PAEA+Conference+2009

Thursday, 10/22/09 Arrived, registered and met up with Lynn Stola and Jayna Boylen almost immediately! We spent some time adding strings to nametag holders and then decided we should head off to our respective tours. Lynn struck out on her own and went to the Brandywine museum while Jayna and I waited for the shuttle to the Wharton Esherick estate. The shuttle never came,so we went to the farmers market, had a wonderful lunch at the Fox and Hound and strung up more nametags. After checking into our room, Jayna and I went off to the reception for the National Art Honor Society exhibit. The music provided by the students was exceptional, the artwork, as always was wonderful and the food was terrific. As the evening came on, we decided we were all to tired to head to the pumpkin carving event - we plan to attend tomorrow.

Presenter: Camilla McComb Friday ... 8:00-8:50 AM ... Ballroom A Theories in multimodal literacy seek to expand a student’s ability to communicate thoughts and ideas beyond the written word. Learn more about multimodal theory and see how one art teacher encouraged her sixth graders to combine image, text, and narration into multimodal digital journals, thus revealing their artistic thinking. All Levels ... Lecture ... Research **Text and Modal thinking** Results of a study in a classroom Bringing the Outside in The Visual Think Aloud Using digital media to use text and words Can allow students to think in terms of images while they are reading, reflect upon the reading by visually what they were thinking about and at some point understand the text even better Studio Thinking-Lois Hetland, Ellen Woinner, Shirley Veenema, Kimberly M. Sherican Create a visual record of what they are doing – becomes a visual journal Photostory, iMovie, windows movie maker Based on what the students are doing What studio thinking is communicated in this digital journal? Becomes a process journal Can view frame by frame the process and review the process and assess that Development of the craft – process Concern about presentation Frustration with the materials Engaging and persisting Assessing Expressive Learning – Charles Dorn, Stanley Madeja, F. Robert Sobol How can we develop the thinking processes that artists go through as they work – invaluable tool to students Visual Modeling multi-modality of technology, approach and thinking Stream of knowledge
 * Image + Text + Narration + Sound = Multimodal Expression **

Presenter: Kris Troxell Friday ... 10:00-10:50 ... Meeting Room 6 Participants discuss and explore journal types (including alternative journaling: blogs, Web2.0, Photostory, etc.), uses (in and out of the classroom) and the creation of journals. Participants create decorative papers to use for covers for pamphlets to hand bind into a personal journal. All Levels ... Workshop ... Technology Discussed variety of journal formats, ways participants use journals, looked at a variety hand-bound journals. Decorated large sheet of watercolor paper to use for participants own hand-bound journal.
 * The Journal - create a hand-bound, personal journal and examine journal examples, types and uses **

Presenter: Camilla McComb Friday ... 12:00-12:50 PM ... Room 303 Encouraging her students to think like artists enabled this artist/researcher/teacher to literally see the artistic thinking that occurred while her sixth grade students created narrative paintings. Learn more about Harvard Project Zero’s Studio Habits of Mind and acquire tips in including them into your own teaching practice. Middle Level ... Lecture ... Research Demonstration lecture Critique Karen Earnst – Keeping a teachers sketch journal = Studio habits of mind = know how to use tools & materials
 * Teaching Studio Habits of Mind **

tools&materials

know what you can and can not do Use elements and principles of design

photostory to document and journal the studio experience

Envision Have an idea you cannot see and plan ways to show that image Plan changes to something you have done

Observation Notice something looks good and decide to keep it Notice details or patterns that other may not notice Learn to see with new eyes

Understanding the World Connect to other artist Connect what you do in School or the world outside of school Have conversations with friends and family about art making that

Stretching and Exploring experiment take a risk try a new approach make a mistake makes you find a new way to fix it or work with it

Engage and Persist Focused Motivated Lose a sense of time work through frustration

Express create a mood show an emotional feeling create personal meaning the artwork means more than meets the eye

Reflect ask question about the meaning of your art explain how you make your art to make it more meaningful know how you used skill to create meaning in your artwork decisions

use of multimedia platform/multimodel platform allows you to assess and reflect frame by frame and collect and analyze data

kids can work as an artist, document that process and present that documentation in a video type format -becomes an alternative journal. May be a reflection at the culmination of the process, could be used to document the process, could be use to assess the effective of the unit and resulting artwork.

Reflection Question Evaluative

expression meaningful subject matter the past moods, emotion or personality friendship the future family

conclusions

developing craft

envisioning unintentional envisioning simple envisioning process envisioning - historical, material explicit envisioning

Stretch & Explore Gives up the chance to pay closer attention to our own practice – our we giving each student equal time and access? Does that mean we give each student the same amount of time – will that differ for each student based upon their needs? DO we budget our time with students equitably? And how does one do that? Benefits of Multimodal Expression Students can show & explain Makes the curriculum visible Provides data Cam_mccomb@yahoo.com Camille McComb, NBCT Multimodal Expression Research on New Literacy’s – Julie Coiro, Michele Knobel, Colin Lankshear, Donald J.

[]#

Presenter: David Miller Friday ... 2:00-2:50 PM ... Room 303 An art teacher, an English teacher and their students used Web 2.0 tools, literary and graphic texts to explore answers to the essential question, what is art and who decides? This is a follow up to last year's presentation. Secondary ... Discussion ... History Essential questions: What is Art? and Who decides? Wiki, ning, moodle 3 times students entertain the Essential questions – Write a paper answering questions Post to the blog daily Document if and how the answers changed [|www.artlitideas.wordpress.com] students did blogger and they are linked to his blog Sponge Bob, Lust for Life, things they see as clichés Frida, Klempt, Pollack, Bosquet, Why Man Create? Tales of Manhattan-movies they viewed Video of staged critique dealing with “What is Art?” The typical student excuses, and typical responses-parody. Following there comments the students are interviewed individually kind of like the Office. Post modernism – a graphic guide to cutting edge thinking Modernism –reads and looks like a graphic novel Intro-inspection OSYOUO [] David Miller's students using podcasts in high school interdisciplinary art & literature class: @http://dmiller.podbean.com/ Way cool.paea#09 David Miller's interdisciplinary art history course with student blogs and videos: http://artlitideas.wordpres... [|#paea09] H.S. art teacher David Miller using blogs with high school students: http://artlitideas.wordpres... [|#paea09] [|www.dtmiller.com] [|www.davidtmiller.wordpress.com] [] Presenter: Jamie Kasper, Co-presenter: Kris Troxell Saturday ... 9:00-9:50 AM ... Ballroom A A discussion about professionalism, the field of art education, and recommendations for sticking with it New Teachers & Students ... Panel ... History
 * Art, Literature & Ideas: An Interdisciplinary Investigation, Version 2.0 **
 * Welcome to the field! **

1. Introductions 2. Participants jot down questions for the panel; collect questions and sort into categories to be addressed throughout the session 3. The first days of school get into your classroom before school starts set the atmosphere early with expectations and keys to students success 4. Interactions with administrators, teachers and support staff Always good to be friends with your custodian, aides know the kids better than teachers do half the time 5. Professional development and learning networks May find within your district; NAEA, PAEA, IU, 6. Resources List serves(Getty, art ed digest, keyarts, pde, arts educator 20, other teachers) 7. The bigger picture 8. Further questions

Presenter: Kris Troxell Saturday ... 10:00-10:50 AM ... Meeting Room Participants will continue using a variety of painted paper techniques to decorate papers that will serve as covers for a series of pamphlets. The pamphlets will be stitched together and then bound into a hand-bound journal. Participants will take home a completed journal (of their own making) and new ideas for journal use in their classroom (this is the second half of a 2 day session). All Levels ... Workshop ... Technology Participants completed the construction of journals. Compared and discussed their creations and possible classroom applications. Will use this Wiki as a forum for discussion and sharing.
 * The Journal - create a hand-bound, personal journal and examine journal examples, types and uses, session 2 **

Presenter: Richard Hamwi Saturday ... 1:00-1:50 PM ... Meeting Room 5 This presentation will be a slide-lecture followed by a discussion period which is concerned with the value of student visual/verbal journals in secondary and higher education programs in art and art education. The presenter will show slides of pages from journals of art students, student teachers and artists which contain drawings in various media and observational and reflective notes regarding art and teaching, An increase in self-knowledge and understanding of the creative process by students who keep journals will be demonstrated. Secondary ... Lecture ... Research On site sketching/studies are invaluable – add notes, characteristic, features, etc. to sketches to provide more info for later use and reflection
 * The Value of the Visual/Verbal Journal in Art Education **

Look at the use of the page in a journals and the way the page is composed Aesthetic decision as to where the notes are places on the page – sometimes an after thought Integration of visual and verbal Gesture/quick studies Certain parts of drawing has more detail while other parts are mere suggestions Narrative can take place by documenting what occurs over a span of time Studies of master artists drawings-what can you learn form the study Self portrait – think about self and subject, notions about self, other elements on the portrait Studies can act to record an event or place and verbal additions, reflections, quotes, notes, etc. Color qualities and study of color as well as color studies Document visits to museum and the major works of art Use images to enhance assigned readings Brainstorming – visual recording ideas and adding text in context to the brainstorming Visual research Diagrams, directions, colored pencils, paint, color Concrete poetry, often times visually oriented Paul Klee – Pedagogical Sketchbook Visual Thinking – Sondheim?

Presenter: Cynthia Lollis
 * Freedom From the Press: Artists Book Adhesives **

Saturday ... 2:00-2:50 PM ... Meeting Room 5

Lollis will demonstrate the use of an adhesive that doesn’t require the use of a press. Unlike traditional bookbinding adhesives that warp materials as they dry, this 3M product is position able, yet permanent - even on Plexiglas. Lollis will also show her collaborative ETC Press books made using this adhesive. [|www.vampandtramp.com/finepress/e/etc-press.html] Graduate of UGA, teaching at SCAD in Atlanta; Penland School of Craft Scotch adhesive – 11” roll double stick tape with a backing. Simply peel of the roll and stick your paper to the tape. Reposition if necessary, create at rack (by running your finger along the edge of the paper (on the adhesive), place on the non stick surface paper side down, and use squeegee to adhere adhesive to paper. Peel off backing and place boo board on adhesive side of cover paper, trim corners if necessary and fold over corners. Complete by running squeegee along the edge (opposite sides). Turn corners in (bunny ears) and fold over other side and squeegee to adhere edges. Continue on with same technique of remaining boards until all are covered Cutting track – run finger along the adhesive and that pull off a layer of adhesive (keep those small balls of adhesive). Can be used to pick up any adhesive that may show up along an edge Freestyle photo, MDF medium density fiber board Try fusible interfacing for book tape/book cloth ends or rice paper for any type of cloth 3m post it product – roll – use is to make marks for holes – has adhesive so will stay in place, yet easily removable

** History or his Story Mike Wimmer ** Pennsylvania Library Association American War Fan of Pyle Avid reader Un-artistic lineage – Grandfather – don’t pay attention your mom-do what you like At age 11 had his first drawing published Telling a story, narrative, composition But, football was very important and gave up the helmet for the brush (an article in the paper with that headline) Won body building contests Met a girl and time to be a professional illustrator – first job – didn’t make much money..Stuck with it and the money increased so he stayed in the business. Learned early on that you need to promote and market yourself. Portraits of his son, Eli documented his development and growth. Followed Eli’s choices in reading and Eli’s development was documented by placing in the setting of his favorite stories. Lauren, his daughter has been documented in paintings as well. Does paintings from life as well as preparing with sketches and develops the idea first. Drawing with the pencil is probably the closest thing to a direct connection to the brain and what we really see. Girls travel in packs – so paintings of his daughter show up in the paintings and those girls are his surrogate daughters A large pepperoni pizza can support a family of 4 – the difference between a musician and a pizza. Always seeking out new opportunities and opportunities for work. Looking for doors of opportunity. Taking portfolio on trips makes the trip tax deductable. Paintings have more than on purpose and copyrights can have more than one purpose. If he owns the copyright, anytime that image appears on something and it sells, risiduals continue to flow in. Advertising pays 3-10 times as much for the same amount of work. Even though those paintings are used in advertising – he is painting and doing what he loves When you sketch and develop ideas – the first idea is not the last idea – you continue to develop that idea. Maybe 50 sketches later, you start some studies. There are color studies, charcoal studies, mock ups and the final painting. When working on a large painting, it’s wise to work in this fashion – big decisions are mace in the preliminary work allowing the painter the ease and freedom to work on a large scale with ease. Occasionally paints for himself – seem to be inspirational Children books are the most rewarding for him – through the painting aspect, not the financial aspect. NASA-access to a lot of information – used models of the astronauts, lunar lading device. Tool pictures, edited with photoshop, printed on canvas and painted over with oils. When sent to NASA – they returned with pages of changes that needed to be made. ** Pilgrims progress ** – use the costumes of the period to lend an air of authenticity to final paintings Stayed at Mount Vernon to prepare for a series of paintings about Washington Now learning to paint in photoshop and has used just about any medium that could be used to get images on a surface After preliminary work and research, final paintings do not take a lot of time

Presenter: R. Barry Shauck Saturday ... 3:30-4:15 PM ... Great Valley R. Barry Shauck, Assistant Professor and Head of Art Education - Boston University Barry holds a BS in art education and minor in philosophy with a concentration in ceramics from Frostburg State College, and an MFA in Art Education with a concentration in printmaking from the Maryland Institute College of Art. Mr. Shauck has collaborated on a series of articles appearing in //School Arts// magazine called //Teacher as Artist, Artist as Teacher.// Barry served the Maryland Art Education Association in numerous capacities including President, and the National Art Education Association as Division Director for Supervision and Administration, and is currently NAEA President. He was given the Marion Quinn Dix Leadership Award in 2004 and has received other awards and recognition from state and national art education associations. It is his pleasure to join the members of PAEA for their October, 2009 fall conference.
 * Featured Speaker **

Awards and general business meeting 

Presenter: Victoria Wyeth
 * Featured Speaker **

Saturday ... 4:30-5:30 PM ... Great Valley

Victoria Wyeth, daughter of Nicholas Wyeth, guides public tours of works by her grandfather, Andrew Wyeth, and by her uncle, Jamie Wyeth. The tours include a discussion of the artists' media, techniques, subject matter, and use of models

Additional notes on other sessions at: http://artseducator20.wikispaces.com/PAEA