Published!

If you've been following my posts, you might remember that I had work which appeared in group show titled "What Is Beauty?". A book from the show has now been published, and is available for purchase here. You can see the final result of the original pieces from the show here. You'll notice my work is featured in the pictures! Please show Amanda Benton who curated and organized the show your support by buying one of the lovely books. At the very least least stop by and tell her how great her work (and mine ;) )is. Thanks.

Wall of Honor - Lesson Plan

Teacher: Christopher Mazeika
Grade Level: 4 - 6
Title: Wall of Honor (inspired by Maya Lin’s Viet Nam Memorial)

Brief History and Background:
Born in 1959 in Athens, Ohio, Maya Lin catapulted into the public eye when, as a senior at Yale University, she submitted the winning design in a national competition for a Vietnam Veterans Memorial to be built in Washington, D.C. Maya Lin received her Master of Architecture from Yale University in 1986, and has maintained a professional studio in New York City since then. She was trained as an artist and architect, and her sculptures, parks, monuments, and architectural projects are linked by her ideal of making a place for individuals within the landscape. Lin, a Chinese-American, came from a cultivated and artistic home. Her father was the dean of fine arts at Ohio University; her mother is a professor of literature at Ohio University. She serves on the Board of Trustees of the Natural Resources Defense Council and is a former member of the Yale Corporation and the Energy Foundation. She is the recipient of numerous prizes and awards, including the Presidential Design Award, a National Endowment for the Arts artist' award, the William A. Bernoudy Resident in Architecture fellowship from the American Academy in Rome, the Award in Architecture from the American Academy of Arts and Letters, an AIA Honor Award, the Finn Juhl Prize, and honorary doctorates from Yale, Harvard, Williams, and Smith College among others.

Standards: PA
9.1.8. Production and Exhibition of Visual Arts
9.2.8. Historical and Cultural Contexts
9.3.8. Critical Response
9.4.8. Aesthetic Response

Goal: Students will design a brick honoring someone in their family, living or deceased, showcasing both the chosen individual’s written name and symbolic representations of them.

Requirements: Students will choose the name of a family member or someone they hold special whom they wish to honor. The person’s name will be the predominate image on the brick, accompanied by at least three drawn symbolic representations of the chosen individual.

Resource Materials / Visual Aides:
· Power Point on Maya Lin
· Various images of Maya Lin’s work with emphasis on the Viet Nam Memorial
· Teaching exemplar

Supplies / Materials:
· Pencils
· Rulers
· Colored pencils
· Paper

Teacher Preparation: The teacher will:
· Familiarize him or her self with Maya Lin and her work, especially the Viet Nam Memorial
· Create a brick template
· Familiarize himself or herself with the vocabulary and subject of the lesson
· Create an exemplar/s
· Prepare a handout for students that may include any or all of the following: brief history, vocabulary, images of Aztec symbols and their names
· Create a short worksheet to test students’ retention of vocabulary and lesson taught

Teaching
Introduction: Show the students the work of Maya Lin with particular emphasis on the Viet Nam Memorial. Create a discussion around the difficulties she faced during its creation. Create a discussion around the importance of honoring someone living or deceased.

Directions:
1. Pass out the necessary materials.
2. Students will draw a half-inch border around their brick.
3. Students will need to choose a person they wish to honor. Place emphasis on honoring a deceased member of their family. If that is not a valid option, inform them they may honor a living person whom they would be most upset about losing.
4. Explain that the person’s name should take up the majority of the space on the brick.
5. Students will sketch at least three symbols that will represent that person.
6. Students will draw the chosen symbols on the actual brick.
7. Students will color the brick using colored pencils.

Closure: Have a student collect the work and one or two others collect and sort materials. Inform them work will be displayed at a later date. Remind students to think about the person they honored during the rest of their day and in their daily lives. Encourage them to discuss what they’ve learned today with their peers in other classes.

Critique / Evaluation / Assessment:
· In Class Critique
· Rubric

Time Budget: 2 Classes - 45 min. each

Vocabulary:
Symbol – something used for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign.
Memorial – something designed to preserve the memory of a person, event, etc., as a monument or a holiday.
Honor – high respect, as for worth, merit, or rank.

Safety Concerns: None

Bibliography/References:
http://www.mayalin.com/
http://www.pbs.org/art21/artists/lin/index.html

Aztec Attire - Lesson Plan

Teacher: Christopher Mazeika
Grade Level: 4 - 6
Title: Aztec Attire

Brief History and Background:
Ullamaliztli, the famous Aztec ball game, was played on a tlachtli ball court (the game is sometimes referred to as Tlachtli). The ball court was one of the first things built when the Aztecs settled a new area, making it the most important of the ancient Aztec games. It was a very difficult game played with a large rubber ball (the name of the game comes from the word ulli, or rubber). The game was not just important for entertainment, but also politics and religion.

Standards: PA
9.1.8. Production and Exhibition of Visual Arts
9.2.8. Historical and Cultural Contexts
9.3.8. Critical Response
9.4.8. Aesthetic Response

Goal: Students will design a basketball jersey using Aztec symbols as a starting point and source of inspiration.

Requirements: Students will only use four colors plus black and white in the coloring of their work. Students must use some aspect of the Aztec people in his or her work. This may be achieved by directly using the Aztec symbol or language in his or her work.

Resource Materials/Visual Aides:
• Power point presentation
• Various images of Aztec symbols
• Images of the game Ullamaliztili
• Teaching exemplar

Supplies/Materials:
• Pencils
• Paper
• Colored pencils
• Colored markers
• Scissors

Teacher Preparation: Teacher will:
• Familiarize him or her self with a brief understanding of the Aztec people and their game of Ullamaliztli
• Create a basketball jersey template
• Gather images of Aztec symbols
• Gather images showing the Aztec game of Ullamaliztli
• Familiarize himself or herself with the vocabulary and subject of the lesson
• Create an exemplar/s
• Prepare a handout for students that may include any or all of the following: brief history, vocabulary, images of Aztec symbols and their names
• Create a short worksheet to test students’ retention of vocabulary and lesson taught

Teaching
Introduction: Show the students images relating to the game of Ullamaliztli. Discuss its connection to the modern game of basketball. Show examples of basketball jerseys. Show the students Aztec symbols, which should be used as a starting point for their jersey designs.

Directions:
1. Instruct students that they will be creating a basketball jersey depicting a team name and a symbol/mascot for the team.
2. Inform the students they will be working with the Aztec symbols and names provided as a starting point.
3. Pass out all necessary supplies.
4. Instruct students that they need to choose a name for their team and a symbol to represent the team.
5. Students will make a rough sketch of their design.
6. Students will create their teacher-approved design onto the jersey template.
7. Students will color their design using colored markers for the name and mascot.
8. Students will color the remaining area of the jersey using colored pencils. The idea is to create a contrast between the dark/bold color of the markers and the lighter coloring effect of the pencils.
9. The completed jersey will then be cut out.
10. Completed jerseys can be hung on a clothesline to enhance the idea of clothing.

Closure: Have a student collect the work and one or two others collect and sort materials. Inform them work will be displayed at a later date. Remind students to think about where other things may have originated from during the rest of their day and in their daily lives. Encourage them to discuss what they’ve learned today with their peers in other classes.

Critique/Evaluation/Assessment:
• In Class Critique
• Rubric

Extension: Students may write a history of their team and the origins of the team colors and mascot.

Time Budget: 2 classes – 45 min ea.

Vocabulary:
Aztec – a member of a people of central Mexico whose civilization was at its height at the time of the Spanish conquest in the early 16th century.
Symbol – something used for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign.
Ullamaliztili – the name of the ancient Aztec game, from which basketball was created.
Tlachtli – the name of the court on which the Aztec game of Ullamaliztili was played on.
Ulli – the Aztec word for rubber.

Safety Concerns: Care should be taken when and if students are required to cut out the jerseys using scissors.

Bibliography/References:
http://www.aztec-history.com/
http://www.wsu.edu/~dee/CIVAMRCA/AZTECS.HTM

Student Teaching Part One

Here's some pictures of P.S. DuPont Elementary School. I'm just finishing up doing seven weeks of student teaching there. My mentor teacher has been Mr. Schulke, Delaware's Art Teacher of the Year. I've had a lovely time there and the students were both enjoyable and at times challenging. I'll also post the lessons taught and examples of the student work created next.

What is beauty?

I submitted the above drawing for a show titled "What Is Beauty". Click here for the site connected to the show for more info, enjoy!

New piece, new show...

So, after a long dry spell, I have a new piece of work in a show. The show is titled "Phobias" and is at Gallery Studio One, at University of the Arts. The gallery is also known as GS1 and Gallery One for some reason. Above is a flyer I made for myself. To see the original you'll just have to get out to the gallery.

How did he do that?

Here's a link to the most valuable site, as an Art Educator, that I have found. The site Filamentality is what I used to create some of the great educational sites listed on my webpage. It can be found here along with a slew of others. Happy Educating, and a sincere personal thank you to Dr. June Julian for not letting me give up in her class and introducing me to the world of online education. Learning really can be fun! Just don't let that get out or else everyone will want to do it.

Educational Resource Site

Philly Pride - Sampler

Subject Samplers are designed to connect students to the chosen topic by presenting a small number of intriguing websites for them to explore. By choosing sites that offer something stimulating to do, read, or see; students will be more likely to become personally engaged. Students are then asked to respond to questions about the sites from a personal perspective rather than uncover hard facts (as they do in a Treasure Hunt). In other words, getting students interested will motivate them to learn the content. This Sampler focuses on instilling a sense of pride in the city of Philadelphia. Click the link below to enjoy what I've created.

Philly Pride

Philly Pride - Treasure Hunt

A Treasure Hunt is used to develop factual knowledge. Students will be asked to answer a variety of questions using the links given as a resource. In the end, they'll be asked a culminating question that ties it all together. All this will prepare learners to pay attention to important details as they explore the selected. The culminating question affords students the chance to synthesize what they have learned and shape it into a broader understanding of the subject. This Treasure Hunt focuses on my desire to instill a sense of pride in the city of Philadelphia. Simply click the link below to begin the hunt.

Philly Pride

Philly Pride - Scrapbook

The purpose of a Scrapbook is to provide learners with an exciting variety of media related to a topic that will ultimately generate interest to learn more. Students may then download or copy and paste these scraps into something new: PowerPoint presentation, newsletter, collage, bulletin board, brochure, web page, etc. This Scrapbook focuses on Philadelphia Pride. Click the link below to begin the fun.

Philly Pride

Philly Pride - Hot List

This site is an internet resource center on all things having to do with the city of Philadelphia. The purpose of the site is to ecourage pride in the city of Philadelphia. It is also the resource database for a number of educational learning sites I have created. Take your time and explore the resource link below or be bold and just jump into one of the educational activity sites located elsewhere on this website.

Resource List

Philly Pride - Web Quest

Are you ready to go on a webquest?

The purpose of this site is to explore all the things that make Philadelphia a great city. Click the link below to start your journey!

Philly Pride

Tattooed Teachers - E Lecture

Tattooed Art Educators

In The Philadelphia Art Classroom

Freedom of Expression

As an Art Education student, I am required to spend some time in the field as both an observer and an instructor/teacher’s helper in the Art classroom. I quickly found out from the various Art Education personnel I met, that just like in the rest of the working world, my tattoos were not welcome. None of the women I met and spoke with had a personal issue with my visible tattoos, they just simply felt that they could be a distraction to the Art students I would encounter. It is for that reason that they recommended I cover up the tattoos on both of my fore arms and inner arms. Unlike my job in the past as a TPSO (Transportation Protection Specialist Officer) at the Kansas City International airport, the restriction of the showing of my tattoos was simply something they felt should be done as a courtesy, and not part of a written work policy. Upon my own reviewing of the University of the Arts Faculty Handbook and Governance Manual, April 2007, I found there is no mention anywhere of tattoos or a regulation of dress code. In a July 2007 survey by Vault, only 16% of various companies surveyed nationwide had a written policy regarding tattoos in the workplace. (Hemingson & Lockhart, 2007) However, there currently is a battle going on in the United Kingdom in regards to the allowance of tattoos in the workplace. (Legg, 2006 & Morrison, 2007)

The reemergence of opposition to my skin art bothered me personally. If no one was personally opposed to my tattoos, and no written policy existed against showing them in the workplace, then why should I hide them? I felt that this then would be a good topic to focus on for my research question. I began this endeavor knowing full well that due to the subject nature of one of my tattoos, it’s a nude woman posing artistically, that in the end I would probably still be forbidden from showing my tattoos in the Art Education classroom. The thing that excited me, and caused me to continue, was the fact that it forced the Educational School System to clearly define whether or not tattoos were allowed in their workplace. While my tattoo may not be acceptable to some, I know there are plenty of other people out there who have tattoos that nobody would consider unacceptable. The idea that I might be able to make their life easier by standing up for tattoos in general was enough to enable me to carry the torch for the fight for the right to bare tattoos in the Art Education workplace. Martin Luther King may not have survived to enjoy all the benefits his fight for civil rights helped to create, but his name has not been forgotten. I’m not trying to compare myself to Dr. King, I am just illustrating the point that fighting for the cause and being remembered, can be just as important as reaping its rewards.

A Brief History of Tattoos and Tattooing

Now that you know why I'm interested in tattoos, let me tell you a little about where they came from and who has them. Tattoos have been around probably since the beginning of civilization. The earliest discovered body of a human has tattoos on it. It was in October 1991, that the body of a five thousand year old man was found frozen on a mountain between Austria and Italy. He appeared to be hunting when he got caught in a snowstorm. Recent evidence shows he was murdered, and his body was left were he fell. The skin of the man was frozen and preserved. The tattoos it bears are a cross on the inside of the left knee, six straight lines fifteen centimeters long above the kidneys, and numerous parallel lines on the ankles. Professor Konrad Spindler of Innsbruck University feels that due to the placement of the tattoos, they were most likely applied for therapeutic reasons. (Gilbert, 2000)

Instruments that were probably used for tattooing during the Upper Paleolithic (10,000 B.C.E. to 38,000 B.C.E.) have been discovered at several archeological sites in Europe. Typically, they are discs made of clay and red ochre. (Gilbert, 2000)

Tattooed mummies have been found in many other parts of the world. One of the best preserved is Amunet, a priestess of the goddess Hathor at Thebes during Dynasty XI (2160 – 1994 B.C.E.). She has parallel lines tattooed on her arms and thighs, and an elliptical pattern below her navel. (Gilbert, 2000)

Tattoos have appeared on people in ancient Egypt, Polynesia, Borneo, Samoa, Marquesas, New Zealand, China, Japan, North America, South America, England, France, Italy, and the U.S.A. They have been Arabs, Jews, Christians, Buddhists, and Atheists. (Gilbert, 2000) If you study any place where people were living, more than likely at some time in their history a person was tattooed there for one reason or another.

The Polynesian word “tatao”, which means “to tap”, can be the originator of the modern word “tattoo”, though researchers suggest a Tahitian word “tatu” which means to mark something to be the distant ancestor of the modern word “tattoo”. (Hemingson & Lockhart, 2007)

The first electronic tattoo machine was invented by an American tattoo artist named Samuel O’Reilly in 1890, which gave birth to the new era of tattooing in which people started to have different kinds of tattoos on various parts of their body. (Gilbert, 2000) Originally, tattoos were thought to be something that only criminals, drunkards, and sailors had. In today’s day and age most people have a tattoo. Therefore, you are just as likely to find them on educators, doctors, and lawyers.

The National Geographic News stated in April 2000 that 15% of Americans were tattooed (approximately 40 million people). Those numbers just keep going up. A Harris Poll, done in 2003 estimated that 16% of Americans now have one or more tattoos. Thirty-six percent of those ages 18 to 25, and 40% of those ages 26 to 40, have at least one tattoo, according to a fall 2006 survey by the Pew Research Center. A 2006 study done by the Journal of the American Academy of Dermatology found that 24% of Americans between 18 and 50 are tattooed. Their survey also showed that about 36% of Americans age 18 to 29 have at least one tattoo. (Hemingson & Lockhart, 2007) Whether it’s one person in five or one person in four, the fact is tattoos have only gained in popularity, and show no signs of slowing down. According to the U.S. News & World Report, there are an estimated 20,000+ parlors operating in the United States. They stated that on the average, a new tattoo establishment is being added in the country every day. (Hemingson & Lockhart, 2007)

How can you help?

I decide to ask people an important question. Should visible tattoos be allowed for Art Educators in the Philadelphia Art Classroom? In simple words, should Art Teachers in Philadelphia be allowed to have tattoos that their students can see while they're teaching them? What do you think? You know why I'm asking this question, and you now know some basic information about tattoos. So, why don't you help answer the question? I designed a survey that you can take so I can see how others in the field of Art Education feel. The links are below. Simply click on each one and take the survey. Thanks!

Survey - Part One

Survey - Part Two


Do you still want to know more about tattoos?

The book, Tattoo History: a source book, (Gilbert, 2007), was very useful in providing information on the origins of tattoos and tattooing. It mentions all the different areas in the world tattooing is done and why. It also provided lots of visually stunning images to compare the differences and similarities in tattoo styles from region to region, even though none of them actually appear here.

The online site, The Vanishing Tattoo, (Hemingson & Lockhart, 2007), also provided me with lots of useful information on the origins of tattoos and tattooing. It too also provided me with lots of colorful photos and detailed drawings, which made it easy to compare the various tattoo styles used around the world. It also had plenty of images of contemporary tattoos. As an online resource, it is constantly updated and continues to provide a wealth of information in regards to tattoos and the Art of tattooing.

That's all folks!

I hope you enjoyed learning about tattoos. The next time you see one you'll know there's a whole lot of history behind that pretty picture. If you're thinking about getting a tattoo, there's a good book that details the entire process called, Ink: The Not-Just-Skin-Deep Guide to Getting a Tattoo. Remember, in most states you have to be at least 18 to get a tattoo, and it costs a whole lot more to get one removed than it does to get one. If you're still unsure, consider getting a temporary tattoo. They cost a lot less and are not permanent. You might even consider a Henna tattoo, but that's another whole lecture!

My wiki...

http://cmazeika.pbwiki.com/FrontPage

Beauty is in the Eye of the Beholder - Lesson Plan

Grade Level: 3

Title: Beauty is in the Eye of the Beholder

Brief History and Background:
Tattoos are a very old form of body art and have been practiced for a very long time in civilized human history. The oldest recorded indication of tattoos comes from ancient Egypt where wall paintings as old as 2000 BCE have suggested the use of tattoos. The word “tattoo” has many origins, as words in many different languages have the same meaning and similar pronunciation. Different civilizations have been recorded to use the word tattoo or at least the practice of coloring their body parts for different reasons. The Polynesian word “tatao”, which means “to tap”, can be the originator of this word though researchers suggest a Tahitian word “tatu” which means to mark something. In a few groups and religions, having a tattoo is an integral part and the person following the religion is required to have that tattoo mark on their body symbolizing the person authority as a group member. Even modern day gangs are seen to have a particular mark on their shoulders signifying their group name. The first electronic tattoo machine was invented by an American tattoo artist named Samuel O’Reilly in 1890, which gave birth to the new era of tattooing in which people started to have different kinds of tattoos on various parts of their body. Tattoos were not respected in its earlier days and were considered as a foolish thing, suitable only for drunkards, sailors, and criminals. The current popularity of tattoos came after many years of it’s’ existence. Now tattoos are more a fashion symbol, rather than a simple mark. Tattoos have now become an integral part of the current generation’s fashion.

Henna is a plant dye used to make temporary tattoos. The plant itself is a scrub about nine feet high. Henna plants produce flowers that are red, white, pink, yellow, and cream colored, depending on the scrub. However, the part of the plant used to make henna powder is the leaves. Although fresh henna leaves have no odor, henna powder has a damp vegetation smell. Dried leaves are crushed into a powder. Henna powder is mixed with water to make a paste and applied to the skin with a small stick or squeeze bottle. After the henna dries on the skin it is flaked off to reveal the temporary tattoo. Painting with henna has been practiced for over 5,000 years throughout Africa, India, and the Middle East. The henna plant originated in Egypt, and scientists have found mummies that had henna in their hair. Henna is traditionally used to mark the beginning of a new stage in a person's life. It may be applied to a newborn baby or a newly married woman. It was thought that the henna would bring good fortune and happiness. Henna tattoos are traditionally done in a variety of patterns and shapes. There are specific symbols that henna artists use to symbolize thoughts such as peace, courage, love, and creativity. Comparatively, traditional African designs are more geometric than designs from India. Some of the geometric designs were inspired by rug and carpet designs. Today henna is used in parts of Africa just as Western women use fingernail polish. Although it is still used to mark ethnic affiliations, it is also used just because people find it attractive. Henna is actually sold commercially in the U.S. for cosmetic purposes. People in the U.S. have places where they can go and pay to have henna applied to various parts of the human body.

Standards:
9.1.3 A, B, C, E, H, K
9.2.3 A, D, G, J, K
9.3.3 A, B, C, D, G
9.4.3 A, B, C, D

Goal:
Students will create a poster showing how two different cultures strive for beauty.

Objectives:
• Students will learn about the history of henna and tattoos.
• Students will use color, line, and shape when creating their drawings.
• Students will discuss aesthetics and critique.

Resource Materials/Visual Aides:
• Images of African henna tattoos
• Images of Indian henna tattoos
• Various American fashion magazines

Supplies/Materials:
• White paper 11” x 14”
• Pencils
• Elmer's GluColors decorative glue (or something similar)
• Colored pencils

Teacher Preparation:
Draw a line on each paper so it is divided into two rectangles measuring 11” x 7” each.

Introduction:
Briefly discuss tattoos. Then discuss henna tattoos and how and why they’re made. Pass out materials and continue discussion of henna tattoos while the students work. Introduce the vocabulary during the discussion.

Directions:
Day 1
1. Pass out paper and pencils.
2. The students will trace one of their hands on the right side of the paper.
3. The students will create their own designs and choose the meaning of the designs.
4. The students will write down what those symbols mean around the outside of the hand tracing.
5. The students will draw their designs lightly with a pencil inside of the hand outline.
6. The students will trace over their designs inside the hand with glue.
7. The students will write a sentence about how henna tattoos are used in Africa below the hand.
8. The students will allow the glue to dry overnight.

Day 2
1. The students will look at the designs that they have created and discuss whether or not they think henna hand painting is beautiful and why.
2. Ask the students what they think is more beautiful, henna hand painting or permanent tattoos like the ones many Americans have and why.
3. Remind students that women traditionally practice henna body art.
4. On the left side of the paper, have the students draw in pencil symbols of things American women do to look beautiful.
5. The students will color the American symbols.
6. Gather the completed work together and critique as a class.

Extension:
• The student will write about why he or she chose the American objects as symbols of beauty and their significance to our culture.

Critique/Evaluation/Assessment:
• Rubric
• Critique

Time Budget: 45 min. (x 2)

Vocabulary:
Tattoo:
1. A permanent mark or design made on the skin by a process of pricking and ingraining an indelible pigment or by raising scars.
2. A design made on the skin with a temporary dye such as henna or ink.

Henna:
1. A plant dye used to make temporary tattoos.

Safety Concerns: None

Bibliography/References:
• Fabius, Carine, Mehndi: the art of henna body painting, Random House, New York, 1998.

Dragons of China - Lesson Plan

Grade Level: 3

Title: Dragons of China

Brief History and Background:
Tattoos are a very old form of body art and have been practiced for a very long time in civilized human history. The oldest recorded indication of tattoos comes from ancient Egypt where wall paintings as old as 2000 BCE have suggested the use of tattoos. The word “tattoo” has many origins, as words in many different languages have the same meaning and similar pronunciation. Different civilizations have been recorded to use the word tattoo or at least the practice of coloring their body parts for different reasons. The Polynesian word “tatao”, which means “to tap”, can be the originator of this word though researchers suggest a Tahitian word “tatu” which means to mark something. In a few groups and religions, having a tattoo is an integral part and the person following the religion is required to have that tattoo mark on their body symbolizing the person authority as a group member. Even modern day gangs are seen to have a particular mark on their shoulders signifying their group name. The first electronic tattoo machine was invented by an American tattoo artist named Samuel O’Reilly in 1890, which gave birth to the new era of tattooing in which people started to have different kinds of tattoos on various parts of their body. Tattoos were not respected in its earlier days and were considered as a foolish thing, suitable only for drunkards, sailors, and criminals. The current popularity of tattoos came after many years of it’s’ existence. Now tattoos are more a fashion symbol, rather than a simple mark. Tattoos have now become an integral part of the current generation’s fashion.

PA Standards:
9.1.3 A, B, C, E, H, K
9.2.3 A, D, G, J, K
9.3.3 A, B, C, D, G
9.4.3 A, B, C, D

Goal:
Students will create their own original dragon based on the Art of Chinese dragons.

Objectives:
• Students will discover the world of the Chinese dragon by creating their own festive dragon.
• Students will learn about dragons in Chinese tattoos.
• Students will use texture, line, shape, pattern and color when creating their dragons.

Resource Materials/Visual Aides:
• Books with pictures of dragons (preferably Chinese dragons)

Supplies/Materials:
• White drawing paper 8”x10”
• Black paper 12”x14”
• Black permanent marker
• Pencils
• Brushes
• Watercolors
• Rubber cement
• Books containing dragons

Teacher Preparation:
Read the recommended texts, especially Chinese Dragons, by Roy Bates.

Introduction:
Read the students one of the children’s’ books on dragons. Introduce the vocabulary. Talk to the students about dragons and their history. Discuss the characteristics of dragons. Talk to the students about tattoos and discuss their history.

Directions:
DAY 1
1. Briefly discuss the characteristics of a dragon and list them on the board.
2. Have the students look through books containing pictures of dragons and ask them to find as many characteristics as listed on the board.
3. Next, give the students a piece of white drawing paper and pencil and have them create an original dragon. (This may be difficult for some, so suggest they try to copy a dragon they like best from the book. This will spark their imagination, and the final dragon will actually be their own design.)
4. When their dragon drawing is complete, have them trace over the lines with a black permanent marker and sign their name on the bottom.

DAY 2
1. Using rubber cement, mount the finished dragon drawings on black paper for display.
2. Students will use watercolors to paint their dragons, being careful not to use too much paint, as it will flow into unwanted areas. Paint the dragon only, leaving the surrounding area white.

Extension:
• Students may practice writing Chinese characters and add them around the finished dragon.

Critique/Evaluation/Assessment:
• Rubric
• Class Critique

Time: 45 min. (x 2)

Vocabulary:
Tattoo:
1. A permanent mark or design made on the skin by a process of pricking and ingraining an indelible pigment or by raising scars.
2. A design made on the skin with a temporary dye such as henna or ink.

Dragon:
1. A mythical monster traditionally represented as a gigantic reptile having a lion's claws, the tail of a serpent, wings, and a scaly skin.

Safety Concerns:
None (however, caution should be used when handling permanent markers)

Bibliography/References:
• Dragon Dance: A Chinese New Year, by Joan Holub (Author), Benrei Huang (Illustrator)
• The Dragon New Year: A Chinese Legend, by David Bouchard (Author), Zhong-Yang Huang (Illustrator)
• Chinese Dragons, by Roy Bates

Philly Pride - Lesson Plan

Grade Level: 3

Title: Philly Pride

Brief History and Background:
The purpose of this lesson is to introduce students to tattoos. At the same time they will be focusing on Philadelphia culture and history. They will use the idea of creating a tattoo as the platform for designing a visual image that contains symbolic references to Philadelphia. Through this lesson I hope to bring about an increase in local pride for the students.

Tattoos are a very old form of body art and have been practiced for a very long time in civilized human history. The oldest recorded indication of tattoos comes from ancient Egypt where wall paintings as old as 2000 BCE have suggested the use of tattoos. The word “tattoo” has many origins, as words in many different languages have the same meaning and similar pronunciation. Different civilizations have been recorded to use the word tattoo or at least the practice of coloring their body parts for different reasons. The Polynesian word “tatao”, which means “to tap”, can be the originator of this word though researchers suggest a Tahitian word “tatu” which means to mark something. In a few groups and religions, having a tattoo is an integral part and the person following the religion is required to have that tattoo mark on their body symbolizing the person authority as a group member. Even modern day gangs are seen to have a particular mark on their shoulders signifying their group name. The first electronic tattoo machine was invented by an American tattoo artist named Samuel O’Reilly in 1890, which gave birth to the new era of tattooing in which people started to have different kinds of tattoos on various parts of their body. Tattoos were not respected in its earlier days and were considered as a foolish thing, suitable only for drunkards, sailors, and criminals. The current popularity of tattoos came after many years of it’s’ existence. Now tattoos are more a fashion symbol, rather than a simple mark. Tattoos have now become an integral part of the current generation’s fashion.

PA Standards:
9.1.3 A, B, C, E, H, K
9.2.3 A, D, G, J, K
9.3.3 A, B, C, D, G
9.4.3 A, B, C, D

Goal:
Students will create their own tattoo containing symbolic references showing pride in the city of Philadelphia.

Objectives:
• Students will explore and define the meaning of heritage.
• Students will examine how tattoos create and deliver their messages visually.
• Students will design their own Heritage tattoos using line, shape, and color.
• Students will understand concept of having pride in Philadelphia.

Resource Materials/Visual Aides:
• Various images that are representative of Philadelphia in a positive way.

Supplies/Materials:
• White paper
• Pencils
• Colored pencils

Teacher Preparation:
Have pictures showing positive aspects of Philadelphia available to pass around and show “Philly Pride”. Read the background on tattoos and be able to discuss.

Introduction:
Start a discussion about Phila and some of the things that symbolize Phila in a positive way. Talk about tattoos and introduce the vocabulary. Keep students engaged throughout by constantly referencing their favorite things in Phila. Occasionally, reference tattoos and their place in current society and discuss age restrictions. Talk about the pros and cons of permanent tattoos.

Directions:
1. Talk about tattoos.
2. Define tattoo and heritage.
3. Reward correct answers.
4. Show some images of “Philly Pride”.
5. Reward everyone as they give an example of “Philly Pride”.
6. Explain assignment.
7. Distribute materials.
8. Collect materials.
9. Discuss and critique finished tattoos.

Critique/Evaluation/Assessment:
• Rubric
• Class Critique

Time: 45 minutes

Vocabulary:
Tattoo:
1. A permanent mark or design made on the skin by a process of pricking and ingraining an indelible pigment or by raising scars.
2. A design made on the skin with a temporary dye such as henna or ink.

Heritage:
1. Something that comes or belongs to one by reason of birth; an inherited lot or portion.

Safety Concerns: None

Bibliography/References:
http://www.vanishingtattoo.com
http://www.phila.gov/
http://www.theprideofphiladelphia.com/

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.

Visions of an Artist's Life

So, now thanks to the ever changing world of technology, I'll occassionally be posting images taken from my cell phone, directly to my blog. Think of them as visions of my artistic life. They may be considered Art unto themselves, or simply something that I find inspirational. You can't get much more in my head than this! I hope you enjoy this even more personal side of my life.

CMazeika

Artist Statement

Resume