Lessons+in+the+Spotlight+January+2014

= Teachers Lounge: "Lessons in the Spotlight-Using the Art Critique Process to Strengthen Teaching and Learning" =

====Artists use the critique process to get feedback about their work, anticipate audience responses, and make adjustments and improvements to their work. While teachers exercise their creativity every day creating lessons and units of study, they rarely get to share their products with peers and other professionals. Whether you are looking for fresh ideas or simply want to support your peers, join us for this lively critique featuring visual art and arts-integrated lessons by selected Chicago area teachers. Using a rubric developed by local education experts, a panel of peer teachers, museum educators, and guest artists will lead the discussion with audience participation.====

Free; 2 CPDUs

 * Presenters: Peter Stover, Joe Anderson**



Peter Stover Peter has been teaching art for 11 years,has received his Master of Arts in Teaching '09 from Columbia College Chicago, and currently works for Chicago Public Schools teaching K-8 elementary art. Defining himself as a transformational artists, educator and evolutionary theorist, his career has been punctuated by several revelatory turning points originating primarily from his study and documentation of creative cultures on the west coast. These experiences have given him unique insight into the revolutionary potential for humans and our relationship to each other and the planet.
 * = Presenter ||= Lesson Description ||= Students' Work ||
 * [[image:Peter_Stover_Pic.jpg width="252" height="169" align="center"]]

He is currently working on ways to improve contemporary art education and society in general. || === ===

Thematic Core:
4-8 Geometry-Color & Light Theory-Surrealism-Op Art

Essential Questions:
-How can geometry and our dreams be used to create Art? -How can art be used to convey meaning, and important information? -(What is art, it's purposes, and relevance to our lives, the lives of others, and the forward evolution of the human species, planet, and galaxy?)

Posted Questions:
-How can geometry be used to make art? -What are our dreams like? *How can we create art that synthesizes geometry and dreams? || || and create the components of geometric forms including lines, angles, polygons, and polyhedra.
 * = Lesson Objectives ||= Key Vocabulary, Concepts and Materials ||= Stay Connected and More Information ||
 * SWBAT identify, comprehend, analyze (compose & decompose),

SWBAT describe, analyze, evaluate, and interpret the role, effect, and significance of geometry in the visual world, art, and personal perception of space & information by examining works of art that include this feature (eg. Op, classical, minimal, African, tribal) and creating their own worksof art in reflection of this investigation.

SWBAT utilize art making tools and resources to safely, effectively, and efficiently create a work of art that incorporates the principles and elements of art and features of geometric & spatial reasoning.

SWBAT elaborate on the theme of geometry and pattern as modalities for encoding and transmitting memory and information by connecting these ideas to their ideas of identity from the previous unit, and its implications in various cultures across time by creating unique and original works of art in ways determined by the student which could include:3 dimensional drawing, graphic design, optical illusion, character development, narrative, fashion/clothing design, painting, text, and/or mixed media collage.

SWBAT recognize, identify, and apply key aspects of Op Art and Surrealism, based off of the work of such artists as V. Vasarely, B. Riley, R. Magritte, & S. Daliand create works of art based off of these artists' style and conceptual praxis that also develop and express their own ideas and ways of perceiving.

SWBAT create an experience of creative synthesis by embracing the ambiguity of new cognitive/representational potentials in the juxtaposition of two divergent systems of thought: Geometry and Dreams, which will provide theframe of reference & source material for reflection, refinement, elaboration, and optimization of their use of the creative processes. || === ===

Key Vocabulary and Concepts:
Surrealism, juxtaposition, psychology, disorientation, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">mystery,Op Art, optical illusion, grid, interlocking rectangular polygons,sphere, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">curvilinear, alternating pattern, complimentary color, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">dynamism, dimensionalization, synthesis, hybridization, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">interpretation, impact.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Pencils, paper, rulers, crayons, markers, colored pencils, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">oil pastels, chalk pastels, water color, scissors, glue. || Download Peter Stover's full version instruction on the class here: ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Materials and Technology: **


 * = Presenter ||= Class Theme and Value ||
 * [[image:headshot.janderson.jpg width="207" height="207" align="center"]]


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Joe Anderson **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Joe Anderson is an artist/educator based in Chicago. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">He received a BFA in Art Education from the University of Illinois at Urbana-Champaign in 2010.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">He teaches Applied Arts at Percy Julian Middle School in Oak Park, IL.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">His current projects range from process-based painting to HomeWork Editions; a project space that pairs emerging artists with educators to craft progressive curriculum. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">In this class we conduct choice-base art projects as a way to bring students together in a mutually supportive environment. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">To better assess each student's individual studio practice, we use a Tumblr page, hashtags (#) and a Documentation Station to publish individualized portfolios. Paired with a commitment to the inquiry cycle, this method challenges students to identify significant advances in their own work, and take responsibility for making those breakthroughs significant to the world <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">by publishing them in a deliberate way. ||
 * = Core of the Class (The Inquiry to Action Cycle) ||= Stay Connected and More Information ||
 * < The core of the class is based on the //**Inquiry to Action**// model, pictured below.



to promote the development of creative thinking strategies, and develop essential questions for their own creative research.
 * Inquiry:** Students use examples of contemporary culture & artwork

responsible for brining their own artwork to the new world via social media. Using the photo and video capability of a classroom set of iPada, students document their creative process and final results for the world to see.
 * Document:** In a "content" filled world, artists are increasingly

are exposed to a variety of 2-D and 3-D art materials and processes. || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">Students aren't the only ones with access to this artwork. Parents, Administrators, Teachers and members of the wider creative community are welcomed to interact with the constant stream of ideas developed in our room.
 * Act:** In Applied Arts, //action// is emphasized. In this class, students

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; text-align: left;">All are invited to to follow Applied Art on Instagram (@appartop), Twitter (@appartop), & Tumblr.

Download the 2014 workflow here:

Download the instruction here:

Stay connected with Joe Anderson: joeandersonchicago@gmail.com ||

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 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13pt;">Watch highlights of the presentations from Peter and Joe, and also discussions. **