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Art Teachers Chatboard

Cover letter question

by Not sure

Apr 5, 2015

Do you think it is appropriate to mention that you received an accomplished rating on your OTES evaluation? Or mention it on your application?

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not sure On 4/20/15, Jennifer wrote: > I didn't answer this because I don't know what an OTES > evaluation means. However, it sounds like something positive > and that is always good to include in a cover letter or > application. :) > > > > On 4/17/15, Anyone? wrote: > >> On 4/05/15, Not sure wrote: > >>> Do you ...See More

Apr 21, 2015

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Jennifer Ah, I get it. Yes, we have the same thing. Hm, I actually
never thought about putting that on a letter or
application. I think it would be fine to do that. On
4/21/15, not sure wrote:
> On 4/20/15, Jennifer wrote:
>> I didn't answer this because I don't know what an OTES
>> evaluation means. However, it sounds lik...See More

Apr 21, 2015

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when the work is done

by me

Apr 20, 2015

To all elementary art teachers out there---what kinds of things do you do with K-3 kids when they're done with their work, but everyone else isn't? If kids have rushed through their work, I try to get them to put a little more effort into it, but some kids are legitimately done, with time on their hands. Ideas? Thanks.

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Jennifer For my older students, 4th/5th grade I have "in between" projects that are ongoing that they can work on.

One example is the Op Art project that you see a lot with the curved lines. I have them use value with colored pencils and it takes a long time to finish. So, I will start the project during class with everyone. Then they ke...See More

Apr 20, 2015

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Autistic Students

by Artme

Mar 28, 2015

Within the last 2 years our elementary school has taken on 15 autistic children who used to be in alternative placements. We created a program within our school for these children which has been very successful and has saved our school system a lot of $ in out-of-district tuition. Our school has 450 kids, pre K- 5th. SO, 15 out of 21 art classes ha...See More

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Dana Hi. It seems that I have more autistic students each year. Are these students integrated in with the other classes or do you see them at a special time? Most of my students are integrated into the regular classes and a few come with an aide. This year the more severe students with autism are also integrated in with an aide or two because of schedul...See MoreHi. It seems that I have more autistic students each year. Are these students integrated in with the other classes or do you see them at a special time? Most of my students are integrated into the regular classes and a few come with an aide. This year the more severe students with autism are also integrated in with an aide or two because of scheduling. I see the need to integrate in certain situations but it does make it difficult to start a lesson when there is screaming or outbursts. It is difficult to grade when they are not at grade level so after discussing with the other special area teachers, I started giving a below average grade with a nice comment on their strengths. Sometimes the aides will take them out early because 45 minutes is very long. They used to come see me halfway through a special to integrate and stay an extra 15 minutes so I could spend time getting to know their needs and strengths and work more one on one. Unfortunately it doesn't work this year. When I saw my students on their own we could do lessons that work on their fine motor skills and tactile experiences. I used shaving cream and dropped some paint on to top (they can touch and use fingers to mix in) have a marble paint look when they press paper on top and pull a print. We have done apple prints. I've also used play-doh and real clay when I am doing a long discussion with the rest of my class to let them have a tactile experience. We also use a lot of paints- finger paint and bingo dabbers are a favorite. One of my autistic students loves to place the colored bingo dabbers in rainbow order. She would have to say the color (using what little speech she had) to say which color she wanted to use next while one student that was non-verbal would point to the red, or yellow, or blue. Did you ever try using ping pong balls? Roll them in the primary colors, place them in a lid or top of a box, place a piece of paper down and roll the balls around the lid. It makes fun abstract painting and also the rolling sound can be soothing. This year we are doing a lot of cutting and glueing. Hope this helps. Try a Matisse collage with lots of fun shapes. Good Luck! Dana

On 3/28/15, Artme wrote: > Within the last 2 years our elementary school has taken on > 15 autistic children who used to be in alternative > placements. We created a program within our school for these > children which has been very successful and has saved our > school system a lot of $ in out-of-district tuition. Our > school has 450 kids, pre K- 5th. SO, 15 out of 21 art > classes have an autistic student and tech support for that > student. Needless to say, this has had a huge impact on me, > my classes, and music and PE classes as well. The kids are > at all levels, from verbal to non-verbal. Of the 15 kids, I > give art assessments to 12 of them. Three are so low that I > do not feel comfortable grading them. Apparently, they are > in my room for socialization, tho that does not really > happen. They are still at the scribble stage and frequently > interrupt with outbursts. Their attention spans are limited, > so they often stay for a short time. I would like to come up > with a different way for these 3 children to have art: I > feel they should be exploring art materials instead of > learning about artists and higher level concepts. The music > teacher is going to try an "unified" approach, pairing the > neediest of those kiddos with "normal" kids for a small, > short class. The SPED director is supportive of that idea. I > am not sure what I could offer as an alternative that would > better meet the needs of the autistic students. Has anyone > out there tried something different? Our SPED director > champions inclusion, but this isn't working for anyone.

Mar 29, 2015

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Dana On 3/29/15, Dana wrote: > Hi. It seems that I have more autistic students each year. > Are these students integrated in with the other classes or do > you see them at a special time? Most of my students are > integrated into the regular classes and a few come with an > aide. This year the more severe students with autism are also >...See MoreOn 3/29/15, Dana wrote: > Hi. It seems that I have more autistic students each year. > Are these students integrated in with the other classes or do > you see them at a special time? Most of my students are > integrated into the regular classes and a few come with an > aide. This year the more severe students with autism are also > integrated in with an aide or two because of scheduling. I > see the need to integrate in certain situations but it does > make it difficult to start a lesson when there is screaming or > outbursts. It is difficult to grade when they are not at grade > level so after discussing with the other special area > teachers, I started giving a below average grade with a nice > comment on their strengths. Sometimes the aides will take > them out early because 45 minutes is very long. They used to > come see me halfway through a special to integrate and stay an > extra 15 minutes so I could spend time getting to know their > needs and strengths and work more one on one. Unfortunately it > doesn't work this year. When I saw my students on their own > we could do lessons that work on their fine motor skills and > tactile experiences. I used shaving cream and dropped some > paint on to top (they can touch and use fingers to mix in) > have a marble paint look when they press paper on top and pull > a print. We have done apple prints. I've also used play-doh > and real clay when I am doing a long discussion with the rest > of my class to let them have a tactile experience. We also > use a lot of paints- finger paint and bingo dabbers are a > favorite. One of my autistic students loves to place the > colored bingo dabbers in rainbow order. She would have to say > the color (using what little speech she had) to say which > color she wanted to use next while one student that was > non-verbal would point to the red, or yellow, or blue. Did you > ever try using ping pong balls? Roll them in the primary > colors, place them in a lid or top of a box, place a piece of > paper down and roll the balls around the lid. It makes fun > abstract painting and also the rolling sound can be soothing. > This year we are doing a lot of cutting and glueing. > Hope this helps. Try a Matisse collage with lots of fun > shapes. Good Luck! Dana > > Also, I do seat them with students that love to help and assist. > > > > On 3/28/15, Artme wrote: >> Within the last 2 years our elementary school has taken on >> 15 autistic children who used to be in alternative >> placements. We created a program within our school for these >> children which has been very successful and has saved our >> school system a lot of $ in out-of-district tuition. Our >> school has 450 kids, pre K- 5th. SO, 15 out of 21 art >> classes have an autistic student and tech support for that >> student. Needless to say, this has had a huge impact on me, >> my classes, and music and PE classes as well. The kids are >> at all levels, from verbal to non-verbal. Of the 15 kids, I >> give art assessments to 12 of them. Three are so low that I >> do not feel comfortable grading them. Apparently, they are >> in my room for socialization, tho that does not really >> happen. They are still at the scribble stage and frequently >> interrupt with outbursts. Their attention spans are limited, >> so they often stay for a short time. I would like to come up >> with a different way for these 3 children to have art: I >> feel they should be exploring art materials instead of >> learning about artists and higher level concepts. The music >> teacher is going to try an "unified" approach, pairing the >> neediest of those kiddos with "normal" kids for a small, >> short class. The SPED director is supportive of that idea. I >> am not sure what I could offer as an alternative that would >> better meet the needs of the autistic students. Has anyone >> out there tried something different? Our SPED director >> champions inclusion, but this isn't working for anyone.

Mar 29, 2015

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Been offered non art job - confused

by Artygirl

Mar 9, 2015

Hi i've been an art teacher in one capacity or another for a long time.

i've just started at a school I used to do workshops in and they've offered me a Textile teaching job. I'm flattered as it's just me teaching it so I'll be running the area, but I'll hardly be teaching any art and what I do teach will be lower school no GCSE or A leve...See More

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wizzlewolf >> Please help I'm really confused.

I think you should take the job (for now). Since there are limited art teacher jobs, take this job for the $$$ and experience. Keep you eyes open for art teacher opportunities. When you get an art teacher job, you can quit this job. Yet, you will know more about fibers and have other kinds of job...See More

Mar 10, 2015

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Sarah Rosenblum Why not keep that job while searching for the one you really want?

On 3/09/15, Artygirl wrote: > Hi i've been an art teacher in one capacity or another for a > long time. > > i've just started at a school I used to do workshops in and > they've offered me a Textile teaching job. I'm flattered as it's > just me teaching it...See More

Mar 19, 2015

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Student Behavior and Engagement

by Bill

Mar 3, 2015

I need suggestions for optimal student engagement during these three weeks prior to our Spring Break. Sadly to say, we are completing bookwork from and older version of Understanding Art and the kids are bored out of their minds. However, I feel that it is a necessary step in order to settle them down and re-focus their energy on school and not soc...See More

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Josie On 3/03/15, Bill wrote: > I need suggestions for optimal student engagement during > these three weeks prior to our Spring Break. Sadly to say, > we are completing bookwork from and older version of > Understanding Art and the kids are bored out of their minds. > However, I feel that it is a necessary step in order to > settle the...See More

Mar 4, 2015

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wizzlewolf On 3/03/15, Bill wrote: Sadly to say, > we are completing bookwork from and older version of > Understanding Art and the kids are bored out of their minds.

You answered your own question. The kids are bored because they are not engaged. Create a hands-on project which exemplifies the "book work". Stop reading. Start DOING.

Mar 7, 2015

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Missed art class

by Artme

Feb 28, 2015

This week I had a first grade teacher who decided to keep 5 children in the classroom when she brought the rest of the students to art because they "hadn't finished their math." I said that we were starting a new lesson today and that would make it difficult, but she said, "Oh, well" as if this were the kid's consequence for foo...See More

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Artme On 2/28/15, anon wrote: > On 2/28/15, Artme wrote: >> This week I had a first grade teacher who decided to keep > 5 >> children in the classroom when she brought the rest of > the >> students to art because they "hadn't finished their > math." I >> said that we were starting a new lesson today and that ...See MoreOn 2/28/15, anon wrote: > On 2/28/15, Artme wrote: >> This week I had a first grade teacher who decided to keep > 5 >> children in the classroom when she brought the rest of > the >> students to art because they "hadn't finished their > math." I >> said that we were starting a new lesson today and that > would >> make it difficult, but she said, "Oh, well" as if this > were >> the kid's consequence for fooling around. I have no > problem >> if a student is having behavior problems and is in no > shape >> to come to art (that makes it tough for everybody, and > that >> was the case with another one of her kiddos on the same > day) >> but losing art as a consequence for unfinished work > doesn't >> sit well. I consider art to be part of each child's

You're preaching to the choir. I spoke with her this morning and she immediately blamed her student teacher for keeping the kids. I said, "Well I just wanted to be sure you know that art is part of each child's curriculum and missing art should not be a consequence for not finishing work." She said, "Oh, I know! But it was HER consequence, not mine. I know art is important!" (But in truth, she has done the same thing in the past.) I asked her if she'd like me to talk to her student teacher about it, but she declined, saying that this was her last week anyway. SO- a missed opportunity to educate a teacher new to the profession, but at least Mrs. P. got the message... > school >> curriculum- they only have art once a week for Pete's > sake. >> Not only that, but she has a student teacher who is > getting >> the wrong message about appropriate consequences for not >> getting work done. I will address this with her on > Monday, >> but I need some words to help me communicate to her that >> this will not work in the future. Anybody? > > Withholding art as a negative consequence, like missing > recess, gives students the message that art is no more > important than recess. It also reflects and maintains the > belief among classroom teachers that art is not an > important subject. When students, staff, administration, > and parents do not think of the arts as important subjects, > then the arts will be cut when education funds are low. Is > this really what classroom teachers want? In the worst > case scenario, classroom teachers will be required to teach > art, music, and PE in their own rooms, as they used to do > in the past. > > When students view specials as play, many of them don't do > good work. Why pay a certified art teacher who produces > student art work that is no more advanced in quality than a > TA or a community volunteer with no art ed training would > do? Again, it is a school expense that could be cut, should > the day come when a district needs to cut back. You need to > be accountable for your teaching to some extent, just as > she does, although not nearly to the degree that she does. > So, you want to work together somehow. > > You might ask if you can help her with the students in some > other way. >

Mar 2, 2015

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Artme On 3/01/15, wizzlewolf wrote: > On 2/28/15, anon wrote: >> On 2/28/15, Artme wrote: >>> This week I had a first grade teacher who decided to keep >> 5 >>> children in the classroom when she brought the rest of >> the >>> students to art because they "hadn't finished their >> math." >...See More

Mar 2, 2015

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Plaster of Paris - Questions

by Dale D

Feb 23, 2015

I'm hoping someone can help me with this. A very long time ago I attended a workshop in which the presenter made a large Easter egg using plaster of Paris. He made a solution of p. of P. in a glass coke bottle, then fixed an inflated 6- or 9-inch round balloon over the mouth of the bottle. He then inverted the bottle, allowing the p. of P. to flow ...See More

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Artme On 2/23/15, Dale D wrote: > I'm hoping someone can help me with this. A very long time > ago I attended a workshop in which the presenter made a > large Easter egg using plaster of Paris. He made a solution > of p. of P. in a glass coke bottle, then fixed an inflated > 6- or 9-inch round balloon over the mouth of the bottle. He > ...See More

Feb 25, 2015

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Shaun's Cracking Ideas Design Challenge

by Laurien Webb

Feb 24, 2015

Hi

If you're looking for a free resource to encourage creativity in your pupils visit [link removed]!

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Blind Student

by Artme

Feb 23, 2015

I just found out that I will be getting a new student who is blind (visually impaired). He is a first grader and he will attend art class with a one-to-one ed tech. I have taught for MANY years and I have had students with many disabilities, including several who were legally blind, but this has me stumped. Have any of you had experiences teaching ...See More

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Curious On 2/23/15, Artme wrote: > I just found out that I will be getting a new student who is > blind (visually impaired). He is a first grader and he will > attend art class with a one-to-one ed tech. I have taught > for MANY years and I have had students with many > disabilities, including several who were legally blind, but > this ha...See More

Feb 23, 2015

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Artme On 2/23/15, Kathleen wrote: > On 2/23/15, Artme wrote: >> I just found out that I will be getting a new student who is >> blind (visually impaired). He is a first grader and he will >> attend art class with a one-to-one ed tech. I have taught >> for MANY years and I have had students with many >> disabilities, inclu...See More

Feb 23, 2015

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Why so quiet?

by wizzlewolf

Nov 15, 2014

This is really freaking me out. I have taken advantage of this art teacher community for decades. I have always loved it. Now, it is so quiet; it is alarming. WHY? Young and old art teachers speak up. What is happening now? Why don't you want to speak up or share? What is going on here?

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quiet person On 2/07/15, wizzlewolf wrote: > On 2/06/15, quiet person wrote: >> I stopped reading this board a few years ago because as a >> more traditional art teacher, I did not relate to those >> who dominated the board a few years ago. I think it was >> CiCi in Paradise who was the only poster I could relate >> to. I cannot...See More

Feb 7, 2015

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Sheree Rensel On 2/07/15, quiet person wrote: > On 2/07/15, wizzlewolf wrote: >> On 2/06/15, quiet person wrote: >>> I stopped reading this board a few years ago because as > a >>> more traditional art teacher, I did not relate to those >>> who dominated the board a few years ago. I think it was >>> CiCi in Paradis...See More

Feb 14, 2015

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