ART EDUCATORS OF IOWA

Volume 4 | Issue 3 | November 2012

Advocacy begins with You...Well, another AEI Fall Conference goes into the record books. It was a great time to connect, collaborate, and create with old and new friends of the AEI family. It was also a great time to meet our neighbors to the West in Nebraska.

Advocacy was at the heART of the conference and should be on the top of your agenda for this school year. As we wrap up the �rst quarter of teaching, how are you utilizing advocacy to help promote and share the bene�ts of your art program for your students?

Deborah Reeves, Debi West, and our own AEI representatives for the Iowa Alliance for Arts Education addressed the need for advocacy of the visual arts in our schools, our communities, and our state. Check out the advocacy link on the AEI website to learn "how the visual arts are so much more than what you see". Learn how to take action in gaining support for your visual arts program today!

Before the school year gets away from you, take time this Fall to share what you learned about the Visual Arts in the Iowa Core with your students, parents, colleagues and administrators. Consider presenting to you school board about what you learned by attending the AEI Fall Conference. Share what you learned about the Visual Arts in the Iowa Core

Message from our President

and encourage your district or AEA to host the Visual Arts Iowa Core writing team workshop day. (AEA 10 will be hosting an event on Friday, January 18.)

Advocacy begins by working together...Conference attendees were encouraged to share their thoughts, ideas, and dreams with their AEI board representatives. I'm really excited about the collabora-tive ideas our members were able to share at our division levels and AEA groups sessions. Our goal this year is to provide opportunities for art educators to connect throughout the year. Once such initiative is the Studio Winter Art Challenge on December 1st in AEA 9 and AEA 10. This is just one of many exciting collaborative opportunities your AEI division level reps and AEA reps are planning for you this year. Please check the website or contact your AEI division and AEA reps to be added to their e-mail lists. These PLCs are great on-line resources for you to connect with other art educators from your AEA or division level.

The success of your visual arts program begins with YOU. Let us know how AEI can help you be proactive in advocating your art program and your educational endeavors.

May you continue to keep art at the heART of all that you do!

Shanise

If you wish to be involved in the planning or have questions contact: Lynda Black-Smith, lyndablacksmith@gmail.com

The 2013 AEI State Conference is going to be a CIRCUS!!!

Yes, plan on a colorful, variety packed, action packed, and learning packed event – with probably even more than 3 rings of amazing professional development experiences.

Dates: October 11-13, 2013 in Cedar Rapids, IA.

It will be held at the beautiful Kirkwood Hotel and the Kirkwood Community College Campus, nestled together on the south edge of Cedar Rapids.

There will be many venues included for some of our tours and workshops, such as: Our New Bo Arts and Cultural district, Museum of Art, Theatre options, The National Czech and Slovak museum and Czech village, African American museum, Galleries, CSPS, and our Beautiful Ceramic Center inside the Cherry Building, which houses studios and shops ---- and much more. (Maybe even a “color run” on Sunday afternoon.)

Our planning team is excited so more info will be coming soon.

What you must do now is: Mark your calendar right away – reserve those dates!!!! Think about how you can participate in the circus theme.

Especially using that theme in your classroom with students this year. Lots of possibilities. We will be creating a digital gallery of student work, any media. Images will be gathered at the end of the school year – so plenty of time to fit a little circus into your curriculum.

Plan to participate in a thematic sharing session Spread the word with your fellow art educators. Ponder what you would like to see for presentations and maybe

what you would like to present.

Studio Winter Art ChallengeWhen: Saturday, December 1st, 2012

Time: 10:00am-3:30pmHosted by: Nicole Beckley (District 9) and Molly Wait (District 10)

Who’s invited?All AEA 9 and AEA 10 Educators

Where should you meet?Roundy Elementary - 1212 Colton Street, Columbus Junction, IA

Fee: $10.00 (goes to prize winners)

Calling all creative officers! We are hosting a studio art challenge! We art educators need opportunities to collaborate, share and nur-

ture our own creativity! This challenge will be to work within ina theme - old off, it’s a surprise! You will work within your own style and with your own matireals. Artwork must be completed in four

hours! There are no limitations on the use of color or media.

Judging: Based upon originality, execution of theme, time manage-ment and artist’s statements. Prizes will be award to top winners!*

RSVP by November 17th, 2012 to:nicole.beckley@columbuscsd.org or mollywait@ccaschools.org

Fall Conference AW

AR

D W

innersLeft: Cappie Dobyns, Outstanding National Junior Art Honor Society Sponsor with President Shanise Brockshus

Right: Gloria Zmolik, Outstanding Secondary Art

Educator with President Shanise Brockshus

Left: Nancy Barsic, Outstanding Elementary Art Educator with Maggie Parks (l) and Ronda Sternhagen (r)

Lower Left: Iowa West Foundation representatives receive the Distinguished Service Outside the Organization

Lower Right: Representatives from Joslyn Art Museum accecpt the Outstanding Advocate for Art Education

Left: Outstanding Middle School Educator Tony Onesto with Maggie Parks

Right: Art Educator of the Year and Belin-Blank Award Winner Ronda Sternhagen with her family at the

Saturday night Awards Banquet

Thoughts for Lt. Gov. Reynolds via Kathleen Almelien

stemvsSTEAM

I would like to share my comments with you and explain why the STEM plan should be re-thought and made into the plan of “STEAM”. *

1.) The strength of the US economy in the future will be determined by our success ininnovation and problem solving.

2.) Jobs in the future don’t yet exist and will require workers to use technologies thathave not been invented to solve problems that we don’t yet even know are problems.

3.)Science, Technology, Engineering and Mathematics (STEM Education is necessary -but not sufficient.

4.) “Half a Mind is a Terrible Thing to Waste” The idea that we must choose betweenscience and humanities is false.

5) Scientific and technology aspire to clean, clear answers to problems. The humanitiesaddress ambiguity, doubt and skepticism.

6.) We are really in need of STEAM Science Technology, ARTS, and Math. We needto inspire kids with the scientific methods, which happens not to be scientific exclusively,but basically, learning where any form of discovery is rewarded and encouraged.

7) “The game is changing. It isn’t about math and science anymore. It is aboutcreativity, imagination and above all, innovation....” Business Week in 2007

8.) The arts can no longer be treated as a frill... arts education is essential to stimulatingthe creativity and innovation that will prove critical to young Iowans competing in aglobal economy.

9.) The arts provide us with a new way of thinking, new ways to draw connections... andthey help maintain our competitive edge by engendering innovation and creativity. a.) Arts education is a key to creativity and b.) creativity is an essential component spurring innovation and c.) innovation is necessary to create new industries in the future and d.) new industries/new jobs are the basis of our future economic well-being. e.) STEAM is a win-win situation i. low cost ii. job growth iii. insuring the future

10.) If we do not connect these dots Arts education will continue to be virtually extinct inour schools-and the US economic future will be damaged.

*Thoughts selected from Steam

- Not stem

Whitepaper w

ritten by Harvey W

hite http://steamnotstem

.com/articles/w

hitepaper/

Applying for Grantsand why everyone should.

by Lisa Jorgensen, Editor “The Message”

& Marketing/Promotions AEIWebster City Middle School

marketing@artedia.org

I have a lot of irrational fears - one being my fear of rejection which is why applying for a local grant was nerve-wrecking for me this Fall. My fear

turned out to be complete nonsense because I managed to do great things for my classroom by taking a chance.

Grants are everywhere - some as small as $50 and others run for thousands. The important thing to know is that they’re out there...a lot

of them too! News stations, State Agencies, and even local community organizations have grants. And a lot of those groups have grants

specifically set aside for educators like you and me!

A local foundation gives out grants each fall to a number of teachers who present reason for needed an extra bit of help ($2K or less) in

their classroom. As we can all attest, a buzz about copyright has been growing in size throughout our classrooms - and that leads into even

more conversation about student creativity. The discussions surrounding technology are also growing and the desire for more opportunity had me

jumping at the chance to get going.

I wanted cameras; decent quality, for my students. I dream of a world where every student can have an SLR digital camera but I had to be

realistic; I wanted these cameras so students had a chance to take and manipulate their own photographs rather than work on those of others. I wanted the cameras to be around so that we could talk and discuss the

importance of originality and how this technology could foster that ability. I could go on and on about all the reasons I wanted cameras for my

students. So I hoped online, checked out reviews, and found a camera that would work for my needs (discussions on copyright, creativity, originality and the fundamentals of good photography). Furthermore, I managed to

budget in seven tripods and extra batteries to accommodate the needs of over 200 7th and 8th graders that would be using these cameras.

I wrote up my reasoning - again, emphasizing that while these cameras are not professional quality they will allow me to introduce basics, discuss copyright and allow students to work on their own photos

instantaneously. I outlined my budget, I attached my district connections and I waited. Twiddled my thumbs, so to speak because here I was,

taking a chance.

Well, as you can guess; my grant was approved. I was thrilled. I got the news at our 1st trimester conferences and literally squeaked in excitement.

I immediately told my students that we would have 15 cameras to “play” with. They were estatic! And it was like Christmas morning when the

cameras and tripods started arriving. I didn’t even have the box unpacked and kids ready.

Seven tripods compliments of a local foundation grant.

15 digital cameras compli-ments of a local foundation grant; Canon brand.

We’ve had the cameras now for three days; just in time for our final unit involving Graphic Design. 7th graders will be talking about advertising and creating their own advertisements using their own photographs. 8th graders will have a choice of different assignments involving Photoshop and again, a chance to use their own personal photographs.

In the first days alone, we discussed the Rule of Thirds and simply spent time messing with the cameras. I hadn’t even used one camera and students were well on their way to knowing all the tricks on their particular device - they spent time teaching me where to find settings that would be most helpful. A 7th grader figured out how to display the Rule of Thirds grid in about 5 seconds and went around helping students get theirs’ to display the same.

Top Left and Above: Students’ photographs after a being told to simply “explore the possibilities”.

I smile just thinking about it. About the possibilities - about the excitement on the students’ faces. And I am incredibly thankful for foundations like this that allow the classrooms to extend their budget in new ways.

So, friends. I ask you, no I demand that you seek out these opportunities and take a chance. If you are passionate and can find reason for extending your budget, foundations and organizations will help you meet your goal, even in small ways. Just imagine the possibilites...they’re endless.

If you are an elementary art teacher in the United States we want to know what your art program is like. Help art education faculty from James Madison University and the University of Memphis gather information on K-6 art teaching in all 50 states in 2012-2013. Telling us about your school and curriculum will help art educators advocate for the arts and provide valuable information about the arts to school administrators and researchers.

Please take 15 minutes to complete an anonymous online survey using Qualtrics, a secure web based survey system. No information that can identify you or your school will be asked. You are free to stop the survey at any time, but responses that have been entered before ending the survey will be recorded. Questions on the survey will cover school demographics, art curriculum, art experiences in the community, class size, budget, and instructional time. The investigators do not perceive more than minimal risks from your involvement in this study (that is, no risks beyond the risks associated with everyday life). Potential bene�ts from participation in this study include generating knowledge current art instruction in elementary schools across the United States. The results will be stored in a password secured account on Qualtrics and will be shared at art education conferences such as NAEA. The researchers retain the right to use and publish non-identi�able data. At the end of the study, all records will be destroyed. If you have questions or concerns during the time of your participation in this study, or after its completion or you would like to receive a copy of the �nal aggregate results of this study, please contact:

Karin Tollefson-Hall, PhD Bryna Bobick, EdDArt Education Art EducationJames Madison University University of Memphis540-568-4304 901-678-1472tollefkl@jmu.ed bbobick@memphis.edu Questions about Your Rights as a Research SubjectDr. David CockleyChair, Institutional Review BoardJames Madison University(540) 568-2834cocklede@jmu.edu

Link to Survey: http://jmu.qualtrics.com/SE/?SID=SV_8wygvKeYB435ZWZ

Giving of ConsentI have been given the opportunity to ask questions about this study. I have read this consent and I understand what is being requested of me as a participant in this study. I certify that I am at least 18 years of age. By clicking on the link below, and completing and submitting this anonymous survey, I am consenting to participate in this research.N

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FALL SYMPOSIUMFOR FIRST-YEAR ARTS EDUCATORS

Seven first-year visual arts teachers in the Art Educators of Iowa Mentor Program attended the Fall sym-posium at Iowa Central Community College in Fort Dodge on Saturday, October 27. The Symposium is held as part of a grant from the Iowa Department of Education administered by the Iowa Alliance for Arts Education. Twenty-nine new teachers in music and the visual arts attended.

Visual arts participants had time to talk about individual teaching situations. The group that participates in the Symposium generally becomes an informal profes-sional network.

The day is funded by the mentor grant and is free to participants. First-year teachers rated the Sympo-sium at 4.63 on a scale of 1-5.

Sessions included 2nd year teachers talking about their first year experiences, A panel of mentor-mentee pairs, and sessions devoted specifically to the visual arts. AEI members Chris Noel, Maggie Parks, Shanise Brockshus, Erin Almelien, and Liz Bloomburg were presenters for the visual arts.

Leon Kuehner, co-director of the IAAE Mentor Program welcomes partici-pants to the Symposium.

AEI Mentor Chair, Chris Noel, and 2nd year teacher, Liz Bloomburg, participate in the mentor-mentee panel.

First-year visual arts educators and AEI members who are experienced art teachers discussed a variety of topics including classroom manage-ment, differentiated instruction and Common/Iowa Core. The music educators had sessions specific to music.

The 2013 Fall Symposium will be held on Saturday, November 2, 2013 at Iowa Central Community College.

At a Glance: Fall Conference 2012

Turn the page for a great lesson plan, with all the details you need! Submitted by Kassi Nelson (secretary), this lesson was shared at

the Fall Conference in Council Bluffs with high participation!

To have your lesson published, contact marketing@artedia.org and have your files ready in PDF

format!

Lessons should be details and include instructions, materials, age level, time management and if

possible means of assessment and photographic examples!

Lessons accepted are left in plan PDF format to allow for easy printing and copying of files.

Class: Painting 9-12 GradeTitle: Spray Painted Stencil T-ShirtsInstructor: Kassi NelsonStandards & Benchmarks:* National Art Standards ~ 1, 2, 3, 5, & 6

Instructional aids, materials, tools: * An X-acto knife with replacement blades* Heavy stock, matte finish photo paper* A computer program that allows you to put an image in high-contrast ( I use Photoshop)

* Coins, fishing weights, or other small, heavy objects.* Scotch tape* Spray paint* Scissors

Instructions: (1hr long classes)Day 1: Discuss Positive and Negative Space - We look at several examples and discuss how each one Þts with each space. We also discuss why Positive and Negative space is important in art.Then students draw a simple object - (scissors, tape, stapler, etc.) They make their own examples for positive and negative space. We then practice cutting out our shapes - some need tags to hold image together others just need the practice of cutting and how to do so. If their is time we paint the cardboard white or black (student choice)

Day 2-5:(Time could change if students take project to a higher level) If we need to we paint our cardboard white or black (student choice). We tape down our Þrst image that we cut out, students learn where to place tape and also tape down their edges. Students also learn how to correctly use spray cans; how to spray, clean them, etc. While we wait for them to dry we review copyright issues and their importance. Students are then to decide what they want their Þrst ofÞcial stencil to be. They are to draw their stencil out and then follow the steps below: (These are the directions I give them)

* I usually have them spray on a square of cardboard before they spray on their shirt. This way they can try other colors or decide if this design isn!t what they like. It is better for them to do a trial and error before being discouraged with how their shirt turned out.

1. Step 1 Choosing the image you want to work with is an important decision because certain images do not translate well to stencil making. These include images that rely on extensive shading to make them look convincing. For example, you would have a hard time making a stencil of ocean waves because there is very little concrete form to such an image, and when put into high contrast it would no longer look like the original image. Silhouettes of objects are the easiest, although an experienced stencil artist can successfully reproduce most other images. Remember not to choose images that have a copyright on them. (For example a Coca Cola can) 2. Step 2 Using a photo editing program, or even just the photo toolbar in Word or other word processing programs, put the image into high contrast. This means that if the image is in black and white, every pixel of the image will either be black and white - no grays or intermediate tones. This creates the ideal stencil situation because it takes away all the guesswork when it comes to actually cutting the stencil - you simply trace along the lines and cut out the black pieces. If you want to create a more realistic looking stencil, put a color image in high contrast. This will give you anywhere from 2 to 10 or so layers. The number of copies of the image you print out corresponds to the number of layers of color you want in the Þnal product. For a simple black and white stencil, you will only need to print out one copy. For a 4 layer stencil print/trace out 4 copies, and so on. Trace them onto heavy stock, matte Þnish photo paper. It's thin enough to cut easily, but sturdy enough to stand up over time.

3. Step 3 Start cutting. Using an X-acto knife carefully cut out the areas on the printed image where you will late want the spray paint to penetrate. For example, if you are making a one-color stencil of a traditional "smiley face", you would cut out the circles of the eyes, the crescent of the mouth, and the circle, which deÞne the head. When cutting out outlines, such as the circle around the head, you will have to make one cut on the outside of the line, and one cut on the inside, so that a thin strip of paper representing the line is removed. MAKE SURE to leave little connectors between the inside of the face and the outside of the face so that the face will remain attached to the piece of paper. This will not be a problem when you are cutting out simple silhouettes, but, especially when you cut more complex or multi-layer images, you will encounter "islands" of color which, if not attached to the rest of the stencil with little bridges of paper, will be completely cut off and fall out of the paper. If you accidentally cut an island out of the paper, you can reattach it with tiny strips of tape. If you are making a multi-layer stencil, you should only cut one color out of each piece of paper. For example, if you are making a stencil of a red rose with a green stem in a blue vase, then on one piece of paper you would only cut out the red, which will serve as the rose ßower. On another piece of paper you would only cut out the green of the stem, and so one. You will align these multiple layers later, producing one cohesive image.

4. Step 4 Once you have cut all of your stencils, it's time to paint. For a one-layer stencil, simply lay the stencil directly onto the desired surface, placing coins or other small weights on the edges of the parts you cut out, to prevent the stencil from lifting up while you spray it. If this happens, the edges of the image can get misted by paint, making the image look "dirty". Once you've set up your weights, lay down paper around the stencil so you don't get any paint where you don't want it, and spray the stencil with paint from directly above and about a foot away. Do this slowly and carefully, making sure not to use too much paint. Excessive paint use can cause the paint to run or bleed, and will blur the lines you carefully cut. Remember, if you accidentally use too little paint, you can always add more once it dries. If you are using a multi-layer stencil, set up your Þrst layer in the same way, but make sure to draw registration marks at the corners of the piece of paper. Using a pen you can simply trace lines around the four corners of the paper. These will act as guides that tell you exactly where to lay the subsequent layers of the stencil, so that they all superimpose on top of each other and eventually create one cohesive image. When using multiple layers, make sure that the paint used for one layer is dry before setting up the stencil of the next layer on top of it.

5. Step 5 Remember to take a photo of your Þnished project and post it on your website. Please tell me about your project, why did you choose that design, why did you choose your colors, and tell me how your process of this project was. Tell me about your positive and negative space.

When everyone is Þnished we do a critique of shirts... Students are not allowed to give negative feedback, but positive criticism is allowed. Students are to leave a comment on each students sheet (next to shirt) Comments like: I like it, etc. are not allowed. We talk about critiquing projects and what is the best way to do so. This is also a gallery walk for students to show off their shirts!

Adaptations:*Special Education students - may need help making edges for design to stick together & may need help cutting out their project. I help them as much as possible, but also have paired them up with another student to help.* I have also extended this lesson when students are really into the lesson and have them draw their own designs. - I have even done this section with students instead of them Þnding it.

Infusion Areas:__ Career Education__ Higher Order Thinking__ At Risk/Special Education_X_ Technology

__ Communication Skills__ Learning Skills__ English Second Language__ Global Education/ Multicultural

_X_ Mathematics__ Science_X_ English/Language Arts__ Talented/Gifted

Assessment:__ Visual IdentiÞcation__ Contest/Competition__ Oral Presentation_X_ Student Self Assessment

_X_ Checklist/Rubric__ Critique__ Peer Critique_X_ Teacher Observation

__ Exhibition__ Scanning__ Cognitive Recall

If you go to www.grartroom.weebly.com - this is my school website. I will have the examples that I use for positive and negative space, also a digital copy of the lesson plan and instructions.

Spray Painted T-shirts Rubric

Excellent Good Average Needs Improvement

Teacher!s Rating

Student!s Rating

Criteria 1- Students have created a design that shows Positive & Negative space

10 7 4 1

Criteria 2- Students have cut out their design with the single/multiple layers correctly - added tags,etc.

10 7 4 1

Criteria 3- Students have tested their stencil on cardboard.

5 3 2 1

Criteria 4- Students have creatively spray painted their shirt.

10 7 4 1

Criteria 5- Students have posted their Þnished project on their website

5 3 2 1

Criteria 6- Students have answered the questions on their website.

10 7 3 1

Criteria 7- Effort: Student took time to develop an idea and completed the project (DIDN!T RUSH) Good use of class time.

10 7 3 1

Total 60pts