Pink Ribbon Girls 2020: Coffee Talk, Art as Therapy
OAEA 2019: My Perseverance Project, Drawing through Chemotherapy
OAEA 2016 and NAEA 2017: One Book, One Community, One Art Installation
One Book, One Community was an initiative started in 2014. Students, faculty and staff participate in a shared read, which is reflected on throughout the entire school year. All educators are encouraged to connect the book to their curriculum. The art department has created an all-school art installation for each book. Having a prominent installation in the school challenges viewers to consider the book, its message and their personal reflection of the reading. Having all students participate in the installation allows for an inclusive art making experience.
The art installation has not only been a community event, but has also been an opportunity for the art department to collaborate with other educators in the building. The first art installation was a collaborative piece between the art and anatomy departments in which the entire student body created ceramic bones, in memoriam of those killed during the Rwandan Holocaust. The second art installation was a collaborative piece between the art department and library, in which the entire student body was represented on a large pair of TOMS shoes. Students used social media to promote issues of personal importance through the images which created the design on the shoes. Partnering with other departments has allowed for many interdisciplinary opportunities that wouldn’t have otherwise been possible. This presentation will focus on ways to promote an all-school read in your community. The benefits of having a shared experience and how an art installation can be the memorable and monumental piece that causes a life-long learning opportunity for students, faculty and staff. |
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OAEA 2016 and Evenings For Educators at the Cincinnati Art Museum 2016: Charley Harper Curriculum
While working with the Estate of Charley Harper, I am in the process of developing a k-12 Charley Harper Curriculum. This curriculum will show educators a wide variety of ways to incorporate the Harper's artwork into their classroom.
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NAEA 2016: Art and Anatomy merge disciplines to create a powerful art installation
The purpose of this presentation is to share my journey in creating an all school interdisciplinary art installation. Not only was this a successful project, but it allowed for students to have an interdisciplinary learning experience, which may not be provided during their normal school routine.
I hope that by listening to this presentation, other teachers will be inspired to take on an all school project themselves. Participants will be encouraged to partner with other teachers within their schools to collaborate on large scale projects. There are many ways to split up the work load when working in partnership with other disciplines. I believe that the best way to practice art education is to allow others to see how interdisciplinary art education is effective and can be used to create lasting educational experiences that will stand the test of time. The presentation will begin by discussing how this project started. This year my school initiated an all-school literary movement, requiring everyone to read Left To Tell, by Immaculée Ilibagiza. In this book, Immaculée describes how she survived the Rwandan Holocaust by hiding in a bathroom for 90 days with 7 other women. Teachers were encouraged to incorporate the book into their classrooms and lessons. I decided for my art lesson every student would create a ceramic bone, in the spirit of the One Million Bones project in Washington D.C. I partnered with the anatomy teacher in order to help teach the students about what bone they were creating. |
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OAEA 2014: Transitioning through beginning ceramics
As a high school art teacher I created a beginning ceramics curriculum which easily prepares students for an advanced ceramics course. Through a variety of hand-building techniques students learn the basic knowledge of ceramics as an art form while incorporating meaning making, aesthetic choices, and writing artist statements as part of their artistic practice. Many Ohio Art Standards are covered including 6PE, 1PR, 2 PR, 3PR, 4PR, 6PR, 2RE, 3 RE, 7RE.
This presentation allows attendees to envision ways my curriculum could be applied into their own classrooms. Designed for a semester long course, I will offer ways to condense this curriculum into a unit appropriate for a middle school art class. Participants will learn how to scaffold information so that students will be successful with ceramic arts within their classrooms. As an artist and educator I will provide practical solutions for developing a beginning ceramics curriculum. |
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