Professional Development: Keeping Track Of It All and NYCATA Art Teacher Art Club

I'm ramping up to go back to school next week (for me--kids show up 8/31) and part of this process is going through all of the paperwork I stuffed in crates and schlogged home with me in June. That means professional development stuff. 

I am not so great about logging pd hours. Our district uses a program called Frontline and I find it sort of challenging to navigate and I get busy and forget where I'm at in the pd process. This means, I end up with a stack of notebooks and materials that need to be entered. So, one day this week, I sat down and wrangled all of the open pd I had outstanding so I could start this school year with a clean slate!

One thing I did was create these stickers to put on my pd stuff (like notes and handouts and articles). This way, I can see where I am in the process. I printed them out on 8 1x2" x 11" Avery sticker paper, cut them apart and put the extras in my pd binder (yeah, I have a binder--I'm old school!!).

Now it's easy for me to see where I am in the process. Did I ever get reimbursed? Do I need to write the reflection? 

Look on the sticker checklist!

One of the professional development resources I found this past year was the New Your City Art Teachers Association (NYCATA) Art Teachers Art Club. I think I saw it on a middle school art teacher Facebook group I belong to. 

A couple of times a month they "meet" via zoom and art lesson ideas are presented and we can art-a-long. I love it. Sometimes I can't make it or I was just too tired from teacherin' all day--and thankfully their videos are on Youtube afterwards. 

Videos I've found helpful:

Foam Monoprinting: I do this with my students but hadn't thought to create a matrix to mount the plate and paper on. I was also intrigued by using opaque watercolors as ink versus the water soluble markers I usually have the students use.

Glue Batik: I've tried this process with glue/flour mixture and it was difficult to use. I was interested to see how this process was. The gel glue was easier to remove and this educator used fabric inks. Very pretty. Maybe art club? Or an 8th grade Choice project?

Google Drawing--Digital Mosaics: This was a surprise to me! I had my students using Google Draw for a couple of projects and hadn't thought of digital mosaics. Once I watched this, my daughter set to work creating all sorts of mosaics for friends and teachers. I was also able to have a couple of students do this remotely with great results.

I also have plans to watch other videos in the series such as: Abstract Data Self Portraits (maybe a good intro project?) and Typographic Portraits (possibly for my Photography courses).

NOTE: All of the digital mosaics in this post were created by my 10-year-old
 on her own using Google Drawing.

I know this might seem a very weird thing to say given the last year an a half, but I'm glad for Zoom--because I was able to attend these workshops by veteran teachers and learn so much. I'm glad our paths have crossed--even if it is digitally!

Enjoy!

My Art Teaching Manifesto

Thanks to the email course by the Art Class Curator, I've had some time this summer to reflect on how last year went, my teaching practice as well as how I want this year to go.

I'm a hands-on learner and whenever I have a large project where I need to "think big" I find the largest paper in my house, the sticky notes and start writing! These poster-like musings are legendary in our house and often take up entire walls. But I need to think stuff out and literally move my ideas around!

During this reflection process, I gave myself permission to be me and go with it. I did not put any "should's" or boundaries on this journey. It was very art therapy-like and was something I truly enjoyed. Part of that was not worrying necessarily what the finished product looked like. This was not art I was going to put in my living room or sell to someone--it is art for me to work through my thoughts and feelings.

Mediums I am drawn to (LOVE the pun!) when I'm thinking and planning are watercolors, markers and collage. I often find ripping stuff up and gluing it back together is very therapeutic! ;-)

I did a good bit of writing and as I distilled the writing down to transform it into an art piece, the big ideas stood out to me: positive energy, high standards, developing relationships with students, helping students find their SPARK! Those are all important to me and my teaching.

And lastly, we were asked to take a work of art and integrate our manifesto into it. I had a few ideas on what artwork I would choose: "The Great Wave" by Katsushika Hokusai and David Hockney's "A Bigger Splash" were what came to mind first.

I finally chose "Resurrection" by Alma Woodsey Thomas. There are so many reasons why. I absolutely love her work--the colors and pattern in her work just blows me away. She was an art teacher who started exhibiting later in life. As an art teacher and mom, I don't always have time for me and its nice to be reminded that there are seasons for everything in life and it is not too late for anything--go for it!

Parts of my manifesto mimic the one The Art Class Curator shared, but I've tweaked it and added to it to make it my own. 

I BELIEVE in the power of ART

• I believe that experiencing art in all its facets: viewing, analyzing, discussing, sharing, and making is an OPPORTUNITY TO GROW & EXPRESS ONESELF.
• I believe that making art can be a TRANSFORMATIVE EXPERIENCE and has the power to teach us about ourselves, our feelings, and what is important to us, and is INTRAGREL TO OUR GROWTH AS HUMANS.
• I believe art helps us learn about cultures and environments beyond ourselves and experience the joys, pains & lives of those living in it.
• I believe art is for everyone & by everyone, across time & cultures, reveals the human experience and art BRIDGES OUR DIVIDES & helps us to communicate, understand & RISE TO OUR FULLEST HUMAN POTENTIAL.
• I believe that EVERYONE IS CREATIVE and art gives students the confidence and tools to develop their own personal creativity & find their SPARK to meet and exceed life’s future challenges.
• I believe in the power of STUDENT RELATIONSHIPS & strive to see my students as individuals and get to know them by creating an engaging student-focused classroom full of POSITIVE energy where we can EXPLORE, have FUN & BE SILLY.
• I believe an art room should be a center for HIGH STANDARDS where students feel SAFE and are encouraged to TAKE RISKS & where MISTAKES ARE OK  and seen as building blocks of true learning.

Could it be more polished? Yep. But I have a food truck and art festival I'm going to and the day is beautiful. 

I feel SO much more mentally prepared for school to start and I have focus for the year ahead. I've taken time to remember what is really important to me and my teaching.

Hopefully YOU take a few moments (or however long it takes you) to think about what YOUR focus is. 

ENJOY!

It's Conference Time in NH! FALL 2017 NHAEA Newsletter & Conference Info

Hello again! It's Fall Conference time here in NH!

I have been going to the New Hampshire Art Educators' Association (NHAEA) Fall Conference since 2011 and really love it. It's a great opportunity to connect with other educators in the state and they always offer so many wonderful sessions.

I am the newsletter editor for the NHAEA and here's the Fall Newsletter which has the conference information. This year's conference theme is "Champions of Constructive Change." I know some of my followers live too far away to attend, but if you live near Southern NH (the conference is in Manchester, NH), think about attending! Also, check out the newsletter and see what we are up to in NH!

Enjoy!

Spring 2017 NHAEA Newsletter

Hello!

It's been eight months since my last post!!! YIPES! I cannot begin to express how bad I feel about that! I am generally bad about blogging over the summer (with four kids and a countless number of neighbor kids over, I just can't find the time!). I actually LOVE blogging and this is something I do for "me" so I thought it was high time I got back to it!

WHEW! I have missed you all! So, let's get caught up! First, I'd like to post the other New Hampshire Art Educators' Association newsletters I created in the past year (my last post was about that, so it's as good a place as any to start, I think!).

So, here is the SPRING 2017 NHAEA Newsletter I am editor of. The info is a bit outdated NOW, but it is great to have it archived on here and for y'all to see what we are up to in NH. Some highlights include: Scholastic Arts and Writing Awards 2017, Youth Art Month (YAM) celebrations from around the state, and our NHAEA Annual Member Reception held at the Currier Museum of Art!

Enjoy!!

Getting Involved: My work with the NHAEA

Hello!

You know it's been crazy 'round here! I'm in my first year of teaching in a public school and my focus has been embracing my first year of teaching and learning as much as I can about my job. That means saying "NO" and not overextending myself (because I have four kids as well, so I'm pretty much overextended at the get go). Saying "no" is hard for me--I'm THAT person. You know, they one who steps up and does the thing that needs doing, brings the snacks, starts the committee, etc. But not this year (Um, and it is killing me a bit, but it is also nice to focus on my work and kiddos and hubby). SO if you are wondering why the blog is sssssllllllooowww to be updated, that's why. There's only 24 hours in a day people. :-)

HOWEVER, one commitment I did say "yes" to last year, was being the newsletter editor for our state's  chapter of the National Art Educators' Association. The New Hampshire Art Educators' Association (NHAEA) publishes a paper newsletter three times a year and as editor, I am responsible for that and attending board meetings monthly. As a graphic designer and blogger, I have always felt that communication is key to a thriving group and since the art teachers of the NHAEA are spread out all over NH, the newsletters help to strengthen our community of educators and help us to learn from one another.

HOW THIS HAS HELPED ME: I'm not going to lie, being involved with the NHAEA has been a bonus for me as well. I started going to NHAEA events while I was a grad student and was able to:

• Meet lots of art educators--hey, we don't get out much and sometimes we are the only art teacher in our school--it's nice to connect with others like us!
• Get LOTS of ideas that I incorporated into my studies and my after-school and substitute teaching gigs and now into my own lessons in middle school
• Network and hear about long-term substitute teaching positions and more permanent art education positions
• Get support when I was worried I wouldn't find a job
• Find friends to travel with when I went to my first national conference
• Meet one of my student teaching mentors through the organization

I decided to step up and become the newsletter editor because the position was open (the former editor was looking to move on to bigger and better things) and I had a background in graphic design. I LOVE graphic design--it is my art--the way I express myself. I thought three newsletters per year would be a doable commitment for me and it actually isn't that bad--the deadlines are far less strict than the graphic design world. And....I love it. I miss doing design work and laying out the newsletters is actually fun for me. The NHAEA newsletters aren't going to win any design awards but I try not to stress over the minutia and have fun.

I've attached the newest newsletter for you to check out. It's the smallest issue of the year, but it's still got some great stuff in there--there is a lesson on Mixed Media Idioms by our NH Art Educator of the Year, Mary Ann Lessard and you can see what the NHAEA is up to.

I STRONGLY ENCOURAGE you to get involved with your local chapter of the NAEA. It's good for you and good for them (the organization) and for your students!

NH Art Educator's Fall Conference 2016!!

The New Hampshire Art Educators Association's (NHAEA) Fall Conference is one that I look forward to every year--"Clear the calendar! My Conference is coming up!!!" I love to connect with old friends, meet new friends, enjoy a lunch that is made for me and that I don't have to clean up after (hey, I do have four kids!), and get my artsy-ness on!! I purposely sign up for hands-on art making workshop choices. While I love me some lecture on art education theory, I don't get to make art as much as I would like, and art school was a-ways back in time, so any chance I have to create and learn new things I can take back to my classroom, I am game!

Interacting with the art at the Currier Museum...

This year's conference was fabulous and inspiring! It was held at the New Hampshire Institute of Art (NHIA) in Manchester, NH. Keynote speaker NH Artist/Illustrator/Author Marty Kelly spoke about his artistic process and how his multiple "failures" have been useful to his creative process. He urged us as educators to create a "culture of failure" in our classrooms where it is OK to make mistakes and take chances (leading students to further growth, risk-taking, exploration). He suggests that failure is part of the learning process and is essential to learning and growth. He encouraged us to change our attitude about failure as well as our students' attitudes about it as well. He explained that if we are afraid to fail we will be afraid to imagine, innovate, explore, and try. Having a classroom culture where failure is accepted and seen as an opportunity for discussion and growth also allows students to begin to accept advice and criticism and use what is right for them. He says that failure is a "pit stop along the road to success." 

Keynote Speaker: Author and Illustrator Marty Kelly
Photo courtesy: NHAEA website (www.NHAEA.org).

This is particularly useful to me as much of what we do in the middle school art room is moving away from product-focused, cookie cutter art to process-focused, student-centered work where the students are encouraged to problem-solve, explore and make the piece their own. This is a tough transition for some and some students struggle when they do not have a teacher-model to "copy" and are asked to try and explore and adapt. I've often have students come up and ask, "Is this an A? Am I done?" The first couple of times this happened I was floored, now I counter with: "I don't know, are you done? Take a look at the project objectives and talk to one of the other students in class to see if they have suggestions for further improvement (or to see if your piece is "saying" what you want it to say)." To me, this part of the creative process is a gradual release as the students' confidence and skill-level increases, ultimately preparing them for the independence and self motivation that high school will require. 

Session 1: Reinterpreting With Recylables. I went on a mini field trip to the Currier Museum of Art and saw the Mount Washington show that just opened. Mount Washington is the highest mountain in New Hampshire and is known throughout the world for its crazy weather. We went downstairs to classroom and Linn Krikorian taught us how we can use the art and artifacts within the Currier's collection as well as from life and other disciplines and have students reimagine them using recycled materials. Resources were shared for places to get interesting recyclables and for using this idea across the curriculum. Then Megan McIntyre discussed how art can be used to facilitate other ideas across the curriculum such as Science, Math, etc. This is particularly pertinent to me in my art room as I strive to develop lessons that are individualized and cross-curricular in nature. This lesson idea (and its spin-off ideas) will be helpful to me as I encourage the students to observe and reinterpret art and artifacts in class but make them their own. 

My take on a Robert Indiana from the Currier's collection.

Session 2: Structures to Sculpture (Bookmaking) This was a wonderful hands-on session led by Erin Sweeney, professor at NHIA (and her student helper Karen) taught us about a number of book-making techniques and led an open discussion amongst the creative educators present as to how we are currently using these structures within our classrooms and how we could potentially use them even more. Connections to other courses were discussed as well as connections to STEM/STEAM. While the pieces we made weren't complete (just the "bones" of the books and not fully developed within), the examples took the 2D linear idea of "book" and transformed it into 3D sculptural forms (easily!!) that could be used in our teaching in a number of ways (assessment, reflection, student mini portfolios, the documentation of a unit or the transformation of an idea, etc.). This was a VERY relevant workshop in that it allows a student to move from 2D to 3D in a seamless and accessible way while allowing them to reflect on a process or subject matter and use the 3D model-making techniques that we strive to teach them in class. This will definitely be applied to my future 7th and 8th grade classes next trimester! 

Busily working at the Structures To Sculpture Session led by Erin Sweeney.
Photo courtesy: NHAEA website (www.NHAEA.org).

After our sessions, we met back in the mail hall for closing remarks, a raffle (nope, didn't win anything this year), and a wine a cheese reception sponsored by NHIA. I went away physically tired, but rejuvenated and with so many great ideas that I can bring back to my students!

And here are some other images from the Currier workshop--the art of my classmates. ENJOY!