FUNDAMENTALS of ART
for ELEMENTARY TEACHERS
Sem 2 - 2005-06
2 credits
January 23 thru May 1
No class spring break March 13

E-mail

PROBLEMS WITH COMMUNICATION HERE:
YOU NEED TO PUT IN 4 hrs WORK OUTSIDE OF CLASS EACH WEEK
1. You must write a summary of all chapters (1-7 were already due)
2. You must write a brief eval/ on all websites for each chapter..text links (1-7 were already due)
3. You must write an overview after each class of what made an impact on you (pro or con 3 class experiences to date, should be with Journal)
4. For each of the 8 art assignments, prior to turning in you must fill in art assignment rubric (link) and turn it in (digitally on disk, printed or e-mailed) with the artwork (1st one is due Feb 20, 2nd one is due with your shadow myth performance Feb 13)
5. Yes, only 1 piece of art is GRADED from ghords, dream catchers, sand paintings, but you have an exhibition of high-quality work on May 1. What will you show?
6. HIGHLY RECOMMENDED: Digital images of working on projects, still lifes, classroom etc for YOUR RECORDS, slideshow or art exhibit (printed-mounted)

FEB 6 : Integrating Art into the Classroom
Preparation: Work in Stations

Bring ghords washed and cleaned
Bring willow branch wrapped with leather
Bring cardboard replica of masonite with figure cut out of cardboard: save positive and negative shapes
Bring outline of "storyboard" to tell with shadow puppets power animal story
Bring balloon blown up to ghord size with outline shape of power animal drawn in marker
Bring rafia coil sample

BE PREPARED TO Discuss and give EXAMPLES from your education

• Ch 1 - Art in Society-Schools
• Ch 2 - Art design Fundamentals
• Ch 3 - Teacher's Role
• Ch 4 - Motivating Learners
• Ch 5 - Creating Objectives - Evaluating
• Ch 6 - Domains: Cognitive, Affective, Psycho-motor
• Ch 7 - Art and Literacy

GUEST SPEAKER with Discussion

• Katie Metcalf Zaman,
  Master's Degree in Painting and Human Services
  Fulbright Scholar
  Connecting Educational Experiences with Global Conscience
  
• Native American Educational Statistics
  
  • American Indian and Alaska Native students have a dropout rate twice the national average; the highest dropout rate of any United States ethnic or racial group.
  • About three out of every ten Native students drop out of school before graduating from high school both on reservations and in cities.
  • There is a cultural discontinuity between home and school
  • Dominant are drug and alcohol abuse, symptoms of the poor self-concepts and unresolved internal conflicts resulting from educators asking students to give up their Native culture.
  • One out of 6 American Indian youths has attempted suicide, according to the Harvard Project on American Indian Economic Development.
  • 25 percent of native Americans live below the poverty line, compared with 12 percent overall in the US.
  • The teen birth rate is 50 percent higher than for non-Indians.
  • Indian students' scores are considerably lower than those of their white counterparts.
  • In fourth-grade math, for instance 20 percent of American Indians and Alaskan natives scored at or above proficiency, compared with 44 percent of whites. The gaps in reading are similar for fourth- and eighth-graders
  • 562 federally recognized tribes and 4.4 million people identifying as native according to the US Census.
• One key is teacher development.

• Training all teachers to be more aware of their Indian students' backgrounds
• These students bring a rich culture and heritage to the classroom that can be shared with the other students

1. Dream Catcher with willow, leather, beads and feathers
2. Ghord with painting of power animals and/or Native American motif
3. Sand painting YOU , as protected by the guard of education
NOTE: 1 of 3 art assignments must be finished and turned in with rubric FEB 13
YOU MUST PUT IN WORK TIME in at RODMAN

The use of shadows to amuse and entertain has a very long history. In the 4th Century BC, the ancient Greek author Plato described a procession of shadows moving across the wall of a cave, like the figures shown by a puppeteer. it is certainly true that there are records of shadow puppets being used in performances in China and India more than two thousand years ago.

The gift of wisdom comes through experience of observation
and cannot be learned by reading about it.

We learn this wisdom by taking time to reflect on everything we experience. "
         — Running Deer

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