Teachers'+Lounge—Lessons+in+the+Spotlight,+December+2012

 **Teachers' Lounge**: **Lessons in the Spotlight — Using the Art Critique Process to Strengthen Teaching and Learning** Dec. 6th, 2012 4:30 PM - 6:30 PM

Artists use the critique process to get feedback about their work, anticipate audience responses, and make adjustments and improvements to their work. While classroom 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.

Teachers’ Lounge is a free open-enrollment series offered by the Division of Teacher Programs at the Art Institute of Chicago and developed in collaboration with members of the Teacher Advisory Panel.


 * Program Objectives **
 * The program will feature visual art and arts integrated lessons developed by selected Chicago area teachers.
 * A small panel consisting of a teacher, a museum educator, and a teaching artist will lead a critique and discussion based on the featured lessons.
 * This is a great opportunity for educators to share their work with other professionals and get feedback.

||< **Tuning Protocol** ||
 * < **Agenda**

=Featured Lessons=
 * **Educator** || **Lesson Description & Objectives** || **Images and Artwork** ||
 * [[image:albrecht.jpg width="256" height="192"]]
 * Luke Albrecht**

Luke Albrecht has taught at Crown Community Academy in Chicago's North Lawndale community for the last 11 years. He has National Board Certification in middle school mathematics. For the last seven years, he has co-taught arts/mathematics integrated units in collaboration with teaching artists through Columbia College's Project AIM. He has also worked on art/mathematics integration with CAPE and the Art Institute of Chicago.
 * Bio**


 * Leah Mayers**

Book and Paper Artist || **Title** Making and Breaking Commitment: Using Math Practice Standards and Art Books
 * Bio**

What evidence is there of students connecting the artistic practices of creating art books to the Common Core Math Practice Standards in their art and in their talking and writing about art?
 * Focusing Question**

Students in my Algebra class are exploring the big idea of commitment. They have developed an essential question: What causes the cycle of making and breaking commitment? Teaching artist Leah Mayers and I will facilitate a series of classes around creating art books to answer this question.
 * Description**

This project asks students to use metacognition to examine their own problem solving abilities. We are explicitly connecting the artistic practices of creating art books to the Common Core Math Practice Standards to demonstrate for the students how thinking and learning skills are not bound by content areas. ||



||
 * **Lesson Plans/Materials**

Crown Daily Plans 2012-2013: Crown Wk 4 LP: November 2012: Common Core State Standards for Mathematics: Commitment Aim 2012 (As of 11/28/12): Crown MP Rubric: || **Objectives:** Develop thinking, integration of ideas, communication, patience, perseverance, and precision. Move from concrete to abstract and back again. Learn to talk maturely and clearly with each other. Use mathematical terms and language when possible. Learn conceptual and art making tools and use them precisely. Recognize patterns. Use all these components and skills in an interdisciplinary integrated way with your other classes, peers, home, and relationships in general. Always ask, remind, refer, integrate, apply all work with/to 8 Standards. || ||
 * **Educator** || **Lesson Description & Objectives** || **Images and Artwork** ||
 * [[image:sfriel_portrait.jpg width="268" height="199"]]
 * Susan** **Friel**
 * Susan** **Friel**

Susan A. Friel is an educator, artist and leader whose life bridges the often clashing ideals of art and education around the world. As Project Director at Inner-City Arts in Los Angeles and later as Director of Education for A.R.T. (Art Resources in Teaching), she envisions her role as that of a bee, cross pollinating the artist’s studio and the classroom.
 * Bio**

Susan’s reflections on the intersection between artists and teachers can be found in the second edition of //__Learning by Heart, Teachings to Free the Creative Spirit__//.

Currently, you can find Ms. Friel, “in action” as the Art Teacher and Magnet Cluster Lead Teacher at Dewey Academy of Fine Arts in CPS. Her greatest desire is to continue inspiring herself and others to joyfully engage in life long creativity at every opportunity.

ssnfri@yahoo.com [|www.susanfriel.com] [] || **Title** Lines and Shapes in Space: Look What I Can Do!

How does this project cross the bridge between math and art in a way that is visually exciting and intellectually stimulating?
 * Focusing Question**

We used simple materials and a "magical" construction technique to create colorful sculptures that blur the line between art, math and architecture.
 * Description**

||

|| Line and Shapes in Space Unit: Artist Reflection Sheet 2D: Railroad Board Structure: KWL Reflection Sheet:
 * **Lesson Plans/Materials**

FA: 25 A: Understand the sensory elements, organizational principles, and expressive qualities of the arts.
 * Standards Addressed **

Stage D3: distinguish between 2-D and 3-D art works.

FA: 26A: Understand processes, traditional tools, and modern technologies used in the arts.

Stage F4: Demonstrate a variety of processes using art <span style="font-family: Arial,Helvetica,sans-serif;">making tools and materials to create a 2-D artwork.

<span style="font-family: Arial,Helvetica,sans-serif;">Math: CC.5.G.3 Classify two dimensional figures according <span style="font-family: Arial,Helvetica,sans-serif;">to their attributes based on their properties. || **<span style="font-family: Arial,Helvetica,sans-serif;">Objectives ** __<span style="font-family: Arial,Helvetica,sans-serif;">Math __
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Identify the properties of squares, triangles, and rectangles
 * <span style="font-family: Arial,Helvetica,sans-serif;">Calculate surface area of geometric forms
 * <span style="font-family: Arial,Helvetica,sans-serif;">Measure and calculate the surface area of art materials

__Fine Arts__
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create 2-D artworks from railroad board
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create 3-D artwork from same materials as 2-D artwork
 * <span style="font-family: Arial,Helvetica,sans-serif;">Compare their 2-D and 3-D artwork
 * <span style="font-family: Arial,Helvetica,sans-serif;">Identify differences and similarities || [[image:friel5 width="207" height="221"]] ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 22.4px; text-align: center;">**Featured Panelists** Peter has been teaching art for 9 years, has received his Master of Arts in Teaching in ’09 from Columbia College Chicago, and currently works for Chicago Public Schools teaching K-8 elementary art. Defining himself as a transformational artist, 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 evolutionary potential for humans and our relationship to each other and the planet. He is currently working on ways to improve contemporary art education and society in general.
 * Peter Stover**

**Georgina Valverde** Georgina Valverde (b. Mexico City) is an artist and educator. She holds an MFA from the University of Illinois at Chicago. Ms. Valverde has exhibited her work widely including at the National Museum of Mexican Art, Chicago; the Hyde Park Art Center, Chicago; the University of Texas Pan-American, Edinburg, Texas; the Museo de Arte Contemporáneo de Tamaulipas in Mexico; and the Museum of Contemporary Art, Chicago. Ms. Valverde has extensive experience in museum education including studio teaching, program development, and administration. Currently she works in the Division of Teacher Programs at the Art Institute of Chicago designing professional development for educators centered on pedagogical strategies for teaching with art and the museum’s encyclopedic collection. Ms. Valverde also teaches art history in the Odyssey Project of the Illinois Humanities Council.

**Lauren C. Watkins** Lauren C. Watkins is the Manager of Teacher Programs at the Museum of Contemporary Art, Chicago. She is responsible for the operation of the Museum’s innovative and varied professional development opportunities for educators. Lauren's work challenges her to explore, together with artists and educators, the points of interaction and intersection among contemporary art and contemporary modes of teaching and learning.Prior to her appointment at the MCA, Lauren worked as an architecture and design educator. She coordinated, developed, and led multi-disciplinary, place-based learning experiences for youth, families, and educators at the National Building Museum in Washington D.C. and at the Chicago Architecture Foundation.Lauren holds a B.A. in Art History with a concentration in Educational Studies from Carleton College and a Master’s degree in Art + Design Education with a concentration in Museum Education from the Rhode Island School of Design. MCA Teachers

**Additional Resources**Looking at Student Work Website Excellent resources on assessing student and teacher work through learning communities and inquiry methods.

__**Photos From Lessons in the Spotlight Dec 2012:**__

[|Video: Discussion from Lessons in the Spotlight Dec. 2012]