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AiE middle school 2013


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AiE middle school 2013

  1. 1. University of South Alabama June 25, 2013 PaigeVitulli, Ph.D. Susan Pitts Santoli, Ph.D. 1
  2. 2. Dr. Jeannette Fresne, Program Director 251.460.6697 or Arts in Education is funded in part by a federal grant under No Child Left Behind [P.L. 107-110, title II, Part A/Subpart 3] administered by the Alabama Commission on Higher Education. 53% of the cost of the project is financed with federal funds and 47% is provided by non-federal sources. Opinions and findings expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Alabama Commission on Higher Education, and no official endorsement by either of these agencies should be inferred.
  3. 3. 3 PaigeVitulli, Ph.D  Paige is an associate professor in the Department of Leadership and Teacher Education at the University of South Alabama and director for the art education graduate program.  She teaches art education courses for elementary and special education majors as well as all art education graduate courses in the college.  She is theVisualArts Coordinator and Assistant Director for the Arts in Education Grant at USA.
  4. 4. 4 Susan P. Santoli, Ph.D.  Susan is an associate professor in the Department of Leadership andTeacher Education at the University of South Alabama.  She teaches undergraduate and graduate secondary social studies methods, foundations of education courses, and graduate research courses.  Her research interests are pre-service teacher preparation, collaborative teaching with special education teachers, and the infusion of technology into social studies education.
  5. 5.  Time to share:  Your Name  Your School  Teaching Experience  Personal Anecdote  Quote Choice 5
  6. 6.  Interactive session on using visual literacy strategies and visual images to improve comprehension of content.  Benefits include developing deeper student writing and thinking, addressing diverse learning styles/levels.  Specific Content: During the presentation, participants will be shown numerous examples of how and when to integrate visual images into secondary content classes.  Both technology and non-technology based projects will be demonstrated.  Detailed resources will be posted online. 6
  7. 7.  Visual Arts  Social Studies  Language Arts  CORE
  8. 8. 1. Understanding and applying media, techniques, and processes 2. Using knowledge of structures and functions 3. Choosing and evaluating a range of subject matter, symbols, and ideas 4. Understanding the visual arts in relation to history and cultures 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others 6. Making connections between visual arts and other disciplines
  9. 9. Current Alabama Course of Study Strands Produce: Production is the domain of the artist, musician, dramatist, and dancer, and is also a role of the student of the arts. Respond & Understand: Responding and understanding are categories of thinking that are shared among artists and audiences; the latter being a role that all persons play as they engage the arts intelligently, sensitively, and with a knowledge of history, style, context, values, and aesthetics.
  10. 10. 1. Culture 2. Time, Continuity, and Change 3. People, Places, and Environments 4. Individual Development and Identity 5. Individuals, Groups and Institutions 6. Power, Authority, and Governance 7. Production, Distribution, and Consumption 8. Science,Technology, and Society 9. Global Connections 10. Civic Ideals and Practices
  11. 11.  Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.  Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.  Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).  Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.  Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.  Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
  12. 12.  Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.  Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.  Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.  Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.  Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
  13. 13. Key words from standards:  Analyze  Interpret  Assess  Draw evidence  Use technology  Write arguments  Gather relevant information  Present  Make use of visual media  Integrate 13
  14. 14. Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Images and visual media may include photographs, illustrations, drawings, maps, diagrams, advertisements, and other visual messages and representations, both still and moving.Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, and technical components involved in the construction and use of images and visual media. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture. ~ from the Association of College and Research Libraries (ACRL) definition-of-visual-literacy/ 14
  15. 15.  Seeing and interpreting images is a vital part of what it means to learn and know…in order to support teaching multiple literacies, students must be overtly taught to engage in and critically reflect.  Crawford, S. Hicks D. and Doherty N., (2009).Worth theWAIT: Engaging Social Studies students with art in a digital age. Social Education, 73(3), 136-139. 15
  16. 16.  Studies done by Lynn O’Brien of Specific Diagnostic Studies – students whose strongest learning channel is auditory comprise less than 15% of the population. On the other hand, students who comprise a visual learning style are about 40% of the population…kinesthetic students form around 45% of the population.”  Dickinson, D. (2002). Learning through the arts. Seattle,WA: New Horizons for Learning. Retrieved from Http:// 16
  17. 17. MappingTools  http://www.visual- Visual Literacy slides  Mind Mapping  learning-and-mind-mapping-2/  17
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  19. 19. Resources Observing & Describing Making Connections Creating/ Producing Questioning & Investigating Exploring Perspective/ Point of View
  20. 20.  Primary Sources  Visual Arts  Lesson Ideas  Resources 20
  21. 21.  ResearcherCard 21
  22. 22.  Materials  Archival Box  Acid and lignin-free letter size document storage box provides convenient, long-term storage for letter size documents, photos, sports cards, newspaper clippings and other collectibles. With reinforced corners, these boxes are solid and secure units that resist dust, dirt, and light infiltration. The board used to make this box is manufactured to United States National Archives and RecordsAdministration's specifications.  PROD&ProdID=243 22
  23. 23.  Materials  Cotton Gloves  DiscountArt Supplies Gloves.htm  Magnifying Lens  OrientalTrading 23
  24. 24.  Primary Documents & Art 24
  25. 25.  Elements of Art  Line  Shape & Form  Space  Color  Value  Texture The ABCs of Art mTableOfContentsTheABCsOfArt.htm The Artist's Toolkit dex.html 25
  26. 26. 2626 Observing & Describing
  27. 27. As a group, observe and describe several different sections of an artwork.  One person identifies a specific section of the artwork and describes what he or she sees.  Another person elaborates on the first person’s observations by adding more detail about the section. A third person elaborates further by adding yet more detail, and a fourth person adds yet more.  Observers: Only describe what you see. Hold off giving your ideas about the art until the last step of the routine. 27
  28. 28. •Daumier- •Orchestral Stalls •Horace Pippin- •Christmas Morning Breakfast 28
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  30. 30.  What details are present in the painting?What do you feel is missing?  What would you like to ask the artist about the painting?  What social class do the figures represent?What supports your answer?  Explain whether or not you feel this was a formally composed painting.  Extension: Daumier was in prison several times for his political and social caricatures. He produced nearly 4,000 for Parisian journals. Explain the political events that were occurring in France from the 1830s through the end of the century that might have been subjects of Daumier’s political satire. 30
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  32. 32.  Give an approximate date for the time period you think is being depicted in this picture. On what details did you base your decision?  What is the economic status of the family shown in the picture? On what details did you base your opinion?  What are some things you might smell or hear in this picture?  The title of this painting is Christmas Morning Breakfast. What is occurring here that might have been a tradition in this family?What are some traditions that you have in your family that center around holidays?  What mood was the artist trying to convey when he painted this picture, which was based on his childhood memories? 32
  33. 33.  Responding to Images #home #u409666 33
  34. 34. Picturing America : Resource from National http://picturingamerica.neh.g ov/index.php?sec=home Ladder Activity
  35. 35.  Describe 1. How is this ladder different from most ladders? 2. Describe the side rails and rungs of this ladder 3. On what does this ladder rest? 4. What illusion does Puryear create by making the ladder narrower at the top than bottom?  Interpret 1. Why do think this ladder would be difficult to climb? 2. What can ladders symbolize? 3. Where does this ladder lead? 4. What might the fact that the ladder is raised off the ground symbolize? 5. How might a person climb this ladder?  Give this sculpture a title:
  36. 36. /art21/artists/pury ear/clip2.html#
  37. 37.  Center for the Living Arts  Space 301  37
  38. 38. LanguageArts Understanding and Responding toVisual Images Post-it NotesActivity 38
  39. 39.  Describe what is observed in selected works of art.  Describe subject matter in works of art.  Describe elements of art and principles of design.  Observe, describe and identify features, similarities, and differences in artwork.  Express feelings generated by a work of art.  Identify and describe the historical period/event being represented in the artwork.  Compare art associated with various cultures.  Discriminate between actual and dramatic or romanticized portrayals of persons or events.  Analyze various works of art for clues depicting time periods and places.  Use technology to investigate visual images. 39
  40. 40.  Give a title to an artwork.Write why you would call it this.  If the artist were in the room, what questions would you ask him/her?  Write a letter to an artist, asking questions about the artwork.  Describe an abstract work of art in writing.  Look at a photograph or painting and write about the “sounds” you might hear in the background.  Describe how a work of art reflects and differs from real life.  Tell what you think it would be like to live in this painting/drawing.  Write a conversation between characters seen in a work of art (or two works of art).  Imagine an artist’s show has just opened; Write a press release or review for a newspaper describing his/her artwork. 40
  41. 41.  Look at a painting or poster, and then invent a history.Write something about how the artist was feeling when it was painted, why the curator purchased this painting, or something about the subject.  Write about three works of art you would purchase if price were no object.This is the beginning of a personal art collection. Write about the choices.  Collect a variety of reproductions from various historical periods (post cards, art memo cards, calendar prints, etc…). Students are provided with a random group of reproductions and assigned a specific historical period. Students trade with one another to obtain works representative of their assigned period. When the collections are complete, students arrange works and as the “curators,” and describe the show for a potential audience.  Groups find several works of art that are based on a myth, historical event, or person, and then write about the events or people that inspired the works of art. 41
  42. 42.  Students will provide “many, varied, and unusual” single words to describe selected or assigned works of art. No repetition of words!  The words may be dictated and recorded by the teacher on Post-it Notes or written by the students on Post-it Notes.  Students will stick Post-it Notes to the laminated artwork to for all to view, respond to, and reflect upon.  More than one piece of artwork may be described at a time.  Students may be divided into teams for cooperative work and may compete for the quantity and/or quality of responses. 42
  43. 43. Technology Integration Variation:  Copy artwork onto an Inspiration diagram as the main idea.  Use the Rapid Fire feature to facilitate brainstorming of descriptive words or create a worksheet for group or independent work. I and My Village Marc Chagall / gallery.asp?aid=340651&item =290966 43
  44. 44. 4444 Questioning & Investigating
  45. 45.  Integrating Social Studies and theVisual Arts  Observation vs. Interpretation  Dividing up the artwork  5W’s and an H:  Who,What,When, Where, Why, How  MatchingText and an Image  pdf
  46. 46. 46 An Activity to Promote Visual Literacy Miss Liberty Celebration 1987 Malcah Zeldis oil on corrugated cardboard 54 1/2 x 36 1/2 in. (138.4 x 92.7 cm) George Washington ca. 1845 Henry Brintnell Bounetheau Copy after Gilbert Stuart watercolor on ivory 6 1/8 x 5 in. (15.6 x 12.7 cm) rectangle
  47. 47. First, the name. We owe the name "Photography" to Sir John Herschel , who first used the term in 1839, the year the photographic process became public. The word is derived from the Greek words for light and writing. There are two distinct scientific processes that combine to make photography possible. It is somewhat surprising that photography was not invented earlier than the 1830s, because these processes had been known for quite some time. It was not until the two distinct scientific processes had been put together that photography came into being. The first of these processes was optical. The Camera Obscura (dark room) had been in existence for at least four hundred years. There is a drawing, dated 1519, of a Camera Obscura by Leonardo da Vinci; about this same period its use as an aid to drawing was being advocated. The second process was chemical. For hundreds of years before photography was invented, people had been aware, for example, that some colors are bleached in the sun, but they had made little distinction between heat, air and light. 47
  48. 48. Additional Resources History of PhotographyTimeline  The American Museum of Photography  History of Photography and the Camera  History of Photography  Photograph Analysis Sheet  48
  49. 49.  “Fandex” of Painters  Activities  Responding & Understanding 49
  50. 50. 50 Beginning, Middle, End? ~If this artwork is the beginning of a story, what might happen next? ~If it this artwork is the middle of a story, what might have happened before? What might be about to happen? ~If this artwork is the end of a story, what might the story be? ~Use your imagination stairs.html original.html
  51. 51. 5151 Making Connections
  52. 52.
  53. 53. This project is an opportunity for you to express your creativity while researching some aspect of the culture, politics or economy of World War and Its Aftermath. It covers the years 1914-1929. You may make some references to the war, but do not make that the primary focus of your book. Instead focus on the home front and the period of the 1920s. We viewed a primary document titled, ABCs for Baby Patriots, a story book for British children that glorified the British Empire. Your assignment is to produce a similar ABC book focusing on this era. Have fun with this. Let your imagination run wild! Specifics: Your book may be a hard copy or in digital format You must select an aspect of European life or a particular country as a focus for the book You must have one page per letter of the alphabet. There must be at least one visual on the page for each letter. Your book must have a cover with the title and your name as author. Your book must be attractive and free of spelling and grammar errors. Additional points may be earned for rhyming, original art work, special effects, or especially creative additions to be the basis book format. Your book is due to theT drive if digital, or in hard copy, at the beginning of class onThursday, April 1, 2010. 53
  54. 54. Student Created ABC Book 54
  55. 55. Terra CottaWarriors  Paige and Peggy’s Excellent Chinese Adventure    55
  56. 56.  The Chinese Art of Calligraphy  5_ArtAndMusic_TheChineseArtOfCalligraphy.pdf 56
  57. 57. Use 10 x 2 process  Look at image quietly for 30 seconds  List 10 words or phrases that come to mind  Repeat Headlines for any work of art or visual image  If you were to write a headline that captures the most important aspect that should be remembered, what would the headline be? 57
  58. 58. 58 "The Old Grass Road, Kinsale" 1925 Oil, 18 x 24 ins Geography and Art from Project Zero
  59. 59. 59 Looking Down Yosemite Valley, California - Albert Bierstadt Geography and Art from Project Zero
  60. 60. 60 Georgia O'Keeffe, My Front Yard, Summer, 1941, Oil on canvas, 20 x 30 inches, Gift of the Georgia O'Keeffe Foundation, ©Georgia O'Keeffe Museum Geography and Art from Project Zero
  61. 61. 61 Geography and Art from Project Zero What landforms can you identify? What would it be like to walk through this picture? What would you see and hear? What would the weather be like in this picture?
  62. 62. 62 Set Induction Activity
  63. 63.  Find an image from each of the panels and write what you see.  Discuss as a class or in student groups.  Tell students that the painting imaginatively depicts a real event and ask if they know what it may be. If they say “Black Death,” ask them some things they know or believe they know about the plague.  After studying the Black Death, use the painting again and ask students how the painting relates to what they’ve learned  and what questions they still have about the Black Death or the painting. 63
  64. 64. 6464 Exploring Perspective/ Point of View
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  66. 66.  Symbols Introduction  Summer Cartoon  Cartoon Analysis Worksheets can guide student analysis  National Archives and Records Administration rtoon_analysis_worksheet.pdf  Editorial CartoonAnalysis ol 66
  67. 67.  It’s No Laughing Matter (LOC) /presentationsandactivities/activities/political- cartoon/  Interpreting Political Cartoons in a History Class materials/teaching-guides/21733  Zoom In Inquiry
  68. 68.  The Political Dr. Seuss  Harper’sWeekly
  69. 69.  American Political History Online  British Cartoon Archive  Daryl Cagle’s Professional Cartoonists Index
  70. 70. Westward Expansion  Activities and Options  Resources
  71. 71. Excerpt of Speech on/audio/pres_roosevelts_address.wav Four FreedomsWebsite sion/four_freedoms/four_freedoms.html
  72. 72. We look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression--everywhere in the world. The second is freedom of every person to worship God in his own way-- everywhere in the world. The third is freedom from want . . . everywhere in the world. The fourth is freedom from fear . . . anywhere in the world. --President Franklin D. Roosevelt, Message to Congress, January 6, 1941
  73. 73. 73 Creating/ Producing
  74. 74. Tagxedo Tagxedo turns words -- famous speeches, news articles, slogans and even themes, -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text. Wordle: Word Clouds for Kids ABCya! word clouds for kids! A word cloud is graphical representation of words allowing for creativity, expression and imagination beyond that of lists or graphic organizers. This application was designed specifically for primary grade children. The navigation and controls are simple and easy to learn. Saving and printing a word cloud is only one click away! Neoformix Discovering and illustrating patterns in data 74
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  79. 79.  The Official Blog ofTagxedo - 101Ways to Use Tagxedo  completed  TheWhiteboard Blog  Word Cloud Makers forTeachers  cloud-makers-for-teachers/ 79
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  81. 81. Required Elements:  At least 7 “kernels of knowledge”  The artist’s name prominently displayed ~ this may be your title or you may have another title as well as the name  Dates of birth & death  The content may include, but is not limited to: biographical information, works of art, style, interesting facts, and/or artistic contributions  You may (but are not required to) include student work emulating the artist’s style  Student made graphic(s): Do not computer–generate all graphics…be creative!  Three-dimensional component(s)  Interactive component(s)  Sources are cited! 81
  82. 82. 82
  83. 83. CATEGORY 5 4-3 2 1-0 *Required Elements The bulletin board includes all required elements as well as additional aspects. All required elements are included on the bulletin board. All but 1 of the required elements are included on the bulletin board. Several required elements were missing. Content - Accuracy At least 7 accurate facts are displayed on the bulletin board. 5-6 accurate facts are displayed on the bulletin board. 3-4 accurate facts are displayed on the bulletin board. Less than 3 accurate facts are displayed on the bulletin board. Graphics - Originality Several of the graphics used on the bulletin board reflect an exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the bulletin board reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Labels All items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away. Several items of importance on the bulletin board are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. Color Use The colors on the bulletin board work well together and form a strong coherent statement. The color choice is appropriate for the theme and objects represented or are purposely exaggerated in some way to make a point. The use of color is coordinated across the bulletin board and is appropriate for the items and theme. The overall use of color is ok, but is not as strong or coordinated as it could be. Some attempt at coordinating colors is evident. Color choice for various items in the bulletin board seems inappropriate. Balance and Use of Space Use of positive and negative space creates a feeling appropriate to the theme. Objects are placed for best effect. Overall, it just feels right. Use of positive space is good and the bulletin board is relatively balanced, but negative space could be utilized better to create a more cohesive feel. The bulletin board seems to have a little too much background or seems a little too busy. Balance has not been achieved. The bulletin board seems unfinished (too much empty space) or there is not enough balance between foreground and background causing it to seem much too busy and unfocused. Title Title can be read from 6 ft. away and is quite creative. Title can be read from 6 ft. away and describes content well. Title can be read from 4 ft. away and describes the content well. The title is too small and/or does not describe the content of the bulletin board well. Attractiveness The bulletin board is exceptionally attractive in terms of design, layout, and neatness. The bulletin board is attractive in terms of design, layout and neatness. The bulletin board is acceptably attractive though it may be a bit messy. The bulletin board is distractingly messy or very poorly designed. It is not attractive. Time and Effort Class time was used wisely. Much time and effort went into the planning and creation of the bulletin board. It is clear the students worked at home as well as at school. Class time was used wisely, but it did not appear there was much work done outside of class. Class time was not always used wisely, but additional work was done at home or other times during the day. Class time was not used wisely and no additional effort was put in at other times or places. 83
  84. 84. CATEGORY Excellent Good Average Poor Contributions I routinely provided useful ideas when participating in the group. I was a definite leader who contributed a lot of effort. I usually provided useful ideas when participating in the. A strong group member who tries hard. I sometimes provided useful ideas when participating in the group. A satisfactory group member who did what was required. I rarely provided useful ideas when participating in the group. I refused to participate. Quality of Work I provided work of the highest quality. I provided high quality work. I provided work that occasionally needs to be checked/redone by other group members to ensure quality. I provided work that usually needed to be checked/redone by others to ensure quality. Problem-solving I actively looked for and suggested solutions to problems. I refined solutions suggested by others. I did not suggest or refine solutions, but was willing to try out solutions suggested by others. I did not try to solve problems or help others solve problems. I let others do the work. Attitude I was never critical of the project or the work of others. I always had a positive attitude about the task(s). I was rarely critical of the project or the work of others. I often had a positive attitude about the task(s). I was occasionally critical of the project or the work of other members of the group. I usually had a positive attitude about the task(s). I was often critical of the project or the work of other members of the group. I did not have a positive attitude about the task(s). Time- management I routinely used time well throughout the project to ensured things got done on time. The group did not have to adjust deadlines or work responsibilities because of my procrastination. I usually used time well throughout the project, but may have procrastinated on one thing. The group did not have to adjust deadlines or work responsibilities because my procrastination. I tended to procrastinate, but always got things done by the deadlines. The group did not have to adjust deadlines or work responsibilities because my procrastination. I rarely got things done by the deadlines AND the group had to adjust deadlines or work responsibilities because of my inadequate time management. Focus on the task I consistently stayed focused on the task and what needed to be done. Very self- directed. I focused on the task and what needed to be done most of the time. Other group members could count on me. I focused on the task and what needed to be done some of the time. Other group members had to sometimes nag, prod, and remind me to keep on-task. I rarely focused on the task and what needed to be done. I let others do the work. Preparedness I brought needed materials to class and was always ready to work. I almost always brought needed materials to class and was ready to work. I almost always brought needed materials but sometimes needed to settle down and get to work I often forgot needed materials or was rarely ready to get to work. Monitors Group Effectiveness I routinely monitored the effectiveness of the group, and made suggestions to make it more effective. I routinely monitored the effectiveness of the group and worked to make the group more effective. I occasionally monitored the effectiveness of the group and worked to make the group more effective. I rarely monitored the effectiveness of the group and did not work to make it more effective. Working with Others I almost always listened to, shared with, and supported the efforts of others. I tried to keep people working well together. I usually listened to, shared with, and supported the efforts of others. I did not cause "waves" in the group. I often listened to, shared with, and supported the efforts of others, but sometimes I was not a good team member. I rarely listened to, shared with, and supported the efforts of others. I was not a good team player. 84
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  86. 86. Masks Another Face: Masks around theWorld Mexican Masks The Art of the African Mask MasksTheme Page Mask Examples at ArtTalk 86
  87. 87.  ”It is unclear exactly when humans first starting using masks, but there is evidence of them even in prehistoric cave art. There are numerous styles of masks around the world, and they are used for a variety of purposes. Most began with a religious, ritualistic, and/or social purpose. Some masks are considered to be alive and possess great power, whereas others may mark a rite of passage, such as that from childhood to adulthood. Some funerary masks are used to help the spirit find the correct body, and others are meant to keep the spirit from possessing the body. In contemporary western society, masks are commonly used in role playing for theatrical or holiday festivities. The purposes of masks are numerous, but the human need for them is perhaps universal.”  From:University of Missouri-Columbia Museum of Anthropology 87
  88. 88. 88 Visual Arts, Social Studies, and LanguageArts Integration PaigeVitulli, Ph.D.
  89. 89.  An Artist’s Ireland  An Artist’s Alabama 89
  90. 90.  Art at the HeART of Social StudiesWIKI  http://artandsocialstudi  Vitulli & Santoli: Eyes on Ireland  http://usaeyesonirelan 90
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  92. 92. 92 Resources
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  94. 94.  National Archives and Records Administration  Library of Congress  Smithsonian  http://www.smithsonianeducation.or g/educators/index.html 94
  95. 95.  Education Resources  http://americanart.s sroom/results/
  96. 96.  to_Go.pdf
  97. 97.  A Journey through Art withW.H. Johnson 
  98. 98.
  99. 99.   perhighway%3A+State+History
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  101. 101. More Image Resources  Google Image:  Images, Clip Art, Pictures, Image Search, News Photo Galleries:  Life Magazine:  Online Image Resources: topics/art-and-other-images/online-image- resources/  25,000 Images of Art that you can re-use for free: images-of-art-that-you-can-re-use.html 101
  102. 102.  Calendars  Posters  Overheads  Podcasts  Websites  TeacherTube 102
  103. 103.  Teacher resources and professional development across the curriculum  Annenberg Learner uses media and telecommunications to advance excellent teaching in American schools.This mandate is carried out chiefly by the funding and broad distribution of educational video programs with coordinatedWeb and print materials for the professional development of K-12 teachers. It is part ofThe Annenberg Foundation and advances the Foundation's goal of encouraging the development of more effective ways to share ideas and knowledge. 103
  104. 104.  Vitulli, P., Santoli, S. P., Fresne, J. (2013). Arts in Education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45-52.  Santoli, S. P.,Vitulli, P. (2013). Picture this:The integration of social studies and visual arts. InT. Lintner (Ed.), Integrative strategies for the k-12 social studies classroom. Charlotte, NC: Information Age Publishing. Strategies-for-the-K-12-Social-Studies-Classroom  Vitulli, P., Santoli, S. P. (2013).Visual arts and social studies: Powerful partners in promoting critical thinking skills. Social Studies Research and Practice, 8(1), 18 pages.  Santoli, S. P.,Vitulli, P. (2012). Examining the 1963 March on Washington for Jobs and Freedom through primary sources. Black History Bulletin/Association for the Study of African American Life and History, 75(2), 7-15. 104
  105. 105. I have a GREAT Idea! 105
  106. 106. 106