon for a presentation to the class.
Materials:
• Computer with internet access
• Library books
• Pens
• Pencils
• Notebook paper
• Drawing paper
• Colored pencils
• Markers
• Pastels
• Rulers
• Bristol board
Introduction:
The teacher will welcome the class. The class is asked if they have ever heard of political cartoons. Students who raise their hands are given the chance to answer. The teacher shows examples of political cartoons. The class is then asked what they feel are some popular issues in today’s society. The students are then divided into groups to brainstorm and research.
Directions:
Week 1:
Students will research political cartoons using the web and resource books provided. They will write in their notebooks their definition of a political cartoon. Students will also note political cartoons they found and like. After 2 hours the class will resume as a whole and everyone will discuss what they found and show examples. The students will regroup for 30 minutes and choose an issue in today’s society for their cartoon. Whatever time remains, the students can start working on their sketch.
Week 2:
The class immediately gets into their groups and continues working on their sketches. The entire class time is devoted to the sketching process and final copy. The teacher facilitates throughout the room making sure everyone is on the right track. The students will have 2 hours to complete a sketch and have it approved by the teacher. Once approved by the teacher, a final copy may be started. All final copies will be completed on a large sheet of bristol board.
Week 3:
Students are given the first 3 hours of class to finish their project. Students also need to answer the questionnaire and read to the class during their presentation. After 3 hours have passed the class meets as a whole. Each group stands up in front of the room and presents their cartoon.
Critique:
Students will use the questionnaire sheet when presenting to the class. The following questions must be answered:
1. Briefly summarize the topic or issue researched.
2. Who are the people, events, or institutions involved in this topic?
3. Describe the actions taken by the people, the sequence of the events, and/or the purpose and role of the institutions involved.
4. What do you see as the different view points or positions forming around this topic or issue?
5. What is your opinion on this issue?
Extensions:
Students will find and review several editorials on different topics for the upcoming election. They will then find different political cartoons that reflect the theme and position of the editorial. A one page essay will be written on how the cartoon reflects the views of the editorial.
Time Budget:
3 weeks, 4.5 hours per week
Vocabulary:
Editorial- a phrase or article by a news organization, newspaper or magazine that expresses the opinion of the editor, editorial board, or publisher.
Propaganda- a concerted set of messages aimed at influencing the opinions or behavior of large numbers of people.
Safety Concerns:
None.
References:
http://editorialcartoonists.com/
http://cagle.msnbc.com/politicalcartoons/
http://www.nytimes.com/pages/cartoons/
Hess, S. The ungentlemanly art : a history of American political cartoons. New York : Macmillan, 1975.
Nevins, A. A century of political cartoons; caricature in the United States from 1800 to 1900. New York, C. Scribner's Sons, 1944.
Press, C. The political cartoon / Charles Press. Rutherford, N.J. Fairleigh Dickinson University Press ; London : Associated University Presses, 1981.
Grade: 9th
Title: Political Cartoons
History
Political cartoons are composed of two parts; caricature and allusion. The caricature is a parody of the individual and the allusion creates the situation in which the individual is placed. It can be presented as an illustration or comic strip containing a political message that usually relates to current events or personalities. Beginning in the 1720s, William Hogarth created many humorous political cartoons which were widely distributed. Ben Franklin also created a piece, Join or Die which supported the French and Indian War. Francisco Goya produced a series of etchings called los Caprichos to make political statements about the topics of the day, which relates to his later series about the disasters of war. Political cartoons were very common during both world wars, mainly as propaganda for numerous countries war efforts. In the United States, Great Britain, and Canada, anti-Japanese and German cartoons were popular. Also, in the United States during and since the Vietnam War, numerous political cartoons were published in underground newspapers, comic books and pamphlets. Some common symbols that have been used over the years by cartoonists are; Uncle Sam for the United States, a bear for Russia, and a beaver for Canada.
Standards:
9.1 A
9.1 B
9.2 A
9.2 E
9.3 G
9.4 B
Goal: Students will review political cartoons and then create their own cartoon about a current issue to present to the class.
Objectives:
• Students will review the history of political cartoons to get a perspective of how they were utilized in the past.
• Students will recognize symbols, caricature, and the message, opinion or point of view of political cartoons.
• Students will research how political cartoons convey information differently than an editorial cartoon.
• Students will work in groups of two or three to explore topics and interpret political cartoons centered on a current issue in the news.
• Students will develop their own political cartoon for a presentation to the class.
Materials:
• Computer with internet access
• Library books
• Pens
• Pencils
• Notebook paper
• Drawing paper
• Colored pencils
• Markers
• Pastels
• Rulers
• Bristol board
Introduction:
The teacher will welcome the class. The class is asked if they have ever heard of political cartoons. Students who raise their hands are given the chance to answer. The teacher shows examples of political cartoons. The class is then asked what they feel are some popular issues in today’s society. The students are then divided into groups to brainstorm and research.
Directions:
Week 1:
Students will research political cartoons using the web and resource books provided. They will write in their notebooks their definition of a political cartoon. Students will also note political cartoons they found and like. After 2 hours the class will resume as a whole and everyone will discuss what they found and show examples. The students will regroup for 30 minutes and choose an issue in today’s society for their cartoon. Whatever time remains, the students can start working on their sketch.
Week 2:
The class immediately gets into their groups and continues working on their sketches. The entire class time is devoted to the sketching process and final copy. The teacher facilitates throughout the room making sure everyone is on the right track. The students will have 2 hours to complete a sketch and have it approved by the teacher. Once approved by the teacher, a final copy may be started. All final copies will be completed on a large sheet of bristol board.
Week 3:
Students are given the first 3 hours of class to finish their project. Students also need to answer the questionnaire and read to the class during their presentation. After 3 hours have passed the class meets as a whole. Each group stands up in front of the room and presents their cartoon.
Critique:
Students will use the questionnaire sheet when presenting to the class. The following questions must be answered:
1. Briefly summarize the topic or issue researched.
2. Who are the people, events, or institutions involved in this topic?
3. Describe the actions taken by the people, the sequence of the events, and/or the purpose and role of the institutions involved.
4. What do you see as the different view points or positions forming around this topic or issue?
5. What is your opinion on this issue?
Extensions:
Students will find and review several editorials on different topics for the upcoming election. They will then find different political cartoons that reflect the theme and position of the editorial. A one page essay will be written on how the cartoon reflects the views of the editorial.
Time Budget:
3 weeks, 4.5 hours per week
Vocabulary:
Editorial- a phrase or article by a news organization, newspaper or magazine that expresses the opinion of the editor, editorial board, or publisher.
Propaganda- a concerted set of messages aimed at influencing the opinions or behavior of large numbers of people.
Safety Concerns:
None.
References:
http://editorialcartoonists.com/
http://cagle.msnbc.com/politicalcartoons/
http://www.nytimes.com/pages/cartoons/
Hess, S. The ungentlemanly art : a history of American political cartoons. New York : Macmillan, 1975.
Nevins, A. A century of political cartoons; caricature in the United States from 1800 to 1900. New York, C. Scribner's Sons, 1944.
Press, C. The political cartoon / Charles Press. Rutherford, N.J. Fairleigh Dickinson University Press ; London : Associated University Presses, 1981.
Moscow Lesson Plan
Teacher: Jamie Navone
Grade Level: 4th
Title: "Moscow's Magnificent Domes"
Brief History and Background:
Russian architecture can be found in Moscow with onion-shaped domes on buildings such as St. Basil’s Cathedral. The great churches of Kievan Rus', built after the implementation of Christianity in 988, were the first examples of monumental architecture in the East Slavic lands. The architectural style of the Kievan state which, rapidly established itself was strongly influenced by the Byzantine. Early Eastern Orthodox churches were mainly made of wood with the simplest form of church becoming known as a cell church. Major cathedrals often featured scores of small domes, which led some art historians to take this as an indication of what the pagan Slavic temples should have looked like. The tenth-century Church of the Tithes was the first famous building to be made of stone, located in Kiev. As Russian architecture degenerated into pure decoration, it was also influenced by the Polish and Ukrainian Baroque. The first baroque churches were little chapels built on the Naryshkin family estates near Moscow, hence the name of Naryshkin baroque often applied to this style. The Baroque style rapidly multiplied throughout Russia, steadily replacing more traditional and canonical architecture.
Standards:
9.1.4B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.4C. Know and use fundamental vocabulary within each of the arts form.
9.2.4D. Analyze a work of art from its historical and cultural perspective.
9.2.4E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
9.2.4G. Relate works in the arts to geographic regions.
Goal: Create a Russian cityscape or cathedral showing traditional architectural features.
Objectives:
1. Students will discuss what a typical Russian skyline looks like.
2. Students will research the architecture of onion domes and spires found in Russian buildings such as Moscow’s famous St. Basil’s Cathedral.
3. Students will understand the relationship between the orthodox faith and Byzantine architecture.
4. Students will create a Russian city skyline showing traditional architectural features.
Supplies/Materials:
Shoe Box Lid
Acrylic Paint
Paint Brushes
Water Cups
Newspaper
White 8 ½ x 11 Construction Paper
Colored Pencils
Scissors
Glue
Safety Guidelines
The cutting edges of scissors are sharp and care should be taken whenever cutting or handling. Adult supervision is recommended with all children.
Teacher Preparation:
• Teacher will supply white paper, lids, paints, brushes, water cups, newspaper, colored pencils, scissors, and glue.
• Teacher will bring completed examples.
• Teacher will bring books about Russian architecture.
• Teacher will supply each table with the materials.
Introduction to Lesson:
The teacher will welcome the class. The teacher will show examples of Russian architecture. The teacher will ask students what shapes and designs they see. The teacher will give a background description of Russian architecture. The teacher will announce to the class they will be making their own Russian city skyline showing traditional architectural features.
Directions:
1. Cover your workspace with newspaper.
2. Paint a sky on the inside of your shoebox lid with the paint provided
3. Place it aside to air dry.
4. On the construction paper sketch your skyline.
5. Color your skyline with the colored pencils provided.
6. Cut out the skyline with your scissors.
7. Using your glue stick, attach the your skyline pieces to your lid.
8. Draw and color small triangles to resemble to tops of spires.
9. Cut out your triangle pieces.
10. Glue them to your buildings.
Critique/Evaluation/Assessment:
• Have the students display their work on a table in the classroom.
• The students can discuss how they felt about the project.
• The students can discuss what they learned both about history and art.
• The students can respond to each other's work- what elements and principles of art do you see?
Extensions:
• The students can look at the resource books.
• The students can work in their sketchbooks.
Time Allotment:
One 45-minute class period.
• 5-minute introduction.
• 35 minutes to create a Russian city skyline showing traditional architectural features.
• 5-minute critique.
• 5 minute clean up.
Vocabulary:
Spire- a tall, narrow, pointed structure on the top of a roof, tower, or steeple.
Byzantine Architecture- the architecture of the Byzantine Empire. It is also a continuation of Roman architecture. Slowly, a style appeared which permeated certain influences from the Near East and used the Greek cross plan for the church architecture. Brick replaced stone, classical orders were used more freely, mosaics replaced carved decoration, and complex domes were erected.
Unity- the ways the art elements work together to form a harmonious composition or arrangement.
Form- the creation of three-dimensional shapes.
Space- how the artist creates the illusion of depth.
Balance- the way that artists use visual weight or importance in a work of art.
Shape- an area enclosed by a line.
Color- effect of light on a surface that enables it to be perceived as different from other identical objects.
Emphasis- the importance of any part of a work of visual art.
References:
http://en.wikipedia.org/wiki/Russian_architecture
Berton, K. (1990) Moscow : An Architectural History. New York: St. Martin's Press
Hamilton, G. (1954) The Art and Architecture of Russia. Baltimore: Penguin Books.
Referenecs to D.B.A.E.
• Art Production- The students were engaged in making their own Russian skyline.
• Art History- The students will receive background information about Russian architecture.
• Art Aesthetics- The students will talk about how Byzantine architecture reflects the orthodox faith.
• Interdisciplinary- The project involves Social Studies by exploring Russian architecture.
• Art Criticism- Students will critique and discuss their own designs as well as each other's.
Grade Level: 4th
Title: "Moscow's Magnificent Domes"
Brief History and Background:
Russian architecture can be found in Moscow with onion-shaped domes on buildings such as St. Basil’s Cathedral. The great churches of Kievan Rus', built after the implementation of Christianity in 988, were the first examples of monumental architecture in the East Slavic lands. The architectural style of the Kievan state which, rapidly established itself was strongly influenced by the Byzantine. Early Eastern Orthodox churches were mainly made of wood with the simplest form of church becoming known as a cell church. Major cathedrals often featured scores of small domes, which led some art historians to take this as an indication of what the pagan Slavic temples should have looked like. The tenth-century Church of the Tithes was the first famous building to be made of stone, located in Kiev. As Russian architecture degenerated into pure decoration, it was also influenced by the Polish and Ukrainian Baroque. The first baroque churches were little chapels built on the Naryshkin family estates near Moscow, hence the name of Naryshkin baroque often applied to this style. The Baroque style rapidly multiplied throughout Russia, steadily replacing more traditional and canonical architecture.
Standards:
9.1.4B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.4C. Know and use fundamental vocabulary within each of the arts form.
9.2.4D. Analyze a work of art from its historical and cultural perspective.
9.2.4E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
9.2.4G. Relate works in the arts to geographic regions.
Goal: Create a Russian cityscape or cathedral showing traditional architectural features.
Objectives:
1. Students will discuss what a typical Russian skyline looks like.
2. Students will research the architecture of onion domes and spires found in Russian buildings such as Moscow’s famous St. Basil’s Cathedral.
3. Students will understand the relationship between the orthodox faith and Byzantine architecture.
4. Students will create a Russian city skyline showing traditional architectural features.
Supplies/Materials:
Shoe Box Lid
Acrylic Paint
Paint Brushes
Water Cups
Newspaper
White 8 ½ x 11 Construction Paper
Colored Pencils
Scissors
Glue
Safety Guidelines
The cutting edges of scissors are sharp and care should be taken whenever cutting or handling. Adult supervision is recommended with all children.
Teacher Preparation:
• Teacher will supply white paper, lids, paints, brushes, water cups, newspaper, colored pencils, scissors, and glue.
• Teacher will bring completed examples.
• Teacher will bring books about Russian architecture.
• Teacher will supply each table with the materials.
Introduction to Lesson:
The teacher will welcome the class. The teacher will show examples of Russian architecture. The teacher will ask students what shapes and designs they see. The teacher will give a background description of Russian architecture. The teacher will announce to the class they will be making their own Russian city skyline showing traditional architectural features.
Directions:
1. Cover your workspace with newspaper.
2. Paint a sky on the inside of your shoebox lid with the paint provided
3. Place it aside to air dry.
4. On the construction paper sketch your skyline.
5. Color your skyline with the colored pencils provided.
6. Cut out the skyline with your scissors.
7. Using your glue stick, attach the your skyline pieces to your lid.
8. Draw and color small triangles to resemble to tops of spires.
9. Cut out your triangle pieces.
10. Glue them to your buildings.
Critique/Evaluation/Assessment:
• Have the students display their work on a table in the classroom.
• The students can discuss how they felt about the project.
• The students can discuss what they learned both about history and art.
• The students can respond to each other's work- what elements and principles of art do you see?
Extensions:
• The students can look at the resource books.
• The students can work in their sketchbooks.
Time Allotment:
One 45-minute class period.
• 5-minute introduction.
• 35 minutes to create a Russian city skyline showing traditional architectural features.
• 5-minute critique.
• 5 minute clean up.
Vocabulary:
Spire- a tall, narrow, pointed structure on the top of a roof, tower, or steeple.
Byzantine Architecture- the architecture of the Byzantine Empire. It is also a continuation of Roman architecture. Slowly, a style appeared which permeated certain influences from the Near East and used the Greek cross plan for the church architecture. Brick replaced stone, classical orders were used more freely, mosaics replaced carved decoration, and complex domes were erected.
Unity- the ways the art elements work together to form a harmonious composition or arrangement.
Form- the creation of three-dimensional shapes.
Space- how the artist creates the illusion of depth.
Balance- the way that artists use visual weight or importance in a work of art.
Shape- an area enclosed by a line.
Color- effect of light on a surface that enables it to be perceived as different from other identical objects.
Emphasis- the importance of any part of a work of visual art.
References:
http://en.wikipedia.org/wiki/Russian_architecture
Berton, K. (1990) Moscow : An Architectural History. New York: St. Martin's Press
Hamilton, G. (1954) The Art and Architecture of Russia. Baltimore: Penguin Books.
Referenecs to D.B.A.E.
• Art Production- The students were engaged in making their own Russian skyline.
• Art History- The students will receive background information about Russian architecture.
• Art Aesthetics- The students will talk about how Byzantine architecture reflects the orthodox faith.
• Interdisciplinary- The project involves Social Studies by exploring Russian architecture.
• Art Criticism- Students will critique and discuss their own designs as well as each other's.
Abstract Animals Lesson Plan
Teacher: Jamie Navone
Grade Level: 4th
Title: "Abstract Animals"
Brief History and Background:
Animals come in all different shapes and sizes. By integrating math we can see the different shapes that make up an animal. Look at several photographs of animals. Compare and contrast their forms by visually breaking the images into simple geometric shapes. To do this, place a piece of tracing paper over a large, side view of an animal such a horse or an elephant. Students will outline those shapes using tracing paper. Students will then use the shapes to make an abstract drawing.
Standards:
1. Know and the elements and principles of each art form to create works.
2. Reflect upon the experience in the group critique.
3. Refine drawing skills using the materials provided.
4. Know and use fundamental vocabulary within each of the art forms.
Goal: Capture animals in abstract drawings, finding the geometric shapes that make up animal faces and bodies.
Objectives: Students will create an abstract drawing using the shapes found in the animal drawings.
Supplies/Materials:
8½ x 11 Sheets of Paper
Pencils
Crayons
Pictures
Teacher Preparation:
Creation of an example so students will understand the assignment.
Introduction to Lesson:
The teacher will welcome the class. The teacher will show animal photographs. The teacher will ask the students what shapes they see within the different pictures. The teacher will announce to the class they will be making a abstract drawings of the shapes found within animals.
Directions:
1. With your pencil draw the simple geometric shapes that comprise the animal.
2. With crayons on construction paper, draw the simple geometric forms that you traced.
3. Combine several simple forms to complete a more complex drawing.
4. Hang your drawing on the wall for the class critique.
Critique/Evaluation/Assessment:
• Have the students hang their work on a wall in the classroom.
• The students can discuss how they felt about the project.
Extensions:
• The students can create another picture.
• The students can work in their sketchbooks.
• Draw different views of the same animal. Compare views to see if the shapes you observe are similar each time.
Time Allotment:
One 45-minute class period.
• 5 minute introduction.
• 30-35 minutes to create an abstract drawing.
• 5 minute critique.
Vocabulary:
Shape- an area enclosed by a line.
Color- effect of light on a surface that enables it to be perceived as different from other identical objects.
Abstract- not aiming to depict an object, but composed with the focus on internal structure and form.
Balance- refers to the way that artists use visual weight or importance in a work of art.
Composition- the way in which the parts of something are arranged, especially the elements in a visual image.
Movement- occurs when art elements move the eye from one part of the work of art to another.
Rhythm- created when an artist repeats any element in a work of visual art and can direct the eye from one part of the work of art to another.
Unity- refers to the ways the art elements work together to form a harmonious composition or arrangement.
References:
Pictures from UArts Library.
Grade Level: 4th
Title: "Abstract Animals"
Brief History and Background:
Animals come in all different shapes and sizes. By integrating math we can see the different shapes that make up an animal. Look at several photographs of animals. Compare and contrast their forms by visually breaking the images into simple geometric shapes. To do this, place a piece of tracing paper over a large, side view of an animal such a horse or an elephant. Students will outline those shapes using tracing paper. Students will then use the shapes to make an abstract drawing.
Standards:
1. Know and the elements and principles of each art form to create works.
2. Reflect upon the experience in the group critique.
3. Refine drawing skills using the materials provided.
4. Know and use fundamental vocabulary within each of the art forms.
Goal: Capture animals in abstract drawings, finding the geometric shapes that make up animal faces and bodies.
Objectives: Students will create an abstract drawing using the shapes found in the animal drawings.
Supplies/Materials:
8½ x 11 Sheets of Paper
Pencils
Crayons
Pictures
Teacher Preparation:
Creation of an example so students will understand the assignment.
Introduction to Lesson:
The teacher will welcome the class. The teacher will show animal photographs. The teacher will ask the students what shapes they see within the different pictures. The teacher will announce to the class they will be making a abstract drawings of the shapes found within animals.
Directions:
1. With your pencil draw the simple geometric shapes that comprise the animal.
2. With crayons on construction paper, draw the simple geometric forms that you traced.
3. Combine several simple forms to complete a more complex drawing.
4. Hang your drawing on the wall for the class critique.
Critique/Evaluation/Assessment:
• Have the students hang their work on a wall in the classroom.
• The students can discuss how they felt about the project.
Extensions:
• The students can create another picture.
• The students can work in their sketchbooks.
• Draw different views of the same animal. Compare views to see if the shapes you observe are similar each time.
Time Allotment:
One 45-minute class period.
• 5 minute introduction.
• 30-35 minutes to create an abstract drawing.
• 5 minute critique.
Vocabulary:
Shape- an area enclosed by a line.
Color- effect of light on a surface that enables it to be perceived as different from other identical objects.
Abstract- not aiming to depict an object, but composed with the focus on internal structure and form.
Balance- refers to the way that artists use visual weight or importance in a work of art.
Composition- the way in which the parts of something are arranged, especially the elements in a visual image.
Movement- occurs when art elements move the eye from one part of the work of art to another.
Rhythm- created when an artist repeats any element in a work of visual art and can direct the eye from one part of the work of art to another.
Unity- refers to the ways the art elements work together to form a harmonious composition or arrangement.
References:
Pictures from UArts Library.
teaching philosophy
The best education addresses the needs of the individual student. We need to educate the "whole" student: affective, cognitive, and psychomotor. Students learn best when they are challenged by work that relates to real-life problems. Some classical education is necessary, but the major goal of education is to help students work and live productively in an ever-changing society. We will be teaching children of the twenty-first century. In order for these students to perform well, they will need to be able to think and function in a society run primarily by technology.
The main subject that will meet these needs is art. Through experiences in art, students learn to use their imagination, express themselves, and solve problems. They develop an appreciation of themselves because they feel accomplished after completing a project. Students also learn to engage in conversation by doing collaborative work and sharing their ideas and work. They have an appreciation for art history as well as a love for themselves and others. Computer based art teaches students new skills to survive in a world run by technology. Art projects should also be interdisciplinary so students can see that art is used everywhere. Art education provides experiences to help all students develop as individuals, express their creativity, and aid in problem solving.
The art education programs should be designed to meet all students' levels so that anyone can create a project and have a sense of accomplishment. These programs should be distributed by planned, chronological components of study in art production. The students should learn by studying different cultures, relating lessons to other subjects, and by using their own imagination.
For myself, teaching offers an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and devoted individuals who are thrilled about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and responsive to their individual needs. I am such a person and will always strive to be the best educator that I can be.
The main subject that will meet these needs is art. Through experiences in art, students learn to use their imagination, express themselves, and solve problems. They develop an appreciation of themselves because they feel accomplished after completing a project. Students also learn to engage in conversation by doing collaborative work and sharing their ideas and work. They have an appreciation for art history as well as a love for themselves and others. Computer based art teaches students new skills to survive in a world run by technology. Art projects should also be interdisciplinary so students can see that art is used everywhere. Art education provides experiences to help all students develop as individuals, express their creativity, and aid in problem solving.
The art education programs should be designed to meet all students' levels so that anyone can create a project and have a sense of accomplishment. These programs should be distributed by planned, chronological components of study in art production. The students should learn by studying different cultures, relating lessons to other subjects, and by using their own imagination.
For myself, teaching offers an opportunity for continual learning and growth. One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and devoted individuals who are thrilled about working with children. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and responsive to their individual needs. I am such a person and will always strive to be the best educator that I can be.
resume
EDUCATION The University of the Arts, Philadelphia, PA, College of Art and Design
MA, Teaching in Art Education, May 2008.
The University of the Arts, Philadelphia, PA, College of Art and Design
BFA in Animation, May 2006.
CERTIFICATION Pursuing PA Certification in Art K-12.
COMPUTER SKILLS Proficient: Adobe Illustrator, Adobe After Effects, Maya, Macromedia Flash
Professional: Adobe Photoshop, Adobe Premiere, Microsoft Word.
TEACHING EXPERIENCE
Fall 2007 Samuel Pennypacker Elementary School, Service Learning
Prepare and conduct weekly art lessons for students in grades 2, 4, and 5.
February-August 2007 Universal Institute Charter School, Educator
After school art enrichment program teacher, classroom teacher, and summer camp teacher. Prepared and conducted weekly lessons for students in grades K-8. Behavior management, knowledge, and enforcement of state and school policies.
Spring 2007 Saturday Arts Lab at The University of the Arts, Student Teacher
Imagination Discovery Class, grades K-1 and Cartooning grades 6-8.
Fall 2006 Fairmount Early Intervention Center, Service Learning
Prepare and conduct weekly art lessons to special needs students ages 3-5.
Philadelphia Museum of Art and Russell Byers Charter School, Field Work
24 hours of observation and assisting the teachers.
Summer 2006 The University of the Arts, Philadelphia, PA, Pre-College Department, Teaching Assistant
Responsible for half of class in computer animation. Assisted students with projects and
answered software questions.
June 2002-March 2005 The Crayola Factory, Easton, PA, Education Programs Representative
Duties included activity assistance, answering visitor questions, and ticket sales.
INTERNSHIP EXPERIENCE
Summer 2005 Cartoon Pizza, New York, NY
Noodlesoup Productions, New York, NY
Summer 2004 Animation Collective, New York, NY
WORK EXPERIENCE
September 2002-present The University of the Arts Finance Office, Philadelphia, PA
Work-study student in Billing Department.
March 2005-present Ride the Ducks, Philadelphia, PA
Coordinator and Box Office Assistant.
AWARDS Albert K. Murray Fine Arts Education Grants
University of the Arts Promising Artist
University of the Arts Graduate Assistantship
University of the Arts Graduate Grant
Philadelphia Film Festival 2005- 4th Place in creating a trailer with classmates.
Excellent Customer Service Award - Ride the Ducks
MA, Teaching in Art Education, May 2008.
The University of the Arts, Philadelphia, PA, College of Art and Design
BFA in Animation, May 2006.
CERTIFICATION Pursuing PA Certification in Art K-12.
COMPUTER SKILLS Proficient: Adobe Illustrator, Adobe After Effects, Maya, Macromedia Flash
Professional: Adobe Photoshop, Adobe Premiere, Microsoft Word.
TEACHING EXPERIENCE
Fall 2007 Samuel Pennypacker Elementary School, Service Learning
Prepare and conduct weekly art lessons for students in grades 2, 4, and 5.
February-August 2007 Universal Institute Charter School, Educator
After school art enrichment program teacher, classroom teacher, and summer camp teacher. Prepared and conducted weekly lessons for students in grades K-8. Behavior management, knowledge, and enforcement of state and school policies.
Spring 2007 Saturday Arts Lab at The University of the Arts, Student Teacher
Imagination Discovery Class, grades K-1 and Cartooning grades 6-8.
Fall 2006 Fairmount Early Intervention Center, Service Learning
Prepare and conduct weekly art lessons to special needs students ages 3-5.
Philadelphia Museum of Art and Russell Byers Charter School, Field Work
24 hours of observation and assisting the teachers.
Summer 2006 The University of the Arts, Philadelphia, PA, Pre-College Department, Teaching Assistant
Responsible for half of class in computer animation. Assisted students with projects and
answered software questions.
June 2002-March 2005 The Crayola Factory, Easton, PA, Education Programs Representative
Duties included activity assistance, answering visitor questions, and ticket sales.
INTERNSHIP EXPERIENCE
Summer 2005 Cartoon Pizza, New York, NY
Noodlesoup Productions, New York, NY
Summer 2004 Animation Collective, New York, NY
WORK EXPERIENCE
September 2002-present The University of the Arts Finance Office, Philadelphia, PA
Work-study student in Billing Department.
March 2005-present Ride the Ducks, Philadelphia, PA
Coordinator and Box Office Assistant.
AWARDS Albert K. Murray Fine Arts Education Grants
University of the Arts Promising Artist
University of the Arts Graduate Assistantship
University of the Arts Graduate Grant
Philadelphia Film Festival 2005- 4th Place in creating a trailer with classmates.
Excellent Customer Service Award - Ride the Ducks
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