Art Literacy

Thank you for teaching Art Literacy!  Here are a few tips for managing students... 

Smile. Introduce yourself and any other helpers to the class each time you teach a lesson. Students do not see you very often and students in the class may change. Tell them you are there to teach Art Literacy and mention the artist’s name/culture. They will be happy to see you to learn about and create art!

Let them know what you will do to get their attention. “When I ring this chime, it means I need you to stop whatever you are doing and listen. Talk with the classroom teacher to see what kind of listening or attention getting tools he/she uses in their classroom that the students already know and you may also use. For example, “One, two, three, eyes on me,” and they answer back, “One, two eyes on you,” etc.

Be ready to begin with the introduction piece from the lesson plan and then immediately begin the visual presentation/PowerPoint to focus students’ attention. This will help students transition from the activity they were previously engaged in to your Art Literacy lesson. 

Take a brain break, or “get the wiggles out,” in between the PowerPoint presentation and beginning the art project, even if it’s just for a minute.

Use a non-verbal signal to recapture the students’ attention during the lesson. Volume begets volume, so raising your voice is almost never an effective tool. Ring a soft chime, rain stick, or other instrument as a signal to stop and listen. Or, stop talking completely and look directly at the students whose attention you are trying to receive until they notice no one is talking. They will then look to see what is going on. Smile. Thank them for listening.

Then say something along the lines of, “I really didn’t want you to miss this next image because it’s so interesting,” or, “I am looking so forward to seeing your art project, and I didn’t want you to miss out on the directions.” Then, immediately move forward in the lesson.

Distract-A-Kid. For the really challenging student, give him a responsibility or job. Often poor behavior is misdirected energy. Ask them to come up and look for some specific element or relationship in an art piece or to help you pass out supplies. If you need help with a child who will not stop disrupting others, ask the teacher.

Keep up the pace with your lesson plan. The best management of a classroom is to simply keep the students interested and engaged. Don’t expect all the students to sit quietly all the time. They’re young, they’re curious, and if they enjoy the lesson, and learn about an artist, that’s perfect!

Encourage the behavior you are looking for.  When students come in, sit right down, and appear ready to listen, look directly at them, smile, and give them a compliment, “I like the way you came in, sat right down, and now you are ready to listen. Thank you!”  Or, while you are waiting for students to give you their attention say, “Jose, great job. I can tell that you’re ready to learn. Thank you.” Or, “I am looking for tables who are ready to listen. This table is ready because they are all looking at me… this table is ready because no one is talking…thank you!”  

Whatever message you are trying to convey may be communicated through a compliment to a student who is demonstrating the desired outcome. It is more effective than constantly reminding students what not to do. Keep it positive.

Praise the students while they work on their art production and help them remember the objectives of the piece they are working on. Verbally compliment a technique a student is using well. For instance, “I really like the way Melody is filling up all the space in her picture,” or, “I like the way Kayla is contrasting warm and cool colors.” Or, “I like all the unique textures in Jilly’s painting.”

State an outcome you are looking for in a positive way. “Be sure to remember to wash your brush out when you change paint colors,” instead of, “Don’t mix up the paint colors with a dirty brush.” Or, "I see that you are cleaning up your desk space and putting all your supplies away on the table," instead of, "Clean up and don't leave a mess."

Check with the classroom teacher beforehand to make sure it is ok to hand out rewards or tokens. Check to see if she/he has some reward system already set up you could tap into. Be creative – art stickers, an art token you created related to the artist you are studying etc. Handing out tokens or rewards, however, is NOT required. Do not hand out food or candy.

Complimenting intelligences. Students demonstrate a variety of intelligences. Replace the phrase, “You’re right,” with, “I can see that you understand exactly where the movement is in this piece,” or, “Yes, you have located one of the patterns in the painting. Can everyone see the pattern Marco pointed out?” Or, “I like that answer because it made me think.”

If you have enjoyed teaching, and the students have enjoyed learning, then your Art Lit lesson was perfect. 

Art Literacy Volunteer Responsibilities

Thank you for volunteering to teach Art Literacy in Beaverton Schools. 

Please...

Attend All Of The Training Meetings

Volunteers should be prepared to present each lesson. It is VERY important that the volunteer come to every training meeting.  The volunteer coordinator will present a Powerpoint, the lesson, and the art project. All volunteers get to participate in the art project, making teaching the art project to the students so much easier.

And it's fun to create art!

If a volunteer is unable to attend a training meeting, it is their responsibility to obtain the lesson and prepare for it. There are several ways to do this:

1. Sit in on another classroom presentation prior to their own presentation.

2. Study the materials at home, or when they are not in use at school, and discuss the lesson/PowerPoint/project with the Art Literacy Coordinator in person, by phone, or email.

Act Professionally

Although the job is voluntary, the commitment is professional. Volunteers are responsible for maintaining an attitude of mutual respect and kindness. Become familiar with school and classroom policies. Absolutely, positively do not disclose  student, staff, or personal matters that come to your attention while volunteering to family, friends, etc. Working with the students, teaching staff, and other volunteers requires complete confidentiality, a friendly attitude, and flexibility.

Be Dependable And Punctual

Schedule each presentation in advance. Confirm each presentation date with the teacher and any other Art Literacy classroom volunteers. Arrive early. If you must cancel the presentation on the day it is scheduled, contact the office and leave a message for the teacher. Follow the procedure outlined by the school coordinator to reschedule a lesson.

Prepare For The Lesson And Production

Practice reading the lesson several times and complete the art project at the training meeting. The school coordinator will let volunteers know if there is any prep work for the lesson or production at the training meeting. Leave the materials organized for the next classroom volunteer. If there is a supplies/tech, etc. issue, the volunteer should contact their Art Literacy School Coordinator or designated materials manager. Make sure you send the Art Lit handouts home with the art project/students.

Know How To Use The Equipment

It is the volunteer’s responsibility to be familiar with the equipment/technology used for presenting the visual portion of the lesson. In turn, it is the coordinator’s responsibility to be sure the volunteer knows how to use it and all is in working order.

Work Collaboratively With Other Classroom Volunteers

It has always been the policy of the Art Literacy organization to allow all volunteers who want to participate in classroom presentations to be able to do so. Some options for accommodating more than one parent volunteer in the same classroom are:

1. Alternate the presentation of the lessons between trained volunteers.
2. Split the lesson into the visual and production portions, one person leading each.
3. Act as a helper during the classroom presentation and art project.

Thank you for all of your time and efforts!  The students of Beaverton Schools are lucky to have you! 

 

Time Breakdown in the Classroom

There are two versions of each lesson Plan. The simpler K-2nd lesson version allows for differences in the learning abilities and objectives of younger students. These lessons usually have fewer images and simpler text.

The more detailed lesson developed for 3rd-5th grades includes additional images and information to meet the state requirements in art education for these grades and gives volunteers greater background information.

●   The amount of time spent on the presentation should vary depending on grade level. 

K to 1st grade students = 15 minutes for PowerPoint and 30-45 minutes for project set up, clean up

2nd to 3rd grade students = 20 minutes for PowerPoint and 30-40 minutes for project set up, clean up

4th to 5th grade = 25-30 minutes for PowerPoint and 30-35 minutes for project set up, clean up

6th-8th grades students = 25-30 minutes for PowerPoint and 25-40 minutes for project set up, clean up

A major goal for the visual portion of the lesson is to have students engaged in active participation and discussion.

Studies show we learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we both see and hear, 70% of what is discussed with others, 80% of what we experience personally and 95% of what we teach someone else. Including visual, auditory and kinesthetic opportunities for learning reaches a greater number of students.

Most of us agree that there is not enough art education in our schools today.

A large part of how Art Literacy is different from art done in the classroom is in the learning of new vocabulary, historical information, processes, materials, reasons for creating art, and how we feel about it.…and then once in a while, a masterpiece happens.

 

 

The Value of Art Literacy Lessons

In 2002-03, Beaverton Art Literacy (BAL) began to align its lessons to help BSD meet their Curriculum Learning Targets for the Visual Arts in grades K-8.

BAL also aligns with the School District's Pillars of Learning. We believe Art Literacy provides:

• EXCELLENCE in exposing students to well known art and artists of the world beginning in Kindergarten.
• INNOVATION in the use of Power Point presentations and cross-curriculum connections in art and core subjects. 
• EQUITY in the inclusion of all students and the presentation of diversity in background, gender, and culture in the artist lessons.
• COLLABORATION in the essential relationships between staff, Art Literacy coordinators, parent and community volunteers who bring this program to the students.

The Contents of an Art Literacy Lesson

Objectives

The Objectives section of the lesson state the learning outcomes for the four areas of History, Criticism, Aesthetics and Production (see below). The objectives are measurable and are tied to the vocabulary presented in the lesson. They align with the district’s Curriculum Learning Targets for the visual arts.

Vocabulary

The vocabulary presented in the text of the lesson is determined by the objectives of the lesson. The vocabulary is chosen to help meet the specific Curriculum Learning Targets. It includes the elements and principles of art, artistic movements, and art terms. The vocabulary is imbedded in the lesson and is not recommended as an introduction to the material. 

Introduction

The Introduction section of the lesson is a way to engage students at the beginning of an Art Literacy presentation. It acts as a transition from any activity the students were engaged in, to the volunteer’s presentation. Volunteers may choose to use their own introduction or method of engaging the students as well. 

Note to Volunteers

Notes to volunteers are scattered throughout the lesson to offer ideas and instructions on classroom management, required materials, and presentation tips.

FYI Text Boxes

Text/books in boxes may or may not be included in a lesson. If included, they contain additional  information about the artist and/or art history. Generally, this information is not appropriate for the students and is included to enhance the learning of the adult volunteers.

History: Places an artwork in its art historical context.

Art history teaches students to value the expressions of all people and to understand the unique contributions of their own culture. It also gives students a sense of the past and helps them understand the times in which they live. Art history is the study of art, past and present, and its contributions to cultures and society. Art history tells us who?, what?, when?, where?, and why?

Additional history notes:

The titles, dates, media, museum locations and size information on the lessons and the Power Points are not meant to be read to the students. This is generally informational and in the case of the PowerPoint presentations, some of it is required for copyright permission. If you feel it is appropriate and the information adds something important to the discussion, or a question is asked regarding the information, then bring it into the conversation. Otherwise, skip giving this level of detail to students.

Criticism: Informed talk about art

Art criticism involves learning other criteria for judging art beyond our personal likes and dislikes. It sometimes helps us value art that we don’t necessarily, because we understand that the art communicates something important. Teaching students some techniques for looking at art, such as “scanning,” helps them become informed viewers who make informed judgments. A major component of the DBAE approach to teaching art is in learning to examine a visual image and recognizing the parts that create the whole. Information about art is gained through a process called Aesthetic Scanning, which includes the examination of four properties:

1. Sensory Properties – What do you see (colors, lines, shapes, texture, value, space and form)?
2. Formal Properties – How is it arranged (balance, emphasis, contrast, pattern, unity, movement and rhythm)?
3. Technical Properties – What media, tools and techniques were used?
4. Expressive Properties – What mood, idea or dynamic state does it express?

Aesthetics: Questions the nature, value and beauty of art

This area of the lesson deals with the “big questions” of art such as what is Art? Aesthetic discussions help the student gain insight into his/her own response to the visual world. These discussions also validate and deepen the “experiencing” of art.

Production: Creating art

Creating things which give expression to one’s thought and feelings is an essential human activity. Students learn how to use new materials and techniques so that they can more accurately express themselves. As they mature, students learn how to make complex decisions and judgments to achieve the effects they desire. In addition, through production, students learn about the artistic process and can therefore better appreciate the efforts of other artists. While not all students will become practicing artists, they will all be sojourners in a visual world. Art production is the presentation of ideas and feelings by creating expressive images.

Additional production notes:

• When it comes to art education the saying "it's the process, not the product"  just about says it all.
• The overall aim of an Art Literacy production is not for a student to create a “masterpiece” or beautiful piece of artwork. Creating art is often as much about learning a new technique, process or media as having the chance to be expressive. Often a production is more about the process learned than the outcome of the work itself.
• Each student has different talents, skill level and interests. A student is successful in creating art if he or she meets the objectives of the production which are not based on artistic talent. For instance, did a student create a landscape using warm or cool colors? These are easily measured objectives. Evaluating artwork with this kind of criteria allows for all students to be successful.
• Sharing how the production objectives were met in each student’s artwork is an ideal follow-up after a lesson presentation. Time doesn’t usually allow this to happen, but if the opportunity presents itself, take it.
• One of the aims of the production is to tie together work of the artist with the vocabulary.

Additional Lesson Information

• BAL began using a lesson format known as Discipline Based Art Education or DBAE in the 1980’s. Simply stated, this format allows art to be taught with measurable outcomes in the four areas of History, Criticism, Aesthetics and Production (see above).
• There are two versions of each DBAE Lesson Plan. The simpler K-2nd lesson version allows for differences in the learning abilities of younger students and the differences in the Curriculum Learning Targets for grades K-3. The more detailed lesson developed for 3rd- 5th grades includes additional information to meet the requirements in the Curriculum Learning Targets for these grades and gives volunteers greater background information.
• The amount of time spent on the visual (PowerPoint/slide) presentation should vary depending on grade level. 
  • K to 1st grade students = 15 minutes
  • 2nd to 3rd grade students = 20 minutes
  • 4th to 5th grade = 25-30 minutes
  • 6th to 8th grades students = 25-30 minutes

●   A major goal for the visual portion of the lesson is to have students engaged in active participation and discussion.Studies show we learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we both see and hear, 70% of what is discussed with others, 80% of what we experience personally and 95% of what we teach someone else. Including visual, auditory and kinisthetic opportunities for learning reaches a greater number of students.

We all agree that there is not enough art education in our schools today.

A big part of how Art Literacy is different from art done in the classroom is in the learning of new vocabulary, historical information, processes, materials, reasons for creating art and how we feel about it. 

 

DISCIPLINED BASED ART EDUCATION – DBAE

What is discipline based art education?

DBAE approaches art education as a course of study, in the same way that other subjects, such as mathematics or science, are approached. The four disciplines studied in a DBAE lesson, art history, art criticism, aesthetics and art production, are discussed in detail in the following pages.

How and why did DBAE originate?

The Getty Center for Education in the Arts, one of several programs run by the J. Paul Getty Trust, in Los Angeles, was established in 1982 to promote art education and to study issues confronting art educators. It adopted a concept, long held by art educators, that art needed to be studied in a systematic and sequential program. The same way other “serious” subjects are studied: also four art disciplines should be included in the study of art: art history, art criticism, aesthetics and art production. The term DBAE was coined in the early 1980s to describe this new approach to art education.

Why study art history?

Art is a form of communication unique to human beings. The study of art from many times and cultures is one valuable avenue for comprehending the human experience. When children study art history, they learn to value the expressions of all people, and to understand the unique contributions of their own culture. Art history gives children a sense of the past and helps them understand the times in which they live.

What does art history include?

Art history is the study of art, past and present, and its contributions to cultures and society. Art history tells us who?, what?, when?, where?, and why?

Why study art criticism?

Often, people look at art and make an immediate judgment without knowing why. Art criticism helps us slow down our judgment process and helps us understand why we respond the way we do. Art criticism involves learning other criteria for judgment beyond our personal likes and dislikes. It sometimes helps us value art that we don’t necessarily like, because we understand that the art communicates something important. Teaching children some techniques for looking at art, such as “scanning,” helps them become informed viewers who make informed judgments.

What is art criticism?

Art criticism is informed talk or writing about art.  Information about art is gained through a process of looking called Aesthetic Scanning, which includes the examination of four properties: 1) Sensory properties, 2) Formal properties, 3) Technical properties, 4) Expressive properties.

Sensory Properties – What do you see?

• line
• color
• shape
• texture
• value
• space
• form

Formal Properties – How is it arranged?

• balance
• contrast
• emphasis
• unity
• pattern
• movement
• rhythm

Technical Properties – What media, tools, and techniques were used?

Media:

• oil paint
• watercolors
• pastel
• clay
• wood
• penci
• link
• marble

Tools:

• computers
• chisels
• palette knife
• potter’s wheel
• airbrush

Techniques:

• collage
• construction
• paint strokes
• color mixing

Expressive Properties – What mood, idea, or dynamic state does it express?

Mood:

• playful
• sad
• joyful
• mysterious
• peaceful
• terrifying

Ideas:

• truth
• pride
• honor
• courage
• wisdom
• authority
• compassion

States:

• calm
• excitement
• power
• conflict
• suspense
• tension
• relaxation

Why study aesthetics?

Although few people could define the word “aesthetics,” people naturally engage in aesthetic inquiry when they consider the meaning and value of a piece of art. For example, people wonder what makes a particular object, say a vacuum cleaner, art, when it is mounted and displayed in a museum. This puzzle warrants an aesthetic discussion about the nature of art.  Similarly, some people would say that a clay bowl is not art, while others would disagree. Here again is an aesthetic dilemma.

Aesthetic discussions are part of a DBAE lesson because such discussions help the student gain insight into his/her own response to the visual world. Sometimes people have a deep, emotional response to a work of art, and they may attempt to tell or write about the experience. This attempt to explain a response is characteristic of aesthetic discourse, and little children, as well as philosophers, will quite naturally try to describe why they like or dislike something they perceive.  Teaching aesthetics validates and deepens this “experiencing” of art.

What does aesthetics mean?

Aesthetics is the inquiry into understanding the nature, beauty, and value of art. The inquiry deals with “big questions,” such as:

• What is art?
• Are all people creative?
• Does every piece of art deserve praise?
• Can something be art in one culture and not art in another?

Why study art production?

Creating things which give expression to one’s thoughts and feelings is an essential human activity. Children naturally engage in art production, and they enjoy learning how to use new materials and techniques so that they can more accurately express themselves. As they mature, children learn how to make complex decisions and judgments to achieve the effects they desire.

In addition to the satisfaction gained from producing art, children also learn through production about the artistic process. They can therefore better appreciate the efforts of other artists. While not all children will become practicing artists, they will all be sojourners in a visual world, and will benefit from their art production experiences in elementary and middle school.

What else is art production besides painting and drawing?

Art production is the presentation of ideas and feelings by creating expressive images. Here are some ways expressive images are produced:

• sculpture
• graphic design
• architecture
• crafts
• photography, film, video
• printmaking
• fashion design
• painting
• drawing