This presentation is a case study in the education department at the Memphis Brooks Museum with a group of fourth-grade students from Brewster Elementary School in Memphis, TN.
This document summarizes a workshop on facilitating global participation and intercultural citizenship for students. It begins with an introduction and definitions of key terms. Participants then shared reflections on their institution's current approaches. Next, they engaged in blue sky thinking with post-it notes and shared ideas. Participants chose three takeaways and provided feedback to close the workshop.
Marcia Mayper, a professor at Mildred Elley School, takes her students on field trips to local cultural sites like museums to make lessons more engaging. For a class on word processing and presentation applications, students visited the Berkshire Museum three times and created PowerPoint presentations based on their experiences. They reflected on what they enjoyed at the museum and how it benefits the community. At the museum, students presented their technical and researched presentations, sharing personal insights from their visits. Both the students and professor found value in incorporating real-world experiences into the classroom.
On Earth Day, students from a primary school in Greece held an exhibition for their school. The 6th grade students went around their local area taking pictures of garbage and trash that was littered. They then created useful items out of materials that would otherwise be thrown out, like windmills, turtles, pencil cases, and more. The students showed their creations to other grades and explained them, hoping to encourage more environmentally friendly practices like reducing waste.
The document discusses Olivia Robinson's fellowship at the Smithsonian National Museum of the American Indian from March to September 2008. It provides details on the museum's collection of over 800,000 items and more than 2 million annual visitors. It also describes the museum's Four Directions Project which involved virtual museum workshops with students, teachers and community members from St Labre Indian School in Montana to research, photograph and publish items in the collection relating to their Native American heritage and culture. The workshops helped reconnect participants with their cultural history and traditions and improved their digital skills.
This document outlines the schedule and activities for a week-long event at Deer Chase school to raise student success. It includes several dress-up days with themes like patriotic colors, clowns, and book characters. Students will participate in assemblies, a book character social, and have volunteers read to classes. The week culminates in an assembly honoring military veterans with a skit, speaker, and competitive art events for different grade levels. The goal is to encourage reading, education, and appreciation for faculty through fun dress-up themes and activities each day.
The teacher provides an update on the learning in Grade 5A at their school. This week, students focused on geometry and the language of shapes. They also started investigating narrative text structures. Upcoming lessons will connect these topics to the art of Kandinsky and writing historical fiction. The class will take a field trip to the Hong Kong Museum of History to further their inquiry into the past through historical images and artifacts.
This document provides teachers with project ideas and resources for using the Alaska State Museum in their lessons. It outlines activities such as having students research objects in the museum's collection database, write historical mysteries or conduct interviews about artifacts. Other suggestions include analyzing materials under a microscope, sketching items, writing poetry about objects, and researching Alaska's music history. Contact information is provided for museum staff who can help teachers plan visits and access artifacts, with tips on scheduling and group size.
Marina Aizen is an Argentinian artist born in 1976. She received a Bachelor of Fine Arts in Printmaking from the National Academy of Fine Arts in 2001 and a graduate degree in Printmaking from the National University of Arts in 2008. Her teaching experience includes being an assistant professor of engraving at the National University of Fine Arts from 2004-2008. She has participated in numerous individual and group exhibitions internationally and in Argentina. Her artwork can be seen on her websites at www.marina-aizen.com.ar and www.marina-ilustrada.blogspot.com.
This document summarizes a workshop on facilitating global participation and intercultural citizenship for students. It begins with an introduction and definitions of key terms. Participants then shared reflections on their institution's current approaches. Next, they engaged in blue sky thinking with post-it notes and shared ideas. Participants chose three takeaways and provided feedback to close the workshop.
Marcia Mayper, a professor at Mildred Elley School, takes her students on field trips to local cultural sites like museums to make lessons more engaging. For a class on word processing and presentation applications, students visited the Berkshire Museum three times and created PowerPoint presentations based on their experiences. They reflected on what they enjoyed at the museum and how it benefits the community. At the museum, students presented their technical and researched presentations, sharing personal insights from their visits. Both the students and professor found value in incorporating real-world experiences into the classroom.
On Earth Day, students from a primary school in Greece held an exhibition for their school. The 6th grade students went around their local area taking pictures of garbage and trash that was littered. They then created useful items out of materials that would otherwise be thrown out, like windmills, turtles, pencil cases, and more. The students showed their creations to other grades and explained them, hoping to encourage more environmentally friendly practices like reducing waste.
The document discusses Olivia Robinson's fellowship at the Smithsonian National Museum of the American Indian from March to September 2008. It provides details on the museum's collection of over 800,000 items and more than 2 million annual visitors. It also describes the museum's Four Directions Project which involved virtual museum workshops with students, teachers and community members from St Labre Indian School in Montana to research, photograph and publish items in the collection relating to their Native American heritage and culture. The workshops helped reconnect participants with their cultural history and traditions and improved their digital skills.
This document outlines the schedule and activities for a week-long event at Deer Chase school to raise student success. It includes several dress-up days with themes like patriotic colors, clowns, and book characters. Students will participate in assemblies, a book character social, and have volunteers read to classes. The week culminates in an assembly honoring military veterans with a skit, speaker, and competitive art events for different grade levels. The goal is to encourage reading, education, and appreciation for faculty through fun dress-up themes and activities each day.
The teacher provides an update on the learning in Grade 5A at their school. This week, students focused on geometry and the language of shapes. They also started investigating narrative text structures. Upcoming lessons will connect these topics to the art of Kandinsky and writing historical fiction. The class will take a field trip to the Hong Kong Museum of History to further their inquiry into the past through historical images and artifacts.
This document provides teachers with project ideas and resources for using the Alaska State Museum in their lessons. It outlines activities such as having students research objects in the museum's collection database, write historical mysteries or conduct interviews about artifacts. Other suggestions include analyzing materials under a microscope, sketching items, writing poetry about objects, and researching Alaska's music history. Contact information is provided for museum staff who can help teachers plan visits and access artifacts, with tips on scheduling and group size.
Marina Aizen is an Argentinian artist born in 1976. She received a Bachelor of Fine Arts in Printmaking from the National Academy of Fine Arts in 2001 and a graduate degree in Printmaking from the National University of Arts in 2008. Her teaching experience includes being an assistant professor of engraving at the National University of Fine Arts from 2004-2008. She has participated in numerous individual and group exhibitions internationally and in Argentina. Her artwork can be seen on her websites at www.marina-aizen.com.ar and www.marina-ilustrada.blogspot.com.
The document summarizes activities at the Elgin Academy library and book clubs over the past year, including:
1) Various book clubs and reading programs that took place such as novelties book club, graphic novel club, and book talks. Students also attended book award ceremonies.
2) Literary events held like Book Week Scotland, Alice in Wonderland performances, and visits from authors. Whole school events included Harry Potter night and Roald Dahl celebrations.
3) Partnerships with organizations to provide resources and speakers on topics like mental health, poetry, and comics. The library also supported curriculum projects and primary school liaison.
The library media center at Boiling Springs High School held several events and programs in January 2011. Library orientations introduced new students to resources. The librarian presented book talks promoting particular titles to English classes. A former principal visited to discuss the American Revolution. Top readers were honored at a luncheon for the READissance program. An exclusive book preview was held for a book club. Library resources and equipment were well-used throughout the month.
Danielle Schnell has over 15 years of experience teaching art to students in grades PreK through 12th internationally. She holds a Master's degree in International Education and Bachelor's degrees in Graphic Design and Art Education. Her experience includes developing art curriculum and lessons, instructing art classes, coordinating art shows and festivals, and collaborating with classroom teachers on cross-curricular art projects at schools in Mexico, Thailand, and the United States. She is proficient in Spanish and has basic skills in Thai.
Dr. Jay Casey is a historian who specializes in using cartoons and visual sources to teach history. He has a PhD in History from the University of Houston and has taught at several universities. His research focuses on analyzing soldier cartoons from World War I and II to understand how they portrayed soldiers' experiences and attitudes. He has published articles on this topic and presented his research at numerous conferences. Currently he teaches history education courses as an adjunct professor at Louisiana State University.
This document outlines a teacher's inquiry project on how to use English and literature to teach about stereotypes, prejudice, and discrimination in the classroom. The teacher proposes having students read books and materials that explore these issues. The goals are to start conversations around these topics, make students comfortable discussing issues like race and gender, increase awareness of stereotypes and prejudice, and empower students to stand up against discrimination. Key strategies include having teachers reflect on their own biases, providing a safe learning environment, and creating a more tolerant society within the classroom.
1) A community storytelling event was held in Starksboro, VT to bring together residents of all ages and backgrounds to share stories and discuss the town's future.
2) Over 200 people attended the event, making it one of the most attended community events in recent memory for the town.
3) Middlebury College students who had interviewed and documented residents presented their findings in various formats including video, audio, photographs and a published book that was given to each family.
This project aimed to promote cultural awareness among students in three age groups from December 2011 to June 2012. A variety of activities were used such as meetings, exhibitions, competitions, folk dances, and debates to educate students about Turkey's various regions and cultural heritage. The project focused on sharing cultural identities across different groups and connecting younger and older generations. Surveys, interviews, trips and seminars helped students learn about their own culture and values while appreciating cultural diversity.
This document provides information about a school in Slovakia called ZŠ S MŠZŠ S MŠ located on Želiarska 4. It was founded in 1961 and includes a kindergarten and primary school with around 180 students total. The school focuses on environmental education, technology, foreign languages, and sports. It has two buildings with classrooms and facilities like a cafeteria and gym. The school participates in national and international projects and competitions while organizing annual events and trips.
The library media center at Boiling Springs High School had a busy month of December. Some highlights included assisting with a 1920s research project, holding a foreign language department meeting, overseeing end of course testing, and hosting senior project presentations. The Bulldog Booklovers Club also met to discuss book recommendations. Total class visits were over 1,000 for the month and over 23,000 students visited independently or with classes. Nearly 8,000 items were circulated including over 5,000 equipment checkouts.
Cynthia Hong was born in 1989 in Taiwan and studied English Teaching at Providence University. She enjoys reading, sports, traveling, and learning new things. Her experiences include volunteering as an English teacher at a summer camp, interning at a primary school, and working as a tutorial staff member on a senior high school field trip. She maintains an online presence through Wiki and Slideshare where she shares her experiences and looks forward to further opportunities to teach English.
The document outlines details of a summer reading program partnership between the Office of Language and Reading Arts, Department of Libraries and Information Services, and Chicago Public Library Children's Plus Inc. It describes the program goals of having students read 25 books over the summer and enter data into a tracking system. It provides an overview of a librarian's daily schedule working with 3 classrooms of students, and responsibilities like encouraging reading, distributing books, and collaborating with teachers on activities around the theme of "Book Beats."
International Education Week is an annual celebration held in over 200 countries since 2000. It is organized by the U.S. Departments of State and Education to promote international education and cultural exchange. During IEW, American Councils alumni in many Eurasian countries hold various events like cultural fairs, presentations on international education opportunities, and film screenings. These events aim to raise awareness of international education programs and their benefits in developing global competencies and mutual understanding between nations.
This document provides contact information and an overview of Daugavpils School in Latvia. It includes the school's address, phone number, email, and website. It then summarizes some of the school's achievements in subjects, creative works, and teachers' methodological work. It also describes some of the school's facilities like classrooms, computer labs, gymnasium, library, and cafeteria. Finally, it outlines some of the school's traditions and activities like the Day of Knowledge, Student Parliament, extracurricular activities, holidays, and end-of-year celebrations.
Using canvas discussions to foster intercultural conversations pptbslong
This document discusses using Canvas discussions to foster intercultural conversations between students at different colleges. It describes how professors at Cascadia College and Japan Women's University set up a discussion through Canvas on the topic of cultural borrowing. Students from both schools shared photos and discussed examples of cultures appropriating symbols from other cultures. There were active discussions from a few Japanese and many American students, despite some technological issues. The cultural exchange allowed students to increase their cultural competency and have a lively discussion on sociological topics across societies.
The National Consortium for Teaching about Asia (NCTA) is a nationwide program founded in 1998 with funding from the Freeman Foundation. The consortium is a collaboration between East Asian studies programs at seven national institutions, and aims to encourage teaching and learning about Asia in various subjects through resources, professional development opportunities, and study tours.
This document provides a retrospective of the American School of Tegucigalpa from 2005-2009. It highlights several accomplishments including championship teams, motivational speakers, art exhibits, and community donations. A variety of extracurricular activities are also summarized such as sports tournaments, field trips, family events, and academic programs for students of all ages.
A slideshow highlighting Eurasia FLEX alumni activities from Armenia, Azerbaijan, Central Russia, Central Ukraine, East Ukraine, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Moscow, Northwest Russia, Russia Far East, Siberia, Southern Russia, South Ukraine, Tajikistan, Turkmenistan, Urals, and West Ukraine.
Traditional native art lessons with supplements, grades 2 6sdturton
The American Indian Cultural Center and Museum presents this lesson unit on Traditional Native Art Lessons, for grades 2-6. Included is a teacher guide, student supplement, and a lessons document, along with all supporting files and videos, as linked below (no need to find these elsewhere). Students will learn some of the meaning and cultural importance of various Native American art forms and how traditional art can offer insight into the rich culture and beliefs of Oklahoma’s Native American tribes.
The December 2010 monthly report from Oak Park and River Forest High School library highlighted several events including an animal book display, Ottoman pottery display, and meetings with other area high school librarians. The librarian also reclassified several book collections, hosted a student observer, and received positive feedback from teachers on resources created. Examples of collaboration included creating online research guides and book collections for various teachers and classes.
The document summarizes the 84th annual student exhibition at The Art Connection (TAC) program. It describes the various art projects and techniques students in grades 5 through 9 worked on over the 2012-2013 school year, gaining inspiration from the Carnegie Museum of Art's permanent collection and temporary exhibitions. It also recognizes the exceptional ninth grade students and thanks sponsors and partners who support the TAC program.
The document provides an overview of art education in the United States and Chicago. It discusses the history of art education in the US from the late 19th century to present, including key events and reforms. It also examines the state of art education in Chicago, benefits of art education, and how art is taught in schools through approaches like Discipline Based Art Education and Teaching for Artistic Behaviors. The document utilizes information gathered from research, observations of art classes, and interviews with art teachers.
The document summarizes activities at the Elgin Academy library and book clubs over the past year, including:
1) Various book clubs and reading programs that took place such as novelties book club, graphic novel club, and book talks. Students also attended book award ceremonies.
2) Literary events held like Book Week Scotland, Alice in Wonderland performances, and visits from authors. Whole school events included Harry Potter night and Roald Dahl celebrations.
3) Partnerships with organizations to provide resources and speakers on topics like mental health, poetry, and comics. The library also supported curriculum projects and primary school liaison.
The library media center at Boiling Springs High School held several events and programs in January 2011. Library orientations introduced new students to resources. The librarian presented book talks promoting particular titles to English classes. A former principal visited to discuss the American Revolution. Top readers were honored at a luncheon for the READissance program. An exclusive book preview was held for a book club. Library resources and equipment were well-used throughout the month.
Danielle Schnell has over 15 years of experience teaching art to students in grades PreK through 12th internationally. She holds a Master's degree in International Education and Bachelor's degrees in Graphic Design and Art Education. Her experience includes developing art curriculum and lessons, instructing art classes, coordinating art shows and festivals, and collaborating with classroom teachers on cross-curricular art projects at schools in Mexico, Thailand, and the United States. She is proficient in Spanish and has basic skills in Thai.
Dr. Jay Casey is a historian who specializes in using cartoons and visual sources to teach history. He has a PhD in History from the University of Houston and has taught at several universities. His research focuses on analyzing soldier cartoons from World War I and II to understand how they portrayed soldiers' experiences and attitudes. He has published articles on this topic and presented his research at numerous conferences. Currently he teaches history education courses as an adjunct professor at Louisiana State University.
This document outlines a teacher's inquiry project on how to use English and literature to teach about stereotypes, prejudice, and discrimination in the classroom. The teacher proposes having students read books and materials that explore these issues. The goals are to start conversations around these topics, make students comfortable discussing issues like race and gender, increase awareness of stereotypes and prejudice, and empower students to stand up against discrimination. Key strategies include having teachers reflect on their own biases, providing a safe learning environment, and creating a more tolerant society within the classroom.
1) A community storytelling event was held in Starksboro, VT to bring together residents of all ages and backgrounds to share stories and discuss the town's future.
2) Over 200 people attended the event, making it one of the most attended community events in recent memory for the town.
3) Middlebury College students who had interviewed and documented residents presented their findings in various formats including video, audio, photographs and a published book that was given to each family.
This project aimed to promote cultural awareness among students in three age groups from December 2011 to June 2012. A variety of activities were used such as meetings, exhibitions, competitions, folk dances, and debates to educate students about Turkey's various regions and cultural heritage. The project focused on sharing cultural identities across different groups and connecting younger and older generations. Surveys, interviews, trips and seminars helped students learn about their own culture and values while appreciating cultural diversity.
This document provides information about a school in Slovakia called ZŠ S MŠZŠ S MŠ located on Želiarska 4. It was founded in 1961 and includes a kindergarten and primary school with around 180 students total. The school focuses on environmental education, technology, foreign languages, and sports. It has two buildings with classrooms and facilities like a cafeteria and gym. The school participates in national and international projects and competitions while organizing annual events and trips.
The library media center at Boiling Springs High School had a busy month of December. Some highlights included assisting with a 1920s research project, holding a foreign language department meeting, overseeing end of course testing, and hosting senior project presentations. The Bulldog Booklovers Club also met to discuss book recommendations. Total class visits were over 1,000 for the month and over 23,000 students visited independently or with classes. Nearly 8,000 items were circulated including over 5,000 equipment checkouts.
Cynthia Hong was born in 1989 in Taiwan and studied English Teaching at Providence University. She enjoys reading, sports, traveling, and learning new things. Her experiences include volunteering as an English teacher at a summer camp, interning at a primary school, and working as a tutorial staff member on a senior high school field trip. She maintains an online presence through Wiki and Slideshare where she shares her experiences and looks forward to further opportunities to teach English.
The document outlines details of a summer reading program partnership between the Office of Language and Reading Arts, Department of Libraries and Information Services, and Chicago Public Library Children's Plus Inc. It describes the program goals of having students read 25 books over the summer and enter data into a tracking system. It provides an overview of a librarian's daily schedule working with 3 classrooms of students, and responsibilities like encouraging reading, distributing books, and collaborating with teachers on activities around the theme of "Book Beats."
International Education Week is an annual celebration held in over 200 countries since 2000. It is organized by the U.S. Departments of State and Education to promote international education and cultural exchange. During IEW, American Councils alumni in many Eurasian countries hold various events like cultural fairs, presentations on international education opportunities, and film screenings. These events aim to raise awareness of international education programs and their benefits in developing global competencies and mutual understanding between nations.
This document provides contact information and an overview of Daugavpils School in Latvia. It includes the school's address, phone number, email, and website. It then summarizes some of the school's achievements in subjects, creative works, and teachers' methodological work. It also describes some of the school's facilities like classrooms, computer labs, gymnasium, library, and cafeteria. Finally, it outlines some of the school's traditions and activities like the Day of Knowledge, Student Parliament, extracurricular activities, holidays, and end-of-year celebrations.
Using canvas discussions to foster intercultural conversations pptbslong
This document discusses using Canvas discussions to foster intercultural conversations between students at different colleges. It describes how professors at Cascadia College and Japan Women's University set up a discussion through Canvas on the topic of cultural borrowing. Students from both schools shared photos and discussed examples of cultures appropriating symbols from other cultures. There were active discussions from a few Japanese and many American students, despite some technological issues. The cultural exchange allowed students to increase their cultural competency and have a lively discussion on sociological topics across societies.
The National Consortium for Teaching about Asia (NCTA) is a nationwide program founded in 1998 with funding from the Freeman Foundation. The consortium is a collaboration between East Asian studies programs at seven national institutions, and aims to encourage teaching and learning about Asia in various subjects through resources, professional development opportunities, and study tours.
This document provides a retrospective of the American School of Tegucigalpa from 2005-2009. It highlights several accomplishments including championship teams, motivational speakers, art exhibits, and community donations. A variety of extracurricular activities are also summarized such as sports tournaments, field trips, family events, and academic programs for students of all ages.
A slideshow highlighting Eurasia FLEX alumni activities from Armenia, Azerbaijan, Central Russia, Central Ukraine, East Ukraine, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Moscow, Northwest Russia, Russia Far East, Siberia, Southern Russia, South Ukraine, Tajikistan, Turkmenistan, Urals, and West Ukraine.
Traditional native art lessons with supplements, grades 2 6sdturton
The American Indian Cultural Center and Museum presents this lesson unit on Traditional Native Art Lessons, for grades 2-6. Included is a teacher guide, student supplement, and a lessons document, along with all supporting files and videos, as linked below (no need to find these elsewhere). Students will learn some of the meaning and cultural importance of various Native American art forms and how traditional art can offer insight into the rich culture and beliefs of Oklahoma’s Native American tribes.
The December 2010 monthly report from Oak Park and River Forest High School library highlighted several events including an animal book display, Ottoman pottery display, and meetings with other area high school librarians. The librarian also reclassified several book collections, hosted a student observer, and received positive feedback from teachers on resources created. Examples of collaboration included creating online research guides and book collections for various teachers and classes.
The document summarizes the 84th annual student exhibition at The Art Connection (TAC) program. It describes the various art projects and techniques students in grades 5 through 9 worked on over the 2012-2013 school year, gaining inspiration from the Carnegie Museum of Art's permanent collection and temporary exhibitions. It also recognizes the exceptional ninth grade students and thanks sponsors and partners who support the TAC program.
The document provides an overview of art education in the United States and Chicago. It discusses the history of art education in the US from the late 19th century to present, including key events and reforms. It also examines the state of art education in Chicago, benefits of art education, and how art is taught in schools through approaches like Discipline Based Art Education and Teaching for Artistic Behaviors. The document utilizes information gathered from research, observations of art classes, and interviews with art teachers.
The document provides information on the history and current state of art education in the United States and Chicago. It discusses how art education has evolved since the late 19th century, with advances like the growth of art-focused organizations and federal funding, but also setbacks from policies like No Child Left Behind that have reduced funding and emphasis on non-core subjects. It also examines how art is currently taught in Chicago schools, challenges like funding cuts that have reduced art programming or require teaching on carts, and how museums and community organizations help supplement art education.
This unit has been designed for year 4/5 students to introduce them to Australian folk music through activities exploring music, dance, drama, visual art and media. Students will learn about the history and cultural importance of Australian folk music and gain an understanding of indigenous music. They will learn folk songs, dances, create artworks, and participate in drama activities. The unit aims to develop students' creativity, critical thinking, and cultural understanding while meeting objectives across the arts, history and literacy areas of the Australian curriculum.
This photo essay shows examples of educational programming I developed, coordinated and managed for Auburn University’s art museum. In some cases, I led these programs myself and in other cases I trained the staff and volunteers who led these programs.
This document discusses the role of museums in education, specifically regarding social studies. It begins with definitions of a museum and discusses how museum education involves planning visits before, during, and after students tour the museum. Museums can enhance social studies lessons by bringing historical objects to life and helping students understand different cultures. The document advocates for museums to engage more with schools and communities through mobile exhibits and sharing resources. Overall, it argues that museums are valuable educational tools that make abstract concepts more concrete and help achieve social studies curriculum goals.
The document discusses using school archives and community collections to engage students in learning history. It provides examples of integrating real artifacts from Wangaratta High School's archive into the curriculum to make learning more hands-on, skills-based, social, and relevant for students. Students learn historical reasoning and analysis skills by handling primary sources and evaluating their reliability and completeness.
Museums Work: Success Stories from Students and Faculty in the ArchivesRobin M. Katz
Katz, Robin M. with Eric Platt, Leah Dilworth, and Robin Michals. "Museums Work: Success Stories of Students and Faculty in the Archives." Conference organized by Baruch College-Rubin Museum of Art Project: "Museums and Higher Education in the 21st Century: Collaborative Methods and Models for Innovation." Baruch College. New York, NY. April 25, 2013. Panelist.
This document summarizes a research project on visual culture education between Northern Illinois University and a partnership K-8 school. Over the course of two years, university art education students taught lessons incorporating visual culture to experimental groups while control groups received regular instruction. Pre- and post-tests examined how students interpreted images in terms of description, narration, and emotional response. Analysis found that the visual culture instruction improved students' abilities to analyze and discuss art in more depth, increased their social awareness, and strengthened writing skills. The study will continue to assess student development in visual literacy and teacher preparation.
Lecture: Using the Studio Habits of Mind to Help Students Create Ceramic Works
The teachers of Bruce Guadalupe Community School created a parallel curriculum that used the work of ceramist Luz Angela Crawford as inspiration for students to create various ceramic pieces. During this presentation I will share with you examples of parallel curriculum planning, student work, and student success.
The document provides an introduction to using primary sources in the classroom. It discusses the benefits of primary sources for student learning, including developing critical thinking skills. The document outlines five types of primary sources - documents, photographs, oral histories, objects, and their strengths and limitations. Practical suggestions are provided for classroom activities analyzing primary sources along with examples from the National Museum of American History collections.
CATCO offers acting classes, school matinee performances, and summer camps for children and teens. Classes range from $75 for a week of audition training to $250 for a 10-week performance program. Summer camps are available at various price points from $25 for a 50-minute session to $350 for an intensive two-week program.
The Columbus College of Art and Design provides art classes and workshops on Saturdays for students of all ages for $50-250. Their student exhibitions may interest high schoolers.
The Columbus Museum of Art offers school tours focusing on critical thinking and free admission on Sundays. They provide teacher professional development through their Creativity Institute.
The Marshall Fredericks Sculpture Museum had a successful 2013. They celebrated their 25th anniversary, were awarded accreditation, hosted several temporary exhibitions, and had over 14,000 visitors. They also completed construction of a new sculpture garden and exterior entrance. The museum received grants and donations to support programming and the preservation of Marshall Fredericks' works. Upcoming in 2014, the museum will host exhibitions on presidential photography and regional sculpture, and dedicate the new sculpture garden.
This document discusses the importance of museums in teaching social science. It notes that museums play a key role in education by bringing history and developments to life for students. Museums contain valuable artifacts, pictures, and drawings that provide insights into how societies and science have progressed over time. The document outlines different types of museums, including public museums and school museums. School museums in particular encourage hands-on learning and help motivate students. Museums make social science teaching more engaging by providing direct experiences and helping instill values like national integration. They increase students' thinking, imagination, and creativity.
This document discusses the importance and features of school museums. It notes that museums bring history and science to life for students in a way that lectures cannot. Museums should contain both ancient and modern collections with some demonstrations of scientific processes. The document then outlines the various advantages of museums, including helping to teach history, geography, and civics. It suggests that museums should have local, national, and international sections. Finally, it stresses the importance of organization, record keeping, and creating an engaging environment in the museum.
This document discusses the importance and features of school museums. It notes that museums bring history and science to life for students in a way lectures cannot. Museums should contain both ancient and modern collections with some demonstrations of scientific processes. The document outlines the advantages of museums, including helping to teach history, geography, and civics. Museums can have local, national, and international sections. Proper organization, labeling, lighting, and decoration are also discussed to create an effective learning space.
Art Is . Understanding Sixth Grade Pupils Perceptions Of ArtRick Vogel
This document examines sixth grade pupils' perceptions of art. Pupils' perceptions were mostly centered around art as a production activity, but also saw it as an intellectual activity. Pupils defined art most often through specific acts like drawing and expressing. They also referred to the content of art in tangible terms like objects and pictures or intangible terms like emotions and ideas. Many pupils also saw art as having personal or social value and serving purposes like a hobby. Teachers' perceptions focused on art as a personal means of expression, though specialists had a more well-rounded view incorporating comprehension and formal elements.
This document discusses engaging young people in the design process of museums. It describes how the Australian Museum worked with students to get their input and ideas on upcoming climate change and Pacific culture exhibitions. Students provided feedback through surveys, helping scientists in their workspaces, creating news stories, and writing messages to politicians and the museum. Both students and teachers found the experience empowering and felt the students' involvement was valuable in shaping the exhibitions.
This document provides strategies and resources for integrating art history into K-12 classrooms in an engaging way. It outlines goals of making art history relevant, engaging, and manageable for teachers. Key recommendations include examining artworks in context, looking for themes, being inclusive, and allowing student exploration. Short and long-term project ideas are presented to incorporate art history, such as having students act as travel agents or compose songs about artworks. Resources like SmartHistory and museum websites are also suggested.
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Mr. Brainwash ❤️ Beautiful Girl _ FRANK FLUEGEL GALERIE.pdfFrank Fluegel
Mr. Brainwash Beautiful Girl / Mixed Media / signed / Unique
Year: 2023
Format: 96,5 x 127 cm / 37.8 x 50 inch
Material: Fine Art Paper with hand-torn edges.
Method: Mixed Media, Stencil, Spray Paint.
Edition: Unique
Other: handsigned by Mr. Brainwash front and verso.
Beautiful Girl by Mr. Brainwash is a mixed media artwork on paper done in 2023. It is unique and of course signed by Mr. Brainwash. The picture is a tribute to his own most successful work of art, the Balloon Girl. In this new creation, however, the theme of the little girl is slightly modified.
In Mr. Brainwash’s mixed media artwork titled “Beautiful Girl,” we are presented with a captivating depiction of a little girl adorned in a summer dress, with two playful pigtails framing her face. The artwork exudes a sense of innocence and whimsy, as the girl is shown in a dreamy state, lifting one end of her skirt and looking down as if she were about to dance. Through the use of mixed media, Mr. Brainwash skillfully combines different artistic elements to create a visually striking composition. The vibrant colors and bold brushstrokes bring the artwork to life, evoking a sense of joy and happiness. The attention to detail in the girl’s expression and body language adds depth and character to the piece, allowing viewers to connect with the young protagonist on a personal and emotional level. “Beautiful Girl” is a testament to Mr. Brainwash’s unique artistic style, blending elements of street art, pop art, and contemporary art to create a visually captivating and emotionally resonant artwork.
The use of mixed media in “Beautiful Girl” adds an additional layer of complexity to the artwork. By combining different artistic techniques and materials, such as stencils, spray paint, and collage, Mr. Brainwash creates a dynamic and textured composition that grabs the viewer’s attention. The juxtaposition of different textures and patterns adds depth and visual interest to the piece, while also emphasizing the artist’s eclectic and experimental approach to art-making. The inclusion of collage elements, such as newspaper clippings and torn posters, further enhances the artwork’s urban and contemporary feel. Overall, “Beautiful Girl” is a visually captivating and thought-provoking artwork that showcases Mr. Brainwash’s talent for blending different artistic elements to create a truly unique and engaging piece.
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2. Special Programs
In the Education department there are
different programs offered to fit the
needs of various types of groups.
These programs include:
● Teacher + Student
● Adults
● Families
● Communities
Each of these have events of their
own as well as lesson plans.
3. Teacher + Student Program
● Lesson plans that
coordinate with the
museum tours
● School Tours designed
for different age groups
● Homeschool Days held
six times a year
Shaping Materials
Tour for Homeschool
Groups
4. Adult Programs
Guided Tours and Talks:
● Led by volunteer docents
● Talks vary from artist talks to talks
by curator or academic specialist
Brooks Films: Has served the area for
about 65 years
Audio Tours: Enhances experience of
the permanent exhibit and special
shows
Tea and Tour for Seniors: Specific
Thursdays for $3 with reservations
5. Family Programs ● Inside Art: a Hands-on art
gallery for art literacy
● Homeschool Program:
overlaps
● Community Days at the
Museum: Free events that
engage the family fun,
exciting ways
● Wack Wednesday - Open
studios for day camps,
6. Case Study At the Museum
The Art Builds Creativity Program
(ABC) gives students in the
Memphis schools museum
experiences as well as hand-on
activities. The students learn to
write about and discuss art in their
school classroom and at the
museum.
These groups meet four different
times and the museum holds a
student exhibition at the end of the
school year.
7. Sculpture Tour
The visit began with a tour of a few of the
sculptures on exhibit at the museum.
The guide with the students discussed
reductive and additive methods for
creating sculpture. She questioned them
about what they saw in the pieces and
what they thought was happening.
The three sculptures to the right were the
first to be viewed.
8. Studying the Pan Torso
Students learned the differences
between relief sculpture and sculpture
in the round.
This is a view of the Pan Torso
studied in the round by the boys and
girls while their guide asked them
questions related to it.
10. Objective and Non-objective Art
Here the students made
suggestions of whether or not art
has to represent something in
particular or be left to the
imagination.
The Chakaia Booker tire sculpture
was the subject of students
discussions before coming to the
museum.
11. This was a great group
of fourth grade boys
and girls from Brewster
Elementary School in
Memphis. They
listened intently as
instructions were given
and a demonstration
was conducted with the
art materials.
12. The Hand-On Workshop
Following the sculpture tour, it was
time for the art making fun.
A worksheet containing three
questions was reviewed and
answers written down.
In the classroom at the museum,
materials were passed out. These
included two black foam sheets,
scissors, brads, zip ties, and a
stapler.
13. The Creation Process
Students cut and twisted the
foam sheets into 3-D shapes,
securing each piece with
brads, staples or the zip ties.
The goal was for the sculpture
to stand up when it was
complete.
14. One young girl in the group
saw even interested in the
shadows that hit the white
display paper when she held
up her work for me to see.
She is holding her little
sculpture between her
fingers.
16. Every student left the museum happy with what had been
made. One child even had her sculpture on her head as she
waited with the others for the bus to take them back to
school.
17. My Sculptural Tree
As the first group of students
worked to create their sculptures,
I made this funky looking tree so I
could show the students how to
work with the material.
I think I did a pretty good job!
18. Interview with Kate Renner
After the students left to go back to school I spoke with Renner about some
of the other programs at the museum.
According to her calculations, there are approximately 300 different schools
that visit the museum for tours and projects. Class size averages 25 to 30
students.
On Homeschooling Days, Renner said that about 400 visitors who tour the
exhibits. There are ten homeschooling groups who come on a regular
basis.
19. Funding for the Museum and Education
Department
Renner informed me that the Brooks
Museum is backed by federal and
private funds from many different
large corporations and independent
individuals and families.
The Donor’s Wall is located in the
rotunda behind the information desk.
Two of the largest companies that
invest in the museum are the Target
and FedEx Corporations.
20. References
Adults-education. Memphis Brooks Museum of Art. Retrieved from:
http://www.brooksmuseum.org/adults-education. Accessed Sept. 19, 2017.
Memphis Brooks Museum of Art. Students + teachers. Retrieved from:
http://www.brooksmuseum.org/students--teachers. Accessed Sept. 19, 2017.
Dumlao, K. Art builds creativity, Memphis Brooks Museum of Art. Retrieved from:
http://brooksmuseum2015.sitewrench.com/art-builds-creativity. Accessed Sept.
19, 2017.
Lesson plans. Brooks Museum. Retrieved from:
http://www.brooksmuseum.org/lesson-plans. Accessed Sept. 19, 2017.