Art Education and Happiness

Courtney Rankin

Definition
Art education refers to learning, instruction and programming based upon the visual and tangible arts. Art education includes performing arts like dance, music, theater, and visual arts like drawing, painting, sculpture, and design works. Design works include design in jewelry, pottery, weaving and fabrics. The curriculum can include commercial graphics and home furnishings as well. Latest trends also include photography, video, film, design and computer. In art education, instruction is through standards-based, sequential approach by a qualified instructor as part of the core curriculum.

Preparation
Art History Philosophy of Art Education Classes Studio Classes

Opportunities
K-12 certified Private/Public
Art for Life Teaching for Artistic Behavior (TAB)

Charter College Professor Camps Museums

The Aims of Art Education

Uphold the human right to education and cultural participation Develop Individual Capabilities
Math, reading, cognitive ability, critical thinking, verbal skills Concentration, teamwork, confidence, motivation

Promote the Expression of Cultural Diversity

Daily Lesson Plan for Art Education Student Teachers

Title: Surreal Hand-Scape Charcoal Drawings Grade level or class: 8th grade

Description: Students will be learning about Surrealism and hand gestures. They will be creating hand-scape drawings from observing their own hands using charcoal. The students will learn and explore significant hand gestures they can use in their image. They will also be incorporating their hands in a relatable background having the hands interact and be part of the scene, creating a Veristic surreal-like drawing. Behavioral Objectives/Essential Questions (3-8): Students will define Veristic and Absolute Surrealism and identify artworks of each style. Students will identify use of hand gestures in communication. Students will observe and draw their own hands. Students will research images of their own interest they may want to use in their drawing. Students will create and understand line, value, and shading using charcoal. Students will draw their hands interacting, passively or actively, into the atmosphere they have chosen. Pennsylvania State Academic Standards: 9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities. 9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms. 9.2.8.C: Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others). Modifications for Individual Differences: Slow learner modifications: Drawings of hands from an image, rather than having them sketch multiple hands. They could only use one hand in their drawing. Gifted and talented modifications: students will draw their own skeletal and muscle structure of hands, instead of referencing the worksheets. They could also create their own hand gestures and write a short paper about what that gesture symbolizes.

Materials and/or Equipment: Sheet for sketches White drawing paper Drawing pencils Vine and compressed charcoal Erasers Image of atmosphere chosen PowerPoint presentation Preparation: Obtain newspaper for students desks Obtain materials (charcoal, paper, worksheets) Prepare PowerPoint Prepare an example of Hand-Scape drawing to show students Lesson Sequence (activities and procedures): 1. Give PowerPoint: PowerPoint explaining Automatism, Absolute and Veristic Surrealism along with hand gestures. Students will answer what paintings belong to what style on the PowerPoint. 2. Give assignment: Students will be creating a Hand-Scape Veristic surrealistic drawing. They will be drawing one or multiple significant hand gestures (examples were provided in the PowerPoint) that will interact with the background they choose. The background and hand gestures must relate. 3. Exercises on hand: A. Create four communication hand gesture sketches referencing your own hands. B. Distribute paper for sketches, pencils, and erasers C. Begin working Review sketches with students along with final gestures for their project. 4. Discussion on background: Choose a scene or background that relates to the gesture(s), students may research images for guidance. A. Explain the interaction with the hand gestures and the background. B. The hand gestures and background must relate to each other. C. Research images to reference when drawing backgrounds. 5. Give assignment: Begin final with charcoal to show understanding of line, values, and shading. A. Stress importance that the hands they chose need to interact with the rest of the drawing. The purpose of the drawing is to be surreal. The hand(s) need to be part of the scene in order to create that feeling.

Grading Rubric: Graded on creativity and originality addressing how their position and gestures of the hand(s) work well with their background and how they relate. Graded on understanding of using charcoal to create line, values, and shades. Graded on how much effort they put into their project and if they used their references properly to guide them through drawing their hand(s). Graded on craftsmanship and if the work is neatly finished and doesnt look like it was rushed. Student Teacher Reflection: Resources for this lesson: Incredibleart.org Pdesas.org (standards) visual.merriam-webster.com www.orthogate.org

Art Education and Student/Teacher Happiness

Express/Creative Relax Explore Teaching students art

Happiness is an Inside Job

Practice 3: We must try to fulfill our needs for relaxation, exercise, and nourishment. Practice 4: We must make our lives an act of love. Practice 5: We must stretch by stepping out of our comfort zones. Practice 7: We must seek growth, not perfection.

In Conclusion