Mrs. Tracey Fortune's Art Case Study

1. Do you think Serge’s skills were assessed adequately? Do you think he was correctly identified as learning disabled? Why or Why not? A) I think Serge’s skills were not assessed adequately because then he was only tested in English and Serbian was used only if Serge did not understand,

Sandy Skoglund Sandy Skoglund has been in the forefront of contemporary art in the United States, as well as overseas, for nearly two decades. Her dramatic impact to the art world didn’t begin overnight. After sheer dedication to art education she received her BA degree in Studio Art in 1968 from Smith College, Northampton, Massachusetts. Upon getting her BA, she pursued further education at the University of Iowa where she received her MD. With her remarkable educational background, Skoglund decided to expand her horizons by teaching. Her teaching career grew at a rapid pace and she found herself teaching at the University of Hartford from 1973 to 1976. In late 1976, she was offered a position at Rutgers University, New Jersey,

Teaching might even be the greatest of the arts since the medium is the human mind and spirit.” During my past career as an art teacher at Intel Academy, introducing and demonstrating aesthetic techniques and materials have thrilled me as much as completing an art piece. Through workshops and demonstrations, I learned how to communicate and suggest better ways of developing their ideas and expressions. Some children had difficulties encountering art due to their behavioral problems; however, respecting their accomplishments and encouraging their process of following the curriculum became a part of the solution. My decision to apply to masters program in art education was pursued as I faced these

A student's happiness should be a priority By having art programs in schools students gain skills such as, problem solving, critical and creative thinking, integration of multiple skill sets, and working with others. Qualities such as these are very necessary for creating exemplary students. Arts have already proven to help with many long standing problems but critical thinking is needed for jobs in the outside world. “ … Creating art supports problem-solving, creative thought and critique like no other discipline.” ( Schoales,2) By participating in artistic classes students gain discipline that most classes fail to teach. These valuable lessons learned from art can’t be found anywhere

As we know, the result of “Art is” is “Art is” which returned in an ephemeral form at the Studio Museum. All forty photographs are on display on the basement level of the galleries, which are supposedly reserved for pieces in their permanent collection. The room just outside, whether coincidentally or not, is filled with photos of students - reflecting personal memories. How the museum decides to play with this, is by missing them with old-timer photos of Harlem from the

Education is important as we develop a society of lifelong learners, but budget cuts for schools should not be at the expense of art programs. All students have unique learning styles and ways they best absorb information. To compromise that process is destructive to the success of their overall learning experience. “The Sanctuary of School” makes the reader aware of the many individuals who go through the public-school system. Barry’s essay advocates the need for funding of art programs and the supportive, creative outlets they

The nature of knowledge The importance of education is seen in the goals of society from the dominance of math and science to launch the space race, to the back-to-basics program in order to improve world education ranking and ensure America as a strong educational nation. As a teacher I hope to enrich the lives of students and educated them to the best of my ability. Furthermore, I hope to set an example for students that is based on respect, truth, honor and fairness. Students come from diverse backgrounds and struggle to reach individual goals. As a teacher, I am obligated to see those challenges and help students set and meet their goals. For students in my classroom, that of an art class, must also deal with expression and individual ideas that will allow students to interpret their surroundings.

This Summer, I had the opportunity to spend my entire break attending conferences and interning at a lab at UCSD so I thought to myself I would never have the time to visit any art museum or do my summer assignments for that matter. That was until I realized I was living at a campus who had an art piece practically on every corner of their six colleges. I then began my journey, on scooter, to discover the hidden and the not so hidden gems The Stuart Collection at UCSD had to offer. It was then that I fell in love with 2 specific art pieces throughout the campus, those being Do Ho Suh’s Fallen Star, which depicts an immigrant’s transition into American culture, and Kiki Smith’s Standing, which depicts a seemingly tortured woman.

Ever since the late 1990s Cari Casper-Bassler, Rob Thornberry, and Dan Krause have been a positive and productive teachers in the Belleville West Art Department. Each sharing load of teaching Photography, Ceramics, Intro To Graphic Arts, Graphic Design, and Painting. Those who are apart of the art community know very well what each teacher teaches, However a sudden change this year is shaking things up and leaving many students confused.

A month later, the students were able recall the paintings they saw in great detail, and were able to sympathize, which allowed more interpretations of the art. In the article Science Says Art Will Make Your Kids Better Thinkers (and Nicer People), Jay P. Greene, a professor and researcher on the study had found "a big increase in how observant students were if they went to the art museum.” The improvement in their observation skills was immense from just one visit to the art museum. Compared to children that did not partake in the activity, “they were much better at seeing details in the new painting than those who did not go.” One trip to the museum had made great changes, imagine what a whole art program in the education system could

Art Classes Are More Important Than We Think Sindie Hedge Liberty University Abstract This paper is a critique of “Art for our Sake: School Arts Classes Matter More than Ever- But Not for the Reasons You Think,” by Ellen Winner and Lois Hetland. The main purpose of this paper is to inform people

Art is often thought of as something obscure, something that must be sought out and searched for. Oftentimes, however, art is much more obvious in its placement in society, and can be found right under our noses. For my arts experience, I took a guided tour through the art-filled halls of the Oliver Mansion, also known as Colpshaholm, found in my hometown of South Bend, Indiana. I often overlooked this beautiful hall of art upon driving past it, and would have never guessed what treasures lived inside and the history behind the building and its contents.

I have selected the Mary Godfrey papers collection, PSUA 6447 Box 1 AX/CATO10868, for the stepping stone research project. My stepping stone item is the pamphlet, A Visual Presentation of Art Education Mary Godfrey illustrated for the State Department of Education in Richmond Virginia when she was an Assistant Supervisor of Art Education. I found this pamphlet in folder number 3 along with hand drawn classroom arrangements for several grade levels. I choose this item because Miss Godfrey was not only art supervisor in the late 1940’s writing curriculum and observing teachers, she used her own art background to illustrate visual aides as a means to promote art education in schools in Virginia. Miss Godfrey illustrated numerous artwork for

My child study was inspired by the richly textured collages of Romare Bearden. I created an appropriate lesson plan for the developmental level of a third grade student. The student that I worked with was Leanna, she goes to PS.29. She is eight years old, and she loves to to

Into The Pinecone When one looks at the East Carolina University campus it is not hard to pick which building has been delegated to the art students. From the outside Jenkins Fine Art Center would spark anyone’s curiosity. It is a building that resembles a geometric pinecone with windows that scale a portion of the facets. Some of the windows have curtains, but others offer a glimpse into classrooms and artists studios; where people can be seen striving to develop the next revolutionary art piece. In front of the building sprawls a grassy field littered haphazardly with large abstract sculptures and accent trees. The back of the building is somewhat of a visual juxtaposition to the front. Commonly referred to as the yard, it is a courtyard surrounded by a tall brick wall and an iron gate, making one question weather it was built to keep the normal people out, or the crazy people in.