NATIONAL ART EDUCATION ASSOCIATION     NAEA CONVENTION – DENVER 2004 Submitted by Lauren McGreal, Las Vegas Curriculum & Assessment, A Design for Success/ AST -         www.NYSATA.org -         Has standards and performance indicators -         Strong interdisciplinary performance (look at standards from other curriculums) -         Leveled Vocabulary from grades 1-12 -         Has templates on Art Criticism, Lesson Plans, and Assessment -         Order 1-12 curriculum from website Online Art Classroom -         www.shengchung.com When Clay Sings -         S make a booklet on how art is a from of communication -         S make a step by step booklet on the creation on the ocarina as if it came in a kit -         S make a vessel flute after using a backwards assessment model -         S glaze flute or paint with tempera and then rinse it off -         S weave a pouch to keep their ocarinas in -         Handouts -         http://www.sixthstreetpottery.com/history.html -         http://www.geocities.com/RainForest/Canopy/2525/whistles/whistle.html -         http://www.cr.k12.ia.us/hard/Arts/Visual/oc1.htm -         http://www.eaglecrestarts.com/ocarinas.html -         http://www.rcs.k12.va.us/csjh/whistles_01.htm -         http://www.clayz.com/songlist.html -         handouts Digital Video in the Artrooom -         http://www.olejarz.com/ -         website shows projects, excellent source -         He uses the Canon ZR -         Quick Time Movies are exported to DVD’s -         Have students make instructional videos, these are great to use a teaching resource library -         Handouts Don’t Judge a Box By its Cover -         Joseph Cornell Lesson, students make a box out of wood in the style of artist -         Handouts Collaborating through Contemporary Art -         about using PBS’s Art 21 Series -         www.pbs.org/art21 -         Lessons and pictures of projects are on the website -         A wonderful resource, buy the DVD’s if you can -         Lessons are based around a themes such as Peace & Conflict, and Discrimination & Stereotypes -         Example of Peace & Conflict Lesson o       Study Carol Walkers Silhouettes, and discuss what conflict she represents o       From who’s point of view are they, and are they about the past or relevant to the present? o       Compare her artwork to the art done at the time of the Civil War o       S must pick a chosen conflict and decide what point of view they would like to express o       S will then make a silhouette in the style of Walker on black paper drawn on with chalk o       They will then exaggerate parts, and add a background, props and symbols o       Glue onto background paper and display in the halls Picasso’s “3 Musicians” -         turn a 2D piece into a group 3D project -         handout Digital Images to Enhance Your Program -         Document what you are doing -         Take pictures of the students hands working if they have not brought in permission slip to be put on website -         Photograph other classes such as music class to use images for projects -         Put the Principals name on artwork if it is going outside of the building -         www.taospaint.com -         put sculptures on a turntable to take pictures of it and then make into an mpeg movie -         Buy cd of lessons on website Puppets with Pizzazz -         many handouts -         put the puppets on display in the library with the story that goes with it -         also have the students make a tape of them reading their story so the person viewing their puppet in the library can press play on the tape, and hear the story being read to them An Art Gallery in Every School -         get insurance w/ writer -         have a friends and parents art show -         find a local printer or parent with a connection to help pay for printing costs of gallery guide and announcements -         go to the Arts Council to have them suggest people to display artwork -         handouts Generate Excitement for Your YAM Program -         It just can not be done without YOU Go to the Council for Art Education website for more information HIGHLIGHTS PROVIDED BY NAEA Office of the Executive Director Phone 703-860-8000   Fax 703-860-2960 E-mail:  thatfield@naea-reston.org CHEECH MARIN -- ACTOR / CHICANO ART COLLECTOR NAMED KEYNOTE SPEAKER FOR NAEA DENVER CONVENTION "An Interpretation of a Culture through Chicano Art" Reston, VA (October 2, 2003)—Dennis Inhulsen, NAEA Convention Program Coordinator, announced that Cheech Marin has been named as a general session speaker for the NAEA Convention in Denver. He is scheduled to speak on Tuesday, April 20 at 9AM. The past two years is finding a whole new audience through Cheech's Chicano art collection, which is one of the largest in the world. Cheech's vision of Chicano art and expression are being brought to life in a blockbuster museum exhibit duo collectively entitled, "CHICANO." Cheech's own personal Chicano art collection, forms the core Chicano Visions: American Painters on the Verge. The exhibition opened to the public at the Smithsonian's Arts and Industries Building in Washington D.C. and it will travel to 15 cities during its five-year tour that began in December 2001. Cheech Marin, the visionary behind the exhibit, is a third-generation Mexican American who holds one of the world's largest private collections of Chicano art. The recipient of the 1999 National Council of La Raza Kraft Foods Alma Community Service Award and the 2000 Imagen Foundation's Creative Achievement Award, Marin is renowned for his three decades of work as a comedian, film actor, director, writer, musician and actor. "The CHICANO School of Painting" (Statement by Cheech Marin) "From its earliest roots in the grape fields of Delano, California - -– where Carlos Almaraz painted signs for the United Farm Workers – to the GRONK retrospective at the Los Angeles County Museum of Art, the CHICANO School of Painting has always been about reinterpreting a culture. That culture has been shown to be diverse yet unified, profane and spiritual, traditional and avant-garde whether through the autobiographical paintings of Carmen Lomas Garza, that depict her South T exas childhood, or the deeply psychological, urban-hones paintings of Patssi Valdez. While other "schools" of painting have been defined overwhelmingly by stylistic concerns, the CHICANO School combines stylistic innovation with elements of tradition. The blending of Mexican popular and religious iconography with modern images of urban angst reflects the continually evolving role of Mexican Americans, or Chicanos, within the larger American society. This mix of sophistication and naiveté, combined with a socio-political overlay, has produced a uniquely American school of painting based on CHICANO content that is at the same time universal in its aesthetics of the human condition."                              Marin can be seen as the star of the new inventive series, premiering in Fall 2003 on Fox Sundays, that blends comedy, reality, and improvisation into one wild, unique mix.  Recently he starred in the Robert Rodriguez film Spy Kids with Antonio Banderas, and completed production on Sam Shepard's play, "The Late Henry Moss" starring Sean Penn, Nick Nolte, Woody Harrelson and Jim Gammon. He also co-starred in the Alfonso Arau-directed black comedy Picking Up The Pieces starring Woody Allen. Addendum The Chicano Movement (Source: http://www.chicano-art-life.com/) The key to understanding the Chicano experience today is to know that the heritage of people of Mexican ancestry in the United States stretches back thousands of years and includes European, Indian and African influences. For many, their ancestral roots on American soil predate the arrival of the Mayflower. The Chicano Civil Rights Movement of the 1970s not only sought social justice and equality for Mexican-Americans, but also sought to reclaim and educate people of their rich heritage. No single story or definition neatly depicts the Chicano experience, just as no one story can capture the heart and soul of any group in the United States. The Chicano experience is diverse, complex and dynamic. It can be said that the Chicano Movement has been fomenting since the end of the U.S.- Mexican War in 1848, when the current U.S-Mexican border took form and hundreds of thousands of Mexicans became U.S. citizens overnight. Since that time, countless Chicanos and Chicanas have confronted discrimination, racism and exploitation. The Chicano Movement that culminated in the early 1970s took inspiration from heroes and heroines from their indigenous, Mexican and American past. Community leaders, scholars, activists, artists, educators and students ushered in the Movement. Leaders such as Reis Lopes Tijerina, Corky González, César Chávez and Dolores Huerta gave the Movement national leaders and voices and called attention to the issues facing Chicanos. Part of the Chicano initiative was to establish a variety of educational goals: reduction of school dropout rates; improvement of educational attainment; development of bilingual-bicultural programs; and expansion of higher education fellowships and support services. Still others include the development of Chicano centered curricula, the creation of courses and programs in Chicano studies, and an increase in the number of Chicano teachers and administrators. Thousands of students also mobilized and formed student organizations geared towards education reform, activism, and peer support. A major element of the Movement was the burgeoning of Chicano art fueled by heightened political activism and energized cultural pride. Chicano visual art, music, literature, dance, theater and other forms of expression have flourished. During the 20th century, an emergence of Chicano expression developed into a full-scale Chicano Art Movement. Chicanos developed a wealth of cultural expression through such media as painting, drawing, sculpture and lithography. Similarly, novels, poetry, short stories, essays and plays have flowed from the pens of contemporary Chicano writers. Chicano, Mexican-American, and Hispanic cultural centers, theaters, film festivals, museums, galleries and numerous other arts and cultural organizations have also grown in number and impact since this time. Much of Chicano artistic expression, however, has been excluded from mainstream museums and cultural institutions. That's one of the reasons why Chicanos have created so many of their own institutions. There has been continued development of Chicano arts but its validation has not come from mainstream art institutions. Only recently has Chicano and Latino art been exhibited in a small number of mainstream museums. Denver, Colorado—April 16-20, 2004 Adam's Mark Denver, 1550 Court Place, Denver, CO  80202 VIRGINIA FOLKESTAD NAMED SPEAKER FOR COLORADO ARTISTS SERIES Reston, VA (September 29, 2003)—Dennis Inhulsen, NAEA Convention Program Coordinator, announced that Virginia Folkestad has been named as one of the speakers for the COLORADO ARTISTS SERIES at the NAEA Convention in Denver. VIRGINIA FOLKESTAD is a Colorado installation artist whose work is shown nationally and internationally, most recently at the Andy Warhol Museum, Medzilaborce, Slovakia.  A graduate of Metropolitan State College, Denver, Colorado where she received her BFA, magna cum laude, in 1991, this two time recipient of the Colorado Council on the arts Artist’s Fellowship in Visual Arts has also received artists’ grants from the United States Department of State, Vermont Studio Center, Dorland Mountain Art Colony and the Anderson Ranch.  She has received additional training in Blacksmithing at the Penland School of Crafts. Her work has been shown at ARTYARD, Emmanuel Gallery, Museum of Outdoor Arts, Edge Gallery, Spark Gallery, Metropolitan Center for the Visual Arts, Arvada Center for the Arts and Humanities, Sangre de Cristo Art Center, Foothills Art Center, UMC Gallery and Denver International Airport in Colorado.  She is represented in Colorado by the Sandy Carson Gallery.  Her work has also been shown in Chicago at ARC Gallery; Montana at the Holter Museum; Texas at the Austin Museum of Art, the Stephen F. Austin State University and the Trammell Crow Center and New Mexico at the Dearing Galleries. She has served on the board of directors of the Rocky Mountain Women’s Institute, Alternative Arts Alliance and Invisible Museum.  She is currently serving on the board of Alliance for Contemporary Art, Denver Art Museum and is Chair of the Castle Rock Colorado Art Commission. Folkestad served as an Artists’ Fellowship juror for the Illinois Arts Council, the Colorado Council on the Arts and the Mayor’s Office of Art, Culture and Film. She was an adjunct professor of sculpture at the University of Denver 2002-2003 and has been a guest lecturer at Metropolitan State College, Rocky Mountain College of Art and Design and Regis College. For continued updates about the NAEA Convention see the convention section at www.naea-reston.org. National Art Education Convention Takes Teachers Back to Pscyhedelic 60s Binney & Smith opening night event Denver’s Fillmore Auditorium Transformed into a Rock ‘n’ Roll Ballroom DENVER, September 29, 2003 – Step back in time to the psychedelic 60s and celebrate the stories of a new generation of teachers during the opening night event of this year’s National Art Education Association convention April 16-20. Binney & Smith, maker of Crayola products and sponsor of the event, invites all teachers attending the conference to the opening night festivities, beginning at 7 p.m. on Friday, April 16 at the Fillmore Auditorium in Downtown Denver. Modeled after the legendary Fillmore in San Francisco, the Fillmore Auditorium will take teachers back to the days of flower power, tie dye and love beads.  Get out your bell bottoms and walk into history as you experience the excitement and adventure of this historic rock ‘n’ roll ballroom. Attendees will also discover some of Crayola’s groovy new products with a variety of hands-on art activities. Denver, Colorado—April 16-20, 2004 Adam's Mark Denver, 1550 Court Place, Denver, CO  80202 TOBY TUTTLE AND PAOLA GIANTURCO NAMED GENERAL SESSION SPEAKERS FOR THE FIRST ZIEGFELD* LECTURE "In Her Hands: Craftswomen Changing the World" Reston, VA (September 26, 2003)—Dennis Inhulsen, NAEA Convention Program Coordinator, announced that Toby Tuttle and Paola Gianturco have been named as general session speakers for the NAEA Convention in Denver. They are scheduled to speak on Monday, April 19. TOBY TUTTLE is secretary-treasurer of The Lone Pine Group, an independent investment banking company in Evergreen, Colorado. For the previous nine years, she held account management and media planning positions with Marsteller Inc., Denver; Hall and Levine, Advertising, Los Angeles; and Cole & Weber, Seattle. Toby has spent the past two decades traveling extensively and photographing 26 countries and their people. PAOLA GIANTURCO founded The Gianturco Company in 1991 to consult with large organizations about the glass ceiling, marketing and corporate communications. She co-created and co-taught executive courses about Women and Leadership between 1993 and 1996 for Stanford University, Mills College and Fortune 500 companies on both coasts. Between 1987 and 1992, she was Executive Vice President of Saatchi & Saatchi's Corporate Communications Group, which she joined in 1982. For the fourteen years before that, she was a principal and Senior Vice President of the first women-owned advertising agency in the United States. Her career began with a seven-year stint as corporate Public Relations Director of the first retail chain in the country to cater to working women. She sits on the Corporate Associates board of the Stanford University Institute for Research on Women and Gender; the board of directors of the Association for Women in Development, and is chair of the board of The Crafts Center, Washington DC. She graduated from Stanford University in 1961, collects folk art, and has taken pictures all her adult life. In Her Hands: Craftswomen Changing the World (www.herhands.com) is a book of color photographs and intimate text about the courage and spirit of women, all poor, many illiterate, from around the world, who have taken charge of their lives by creating and selling traditional crafts. Women from South Africa to India, Bali to Peru, from twelve countries in all, talk about their diverse lives and surprisingly universal aspirations. They share joy and optimism, plus the determination to provide better nutrition and education for their children. Including an eloquent, provocative Foreword by Alice Walker, In Her Hands celebrates a global women's movement that promises a better life for families and communities, and, over time, our world.  In Her Hands proceeds support six nonprofit organizations whose work helps poor women all over the world enhance their families' futures: Association for Women's Rights in Development, Global Fund for Women, Freedom from Hunger, The Crafts Center, Women's Edge and Aid to Artisans. *The purpose of this lectureship is to honor Dr. Edwin Ziegfeld.  The invited lecture, named The Ziegfeld Lecture, will be presented during the annual National Art Education Convention as one of the General Sessions.  Dr. Ziegfeld (1905-1983) has the unique distinction of serving as the Founding President of the National Art Education Association (1947-1951).  He was a major leader and contributor to both the national and international art education communities.  Dr. Ziegfeld has been described as a great pioneer in art education.  In his words, referring to the NAEA organization, "we have started well, we will continue to make our contributions to education and culture."      HAROLD HODGKINSON NAMED KEYNOTE SPEAKER FOR NAEA DENVER CONVENTION "Leaving Too Many Children Behind: A Demographer’s View on the Tragic Neglect of America’s Youngest Children" Reston, VA (September 26, 2003)—Dennis Inhulsen, NAEA Convention Program Coordinator, announced that Dr. Hodgkinson has been named as a general session speaker for the NAEA Convention in Denver. He is scheduled to speak on Sunday, April 18. DR. HODGKINSON conducts research on demographics and education and publishes numerous reports on his findings, including the seminal publications The Same Client: The Demographics of Service and Delivery Systems, and All One System.  He has directed eight major research projects for the Carnegie Commission, the U.S. Department of Education, and the Exxon, Ford, and ARCO Foundations.  He is the author of 12 books, three of which have won national awards, and over 200 articles.  He is widely known as a lecturer and analyst of educational issues at all levels, and his consulting assignments have included 600 colleges and universities, numerous public school systems, state agencies, state legislatures, city governments and corporations.  He earned an undergraduate degree from the University of Minnesota, a Master’s degree from Wesleyan, and a doctorate from Harvard University’s Graduate School of Education. In a passionate polemic, Leaving Too Many Children Behind: A Demographer’s View on the Tragic Neglect of America’s Youngest Children, author "Bud" Hodgkinson focuses his renowned expertise on America’s most vulnerable population: children from birth to five years old.  Through a variety of statistical data and other sources, Dr. Hodgkinson paints a "politically incorrect" picture of projected outcomes from what he feels are shortsighted state and federal policies — policies that will ultimately undermine the best intentions of No Child Left Behind.  The report, published by the Institute for Educational Leadership (IEL, www.iel.org), argues that key assumptions driving standards-based school reform and accountability testing do not fairly and adequately deal with the effects that poverty, low parent education levels, child abuse, neglect, and other factors, including race, have on a child’s chances before they start first grade. Using data from recent Census and other reports and studies, the report details a battery of old and new conditions that beset many of America’s children and challenges our views on how to best address many of the issues that educators are expected to overlook or overcome.  While acknowledging some positive signs (e.g., 10 states invest substantial resources in early childhood development needs), Dr. Hodgkinson suggests there is no united response to this looming crisis in the United States.  He does outline recommended action steps, including convening a governors summit, to help amplify the issue and increase the numbers of organizations and resources joined in response. On another topic- Parent Advocacy ART EDUCATION "TIPS FOR PARENT ADVOCACY" RELEASED BY NAEA Reston, VA (October 9, 2003)—The National Art Education Association released a 14-page flyer of tips that parents can use to promote and advocate art education programs in their children’s schools.  "NAEA gets numerous inquiries from parents requesting assistance to provide art instruction for their children," says Executive Director, Thomas A. Hatfield. "We usually send assorted flyers and handouts. We have now combined the materials into a short flyer and put it on our website. This should be more efficient and effective for parents to download in a pdf form." Tips for Parent Advocacy provides effective strategies and resources for advocacy. The pdf can be circulated via email, printed for parent planning meetings, or sections can be printed for use in testimony to decision makers. "We included a great deal of resource information in it without making it cumbersome," said Hatfield. The flyer includes: a listing of what parents can do, a fact sheet on the No Child Left Behind Act, a checklist for parents on school art programs, tips on speaking at hearings and meetings, writing letters, telephone and e-mail trees, personal visits, "Ten Lessons the Arts Teach" and other rationales for school art programs, a checklist for school board members, web links on advocacy, and resources from NAEA. Tips for Parent Advocacy can be downloaded in pdf form at www.naea-reston.org/news.html. [BACK TO ART NEWS] [INCREDIBLE ART DEPARTMENT HOME]