TEACHING FOR ARTISTIC BEHAVIOR™
NAEA 2009
21st CENTURY SKILLSARTISTIC BEHAVIOR
TEACHING and LEARNING
CHOICE CONTINUUMCHOICE STUDIO CENTERS
ASSESSMENT
ARTICLES about TABVisual Arts in Education Conference Friday, March 27, 2009
Sponsored by the Ernestine M. Raclin School of the Arts Indiana University South BendAbstract: This conference invites art educators and classroom
teachers to a professional day including presentations, roundtable
discussions and studio activities. It engages the "issues of the day"
regarding assessment, qualitative learning, art across the curriculum and making
the arts inclusive.
Program
8:45- Meet and greet - coffee
9:00- 11:45 morning session in Northside- Recital Hall
Welcome: Marvin Curtis, Dean of the Ernestine M. Raclin School of the Arts
Round Table discussions with presenters.
12:00 Lunch (provided for teachers)
1:00-3:30 Afternoon session in Fine Arts studios
1:00-3:30 Afternoon session in Fine Arts studios
Presentations
An Introduction to Choice-Based Art Education
Clyde Gaw, Art teacher, New Palestine Elementary School, Indianapolis
Art Education Association of Indiana- Chair Arts Advocacy
Committee
Choice-Based Art
Education fosters imaginative and creative growth by motivating children through
the philosophy of teaching for artistic behavior. Choice-based teachers frequently
integrate language arts, technology and other subject areas within this teaching
method. Clyde Gaw writes “Nothing in education is more powerful than authentic,
student-directed, student-centered learning experiences constructed from the
bottom up.” He presents how this innovative “art education concept allows
students opportunities to take ownership of their art experiences from
conception to completion with teacher acting as classroom manager, environmental
designer, art expert, facilitator, and student mentor.”
Learning and Assessing Imagination as Intelligence
Marvin Bartel, Ed.D, Art Education, Emeritus Professor of Art, Goshen College
Art learning is a
complex multifaceted endeavor that Professor Bartel calls “Flying Lessons.” He
compares common art learning and assessment methods in terms of power to
inspire, to influence a student’s thinking habits, and to develop an imaginative
mind. He presents the strategies for critiques, grading and teaching achieved in
a “studio classroom culture.” How do students become prepared and informed; how
do they become inspired to imagine, to materialize, to elaborate, and to refine
authentic and evocative artwork?
Art and the Mental Processes
Mary Beth Di Gann, Art specialist, Perley Art Academy, South Bend Community School Corporation
Teacher of the Year, 2000
What is
the current research relating to the benefits of visual arts for students and
integrating teaching visual arts throughout the curriculum? In her presentation,
both informational and experiential, Mary Beth Di Gann shares her experiences as
a teacher at a “magnet” school of the arts, a founder and director of Community
Kids Network (an after-school program featuring the arts) and a curriculum
developer
Studio Activities and Demonstrations
Nyame O. Brown, artist and University of Notre Dame faculty
Bruna Wynn, artist, designer and art teacher at Clay H.S. South Bend
Alan Larkin, artist and IU South Bend faculty, printmaking
Ron Monsma, artist and IU South Bend faculty, pastel drawing
Digital image workshop: Downloading visual image resources (bring USB drive)
Registration
Registration: Teachers and educators may register by e-mail. nnilsen@iusb.edu
A certificate of attendance will be provided to teachers.
Contact: mnilsen@iusb.edu
Micheline Nilsen, Ph.D., Visual Arts Coordinator, Assistant Professor of Art History
Ernestine M. Raclin School of the Arts, Indiana University South Bend,
1700 Mishawaka Avenue, South Bend, IN 46634-7111
This conference is free and open to the public.
COPYRIGHT 2009 TEACHING FOR ARTISTIC BEHAVIOR, INC.