Welcome to Round Rock I.S.D. We are anxious for you to feel comfortable in your job, and we hope that this handbook will be of assistance.

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1 Visual Arts Handbook

2 VISUAL ARTS HANDBOOK Round Rock Independent School District Welcome to Round Rock I.S.D. We are anxious for you to feel comfortable in your job, and we hope that this handbook will be of assistance. PURPOSE Apprehension, excitement, trepidation, and fear are but a few of the emotions usually experienced by the first year teacher. A friendly smile and a kind word of encouragement always seem to ease the turmoil of those first days in the new school environment. Rules and regulations are always outlined in the general policy and procedure manual and emphasized in the welcome address of the principal. However, for those new teachers with specializations, no detailed reference source is available. Therefore this handbook is an accumulation of experiences of planning, management, strategies, and organizational skills helpful for a successful first year. 1

3 TABLE OF CONTENTS Contact Information...page 3 Discipline Beginning of the year...page10 Helpful hints...page 11 Management in the classroom...page 11 Displays Yearly art shows...page 1 District / School displays...page 7-8 Equipment...page 5 Instruction First day...page 12 Curriculum...page 6 Teaching strategies...page 13 Kiln Kiln Policy...page 9 Organization Classroom...page Organizations Professional...page 5 Professional Growth In-service/professional growth...page 10 Ways to become a better teacher...page 19 Resources Art...page 5 Community...page 5 Safety...page 9-10 Textbooks...page 7 Vendors...page 5-6 Appendix Coloring Book... page 20 New curriculum practices vs. old... page 21 Art and education vital partners... page 22 Elements of the lesson cycle... page 23 Criteria for judging student responses... page Visual Art Curriculum Snapshots... page Display Tag Sample... page 30 Levels for Assessment... page 31 5E Lesson Design... page Teaching and Learning Continuum... page

4 Fine Arts Staff and Contact Information Note: The Fine Arts Department is a Component of the Department of Teaching and Learning, headed by Chief of Teaching and Learning, Robbin Gesch LISA ROEBUCK DIRECTOR OF FINE ARTS / Central Budget and MRR, Professional Development, All Fine Arts Staffing, Secondary Scheduling, Equipment Bids and Inventory, District Fine Arts Purchases, Fine Arts Academy, Secondary Instrumental Music, Theatre, Advocacy, Community Relations, and all Fine Arts District Events and Initiatives. TIM LOWKE VISUAL ARTS COORDINATOR / Professional Development for Art, Art Programming and Exhibitions, ARRC for Elementary & Secondary Visual Art, Oversees District Art Initiatives, Community Galleries and Displays, Visual and Performing Arts & Academies, Supports Theatre Liaison, Supports Director of Fine Arts in Visual Art Related Research and Decision-Making. DAVID JENNISON ASSISTANT DIRECTOR OF INSTRUMENTAL MUSIC / Professional Development for Band and Orchestra, Oversees District Initiatives for Band and Orchestra, ARRC for Band & Orchestra, Assists Director of Fine Arts with Instrument and Equipment Purchasing, Supports Director of Fine Arts in Band & Orchestra Related Research and Decision-Making. DIANNA GUYETTE ADMINISTRATIVE BUDGET ASSOCIATE, FINE ARTS / Budgets, BDST, UIL, TMEA District and Region, Transportation, Fine Arts Newsletter, E- Campus assistance, Fine Arts Website, public relations documents and brochures, general contact and assistance with all RRISD Fine Arts initiatives DENISE COCHRAN DANCE COORDINATOR / (Part Time Administrator) Dance Staffing, Professional Development for Dance, Dance Curriculum, District Dance Initiatives, Coordination of the PE/Dance programs for Middle School, Director of Intersection & District Dance Programs, Supports Director of Fine Arts in Dance Related Research and Decision-Making. CHARLES HOBBY THEATRE LIAISON AND TEACHER / (Round Rock HS full time ) Professional Development for Theatre, Theatre Curriculum, District Theatre Initiatives, Supports Director of Fine Arts in Theatre Related Research and Decision-Making. BETTY JO BYRNE SUPERVISOR, PERFORMING ARTS CENTER / Manages and supervises the entire operation of RRISD PAC, including both the technical and public relations aspects of the facility 3

5 The Visual Art Faculty of Round Rock ISD is responsible for teaching the Texas Essential Knowledge & Skills (TEKS): Perception Creative Expression/Performance * Historical/Cultural Heritage Response/Evaluation *Creative Expression/Performance is the main component of the four TEKS. Resources: District Policy Principal School Policy, Rules, Procedures Principal Minor Repairs Call Dianna Curriculum Questions Call Tim Items you will need: Campus and District Handbooks - Principal Curriculum Guide for Art / ARRC Principal, Asst. Principal, or Visual Arts Coordinator Class schedule Principal Textbooks (Art) Asst. Principal or Building Textbook Person TEA Art Framework: Art Education: Planning for Teaching/Learning Principal or Visual Arts Coordinator See also CEDFA Website Lesson / Unit Planning Tools: Campus Technology Specialist Calendar of events to help you plan ahead: Displays, exhibits, and competitions Questions/Comments: Budget see Principal or Asst. Principal (Minor repairs - Director of Fine Arts). Procedures for Lesson Planning: Principal, Team Leader or Dept. Chair. Discipline Management Plan: Principal or Assistant Principal. Grading/Reporting Periods/Report Cards: Principal, Assistant Principal, or Department Chair. Extra duties (bus, etc.): Asst. Principal, Dept. Chair, Team Leader 4

6 Art Resources: Director of Fine Arts, Assistant Director, Visual Arts Coordinator WORKSHOP-style share sessions after school are VERY important as a major resource for ideas, methods, and techniques horizontal and vertical schedules will be set by teachers in staff development meetings Check the visual art calendar or the monthly Art Update for upcoming opportunities. Prints, videos, books, etc. Adopted textbooks: Warehouse/materials ordering: See Principal s secretary and warehouse catalog Mentors In addition to your building mentor, you may be mentored by a returning art teacher For publicity of art program: Contact Tim Lowke at Contests: Remember contests are not to be taught to If you have done art work with the students and it happens to fit the theme of the contest feel free to enter. We have to teach our curriculum and the TEKS. Information on competitions/contests will be sent to you PARTICIPATION IS OPTIONAL, but encouraged. Professional Organizations: Texas Art Education Association TAEA (conference in November) National Art Education Association NAEA (conference in March or April) Various art societies such as: Austin Visual Arts Association Austin Green Art Community Resources: Austin Public Library or the Round Rock Public Library Austin Community College The Contemporary Austin Concordia University Jack S. Blanton Museum of The University of Texas at Austin St. Edwards University The University of Texas at Austin Texas State University (San Marcos and Round Rock) Suggested Vendors: (Local) Armadillo Clay & Supplies Michael s Hobby Lobby Jerry s Artarama 5

7 (Catalogs) Nasco, 901 Janesville Ave., Fort Atkinson, WI 53538; Ph: 800/ Texas Art Supply, 2001 Montrose Blvd., Houston; Ph: Sax Arts & Crafts, P.O. Box 2002, Milwaukee, WI 53201; Ph: 800/ Triarco Arts & Crafts, th Avenue, North Plymouth, MN 55441; Ph: 800/ Hoover s Bros., Inc., 2050 Postal Way, Dallas, TX ; Ph: 800/ Dick Blick, P.O. Box 1267, Galesburg, IL 61401; Ph: 800/ Curriculum The Aligned Round Rock Curriculum Round Rock ISD has developed the ARRC with the assistance of teachers, instructional coaches, and curriculum specialists. The ARRC is aligned with Texas Essential Knowledge and Skills (TEKS) and state assessments. It outlines the learning goals and objectives RRISD students are expected to achieve and provides resources for instruction. The ARRC provides teachers with planning documents that: Ensure equal opportunities for all students to learn the curriculum Reduce gaps and unproductive redundancies in the curriculum Serve as a basis for district benchmark assessments Focus teacher planning time on instruction From: HOW TO GET ON THE ARRC ALIGNED ROUND ROCK CURRICULUM Access via your desktop icon. Call Tim Lowke at if you have additional questions. 6

8 Textbooks: State Adopted: Art textbooks are a resource for art teachers. Do not feel that you must teach from prescribed lessons from textbooks. They are strictly to be used as a helpful resource for: Motivation Organization Sequential planning Art appreciation Information WE TEACH ART: WE DO NOT TEACH TEXTBOOKS! EVALUATE LESSONS CAREFULLY FOR CREATIVITY. WHATEVER RESOURCE IS USED, CONNECTIONS BETWEEN CRITICAL AND CREATIVE THINKING SHOULD OCCUR. Display SHOWCASE STUDENT ARTWORK DISPLAY, DISPLAY, DISPLAY This is a vital part of art instruction! Artworks should be placed IN PROMINENT PLACES IN THE SCHOOL (hallway walls, etc.) as often as possible. Display students artwork with the student s name on it. Student pride is our motto. This builds great clout for your department, makes your principal feel good and LOOK GOOD, and best of all, it builds self-esteem in your students. Your classroom may be the only place that a student excels and you want to make sure that others see their artwork. A problem statement or short description of the project will help the community understand your curriculum. When time is limited to display work, please consider these helpful hints: Select more mature students (who are capable of handling the job) to help with displays at elementary levels. Secondary students can change displays. (Students develop ownership of display areas.) Invite parents mothers who would love to be invited to help in their school (elementary and secondary). Request art volunteers from the school volunteer program (see School/Business Partnership Coordinator, Building Asst. Principal) You will have to train the helper about how you would like the displays to be hung and what materials to use. Always discuss with your principal where it is permissible to have artwork displayed. As soon as possible, get a diagram of your building and mark the display areas. This will be most helpful to your helpers (parents or students). 7

9 Framed Art Display: Performing Arts Center & Administration Building School Year Each school in the Round Rock ISD will display 2-D art works at the Performing Arts Center and RRISD Administration Building throughout the year. Exhibits are on display from January of the new school year through the following January of the next school year. Visual arts teachers will meet in the Board Room at the administration office, 1311 Round Rock Avenue, on January 26 & 28, This year campuses are asked to fill the following: Singleton Art Faculty Elementary 2 frames Multiple Art Faculty Elementary - 3 frames Singleton Art Faculty Middle School 2 frames Multiple Art Faculty Middle School 3 frames High School 4 frames Please bring the student art works and any tape or glue for mounting; we will have some blue tape available. Also try to bring a small regular screwdriver to use on the new frames. Frames are 24 x30 and can be displayed vertically or horizontally. Gold frames are displayed in the RRISD Administration offices and silver frames are displayed at the RRISD Performing Arts Center. We have scheduled the Board Room for different time periods in order to let teachers come at their convenience to change out the artwork. See the RRISD Visual Art Calendar for details. Please use the display form found in the appendix to attach to each frame for student recognition. Be sure all the information on the student is accurate, as we will send a recognition letter to each student and their parents. Please arrange your schedule to be at the framing session on January 26 or January 28. All works will remain on display throughout the school year and following summer. Teachers may change their artwork any time during the year, just let us know if you have done so and give us the same of the student in order to send home a letter to their parents. Students may pick up their art from you following the change-out date of the next school year. As always, thank you for your time and dedication to the students! Lisa Roebuck Director of Fine Arts Round Rock ISD 8

10 Safety Procedures: Each building has certain procedures and particular needs that are unique within that building. (See Asst. Principal) Post safety procedures for students. Safety we do NOT use glaze with lead in it. TEA Art Framework, Kiln repair report to district budget associate, Dianna Guyette at District kiln policy prohibits overnight firing of kilns. Kilns should always be fired when a staff person is present. Digital kilns with delays may be set to start firing no earlier than 3 hours prior to the beginning of the school day. Consult the Guidelines for Kiln Use, Safety and Operation in RRISD for additional information regarding kilns. All visual art faculty are required to complete mandatory kiln training certification every 5 years with annual updates online yearly. Certification classes must have prior approval of the Director of Fine Arts. In High School: All solvents are to be kept in a metal safety cabinet. Solvents are to be used outside or in extremely well ventilated areas. NO solvents are to be used below the 9 th grade. Some art materials and equipment have potential hazards, and teachers must develop student attitudes that support safe practices in the classroom. The following recommendations for art teachers encompass ways to keep the classroom free of accidents and injuries: Implement a comprehensive program of safety, especially with complicated materials, tools, or equipment. Label, date, and store all materials and chemicals properly. Familiarize yourself with the U.S. Labeling of Hazardous Art Materials Act, which requires manufacturers to provide the following information: 1. a signal word such as CAUTION or WARNING 2. a list of ingredients 3. a telephone number for assistance 4. instructions on how to use the product 5. a statement of the product s intended use by children. Know the legal responsibilities for using inappropriate materials. A good resource for questions and concerns regarding art safety is the non-profit organization, Art and Creative Materials Institute, Inc. They identify products that are certified to be safe and to contain no materials in sufficient quantity to be dangerous to children. Take extra precautions to ensure safety during highly specialized work, such as firing, dyeing, casting, and welding. Dispose of waste materials properly. 9

11 The following recommendations for school administrators include ways to support a safe art classroom environment: Provide protective equipment, such as eye goggles, face shields, gloves, aprons, and safety belts. Provide working fire extinguishers, and place them in art labs according to fire code regulations. Provide for proper exhaust and ventilation of dust, chemicals, and fumes. From: In-Service/Professional Growth: College Hours See District handbook Professional Development Credit for detailed information, see your Principal, or A.P., or contact the Professional Development Department Time Equivalency Certain approved workshops may be attended and time equivalency may be acquired. Time equivalency time may be used only on our designated content in-service day (elementary). Attend scheduled art teacher meetings/workshops. Attend art organization meetings when possible Become a member and attend state organizations (example, TAEA Annual Conference in Nov.). See Director of Fine Arts, Visual Arts Coordinator for information and ask building principal for permission. Discipline: Begin the year Managing for Teaching Plan a Discipline Management System Check with your principal, asst. principal, dept. chair or team leader for the building plan. See the elementary guide for a detailed description of a plan. A. The first hours and day of school are most important establish a positive (proactive) system. 1. Establish who is Boss (always with kindness). 2. ESTABLISH RULES WITH STUDENTS HELP. Post classroom rules and procedures. 3. Help students learn rules. B. Procedures 1. Greet students at the door of the art room with a smile. 2. Acquaint students with how to enter and where to go. 3. Learn students names. (Difficult when you see hundreds of students each week, so MAKE SEATING CHARTS, make notes indicating those who are in pull-out programs.) 4. Teach appropriate behavior. (Telling student s works for some to reach all students, tell, show, and model for them.) 10

12 Identify Desired Behavior Teach it Practice it Reward it, when appropriate Helpful Hints: Make a seating chart. Learn students names quickly. The teaching of art happens only after students learn to be self-disciplined. No art learning happens in chaos. When students are concentrating on their work they are thinking about what they are doing and not talking. Small voices for the classroom when talking is appropriate. Feel free to use stickers (prizes) to reward good behavior, particularly when first teaching behavior expectations. Reward: 1 st in line, extra art time, art honor medal, etc. Behavior problems: *Make sure student knows the teacher is in charge and understands the classroom rules. *Don t get into power struggles with students they always win. *Separate child in isolated seat if problem occurs. *Give warning and second chance. *Parent communication is essential. *Call parents and ask for their cooperation and support. *See counselor and/or assistant principal for suggestions about specific student. * *If all else fails, send students to assistant principal. * *Discipline policy within each building must be cleared through the Principal and Asst. Principal. REMEMBER TEACH DISCIPLINE JUST LIKE YOU WOULD TEACH ART! GOOD DISCIPLINE IS A HABIT- (It can be learned.) Management in the Art Classroom: Develop classroom RULES with the students. You compile them all from each class to make one chart. (See appendix for ideas about developing these rules.) Have classroom rules posted teacher expectation for students. Manage classroom rules consistently and FIRMLY. Make seating chart so you can learn students names quickly. (discipline helper) As you develop classroom rules at the beginning of each year, check to make sure students understand and then hold them accountable for them. Students should be taught how to properly enter and exit the art room. Keep room as neat as possible CLEAN IT AND REORGANIZE PERIODICALLY. (Ex: printmaking is especially messy clean room after printmaking unit. Reorganize paper and other supplies) Students should be taught how to keep their art materials and to keep art room clean. Make sure students know fire drill procedures. 11

13 Each table group should have a # or name (i.e. red table, Picasso table, etc. Suspend the name from the ceiling to hang over the table.) Students should be taught safe and proper handling of equipment and tools (safety directions for scissors, paper cutter, kiln, etc.) Students should be taught cooperative table sharing and classroom manners. Room and school hallways display areas available should be covered with student artwork. (Motivation and self-esteem builder.) All materials and equipment should be prepared and ready prior to the teaching period. Procedures for classroom teachers getting art supplies: see Asst. Principals for procedures prior to school starting. If a piece of equipment breaks or needs adjustment, see Asst. Principal or school secretary (follow procedure for your school) and turn in work order. Additional ideas are in the appendix. Art Instruction: We are responsible for teaching the four major art essential knowledge and skills: Perception Creative Expression/Performance* Historical/Cultural Heritage Response/Evaluation * Creative expression/performance is the main component of the 4 TEKS. Reference TEA Art Framework. All units will incorporate the four Texas Essential Knowledge & Skills (TEKS). Daily lessons should be planned and based on the lesson cycle. (see appendix) We are responsible for teaching Elements and Principles of Design: Elements of Art Line Shape Form Space Texture Value Color Principles of Design Balance Emphasis Variety Contrast Movement/Rhythm Repetition/Pattern Unity It is impossible to isolate an element and/or principle of art when teaching art, but you can emphasize selected ones in different lessons until all have been emphasized. Teach children to be original in their expression. Copy work is not permissible or acceptable. Have children utilize observation skills by drawing and painting from real objects. Imagination may also be incorporated into students work. 12

14 REMEMBER, DRAWING IS AT THE HEART OF EVERYTHING WE DO IN ART/MAKING ART (drawing, painting, sculpting, printmaking, designing, creating from various media). Teach children to make critical and creative connections in the classroom. Teaching Strategies: Plan lesson according to the lesson cycle (focus on motivation, transfer, questioning, checking for understanding). See appendix. Consider small and large group instruction and use to the best advantage for students successful learning. Teach the whole child (Learning styles or modality). INCLUDE SENSORY PERCEPTION ACTIVITIES IN YOUR PLANS. (All learning happens through the senses.) Visual/Auditory/Tactile-Kinesthetic Peer teaching (students assisting students). Team approach (team tables, team assignments, and group projects). Be visual (Be careful instructions should be sufficient to allow students to be successful without being too directed). Use higher level questioning (Ask many open ended questions checking for understanding, clarification, and diagnosis. Also teach children to use questioning strategies for critiquing purposes.) Plan for success in every art lesson. DISCOVERY LESSONS ARE EXTREMELY IMPORTANT AND SHOULD BE INCLUDED WHEN APPROPRIATE. In art children get MORE: Opportunities to express their own thoughts and feelings risk free Motivation Praise/Reinforcement Self-esteem Builders Higher level of thought processing Discovery experiences Decision making opportunities Exploration and experimentation experiences What else? You add more: CONSIDERATIONS and ideas for Planning a unit on LINE/DRAWING (see appendix for detailed unit plan). (A unit might be one day or one week.) 13

15 Elements of Design Line: Drawing: Teach observation skills. Children should draw as often as possible from real natural or man-made objects. THE TRANSLATION OF SEEING THE OBJECT AS IT EXISTS AND DRAWING IT, REPRESENTING IT ON A 2-D SURFACE, IS A MOST IMPORTANT AND VALUABLE ACTIVITY. Discuss the types of line in the objects at which the students are looking (thick, thin, carved, broken, etc.) IN DISCUSSIONS, REMEMBER TO ELICIT RESPONSES FROM STUDENTS AS MUCH AS POSSIBLE. Discuss how lines convey messages - Are they expressive? Do they convey emotions? USE SENSORY AWARENESS ACTIVITIES (Ex: Sounds and Lines, etc.) Talk about contour lines (interior-exterior). Examine lines in the actual classroom. Go outside and look at lines. (Where do we find lines?) Relate the lines in objects to a famous print (Artist or Art Period). Make comparisons. (Students-Teacher Discussion) Demonstrate drawing of types of lines IN VARIOUS MEDIA (appropriate to level). Discuss what happens when lines are repeated. How do we deal with lines in the background versus lines in the objects? When lines connect and come together, do they make a shape? Ask about placement of lines, values obtained by line placement. Have students tell you a kind of line to draw. Have them describe what they see. At the same time that lines are being drawn, discuss with students about how to fill your paper space, background, foreground, etc. Show students several examples (not just one) and then put away so that they express their own lines (not copy someone else s work). Let students draw their own lines. Constantly monitor students work throughout the lesson on a one-to-one basis and praise effort. (Be sincere) Design a drawing problem for students to solve. Allow students to talk about their lines in their drawing after their work is in progress. Display artwork students have completed in the art room or school hallways. Review the above to be sure you have included teaching to the visual, auditory, and tactile kinesthetic learners. (see learning/style sample lesson in appendix.) This is an example of the types of considerations and ideas for lesson planning and presentation that will build a good art foundation for each student. It will extend the students thinking skills, visual and verbal expression, and motivate the students while they are producing their own artwork. 14

16 Each art concept should be treated in a similar manner. Each concept builds on the previous one from simple to complex. The elements and principles of design may be interwoven for more complex instruction throughout the lessons. Organization for the Art Room Name or number tables - these can be suspended over the tables out of the students reach. Table monitors (students change every week - everyone gets a chance) Organize materials needed per class in plastic tote trays (color code) (Target/Wal-Mart) Have a warm-up activity for students to do upon their arrival. Award stickers for tables that follow directions/procedures best for the day. (This helps to form good work habits.) Praise tables or individuals when good behavior occurs. Entire class do the same project during the period, or at least until organizational skills are better. If students complete task ahead of schedule, have an alternative activity to do. Sketchbooks are great for early finishers. Plan weekly lessons one week or more prior to presentation. (follow your school procedure). List: *Objective and focus *Value/purpose *Detailed procedures of teaching to help teacher be organized and on task (demonstration, etc.) *Materials needed - paper, paint, brushes *Visual aids needed - prints, artwork (examples) *Teacher plan for helping students on individual basis *Closure Lessons and units must correspond to the Aligned Round Rock Curriculum (ARRC). The ARRC is aligned with the Texas Essential Knowledge and Skills (TEKS). Ways to keep organized: *Have a box with dividers (labeled) where all materials to teach a class are placed ahead of schedule for easy and fast retrieval. - Could contain paper cut and ready - Visual aids for demonstration (student art work examples, art prints, etc.) - Fold-out sign with procedure steps to put up on wall, etc. 15

17 Procedure Poster for Classroom Rules: Have students help establish the rules. Rule Rule 1 Rule Rule 2 Rule Rule 3 Rule Rule 4 Print for teachers and students to view. Classroom rules, large in print, posted in room. Be fair and consistent and expect them to follow the procedures. Also discuss and post consequences. Drying Paintings, Printmaking, etc: Drying racks need to have wire strung down the back to prevent work on the shelves from sliding out the back when they are raised. Begin loading the rack from the bottom. Use the bottom shelves for the first class, next group of shelves for the second class, etc. After the works are dry or at the end of the day, unload the rack by class in stacks for distribution the next day. Often this is inadequate for the number of students all day. There are many other ways to stack and dry flatwork such as cardboard drying trays. Cut a rectangle from cardboard about 19 x25-28 x36 or whatever size is best for you. (Two thicknesses are more desirable.) Cut several strips of cardboard 2 x16 to 20. Stack and tape 3 or 4 of these together with heavy masking tape. Place these strips on the narrow edge of each rectangle and tape them down to form an edge. Painting is placed in the center to dry. You can stack another tray and another and another and they can be stacked by tables. Or you can use clothes racks or lines, (coke trays for small paintings). Utilize a cart for organizing the day s supplies and materials on. 16

18 Flip Charts ( See your principal for charts) Teaching visual aid that may be made and used again and again. These flip charts are large and can be displayed on an easel. Art Work Storage: Boxes with organizer dividers Large plastic bags with labels Poster board homemade folders (per class) Label all work and color code when possible (Easier to identify grade levels) Clean-up Procedures: Keep a damp cloth or rag in the center of the table for hand wiping (cuts down on sink traffic) Organization system for table rotation to the sink for clean up. Use table monitors to take equipment to sink for cleaning. Large damp sponge on each table. *Hand cleaning may take place as students leave the art room and classroom teacher lets them have a restroom stop. Have newspapers, plastic covers, coke boxes handy for easy clean up. Cut-off coke boxes make good trays for supplies, too. Two buckets, one with clean water, one empty, helps congestion at the sinks and helps keep the sink tidier. Pour dirty paint water in one and dip clean water from the other. These basic ideas should be refined to work best for you. Your storage (filing) system should enable you to locate a student s work on request. Use plastic trash bags with holes cut out for the child s arms and head, aprons, etc. to protect their clothing. If materials have a clearly defined storage space within their reach the children can participate in clean up. Display their work in other areas besides the art rooms and change displays often. 17

19 Ice cream containers: cover with contact paper and label. Great to use to store loose objects in a storeroom or cabinet. Paper portfolio: Store pictures, prints, class work, or any kind of artwork. Folders can be made from butcher paper or large brown paper grocery bags and colored coded / labeled for storage. Butter bowls, orange juice cans, and yogurt containers: can all be used for water containers or slip. Ideas for Storage (and they are free!) Coffee cans: could be used for storage of all kinds of objects. Holes can be punched in the lid for holding paint brushes or yarn balls. A piece of Styrofoam can fit in the bottom to anchor the brush handle. Milk jugs: Gallon size can be cut and used for storage for scissors pencils. (1/2 gallon) size can be cut and used for water when painting. Dental floss holders: can be used to string beads or jewelry. Boxes: shoe, paper, and boxes clay is shipped within are GREAT! Cover them with contact paper and label. Large plastic jars: can be covered with colored paper or contact paper to match the yarn inside. It will hold several balls. Plastic lids: can be used for mixing paint, as can sheet of laminated paper and old magazines. Zip-lock bags: use stick-on labels or a permanent marker to mark and store in a shoebox. Large garbage bags: can be cut and used for paint cover ups. They can also be used to cover a large tray of clay pieces to keep them wet between classes. Glazes and tempera can be stored in baby food jars or small plastic containers with lids. Whatever ideas you use for organizing, it is important to label everything clearly and color code when appropriate. HOW MANY ORGANIZERS CAN YOU ADD TO THIS LISTING? 18

20 Ways to Become a Better Teacher Attend workshops/in-service Watch a master teacher teach: *Arrange with your principal to watch other art teachers teach. (see Visual Arts Coordinator for schools and teachers to observe.) *Watch master teachers in your own building. (Ask assistant principal who to watch.) Teaching instruction is similar in all content areas. Adapt instructional strategies that you see to your own content and style. Always ask for assistance if you feel you need help in an area. We all learn from each other no matter how much experience we have. Watch video of good teaching practices. Talk to peers about new teaching ideas/strategies. Read current content and teacher magazines for current ideas. Video yourself teaching and evaluate it it isn t for anyone but you. Part of your evaluation each year may include a principal s and/or an assistant principal s visit to the art room. Encourage them to visit as often as possible. This is an excellent opportunity for you and your students to toot your own horns and show what the students are doing in the art classroom and the positive energy that is being created. Often the art room is a place where behavior problem students excel and feel great success. You will want to share this with others. During the year the administrators will make several visits to your art room and watch you and the students in the learning and teaching process. Your principal will set up a conference to share information with you and discuss your progress. Be sure to inform and ask for help in any area in which you feel uncomfortable and want more information. Accept all suggestions willingly and work very hard to accomplish them. It is a team effort in building good relations, confidence, communications, and trust. Use your visit time to establish and build that trust and confidence. VISUAL ART TEACHERS, Welcome to Round Rock! 19

21 APPENDIX Coloring Books: BUT DOESN'T COLORING IN BETWEEN THE LINES TEACH CHILDREN TO.... NO! IT DOESN'T! Coloring in reproduced sheets, tracing, painting by the numbers are all passive activities. NO THINKING or IMAGINATION IS REQUIRED! Teachers/parents should never provide forms for children to copy; it is frustrating for children and squelches the desire to create. None of the activities mentioned above approaches the REAL meaning of art for children... SELF EXPRESSION! The artistic expressions of children should be different, just as each child is different. Their artistic expressions will reflect each individual s emotional development, physical development, intellectual development, perceptual awareness, experiences and interests. Coloring books and reproduced copies tell children that drawings must look a certain way to be acceptable. Given enough pages to color, children will sooner or later stop making their own expressive drawings and abandon their fresh, imaginative ways of visually expressing ideas. There is little or no educational value in coloring books, although many claim they teach history or geography along with art by having children color maps, costumes, and even cultural motifs. No research exists to prove that children learn anything from filling in between the lines, someone else s lines. Even if the child colors beautifully, he can hardly feel a sense of accomplishment because the product is not entirely his. Coloring books and reproduced sheets are busy-work, a mindless, directionless activity. They deny every quality in the child which good education in the arts tries to nurture. Children learn to best express themselves visually with thousands of experiences and... lots of blank paper and other art media. 20

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33 Round Rock ISD 5E Basic Lesson Plan Teacher: Date: Subject area / course / grade level: Materials: TEKS/SEs: Lesson objective(s): Differentiation strategies: Economically Disadvantaged, English Language Learners, struggling learners, etc. ENGAGEMENT Describe how the teacher will capture students interest. What kind of questions should the students ask themselves after the engagement? EXPLORATION Describe what hands-on/minds-on activities students will be doing. List big idea conceptual questions the teacher will use to encourage and/or focus students exploration EXPLANATION Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations. ELABORATION EVALUATION Describe how students will develop a more sophisticated understanding of the concept. What vocabulary will be introduced and how will it connect to students observations? How is this knowledge applied in our daily lives? How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson 32

34 Round Rock ISD 5E Lesson Design Teacher Date Subject area / course Grade level Unit title from the ARRC & unit length Lesson title & length (e.g. one class, multiple classes) Generalizations & essential / guiding questions TEKS/SEs Lesson objective(s) Student outcome(s) / Enduring understanding(s) 33

35 Differentiation strategies: enrichment, English Language Learners, struggling learners, etc. ENGAGEMENT Teaching and Learning Stages Activity/Activities Describe how the teacher will capture students interest. What kind of questions should the students ask themselves after the engagement? EXPLORATION Describe what hands-on/minds-on activities students will be doing. List at least 2 essential/guiding questions the teacher will use to encourage and/or focus students exploration. EXPLANATION Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? List at least 2 higher order thinking questions which teachers will use to solicit STUDENT explanations and help them to justify their explanations. ELABORATION Describe how students will develop a more sophisticated understanding of the concept. What vocabulary will be introduced and how will it connect to students observations? How is this knowledge applied in our daily lives? EVALUATION How will students demonstrate that they have achieved the lesson objective? This should be done throughout the lesson as well as at the end of the lesson 34

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