Tuesday, May 13, 2008

A Multidisciplinary Art Lesson About Personal Shrines


Personal Shrines and Altars: Visual Storytelling

We tell stories to reflect on our everyday experiences, the ordinary and the extraordinary. Some stories come from deep within, spoken from an inner voice, a kind of dialogue with the self. Shrines serve as a way of deep journaling using images and symbols rather than words. The dictionary defines a shrine as a receptacle for sacred relics and altar is defined as a raised structure, typically flat upon which sacred objects rest. Shrines and altars are about celebrating the story you’d like to share.

Story reveals themes, issues, and concerns of children, adolescents, and adults ….most of us collect and treasure souvenirs that are sacred to us. Sometimes people leave us, but they leave things behind. It is the small, inconsequential bric-a-brac that sometimes holds important memories.

The best reason of all to pursue this form of visual expression is that it brings forth an authentic voice. In telling a story, no matter how sad, tragic, funny, moving, remarkable, or ordinary, meaning is constructed visually.

Visual storytelling can come from within. But opportunities to work intuitively and reflectively allow the exploration of reactions and feelings, hopes and fears, connections and relationships, questions and concerns. This work can reflect an interplay between of the conscious and unconscious or the intellect with emotions.

Where I’m From Imagine yourself at a particular age, beginning at age 6, 7, 8, 9, or 10

1.I’m From… What would you see around your house during your childhood. List the items that characterize your environment.

2.I’m From… Step outside; describe what you see in your front yard, your sidewalk, the street, the neighborhood.

3.I’m From… Name relatives, particularly those that link you to your past.

4.I’m From… Sayings, expressions. What are some of the phrases you hear over and over again. Those that would distinguish your family from others.

5.I’m From… The names of foods and dishes that recall family gatherings, both daily meals and special treats.

6.I’m From… Name the place where your childhood memories are kept…whether realistically (photo albums, diaries, boxes) or metaphorically (the branches of a tree, the shadow of a particular porch).

Think about the beginning and ending of your poem…where you are from, who you are, and where you are going. Here's the poem I wrote for mysef:

Susan Megorden

WHERE I AM FROM

I am from shared space with my older sister, the lavender and white striped café curtains, twin beds with matching chenille bedspreads, hardwood floors that get buffed once a month with paste wax, no air-conditioning in 105 degree summer heat, and back porches that are screened in to keep the mosquitoes out.

I am from irrigation ditches that are dangerous to swim in, high diving boards at the BIG pool downtown, gooey asphalt on hot summer days, squishy apricots between your toes when the grass is too long, and roosters that like to swim in our wading pool.

I am from the house on Third Street with the palm trees all in a row, the home of Nana, Papoo, Mommy, Daddy, Jeff, Randi, Susan, Hank, Trina, and a never ending parade of cats.

I am from Darlin, Baby Blue Eyed Blonde, Spider, eat your vegetables!, there are children starving in China!, and Whose Fault Was This!

I am from liver and onions, Swiss steak, beef stroganoff, sucatash, lime cheese salad, stuffed celery, home-made olives, yellow cup-cakes without frosting, and pineapple upside down cake.

My roots are in the rich soil of the Sacramento Valley, my family cast a very broad shadow on this tiny place called Orland.





Ideas for Your Shrine

Honoring: Create a shrine for a part of yourself you wish to honor.
Remembering: Building a shrine can be a way to remember people who have influenced you greatly and who are no longer physically present in your life.
Healing: Making a shrine can be healing or simply a place of peace.
Attracting: Make a shrine that symbolizes something positive you would like to attract into your personal world.
Expressing: Shrines are the perfect medium for expressing thoughts, feelings, and experiences we normally keep hidden from the world. They provide us with the opportunity to express beauty and demonstrate our creativity.
Exploring: Creating a shrine can be an act of exploration…allow it to lead where it may.

Let your shrine be a work in progress; allow it to change as your understanding does. Remove and add images and objects. Rearrange them. Allow your shrine to grow and change as you do.

How to Create a Shrine

1.Choose a space.
2.Define the area...use a cloth, table, rock, etc. or decide on the form of your shrine
3.Be conscious of your intent
4.Gather and arrange objects that have meaning for you
5.Create additional objects for your shrine

We Create Shrines Everyday by Erika Ginnis

I believe we create shrines all the time, even if we are not conscious of it. Sometimes they are for things that we would not really choose to honor. That pile of bills we are ignoring in the corner looks like a shrine to a sense of lack.

I propose we become aware at some point of what the heck we are doing, so we can make choices about how we operate.

What kinds of altars do you see around you? Are there ones in your life you would change?

Elements of Art Power Point

Pre-service elementary teachers were given the assignment of defining and illustrating the art elements. Here is an example of one power point that was created:

The Arts are Growing in PVUSD





Thanks to our Arts Block Grants from the state and partnerships with the Santa Cruz Superior Court and Wild Rose Art Supplies and Custom Framing, we were able to secure a space in which we can display visual art that is created by PVUSD students. This exhibit will be an ongoing display in the new Main Street courthouse which is due to open at the end of February.

A good portion of this new court facility is dedicated to Family law. Therefore, the focus for our art display will be any two-dimensional work that relates to the theme of family or children. To make the display process more streamline, the frames are a standard size and will only accommodate work that is done on a 9 X 12 inch piece of paper. The student work chosen for the display will remain at the courthouse until next fall when it will be replaced with a new set of pictures. At that time the work will be returned to students. Remember that this is a new and exciting program, so we are bound to encounter unexpected challenges as we create our process for this display.

If you would like to be involved in planning the display or if you would like to submit work for our first PVUSD Annual Courthouse Display please contact Susan Megorden, Teacher on Special Assignment for Visual and Performing Arts at susan_megorden@pvusd.net or call 786-2365 x 2566.

Monday, May 12, 2008

What an Elementary Teacher Needs to Know About Visual Art

These are a few of the things that would be good to know before the kids show up in September:Visual Art Resources

•California Art Educators Association (CAEA)
www.caea-arteducation.org
Yearly art educators conference and local events for members.

•The California Arts Project (TCAP)
The Bay Area Arts Project (BayCAP)
www.tcap.net
408-924-4383
Provides professional development for K-12 generalists and specialists in the arts.

•Scholastic Art
www.scholastic.com
Individual art magazine for kids with aesthetic valuing lessons and poster for your classroom in monthly installments. Both elementary (4-6) and secondary (7-12).

•School Arts
www.davisart.com
1-800-533-2847
A magazine for teachers offering visual art lesson ideas for grades K-12.

•Art & Activities
www.artandactivities.com
1-866-278-767
A magazine for teachers offering visual art lesson ideas for grades K-12.

•NASCO
www.eNASCO.com
Art Materials and equipment.

•Sax Arts & Crafts
www.saxarts.com
Art Materials and equipment.
1-800-588-6696

•Dick Blick
www.dickblick.com
Art Materials and equipment.

•RAFT (Resource Area for Teachers)
www.raft.net/
Really cheap supplies and great classes for teachers.

Arts Enrichment Series

Upcoming Dates for the District Arts Team (DAT) Planning Meetings

October 18th 4:00 – 6:00 Graniterock Boardroom
November 1st 3:30 – 6:30 Graniterock Boardroom
December 6th 4:00 – 7:00 COE Boardroom
February 7th 4:00 – 7:00 COE Boardroom
March 6th 4:00 – 7:00 COE Boardroom
April 3rd 4:00 – 7:00 COE Boardroom
May 1st 4:00 – 7:00 COE Boardroom


Enrichment Series Dates
RSVP 24 Hours Prior to Class! Please Contact susan_megorden@pvusd.net to confirm or call 786-2365 x2566

October 25th 4:00 – 6:00 Aptos Junior High Art Room
Metal Bas Relief
November 8th 4:00 – 6:00 Aptos Junior High Art Room Personal
Shrines/Altars in Clay
November 29th 4:00 – 6:00 Aptos Junior High
Book Forms for Elementary Teachers
January 24th 4:00 – 6:00 Aptos Junior High
Decorative Paper Using Tempera Paint
February 21st 4:00 – 6:00 Rolling Hills Middle School
Aboriginal Dot Paintings
March 13th 4:00 – 6:00
Matisse for Elementary Teachers
April 10th 4:00 – 6:00
Color for Primary Teachers...Spring Flowers
May 8th 4:00 – 6:00
Sculpture for elementary teachers

Strategic Directions for Visual & Performing Arts 2008

Our district arts planning was a year-long process which included a number of teachers, adminstrators, and parents in the process of designing a paln for arts education in our school district.






DAT 5-1-08 Priority Goals Draft

ALIGNING CURRICULUM
1.Educate, Advocate, Coordinate All Stakeholders Around the Arts Plan
2.Equal Access for All (Grad Req. a Must)
3.Increase Collaboration Inter/Intra K-12 VAPA Curriculum•Professional Development in VAPA to Build Leadership at Sites
•Professional Development in Interdisciplinary Curriculum/Teaching
•Utilize Abriendo Caminos for PD Connecting Arts (Migrant)
•Develop Interdisciplinary K-5 Units
•Use Interdisciplinary Approach to Arts
•Restructure Time in Order to Reorganize Curricular Connections
•Rotating Arts Classes Taught by Site Staff Experienced in the Arts

ADVOCATING & EDUCATING
1.PR Campaign for Arts Advocacy (including all stakeholders-tax payers)
District Website to Showcase each School (rotating monthly)
•Continue/Increase Courthouse Display
•$ for Frames, Mats, Curator for Show
•Display Student Work in the Communtiy
•Arts Events Throughout the District/Community
•PR Campaign for the Arts
•Convene community stakeholders/advocacy group to support arts educ..: Rotary, Soroptomists, Business, Artist/alumna, Womens’Club, Community Council, Arts Council, University Womens’ Group
•Identify Local/Communtity Resources
•Contact Local Newspaper (with press releases) ID contact person (Todd Guild/Reg. Paj.)
•Showcase via Pictures
•Digital Story Telling

2. Identify Coordinators (50% per zone)
•Coordination of Arts District-wide
•K-12 VAPA Articulation (time to meet)
•VAPA SBC Days
•Admin. To Attend Statewide Arts Conferences (Courageous Creativity/CSESA)
•Professional Development (Create Advocates) Teachers, Adminis., Community
•Art Enrichment Series District-wide (zone, feeders)
•K-12 Attend State-wide Arts Educators’ Conferences (CME, CAEA,ETC.)
•Divide Coordinator Position by Zones (divide & conqueor)
•$ salary/ period release
•Increase Collaboration K-12 Around VAPA Content & Curriculum
3.SECURING & MAXIMIZING RESOURCES
•Dedicated Time for the Arts
•Secure funding for the Arts
•Contract a District Arts Professional Grant-writer
•Re-evaluate prep-time/facilities allocation District-wide
•Fact-finding District-wide- WHO (kids) has access & WHO doesn’t
•Real evaluation of extra-curricular activities – cost/benefits

Panty Hose Sculptures





Working with a wire hanger, a block of wood, and a pantyhose students created a sculpture which they dipped in house paint. Once dry the works could be painted with any number of types of paint or left in white or black state.