This grant application from Andrew Duckwall, Ellie VanGuilder, and Maurta Thompson of Vadnais Heights Elementary School requests $5,000 to fund an art project called "The Magic Egg". The project involves an artist residency to create a large steel sculpture in the shape of an egg on the school's front lawn. Students will design the geometric surfaces of the sculpture and participate in literacy activities related to eggs in different cultures. The goals are to enhance the school's literacy curriculum through an integrated arts project and create a new public sculpture for the community.
An overview of Riverbed's Stingray Traffic Manager virtual application delivery controller and how it integrates into VMware's vFabric Application Director
MGT 420 Final Exam Answers
A. Service reliability
B. Responsiveness
C. Perceived quality
D. Assurance
E. Empathy
A. Features
B. Durability
C. Conformance
D. Performance
E. Reliability
A. Management
B. Economics
C. Marketing
D. Staffing
E. Financing
1) If you select a physician solely on the reputation of the physician, you are basing
3) Like engineers, operations managers are very concerned about product and
process design. However, rather than focusing on only the technical aspects of
4) Which of the following is not an example of a strategic content variable?
A.
The document discusses a Process Safety Compliance Plan Elimination for Plant A Site Logistics. It notes the plan is related to PSM/LOPA/LPP/RCPHA standards and regulations. The document also mentions an employee named Abdul Rehman Rasheed received a Recognition@Dow Award.
Joshua Stein has over 10 years of experience in operations management and security roles. He is currently the Operations Manager at Bonanza Educational, where he manages training materials, payroll, scheduling, and client event logistics. Previously, he held security roles at The Vig, School of Rock, and The Big Bang to ensure patron and staff safety. Stein is a certified Harley Davidson mechanic and graduated from Hamilton High School in 2008.
Synergistic Effect of Ocean Acidification and Nutrient Availability on Giant ...Saskiya L Richards
This is a review of the current knowledge of the effect of Ocean Acidification in Giant Kelp Forests and considers the potential combined impact of eutrophication.
An overview of Riverbed's Stingray Traffic Manager virtual application delivery controller and how it integrates into VMware's vFabric Application Director
MGT 420 Final Exam Answers
A. Service reliability
B. Responsiveness
C. Perceived quality
D. Assurance
E. Empathy
A. Features
B. Durability
C. Conformance
D. Performance
E. Reliability
A. Management
B. Economics
C. Marketing
D. Staffing
E. Financing
1) If you select a physician solely on the reputation of the physician, you are basing
3) Like engineers, operations managers are very concerned about product and
process design. However, rather than focusing on only the technical aspects of
4) Which of the following is not an example of a strategic content variable?
A.
The document discusses a Process Safety Compliance Plan Elimination for Plant A Site Logistics. It notes the plan is related to PSM/LOPA/LPP/RCPHA standards and regulations. The document also mentions an employee named Abdul Rehman Rasheed received a Recognition@Dow Award.
Joshua Stein has over 10 years of experience in operations management and security roles. He is currently the Operations Manager at Bonanza Educational, where he manages training materials, payroll, scheduling, and client event logistics. Previously, he held security roles at The Vig, School of Rock, and The Big Bang to ensure patron and staff safety. Stein is a certified Harley Davidson mechanic and graduated from Hamilton High School in 2008.
Synergistic Effect of Ocean Acidification and Nutrient Availability on Giant ...Saskiya L Richards
This is a review of the current knowledge of the effect of Ocean Acidification in Giant Kelp Forests and considers the potential combined impact of eutrophication.
This document outlines a project assignment for a university course on culture and civilization. The project involves examining the development of Eastern and Western human civilizations through timelines, characters, and performances.
Students will research and create a visual timeline of a given civilization, focusing on elements like culture, social structure, traditions and history. They will then study a character from the timeline in depth. As a group, students will perform a 10-minute scene showing their understanding of the timeline elements. Individually, they will create a journal on their character with sketches, annotations and packaged presentation.
The assignment includes a schedule, submission requirements and assessment criteria. Groups will be assessed on general understanding, content, and creativity. Individuals
This document outlines a project assignment for a university course on culture and civilization. The project involves examining the similarities and differences between Eastern and Western civilizations in the past and present. Students will research timelines of specific civilizations and analyze elements of culture, social structure, traditions and history. They will create a visual timeline and script a scene from the chosen civilization. As a group, students will perform their scene and submit a report on their research. Individually, students must create a journal on a character from the civilization that demonstrates their understanding through sketches, annotations and packaging design. The assignment provides a schedule, submission requirements and assessment criteria for both the group performance and individual journal.
1. Students are assigned a project to propose and perform a play from a specific civilization based on themes like sociology, engineering, or mythology. They must research the civilization and event chosen.
2. Individually, students must create a series of journal sketches from the perspective of a character in the play to demonstrate their understanding of the chosen elements.
3. The group performance and individual journals will be assessed based on general understanding of the brief, research and content, and creativity in preparation and presentation. Students must submit documents of their research and a packaged journal entry by specified dates.
1. Students are assigned a project to propose and perform a play from a specific civilization based on themes like sociology, engineering, or mythology. They must research the civilization and event chosen.
2. Individually, students must create a series of journal sketches from the perspective of a character in the play to demonstrate their understanding.
3. Requirements include group presentations and documentation of research, and individual submission of colored journal sketches with annotations and packaging design by certain dates. Performance and creativity will be assessed based on demonstration of understanding, research quality, and preparation.
This document describes the BIG IDEAS Education Program, which is run in conjunction with the Vancouver Biennale. The program aims to foster creative and active learning for K-12 students through exploring public art installations. Students engage in cross-curricular, inquiry-based learning experiences connected to themes represented in the artworks. Teachers collaborate with artists to design legacy projects integrating the arts. Examples are provided of past student projects inspired by specific artworks and involving skills in areas like language arts, science, social studies and more. Resources like curriculum plans, videos and student art are made available online.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character analysis. The project involves multiple progress evaluations, a group performance, and individual submission deadlines.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, annotations and packaging design. Students will be evaluated on their general understanding, research content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
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Similar to Grant Application-Vadnais Heights Elementary School [Minnesota] Literacy Promotion Grant
This document outlines a project assignment for a university course on culture and civilization. The project involves examining the development of Eastern and Western human civilizations through timelines, characters, and performances.
Students will research and create a visual timeline of a given civilization, focusing on elements like culture, social structure, traditions and history. They will then study a character from the timeline in depth. As a group, students will perform a 10-minute scene showing their understanding of the timeline elements. Individually, they will create a journal on their character with sketches, annotations and packaged presentation.
The assignment includes a schedule, submission requirements and assessment criteria. Groups will be assessed on general understanding, content, and creativity. Individuals
This document outlines a project assignment for a university course on culture and civilization. The project involves examining the similarities and differences between Eastern and Western civilizations in the past and present. Students will research timelines of specific civilizations and analyze elements of culture, social structure, traditions and history. They will create a visual timeline and script a scene from the chosen civilization. As a group, students will perform their scene and submit a report on their research. Individually, students must create a journal on a character from the civilization that demonstrates their understanding through sketches, annotations and packaging design. The assignment provides a schedule, submission requirements and assessment criteria for both the group performance and individual journal.
1. Students are assigned a project to propose and perform a play from a specific civilization based on themes like sociology, engineering, or mythology. They must research the civilization and event chosen.
2. Individually, students must create a series of journal sketches from the perspective of a character in the play to demonstrate their understanding of the chosen elements.
3. The group performance and individual journals will be assessed based on general understanding of the brief, research and content, and creativity in preparation and presentation. Students must submit documents of their research and a packaged journal entry by specified dates.
1. Students are assigned a project to propose and perform a play from a specific civilization based on themes like sociology, engineering, or mythology. They must research the civilization and event chosen.
2. Individually, students must create a series of journal sketches from the perspective of a character in the play to demonstrate their understanding.
3. Requirements include group presentations and documentation of research, and individual submission of colored journal sketches with annotations and packaging design by certain dates. Performance and creativity will be assessed based on demonstration of understanding, research quality, and preparation.
This document describes the BIG IDEAS Education Program, which is run in conjunction with the Vancouver Biennale. The program aims to foster creative and active learning for K-12 students through exploring public art installations. Students engage in cross-curricular, inquiry-based learning experiences connected to themes represented in the artworks. Teachers collaborate with artists to design legacy projects integrating the arts. Examples are provided of past student projects inspired by specific artworks and involving skills in areas like language arts, science, social studies and more. Resources like curriculum plans, videos and student art are made available online.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character analysis. The project involves multiple progress evaluations, a group performance, and individual submission deadlines.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, annotations and packaging design. Students will be evaluated on their general understanding, research content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to choose important plot elements. They will then perform a 20-minute scene showing their understanding of the timeline's prominent cultural features. As an individual component, each student must submit an A5 journal comprising sketches, annotations and packaging design demonstrating their character understanding. The project involves multiple progress evaluations, a group performance, and individual journal submission.
Similar to Grant Application-Vadnais Heights Elementary School [Minnesota] Literacy Promotion Grant (20)
Grant Application-Vadnais Heights Elementary School [Minnesota] Literacy Promotion Grant
1. White Bear Lake Area Educational Foundation
Spring Brosious Grants
APPLICATION FORM
2002
Name of Applicant(s): Andrew Duckwall, Ellie VanGuilder,andMaurtaThompson
School / Subject/Grade Level: VadnaisHeightsElementary/Literacy/K-5
Numberof StudentsImpacted: 525 students
Work Phone: (651) 484-6971
Home Phone: (651) 484-6971
Email address(es): mrducky@qwest.net andjaduck@wbl.whitebear.k12.mn.us
ervang@wbl.whitebear.k12.mn.us
mlthom@wbl.whitebear.k12.mn.us
ProjectTitle: The Magic Egg
AmountRequested: $5000
Please attachan outline of yourgrantproposal answeringthe followingquestions:
1. Explainhowthisprojectwill enhancecurriculumorinstructioninyourclassroomorschool.
How will thisprojectenrichthe educationof yourstudents?
2. Describe yourproject. Include the timeline youare workingwith;the materialsyouwill be
purchasing;andthe curriculumor instructionareasthatwill be improved.
3. Explainwhatmethodsyouwill be usingtoevaluate yourproject.
4. Please provide anitemizedbudgetof how youwill be usingthe money youare requesting.
Rememberthatwe will notfundteacher/clerical stipendsortransportation. Also,youcan
spendthismoney throughoutthe 2002-2003 school year.
Grant Agreement
If I (we) receivedthisgrant,I(we) agree toprovide abrief writtenevaluationaftercompletionof the
project(includingphotosif available) tothe White BearLake Area Educational Foundation. I(we) would
alsoagree to presentthe projectoverview tothe White BearLake Area Educational Foundational Board
of Directors.
Signature (s): AndrewDuckwall, Ellie VanGuilder, MaurtaThompson
2. I herebycertifythatthisproposal supportsandenhancesthe curriculumorinstructionof taclassroom
or our school. I alsorecognize thatthe equipment/technology needsforthisprojectare compatible
withthe technologycapabilitiesinourbuildingatthe presenttime. I,therefore,recommendthis
proposal forconsideration.
Principal’ssignature Ms. TeresaDahlem Date April 19, 2002
PURPOSE:
Thisproposal is submittedbya cross-disciplinaryteamwhose purposewill be tobringalive andfocus
attentionof the VadnaisHeightsElementaryall-school theme,Literacy,forthe 2002-2003 school year.
Thisproject,throughan integratedartsproject,will buildfrom the individual tothe communitylevel a
unifyingcommitmenttoLiteracy. Thiswill be accomplishedthroughaschool wide (550students)
project,implemented inpartbyan artist inresidencyprojectthatwill resultinanew publicsculpture in
frontof VadnaisHeightsElementarySchool.
RATIONALE:
Firstof all,we wouldlike tostrengthenthe linkthatarthas on cognitive learning(especiallyliteracy).
Harvard University’sProjectZero(http://www.pzharvard.edu) ,whichhasdone extensiveresearchinto
the relationshipof artseducationandcognitive learning,hasconcludedafter34+ years of workthat the
arts have an undeniableacceleratingeffectoncognitivelearning,includingliteracy. Secondly,our
communitydoesnothave many,if any,examplesof publicart,and aftermeetingthe artistandseeing
hismodelsandpictures,aswell as,hearinghisconcepts,the Vadnaisstaff isgivingabigthumb’sup to
thisidea.
OBJECTIVES:
Vadnaisteachersare committedtorigorouslylinkingthisprojecttothe followingobjectivesof the
MinnesotaGraduationStandards(http://edstar.ncrel.org/mn/).
Arts andLiterature StandardsAreas:
LiteraryArts-Creative Writing
“If writingisthinkinganddiscoveryandorderandmeaning,itisalsoawe and reverence
and mysteryandmagic.” -Toni Morrison
LiteraryArts-Literature
“LiteraryArts use wordsand language imaginativelytoexplore,discoverandexpress
feelings,ideasandvaluesinpoetry,fiction,creativenon-fiction,drama,andother
creative writing.” -FrameworksforArtsCurriculumStrategies(FACS)
3. Visual Arts
“In the studyof visual arts,studentsare trainedinaestheticperceptionandlearnto
make choicesforusinga varietyof mediato create worksof visual art.”
-FrameworksforArtsCurriculumStrategies(FACS)
Literaryand Arts:CreationandPerformance
In visual artsand creative writing,astudentshall demonstrateunderstandingof the
elements,techniques,andprocessesof the selectedartformandhow worksof the art formare
structured’and,inthe art form,the studentsshall create…anoriginal artisticpresentation
includingasingle complex workormultipleworksthatdoesthe following:
Demonstrateselementsandskillsof artform
Demonstratesartisticdecisionstocommunicate intent
Demonstratesasense of an artisticwhole
Demonstratesaconsiderationof audience
Uses multiplesourcesforcritique andfeedback
Literature andArts AnalysisandInterpretation
A studentshall demonstrate the abilitytointerpretandevaluatecomplex worksof
visual artsand literature,bydoingthe following:
Describingthe elementsandstructure of the art form;the artisticintent,andthe historical,
cultural,andsocial backgroundof the selectedartworks
Applyingspecificcritical criteriatointerpretandanalyze the selectedartworks
Describinghowparticulareffectsare producedbythe artist’suse of the elementsof the art
form
Communicationaninformedinterpretationusingthe vocabularyof the art form
PROJECT DESCRIPTION:
StevenOlberg, aneducationinstructorfromBethel College,whoisalsoasculptor,will setupan artist-
in-residencyatVadnaisHeightsSchool inthe fall of 2002. He will oversee the creationof apermanent
sculpture thatwill be locatedonthe frontlawnof the school. Thissculpture will be one of 12 similar
sculpturestobe placedaroundthe worldoverthe nextfew years(the final one inHiroshima,Japan).
The sculpture itself will appear,tomostviewers,asa geodesicdome inthe shape of anuprightegg. It
will seemtobe brokenopenontwosideswiththe shell stillattachednearthe bottom, allowingfor
childrentoclimbinand aroundthe sculpture. ChildrenfromVadnaisElementarywill create the designs
for eachof the geometricsurfaces(mostlyhexagon andpentagons) of thispublicartproject. A core
group(a minimumof 16 childrenorone classroom) of studentswillworkwithSteve onall phasesof the
projecdt,while the restof the school isengage inthiseffortthroughreadingbooks,readingpoetry,
makingorigami,makingtessellations,inquiring,mental processing,andthinkingof ahigherplane,all to
4. getintothe workof symbols(Openmindedness,wisdom, mystery,movement,transformation,
motivationfromwithin,differentstagesof change,spring,etc.) thatculturesthroughoutthe worldhave
createdaroundeggs. The residencywilllastinto2003 whenwe will have apublicunveilingof the
sculpture. Meanwhile,the restof the Vadnaisstaff willplanactivitiesaroundthiseffort,suchas:
A readingKick-off inearlyFall 2002
BuddiesforLiteracy
Fall Festival Parade of Characters
Musical (onliteracy) inFebruary(Ilove toReadMonth)
Mini Courseson Literary
DEAR (DropEverythingandRead) once a week
Nightof the Stars (Celebritiesreading toVadnaisstudents)
Young AuthorsDay
Author-in-Residence
BookExchange/BookDonation/ BookMaking
EVALUATION:
All core group studentswill writeapaperonthe projectincludingillustrationsandpicturestakenwith
the digital camerathat will be boundtogetherandputinthe school mediacenter. Studentswillbe
givenprints,aswell. We alsointendtopurchase evaluationmaterialsfromHarvardUniversity’sProject
Zeroto use in evaluatingthiscross-disciplinaryprojectsince theyare the expertsinsuchevaluations.
5. Picture of similar sculpture:
BUDGET:
ITEM BUDGET AMOUNT
Galvanizedsteelplates(1plate perclassroom)
o Otherart supplies(paint,etc.)
o Materialsto ensure studentsafety $2500
Consultantfee for5 full days($300 perday) $1500
Literacyresource booksinthe followingareasforthe mediacenter:
o Art composition,tessellations,cultural bookandbooksonHiroshima $750
Purchasingevaluationmaterials(HarvardUniversity) + $250
TOTAL PRODUCTION COSTS= $5000
6. FINALPRODUCTION PROJECT UNVEILINGON SEPTEMBER 19, 2002
“Antifloccinaucinihilipilificationism”orthe “philosophyof the processof estimatingsomething
as valuable”(or“intrinsicmotivationinlearning”-- the theme of Dr.Seuss’ GreenEggsandHam)
Galvanizedsteel
Overall sculptural dimensions--26feetby8 feetby12 feet