Art Education Resources

The Philadelphia Museum of Art

http://www.philamuseum.org/education/33-132-494-377.html

As part of the Museum's ongoing commitment to provide teachers with the most comprehensive and up-to-date access to great works of art, Teacher Resources are available for online use. Teachers may view collection objects, information, and activities, create presentations, and give students a customized learning experience like never before.

Example Resources:
Object Overview
Looking Questions
Art Activities
Research Ideas
Group Activities

For more information, please contact Education School & Teacher Programs by phone at (215) 684-7333, by fax at (215) 236-4063, or by e-mail at educate@philamuseum.org.


The New Museum of Contemporary Art

http://www.newmuseum.org/more_school_programs.php#GClass

EDUCATION AND MEDIA PROGRAMS
The New Museum of Contemporary Art offers an exciting range of educational programs for adults and youth, from public programs, group tours, and family days that provide more in-depth information on New Museum exhibitions, to digital culture performances, in-school collaborations, and community-based initiatives.

G-CLASS

G: Class (The Global Classroom) is an innovative arts education program established by the New Museum of Contemporary Art. It is the mission of G:Class to empower youth to think critically about global issues and locate themselves within a global context through contemporary art, architecture and design.

G:Class helps high school teachers engage their students in three major ways:

1) Curriculum and Professional Development
G:Class works with teachers to seamlessly integrate contemporary art, design, and architecture with a global focus into their existing curricula including, but not limited to, literary arts, social studies, and studio art classes. G:Class also offers supplemental professional development workshops to help teachers realize the full potential of contemporary art and visual culture as an interdisciplinary teaching tool.

2) G:Class Seminar Series
G:Class brings recognized artists, designers, and architects into the classroom to run workshops and seminars with students, directly linking to the classroom curriculum. The G:Class Seminar Series provides students with the rare opportunity to meet and interact with artists and other creative professionals to address current global issues and simultaneously promote the arts as potential career options for young people.

3) G:Class Website
The G:Class Website will connect and activate a global network of teachers, students, and artists through online forums, multi-collaborator projects, and other digital resources. The G:Class website serves as an integral learning environment for teachers and students and will utilize G:Class’ ever-evolving network.


The Museum of Modern Art

http://www.moma.org/modernteachers/

Modern Teachers connects educators with MoMA’s resources and collection.

Download PDFs of educators guides, browse images, or search lessons by subject, theme, medium, or artist. Text and images can be printed, projected, or saved into a presentation. Adobe Acrobat Reader is required to download PDFs.


The Getty

http://www.getty.edu/education/

Planning a School Visit
Bring your class to the Getty Center or the Villa. Arrange for a Guided Lesson taught by a Museum educator, a docent-led site tour, or lead your class through the galleries independently.

Teacher Programs and Resources
The Getty Museum offers workshops and professional development programs that help you incorporate the study of art into your classroom.

Search Lesson Plans
Explore art making and art history through the Getty's collection. All lessons meet California state visual arts content standards. Includes lessons and curricula for K–12 and adult ESL teachers.

For Kids
Test your memory or solve a puzzle in our free online games, GettyGames. You can also visit the Getty Museum on Whyville, an online world where kids can chat and play games.

College Students and Professors
Bring your class to the Getty and lecture in the galleries.

TeacherArtExchange
Join our online listserv for teachers and educators.

Museum Educators
Papers are available online from the Getty Museum's symposium in June 2005, "From Content to Play: Family-Oriented Interactive Spaces in Art and History Museums."


Solomon R. Guggenheim Museum

http://www.guggenheim.org/artscurriculum/lessons/start.php

This area of the museum’s Web site is to provide teachers with curriculum materials to support the use of the Solomon R. Guggenheim Museum’s exhibitions and collections both during school visits and in the classroom. This site concentrates on recent exhibitions, but their aim is to develop a comprehensive range of lessons for educators on art and artists in the museum’s collection.


Cooper-Hewitt National Design Museum

http://www.educatorresourcecenter.org/

Many of the Museum’s programs present “design” as a verb, engaging audiences in the design process, and bringing participants closer to design professionals and resources. Conferences, studio visits, panels, and workshops are just some of the continuing education programs offered to public audiences. In addition, our educator programs have become models throughout the country, demonstrating the potential for design to enhance teaching and learning across the K-12 curriculum.

Magic Flower (Garden) - Lesson Plan & Exemplar

Grade: 3

Title: Magic Flower (Garden)

Background: This project is based off the idea that “real” flowers are seemingly symmetrical in the bud area after they bloom. It is an attempt to pay homage to nature through the use of man-made products. By displaying all the final pieces together as a cohesive whole, all students will be equally rewarded. No one piece will be able to visually dominate. Also, a further sense of class unity should be achieved.

Goal: To create a virtual garden by combining the individual pieces of an entire class working on the “Magic Flower” project.

Objectives:
1. Use radial symmetry to create a balanced, and interesting design.
2. Introduce the students to Pop Art.
3. Create Art which functions on its own and as a part of a whole.
4. Open a discussion about nature and the environment.
5. Show the beauty of diversity and discuss multiculturalism.
6. Strengthen class unity.

Materials:
- Pencils
- Rulers
- Paper (white) students – 12” x 12”
- Paper (white) teacher - 18” x 24” (10 sheets)
- Scissors
- Coloring tools (colored pencils / crayons / magic markers)
- Double sided tape
- Digital camera (for documentation)*

Teacher Preparation: Acquire some images of brightly colored flowers and gardens. Acquire images of Pop Art, particularly Warhol’s silkscreen images and Roy Lichtenstein’s work. Prepare garden bed by taping poster paper sheets together horizontally. This should create one giant 3'x10' sheet of paper. Hang giant sheet somewhere appropriate. Make sure camera has sufficient battery power and memory space. (This step is not necessary to the completion of the project. It will make for good reference material and add to both the teacher and students’ portfolio.)

Introduction: This is a lesson that actually combines the Lesson Plan for the Magic Flower and expands it into a mural project. You will be able to show students how a large complex design can originate from very simple and rudimentary shapes and colors. You will also get to open them up to the exciting world of Pop Art. As if all this Art learning isn’t enough, you’ll have the opportunity to discuss Nature and the environment as a source for secondary assignments in reading and writing. You can also discuss diversity and multiculturalism in regards to flowers and people.

Directions:
1. Cut white paper into at least 12” squares.
2. Fold square from corner to corner to create a triangle.
3. Fold that triangle in half.
4. Open and fold through the center X.
5. Open page and lay flat.
6. Plant a “seed” in the center where all folds come together.
7. Repeat geometric shapes around that seed. Be aware of the importance of changing the size of your shapes to create interest.
8. You may add patterns inside the shapes to create contrast.
9. Use coloring tools to color design.
10. Cut out the flowers with scissors.
11. Tape flower to the Garden Bed.
12. Photograph the completed garden and individual flowers.

Time: 1 hour

Safety: Express to the students the importance of using care when handling scissors.

Reference:
- http://www.artchive.com/artchive/pop_art.html
- http://www.warhol.org/
- http://www.lichtensteinfoundation.org/
- http://www.thegardener.btinternet.co.uk/flowerarranging.html

Another Art Teacher Website You Might Enjoy

I choose Mark Kistler, because while he’s not what one would call a traditional academic Art Teacher, he has probably inspired more children to draw and create art than most mainstream academic teachers combined.

“Over the past three decades, Mark Kistler has taught millions of children how to draw in 3-D at over seven thousand elementary school assembly workshops around the world, including Australia, Germany, England, Scotland, Mexico and the United States.

”He also used the technology of television to bring Art to the masses (remember Winky Dink and You). He has written numerous children’s Art books, and of course has a fully interactive website. What “drew” me to him was an article about classes that he would be teaching in an actual classroom in Texas.

Woodlands Online

“The Woodlands, TX -- Acclaimed art educator Mark Kistler, of public television’s “Mark Kistler’s Imagination Station,” will teach a weekly art class in The Woodlands. Children will have weekly art lessons progressing through a series of amazing pencil power adventures for an experience that children will never forget.”

http://www.woodlandsonline.com/npps/story.cfm

Mark Kistler’sImagination Station

http://www.draw3d.com/

Computers and Art Education

The site that the copied text comes from is in regards to obtaining a job as a teacher in Preschool, Kindergarten, Elementary, Middle, and Secondary Schools in the United States. It lists everything concerning the job and has this beautifully summed up section on what roles computers and the Internet play in regards to those positions.


U.S. Department of Labor
Bureau of Labor Statistics
Occupational Outlook Handbook


“Computers play an integral role in the education teachers provide. Resources such as educational software and the Internet expose students to a vast range of experiences and promote interactive learning. Through the Internet, students can communicate with other students anywhere in the world, allowing them to share experiences and differing viewpoints. Students also use the Internet for individual research projects and to gather information. Computers are used in other classroom activities as well, from solving math problems to learning English as a second language. Teachers also may use computers to record grades and perform other administrative and clerical duties. They must continually update their skills so that they can instruct and use the latest technology in the classroom.”

http://www.bls.gov/oco/ocos069.htm

Philosophy of Education

Philosophy of Education

When a school has an Art curriculum, it is telling the surrounding community that it cares about turning out well-rounded students. It lets others know that they understand it takes more than reading, writing, and arithmetic to truly function within our society. It shows that they understand nurturing ones creativity is more important than previous scholars may have thought. It is my desire to teach Art that forces me to stress its importance to children, their schools, and their community. My philosophy comes from what I was taught in grammar school. Our teacher suggested that once we understood a lesson, we should help others to understand it. She explained that when we taught each other, we would also be increasing our own understanding. That was something I never forgot. Since I strive to do the best I can at any task I perform, it is only natural that I eventually turned my love of Art into a desire to teach Art.
A successful teacher should understand a student’s needs. Simply showing compassion towards their students’ feelings is one way. Being patient and realizing everyone works at his or her own pace is another. When a student asks for help, the teacher should be willing to listen. Any job worth doing requires that you’re willing to put in the time and effort to make it truly successful. I have all of these necessary qualities. Helping others learn and watching them succeed is also something I find both self-rewarding and a pleasure to behold.
For a child, learning about Art enables them to be well rounded and prepared for life. It helps them to nurture and strengthen their creative side. This enables them to continue to look for new ways to solve problems and to better understand the society they live in. Within their community, you will find that Art not only strengthens it visually, but also increases its value mentally and spiritually. Through the placement of public works, one can see and be reminded of the human creative spirit. Through better-designed living environments and public spaces, ones’ overall life experiences can be improved and enjoyed on a higher and more positive plane.
The children that I teach Art will have their knowledge to share with others. Thereby creating better schools, better communities, and a better world for all.