I love to study and create abstract art, and being an artist is an essential influence on my teaching philosophies. Taking courses at the Art New England program, I saw how art teachers create a familiar two-part workshop: mini-lesson followed by creativity time. This is exactly the approach I use, which I learned from Nancie Atwell's books, the National Writing Project, and other similar sources
As a language arts teacher, I became acutely aware just how important it is to treat my students as artists. I began to value giving my pupils classroom time to create. I saw myself as more of an editor and a coach who helps them achieve their own creative goals.
For a "90+" on your report card:
you need a 90+ average and
5 of anything marked "final" - pages of memoir, poems, mind maps, calligrams, cartoons, or other language arts works."
A student recently submitted these two amazing works to meet her goals, and other kids have turned in works similar to the pieces at the very end of my art gallery.
Download this handout and photocopy it for your students.
Encourage them to take notes on it or doodle on it during the lesson. "If you hear a name or see a painting you like, circle it on your handout and Google it at home," I said. "Teach yourself more about anything you learn today."
Lead your students through the chronology with this Prezi! Of course, it helps if you know all these painters and movements as well as ... I do! But even if you don't, there's plenty here to discuss and explore - with your students.
And that's all ya gotta do!
Is this "Common Core Ready"? Is it "AP"? Does it fit in with the curriculum of a high school English class? Is it even worth teaching? I'll leave those questions to you...
Click on the photo if you want to see more of my paintings!