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Volume 4 Issue 4 December 2012
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Volume 4 | Issue 4 | December 2012
Public Domain released by author The image used has been placed in the public domain by the author/original copyright holder. Images in the public domain have no restrictions on use and may be used for any purpose, without any conditions, commercial or not, unless such conditions are required by law. http://www.freestockphotos.biz/stockphoto/9156#license
Expressive MonkeyYouth Art Month 2013
Take It Outside Contest
Educational Fair Use
and...
ZOMBIES
ART EDUCATORS OF IOWAIn this issue:
universal constructs and visual culture
AC
E
What are the two favorite words of every school-age child and many teachers, myself included, during this time of year? Snow day…. YEAH!
Of course, this means another day tacked on at the end of the school year, but that doesn’t matter now. It’s a snow day! Now what? If you are like me, you have a long list full of Christmas decorating, baking, making Christmas goodies, Christmas cards or even the annual family letter, grading, school work. Ughh! Maybe just crawling back into bed for a couple more hours of sleep would be best.
Our lives are hectic enough and scheduling holiday events can be a little overwhelming. Work, snow, shopping, sleet, concerts, parties, ice, art displays, sports and extra-curricular activities; it’s enough to make your head spin. For many of us, we are contemplating how we are going to make it through the holidays with our sanity in tact, let alone staying healthy in the process.
These weeks leading up to the holiday can be stressful and can really take a toll on your health. Just remember, you can’t be effective in the classroom when you are run down or sick. Take the time to eat healthy, exercise and sleep. Even a 10-minute walk can be enough to give you a break, refocus, and rejuvenate. Most of all, when you do have an evening at home, take advantage of day-light savings time. Turn off the tv, cuddle in with a good book, snuggle under a warm blanket and maybe even catch up on some z’s.
Who knows? Maybe tomorrow may be a snow day!
Here is hoping December finds you healthy, happy and enjoying the true reason for the season.
Merry Christmas and a Happy New Year!
Shanise
A Message From The President
DickBlick.com/lesson-plans/dancing-houses
IN THE ART ROOM: THE PERFECT FOILZOMBIES
Andrew McCormick, Art InstructorCedar Falls Community Schools
andrewmccormickteaching.weebly.com
A few years back I was charged with writing an artist’s statement on a new body of work. Logically I started waxing poetic about Bruce Lee and his marital art style, Jeet Kune Do. Something you must know; I’m not a huge kung fu fan. So why the weird tangent? Jeet Kune Do (3) can loosely be translated to mean “the way of no way”, “style without style.” Lee believed that many students adopted dogmatic styles and subse-quently grew too rigid. Martial arts required one to react, to be like water. I often fall back on this analogy when I think about teaching. If I am too rigid, I will break. It’s better at times to go with the flow and see where creativity takes me. This philosophy has served me well in teaching, art making, and specifically what I’m focusing on for this article; the exciting yet tricky prospect of incorporating visual culture into students’ projects and collaborating with fellow teachers… all wrapped up in zombie culture. My 8th grade art class just wrapped up a very popular, yet controversial zombie themed project. Let me give you a brief summary of the project before I get lost in unpacking why I think this zombie project is a rich foil to discuss visual culture and collaboration. I wanted to do a piece that tied into their collective interests with zombies (to be honest, I'm also a huge zombie fan). Zombies are incredibly popular now. My students came in jazzed to talk to me about the great and gory TV show The Walking Dead. They came in reading books like World War Z, The Forest of Hand and Teeth, and Unicorns vs. Zombies. Don’t even get me started on the buzz surrounding Black Ops II and other zombie themed video games. So I came up with (along with my wonderful UNI field experience student- but more on that later) a project where students worked with a partner to carve and papier-mâché (additive and subtractive sculpting- you can do a traditional project in the guise of something that in the students’ words is “Out there” and “Hardcore.”) a Styrofoam head to create their own zombie. We originally looked at zombies through an anthropological lens: their origin, history, and possible reasons why they are currently so big in pop culture (1). Early on, we looked at a few videos from the Syfy Channel's show Face Off. If you haven't seen it, think Project Runway or Top Chef but instead of fashion or food, the contestants work with Hollywood make-up effects. Once finished, I had a chance to reflect on the whole experience. Ultimately, I was happy with how these turned out. The students in their own words really liked the assignment (2). But they ended up being pretty gruesome, far more violent than I had anticipated. Sure I thought they’d be creepy, but they really ran with it! I was apprehensive about putting them out on display, but the students were so adamant about their art that I wanted to honor their hard work. The only way that I could justify the violence inherent in these pieces was to re-focus the class on the fact that these were not real depictions, it's special effects, and that the "over the top" gore was only appropriate as the whole scenario was so ridiculous...they knew it was fantasy. It can be a slippery slope when you try to tap into their visual culture. When you open it up to their interests, be prepared to see how far they take it. (continued...)
This brings me to one of my first big contentions as to the merits of this project. Visual culture. Our society is so saturated with imagery, advertising, message, meaning. Our students are bombarded with information through imagery; if we as art teachers don’t tap into their visual landscape, I think we’re missing out on a golden opportunity to engage students. I’m not saying we need to replace Michelangelo, Picasso, Monet, Seurat, Van Gogh, with viral videos, internet memes, TV, movies, and video games, but I don’t think it needs to be an either/or scenario. My interest in visual culture began during my awkward (perhaps that’s a bit too complicated to unpack in this article- lets just say I really missed teaching at the secondary level) transition from a public school teacher to an art education instructor at the University of Northern Iowa. While the three years away from public school teaching was rough in many ways, it did give me time to reflect on my craft. As I was teaching pre-service art educators about quality art education, I kept thinking about how my own classroom, projects, and pedagogy didn’t always match up… “Do as I say, not as I do.” I vowed to myself that if ever managed to get back to teaching at the secondary level I would do things differently. I came back from my absence looking for more ways to infuse meaning and creativity into my students’ work. I felt I had spent years teaching solid skills and directing my students to make competent artwork that they often didn’t really connect with. I aim to boost their connection with their work by focusing more on content, themes, big ideas and by infusing visual culture into our palette of art exemplars (again, this is not instead of traditional skills and techniques, but on top of). So far this year I’ve launched 22 assignments with three different classes. 21 of those 22 projects I am doing for the first time… it’s almost as if I’m a new teacher again!
A huge part of my re-investigation of my curriculum is that I’ve been working with some wonderful field experience students from the University of Northern Iowa. Collaboration is one of the six Universal Constructs (Iowa’s synthesis of the national Partnership for 21st Century Skills [4]) currently found in the Iowa Core Curriculum. As I’ve re-worked my curriculum, not only have I thought of ways to get students working together more often, I’ve benefited from some great collaborative time with my current UNI field experience student, Travis Gingerich. While Travis has devised two projects that I’ve had some input in (from minor execution issues or some initial ideation) he has been involved in creating three additional assignments with me. The zombie head project came about as I was verbally hashing out some issues I foresaw with an upcoming drawing assignment. The sequence seemed really clunky and while I knew I wanted to do a zombie inspired project, I didn’t know how to get there. Travis threw out the idea that we could have students make zombie heads and then draw them; and away we went. As teachers we try to instill in our students the ability and interest in collaboration. I’ve always found my pedagogy and curriculum benefit when I have another teacher to workshop ideas. On my own, I’m likely to fall into the same modes of thinking. With another teacher acting as a soundboard, new ideas take off in new and exciting directions. This has been an exhilarating, frustrating, rewarding, and crazy year… and it ain’t even Christmas break! (continued...)
Students work collaboratively on their zombie heads with tools and props.
Andrew's Extras. . . ya know, those highlighted numbers in the article.(1) Our thoughts on this were pretty interesting, a bit difficult to summarize but here’s a try. First, modern society is so complex and at times bewildering that many of use feel unable to affect change. Whether it’s the environment, politics, or the economy, there is so much that we can’t control. A zombie apocalypse is a cheesy and fantastical reset button. Look at TV shows like The Walking Dead and Revolution. Due to some sort of catastrophe, our dystopian future selves are forced to shed the trappings of modern life and simply focus on survival. Look at the popularity of survival themed shows like Doomsday Preppers, Survivor, or Man vs. Wild. Global catastrophe is a scary concept for us, but it looses its teeth when it comes at the hands of the fictitious undead and not by a very real and ever more frequent natural disaster. Secondly, zombie fiction is never about the zombies. They are just the foil for humans to prove their humanity. How would the zombie apocalypse change the survivors? Would survivors grow more suspicious and violent with fellow survivors as resources grow more scarce? The zombies were once us. If human beings loose their humanity are we any better than these mindless eating monsters?
(2) Full confession here… out of 22 students, 21 of them were by all outward appearances and some rather in-depth verbal critiques quite excited by this project. One student chose to work on a different assignment. The reason for the student’s self-exclusion from the project wasn’t fully analyzed so I can’t hypothesis about the student’s (or student’s family) specific objections to the project. All I can say is that I created a different yet similar sculpture project for the student. I took the news of the student’s removal from the project quite hard, as it was never my intention to create discontent. I chalk up this unsavory part of the project to its unusual approach… when classrooms investigate visual culture, teachers needs to realize that students’ visual culture is not homogenous. What’s engaging, exciting, and harmless fantasy to one student, could very well be scandalous and revolting to another.
(3) Jeet Kune Do: http://en.wikipedia.org/wiki/Jeet_Kune_Do
(4) Partnership for 21st Century Skills: http://www.p21.org/overview
For more photographs and information about Andrew’s teaching, visit his blog at:
http://andrewmccormickteaching.weebly.com
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e.McCormick’s students’ zombie hoard on display.
Collaboration is key: working with his student teacher.
making an art history presentation and wants to use images of other artwork, they could do so but having them cite the work would be good practice.
Most the time, if what you are doing stays in the con�nes of your classroom, you could be safe but if a student creates something and walks out your door, the liability surrounds the situation.
An invalid example of fair use? Having a student take a photograph from the internet and recreate it using a technique taught in class. The image is copyrighted and should be cited for work. If it’s an image of a celebrity, in some cases, the celebrity has gone as far as to copyright their image therefore that’s a double whammy. If the student leaves the building with the artwork they created, having them gain permission from the original creator is highly advised because while the student may only end up hanging it in their bedroom, the possibilities after that are endless…students could choose to sell, reproduce, copy, or distribute their work and this is considered personal gain which instantly breaks the Fair Use doctrine and puts the student as risk.I know that this can be confusing – in fact, even though myself and colleagues will discuss what we know of Fair Use, we still �nd ourselves backtracking to make sure we are right.
Here is a �ow chart that I created regarding this topic that helps �gure out what path to take when using work from outside sources other than myself or students. It is most applicable to art teachers but could essentially be used for any teacher.
Included are basic “rules of thumb” to keep in mind while �guring out your “plan of action”. 1. If you did not personally create what you are working with, go ahead and assume that it’s copyrighted. 2. If your use of the work will result in pro�t, distribution, or personal gain – you should always get permission to use it �rst. 3. If the work is not being recreated or used outside a school building, you are typically safe but it is always safe to have the original resource cited and available.
BACK OFF.IllegalUSAGE.
USE OF THE WORK IS pERSONAL.
hAVE yOU bEEN gRANTED WRITTEN pERMISSION
BY THE ORIGINAL CREATOR?
uSE FORINSTRUCTIONAL
PURPOSESONLY?
dO YOU HAVE THEWORK’S ORIGINAL RESOURCEAVAILABLE IF QUESTIONED?
iS A STUDENTUSING THE WORK?
iS THE STUDENT USINGIT AS INSPIRATION ANDNOT AS THE SUBJECT?
yES
yES
nO nO
no
nO
yES
yESno
iS THE STUDENT RECREATINGTHE WORK FOUND ONLINE
USING A TECHNIQUEIN CLASS?
yES
iS THE sTUDENT USINGTHE WORK AS A PORTION
WITHIN THEIROWN ORIGINAL ARTWORK?
iS WORK BEING USED IN A CONTEST OF ANY FORM?
dOUBLE CHECKAND HAVE PAPERWORK
CITING FULL WRITTEN
PERMISSION FROM ORIGINALCREATOR READY.
stop: pERSONAL uSE IS NOTCOVERED BY
eDUCATIONAL fAIR uSE.
yES
iT IS HIGHLYRECOMMENDED TO
OBTAIN ALL ORIGINAL RESOURCES
WHEN USING OUTSIDE WORK.
eDUCATIONAL fAIR uSE : start
tECHNICALLY,THIS IS recreatingTHE ORIGINAL WORK.
nO
yES no
iS THE STUDENT SIMPLYUSING IT FOR APRESENTATION?
yES nO
uNFORTUNATELY,YOUR USE OF OUTSIDE WORK
IS NOT A COMMONONE. pROCEED WITH
cAUTION ANDGOOD JUDGEMENT.
a fLOW cHARTFOR tEACHERS
yES
yES no
nO
YouAre
Safe! Created by: Lisa M. JorgensenTwitter: @artclasswithlmj
3 Rules of “Thumb”1
If you did not personally create what you are working with, go ahead and assume
that it’s copyrighted.
2If your use of the work will result in profit,
distribution, or personal gain – you should always get permission to use it first.
3If the work is not being recreated or used
outside a school Class, you are typically safe but it is always Best to have the original
resource cited and available.
BACK OFF.IllegalUSAGE.
USE OF THE WORK IS pERSONAL.
hAVE yOU bEEN gRANTED WRITTEN pERMISSION
BY THE ORIGINAL CREATOR?
uSE FORINSTRUCTIONAL
PURPOSESONLY?
dO YOU HAVE THEWORK’S ORIGINAL RESOURCEAVAILABLE IF QUESTIONED?
iS A STUDENTUSING THE WORK?
iS THE STUDENT USINGIT AS INSPIRATION ANDNOT AS THE SUBJECT?
yES
yES
nO nO
no
nO
yES
yESno
iS THE STUDENT RECREATINGTHE WORK FOUND ONLINE
USING A TECHNIQUEIN CLASS?
yES
iS THE sTUDENT USINGTHE WORK AS A PORTION
WITHIN THEIROWN ORIGINAL ARTWORK?
iS WORK BEING USED IN A CONTEST OF ANY FORM?
dOUBLE CHECKAND HAVE PAPERWORK
CITING FULL WRITTEN
PERMISSION FROM ORIGINALCREATOR READY.
stop: pERSONAL uSE IS NOTCOVERED BY
eDUCATIONAL fAIR uSE.
yES
iT IS HIGHLYRECOMMENDED TO
OBTAIN ALL ORIGINAL RESOURCES
WHEN USING OUTSIDE WORK.
eDUCATIONAL fAIR uSE : start
tECHNICALLY,THIS IS recreatingTHE ORIGINAL WORK.
nO
yES no
iS THE STUDENT SIMPLYUSING IT FOR APRESENTATION?
yES nO
uNFORTUNATELY,YOUR USE OF OUTSIDE WORK
IS NOT A COMMONONE. pROCEED WITH
cAUTION ANDGOOD JUDGEMENT.
a fLOW cHARTFOR tEACHERS
yES
yES no
nO
YouAre
Safe! Created by: Lisa M. JorgensenTwitter: @artclasswithlmj
3 Rules of “Thumb”1
If you did not personally create what you are working with, go ahead and assume
that it’s copyrighted.
2If your use of the work will result in profit,
distribution, or personal gain – you should always get permission to use it first.
3If the work is not being recreated or used
outside a school Class, you are typically safe but it is always Best to have the original
resource cited and available.
Lisa M. JorgensenWeBster City middle School
Marketing & Promotions, AEI Editor, “The Message”
T: @artclasswithlmjWP: artclasswithlmj.wordpress.com
To View the Flow Chart as a PDF:Due to sizing restraints, this publication only displays a small image; a enlarged �le can be found:
https://docs.google.com/open?id=0B7Stch_QgMjITlNtaUFTZUVOcE0
Educational Fair Use in the ClassroomA hot topic throughout schools right now is “Copyright”. Many teachers can honestly admit that they understand what copyright means but not fully explain the extent of the laws in which we must follow. Some teachers commonly mistake copyright for Plagiarism; while similar, the two are di�erent ball games. Because of this, teachers and group leaders tend to forgo the full understanding and this leads to misunderstandings, misuse and in artistic situations, and can often result in the disquali�cation of student artwork for any given competition.
Rather than drag on in this publication, I’ve provided a visual for you to use when addressing your copyright questions keeping in mind that my expertise is ever-growing and it may need tweaking for your own needs.
As it’s helped me, I hope his �ow chart can help you steer clear of disquali�cations in contests and keep you in the safe zone when using outside resources in your classroom.
For the rest of you who de�nitely need the details and know how for staying completely safe, I have elaborated in my blog with plenty of text to look at.
My blog can be found at:http://artclasswithlmj.wordpress.com
YAM2013Youth Art Month
Enter your students’ art work in Iowa’s Youth Art Month.
Artwork is due January 12th.
Send with your area AEI representative to the Winter Board Meeting;
your area Rep’s name can be found on the board listing on http://www.artedia.org.
Celebrate YAM & Vincent Van Gogh’s birthday!
Sargent Art will be honoring teachers with a door prize. They want to know the total number of artworks you had to choose from before entering the ten
that you submit on Jan. 12. There will be a place to put that number on the labels of your child’s artwork. They would also like your email so they can
send you more information.
Saturday, March 2nd, 2013Happy Birthday Vincent & YAM Celebration
Registration/Check-In begins at noon.Awards at 1:30-3pm (atrium & auditorium)
(Snow Date, Saturday March 23rd, 2013)
You know the story...a friend found this great idea (on Pinterest, of course) and shared it with you at a meeting (for art educators) and the very next day you find yourself in need of a quick time filler
on the first day of the new trimester.You aren’t exactly sure how this is going to go...we’re talking about middle school kids here...but it was an instant success! ...and such a simple idea (who would of guessed that the high school kids would even
be actively engaged!)A single die and five drawing sheets...angry birds, crazy critters, elves, monkeys, wild flowers...
We’ve even begun to brainstorm creating our own sheets! How fun will that be!?
Ronda Sternhagen, Past President/Awards Chair6-12 Visual Arts Educator, Grundy Center MS/HS
Need a quick time filler?
The Department of Natural Resources invites you to participate in our second annual “Take It Outside” Art Contest. Students are encouraged to use their artistic skills to create an image that shows them "Taking it Outside" and visiting the habitat where their favorite kind of Iowa wildlife lives (prairie, timber, pond, lake, stream, river, marsh - even their own backyard). Be sure to include the critter(s). For complete details, check out the Contest Rules below (also attached).
Winning entries will receive prizes . Winning entries will be used for upcoming promotions and displayed at the DNR building during the Iowa State Fair. All entries will be posted on our website and Facebook® page.
Fill out and submit the attached form today to register your class. Registration Deadline is February 1. Entries must be postmarked by March 1. If you have any questions about the Contest, contact the Aquatic Education Program at 641/747-2200 or by email [email protected]. Sponsored by the Iowa Department of Natural Resources
Overview: Iowa is rich in tradition and abundant with wonderful natural resources. Iowans contribute $4.3 billion to Iowa’s economy through our outdoor pursuits -- hunting, fishing, trapping, camping, boating, target shooting, and wildlife-watching. One of the reasons we enjoy outdoors is our fish and wildlife resources. We share our state with all sorts of native animals – a host of invertebrates, 140+ types of fish, over 400 spe-cies of birds, almost 60 kinds of mammals, and almost 80 reptiles and amphibians. Some are very common and others are extremely rare. We like to watch critters, feed them, and even catch or hunt them. This year our art contest will focus on your favorite kind of Iowa wildlife.
Theme: Use your artistic skills to create an image that shows you “Taking it Outside” and visiting the habi-tat where your favorite kind of Iowa wildlife lives (prairie, timber, pond, lake, stream, river, marsh – even your backyard). Be sure to include the critter(s). For more information about Iowa wildlife, visit our website (scroll down to the bottom of the page to the “document library” and click on “fact sheets”)
Eligibility: Iowa K-12 public or accredited nonpublic school students; Each school can submit up to 3 entries per judging category.
To Enter: Entries must be mailed flat or rolled in a tube – no folding, please! Mail to the Aquatic Education Program, Iowa Department of Natural Resources, 2473 160th Road, Guthrie Center, IA 50115. Please mail all entries from the same school together in one envelope (or several, if needed).
Entry Deadline: All entries must be postmarked by March 1, 2013. Late entries will not be considered.
Judging Criteria: - Portrayal of theme (you visiting the habitat of your favorite Iowa animal)- Creative expression- Originality- Visual appeal- Artistic merit
Winner Notification: Judging will be completed by March 15, 2013. Submitting teacher of the winning entry will be notified via email.
TAKE IT OUTSIDE
Take It Outside Art Contest Registration Form
Contest Description Iowa is rich in tradition and abundant with wonderful natural resources.
We share our state with all sorts of native animals - some are very common and others are extremely rare. This year's art contest will focus on a student's favorite kind of Iowa wildlife.
We want your students to use their artistic skills to create an image that shows them "Taking it Outside" and visiting the habitat
where their favorite kind of Iowa wildlife lives. Be sure to include the critters.
Welcome Teachers! The Department of Natural Resource invites you to enroll your class in the "Take It Outside"
art contest to win prizes that will get you and your students involved in outdoor activities. Please complete and submit this questionnaire to get started.
Registration Deadline: February 1, 2013
School District
Building
Address
City State Zip Code
Phone Number
Teacher Name
Judging Categories Category I - Kindergarten-Grade 2 (hand-drawn)
Category II - Grades 3-5 (hand-drawn) Category III - Grades 6-8 (hand-drawn)
Category IV - Grades 9-12 (hand-drawn)
Awards/Recognition Each school that submits entries to the state competition will be entered in a drawing to receive a grant (total of 4 grants awarded) for a natural resources-based recreation experience at a local outdoor recreation area.
·Major focus of activities must be outdoor, natural resources based recreation such as archery, shooting sports, and/or boating ·Local outdoor recreation area” can be a state park, lake, forest, river, etc. up to 50 miles from the school ·Funds are limited to $5 per participating student (up to 100 students) and must be used for transportation and/or programming costs ·Limit one grant per school
Each student submitting an entry will receive a Certificate of Participation. First place entries in each judging category will receive an prize package of exploration and/or outdoor recreation supplies. Those judged to demonstrate best use of theme, best use of color, and to be most creative will also be recognized.
For complete contest information, visit www.iowadnr.gov For questions regarding the contest, email [email protected]
Print FormSubmit by E-mail
Take It Outside Art Contest Entry Form Judging Categories (Check One)
Category I: K- 2 (hand-drawn) Category III: 6-8 (hand-drawn)
Category II: 3-5 (hand-drawn) Category V: 9-12 (hand-drawn)
School: ___________________________________ Teacher: _____________________________Teacher’s Email Address: __________________________________________________________School Address: __________________________________________________________________City: ___________________________________ Zip: _________________________________Phone: ( ___ ) ___ - ______
Student’s Name: _________________________________________________________________Grade: ____________________Home Address: ___________________________________________________________________City: ___________________________________ Zip: _________________________________
Entry Title: _____________________________________________________________________
I hereby certify that this poster was created entirely by the student above and is the student’s original artwork. I agree that it may be offered for public display or publication at some time during or after the contest. I understand that this poster becomes the property of the Iowa Department of Natural Resources and may be reproduced. The only information that will be released is the student’s name, grade and hometown.
_______________________________ _______________________________Signature of Student Signature of Parent/Guardian
_______________________________ _______________________________Print Name Print Name
Please attach this form to the back of each poster.
Challenging Bullying through Art at UNI On Tuesday, November 27th, while 1,100 people were attending The Governor’s Bullying Prevention Summit in downtown Des Moines, The University of Northern Iowa held it’s own summit when 160 7th graders came from Waverly Shell Rock Middle School to visit campus. The initial goal of the visit was to see the art exhibit entitled, "Fritz Hirschberger: Sur-Rational Paintings and The Fifth Horseman". This powerful show consists of paintings by Hirschberger, deeply layered, richly colored and angry evocations of Nazi barbarities, which related to the 7th graders study of World War II. To connect this exhibit’s theme to a relevant issue in middle school student’s lives, my students and I created an anti-bullying lesson to present and
teach to them while they were on campus. Our decision to connect bullying to the Holocaust partly came from one of my students who is enrolled in a class on genocide at UNI this semes-ter. She wanted to teach the students that Hirschberger’s work was as much about the indif-ference as the horror that intolerance can create and how important it is to not be a bystander when someone is hurting another person.. My students and I created a presentation on the connections between the Holocaust and bullying and then discussed the types of bullying, along with its most harmful effects. Our heavy conver-sation began with depression and students drop-ping out of school, and ended with the impact of bullying leading to suicide, especially for LGBT students, and finally school shootings. We discussed cyber bullying separately as a new and extremely dangerous form of bullying. We closed by discussing ways to fight bullying and how to create awareness in their school. Students worked in small groups to create a one page spread using bullying material and art supplies to create collaged, mini-magazines called “zines” about anti-bullying. We collected their pages and are working to put them together into several small zines that they can share with the rest of the WSR Middle School. This was a wonderful collaboration with Darrel Taylor of the UNI art gallery, the Waverly Shell Rock Public Schools, and the Art Education Department at UNI. My students were able to see, first hand, how this project reinforced important professional skills such as, good organization, collaboration, interdisciplinary teaching, and social justice art making.
Brought to you by:W e n d y M i l l e r
University ofNorthern Iowa
Art Edu cat i [email protected]
This information can also be found at http://www.artedia.org/awards/awards.html#nominate.
Who can nominate?Any AEI/NAEA member can nominate someone for an award. The award categories include: Outstanding Elementary Art Educator, Outstanding Middle Level Art Educator, Outstanding Secondary Art Educator, Art Educator of the Year, Distinguished Service Within the Profession, Distinguished Service Outside the Profession.
How do I nominate?To nominate someone for an award, complete the Nomination Form by saving the form to your desktop, save as a new file name, and fill in the information. Write a letter of nomination (addressed to Dear Awards Selection Committee*) stating the reasons you are nominating this person (or organization) for the award. Please refrain from using reference to “Iowa” in the letter.**
Attach the Nomination Form and Letter of Nomination to an email to the Awards Chair Ronda Sternhagen ([email protected]) by May 15.
When should I nominate? Nominations can be made any time throughout the year.
What do I do if I am nominated for an award?Awards Chair Ronda Sternhagen will contact you to send in additional information. The nominee should complete the vita by saving the form to your desktop, save as a new file name, and fill in the information. You will also need to collect two letters of support for your nomination (addressed to Dear Awards Selection Committee*). Please refrain from using reference to “Iowa” in the letters.** E-mail the vita, letters of support, and a jpeg image to the Awards Chair Ronda Sternhagen ([email protected]) by July 1.
How will I know if my nominee is the award recipient? Award nominees and recipients will be notified. Award recipients will be asked to provide additional information. Recipients of Iowa awards may qualify for Regional and National honors from NAEA. Recipients of AEI awards are submitted by the AEI Awards Chair for National awards by October 1.
How are award recipients honored? Iowa award winners are honored at an event during the Fall Conference in October. If the winner is selected by NAEA, there is an awards ceremony at NAEA Convention in March of the following year.
Who is eligible for an award? NAEA members who meet the established criteria are eligible. Membership is not required for theDistinguished Service Outside the Profession award.
*By addressing your letter of nomination this way, it makes it possible to be forward the nomination to the Western Region and/or NAEA Awards Selection Committees if selected as the award recipient from Iowa.
**This makes it possible to use the same letter(s) if the nomination is moved to the Western Region and/or NAEA awards level.
How to Nominate for AEI Awardsby Ronda Sternhagen, Past President/Awards Chair
