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Quitney Price

ITE 326- Visual Arts

Reading and Reading Responses

1. Which reason(s) stated in Cornett (2011, pp. 144-148) for integrating the visual arts into the
elementary curriculum resonated with you? Why is this important to you and how will you use
this information to advocate for the arts in education?
The two reasons that resonated with me the most were art develops higher order
thinking, and art promotes respect for diversity. I have always believed the first reason to be
true. Music has been proven to help young children with developing their cognitive abilities
including creating synaptic connections. I did not know how art could affect our brains later in
life. The book mentions haw it helps the police with solving crimes and doctors with diagnostic
work. Learning to concentrate on details and practicing that skill can help many different people
in a variety of careers. I also liked how the book mentioned not limiting a childs creativity. If
you limit creativity and tell children art is supposed to look a certain way, if a child cannot fit the
mold they may give up art all together.
The second reason hits home to me on a personal level. I love all types of art and find it
vital when learning about a culture, to also learn about its art. Art can be very personal and for
someone to view and appreciate someones art is a way to also accept them for their similarities,
but also their differences. Art is one of the most diverse areas of life. It comes in so many
different forms and encompasses so many different ideas. When you get a child to appreciate and
respect art, you sub sequentially teach a child to appreciate and respect diversity.

3. After reading Cornett (2011, pp, 162-163), describe the aesthetics of your ideal classroom that
integrates the visual arts into the curriculum. Why are the aesthetic components of your
classroom important to you and your students in creating an environment that uses the arts to
enhance teaching and learning?
My ideal classroom would be painted a cool color to enhance calmness and creativity. I
would also have a lot of wall space to display student work as well as classical pieces of artwork.
I would want to feature a different artist every month and have students be exposed to different
types of art and artist. I would also like to incorporate different medias of art and possibly have
sculptures around. However, I do disagree with the book in one way, and that is how it suggest
that we do not use cutouts or traceable materials. I personally love to create display boards and
use lots of cutouts and traceable materials. I like the way they look, but will not limit my students
to use just those.
Everything that the book mentions will be important in my classroom. Color, exhibit
space, respectful art, stultifying art, and art sources are all important aspects to consider when
designing the classroom. Personally, I want to focus on exhibit space and respectful art as I feel I
will have the most power over these aspects. I will make sure my students have enough room to
properly display their art. I will also make sure to teach diversity and different types of art. I find
it very important to expose children to different art forms to ensure they have a respect for the
arts for the rest of their lives. Respectful art means that children are exposed to different medias,
forms, expressions, and dimensions of art. I will ensure this happens in my classroom.
10. Cornett (2011) says that energizers and warm-ups are used to ready students mentally and
physically for creative problem-solving (p.179). She lists numerous energizers and warm-ups.
Select three energizers or warm-ups that you would like to include in your teaching. You may

be able to include specific warm-ups in your unit plan that you are going to write. Describe in
detail how you would guide students through each of these experiences. This is similar to what
you need to do when you are writing your lessons in your unit plan to describe what students will
do.
Art Walks- I like the idea of art walks for many reasons. One, I like the ideas of using all
of your senses (except taste) to create a work of art. Students will see, hear, smell, and touch
things that will become a beautiful piece of art. Two, I also like the idea of revisiting that area
throughout the year. Art is depended on so many aspects; time, experience, and mood are all an
aspect of art. Students will be able to see the difference in their skills and interpretations
throughout the year.
To guide students I would explain the process, show them my personal example, and then
go outside to demonstrate the actual process. I would guide students to things to look for, listen
to, etc. I think this activity would be better for older students as it takes concentration, patience,
and being able to work independently.
Doodle Logs- Doodle logs are like writing logs, but with pictures. I like the freedom here
to allow students time to draw and express themselves in a different way. This would not take
much guidance as it is for them to explore and be free to create what they want based on their
day and their mood. I love how much freedom this will allow them.
Make a mess- This allows students the ability to work with different materials and
experiment before actually creating a finished piece of work. This allows students to explore a
new media and gain confidence before using it for a project. To guide students I will first
introduce the material and different artists that use that material. I will let students touch it and

experiment with it after they have learned what it is and what can be done with it. This will be
done in groups and with close supervision.
12. Cornett (2011) describes a wide variety of drawing, painting, printmaking, collage, and
mixed media. She includes information about specific media, tools, surfaces and techniques (pp.
184-187). She also includes information about artistic techniques such as enlarging, simplifying,
cropping. She also explains other art forms such as displays, bulletin boards, murals,
photography, three-dimensional art, and bookmaking (pp. 186-190). After reviewing this
information, think about which one of these art forms you feel comfortable teaching your
students and describe why you think you want to select this art form as a focus for one of your
lessons in your unit plan and what you want to teach your students about this art form.
I would teach my students about photography. I would want to get my class digital
cameras to work with and teach them the basics of photography. I would teach my students about
lighting, placement, landscape/ close-up, and angle. As a project, I would have my students work
in groups to work on their skills and discover photography for themselves. Each lesson we would
work on a different skill and experimenting with different techniques.
16. An Essential Arts Toolkit (2006) states, teachers should help students move through a series
of questions that help them describe works of art before advancing to interpretation and
evaluation and identifies questions in each category to help students look closely at a work of
art. Select a single work of art to share with your students and write open-ended questions in
each of these categories to engage your students in looking closely and critically at the work of
art you selected. Include an image of the artwork in your answer. This is a skill you need when
you develop your Slide Presentation and your art lessons.

Describe
What do you see in the

Interpret
Do you see anything in the

Evaluate
Do you like this picture?

picture?

picture?

What could the artists

What colors are used?

What is your interpretation of

message be?

What kind of lines does the

the picture?

Would you paint something

artist use?

How does the picture make

like this?

you feel?

Developing and Using Academic Language in the Visual Arts-How the Arts are Organized
17. Identify and copy selected benchmarks in three different grade levels that are directly related
to using the vocabulary of art. List some of the academic language with definitions you think are
important to help your students develop and use as part of your visual arts curriculum as a K-5
arts educator. This is a skill you need when you develop your slide show and lesson plans in the
visual arts. This is also directly related to discussing the Academic Language Demands that is
part of our unit plan format. (For a glossary of visual arts vocabulary see the Appendix in An
Essential Arts Toolkit for the Grade K-5 Classroom Teacher.)

K.1.1. Use developmentally appropriate art vocabulary.


3.1.4. Use visual arts vocabulary to discuss and compare works of art.
4.1.1. Use the elements and principals of art and design, such as emphasis, proportion,
complementary colors, positive and negative space, and depth to communicate an idea or mood.
Abstract- In visual arts, artwork usually based on identifiable subject, but the artist leaves out
details, and/ or simplifies or rearranges visual elements. Abstract works that have no identifiable
subject are called nonobjective art.
Blending- In visual arts, mixing media together.
Cool colors- In visual arts, colors are often associated with cool places, things, or feelings. The
family of colors ranging from the greens through blues and violets.
Creativity- In all the arts, creativity refers to the individual response or expression; uniqueness of
response (originality); many responses to a given problem (fluency).
Elements of Art and Design- Color, value, line, shape, texture, form, and space.
Line- A continuous mark with length and direction, created by a point that moves across a
surface. A line can vary in length, width, direction, curvature, and color. Can be 2-D or 3-D.
Medium/ Media- The materials or techniques an artist uses to create a piece of artwork
Shape- A 2 dimensional object composed of height and width created by actual or implied lines.
Warm colors- Related and range from the reds through the oranges and yellows. Often associated
with the sun and fire or warm places, things and feelings.

I will need all of these words for my presentation as they all relate to abstract art and the
vocabulary needed to be able to both teach and describe it properly.

Work Cited and Rubric

Claudia E. Cornett (2011). Creating Meaning through Literature and the Arts: Arts Integration for
Classroom Teachers , Fourth Edition. Pearson Education, Inc. Chapters 6 and 7, and Appendices
A J.

Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for the K-5 Classroom
Teacher, Hawaii Fine Arts Grade Level Guide . Honolulu, Hawaii.

Hawaii State Department of Education (2006). Hawaii Content and Performance Standards III: Fine
Arts, Visual Arts.
Needs Improvement
Online posting:
__ The teacher candidate needs
a reminder to complete this task
in a timely manner.
__ The teacher candidate needs
a reminder to complete this task
prior to submitting other work for
instructor review.
__The teacher candidate needs a
reminder to use Word and to
submit as a .doc or .docx.
___ The teacher candidate needs
a reminder to proofread work.
___The teacher candidate needs
a reminder to use citations
correctly.

Meets Expectations
Online posting in Forums and
in Assignments
_X_ Includes your name on
your posting in a .doc file or
in a Google document in
Forums
_X_ Proofreads work before
submitting
_X_ Copies each question and
included the number of the
question.
_X_ Answers all components
of each question
_X_ Answers in detail the
required number of questions
from each reading
_X_ Includes a total of six
questions and answers
_X_ Answers demonstrate
evidence of reading
_X_Answers indicate thinking
for yourself and are different
from other answers shared
_X_Includes citations in
answers (APA)
_X_Uses rubric to self-assess
work
_X_Posts finished work in
Forums for peer review.
_X_Responds to one peer and
includes name here
_AmieFujiwara ____
_X_Posts rubric and finished
work in Assignments for
instructor review

Exceeds Expectations
In addition to meets expectations,
provide evidence of how you
think you exceeded the
expectations for this project:

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