CRITIQUE FOR FIRST QUARTER IS NOVEMBER 9 - THIS INCLUDES ALL STUDENTS: PORTFOLIO PREPARATION AND AP
2D DESIGN & DRAWING CONCENTRATION - PIECES DUE EVERY 2 WEEKS
REVIEW September 29
CRITIQUE: NOVEMBER 9
3D DESIGN CONCENTRATION - PIECES DUE EVERY 3 WEEKS
REVIEW SEPTEMBER 29
CRITIQUE: NOVEMBER 9
Contact information: firstname.lastname@example.org
Period 1 - Prep
Period 2 - Drawing I & II
Period 3 - Design/Survey
Period 4 - Drawing I & II
Period 5 - Lunch
Period 6 - AP/Portfolio Preparation
Period 7 - Duty
Period 8 - Sculpture I & II
As an art teacher I try to help students communicate their experiences, thoughts and feelings through a wide variety of visual media. High School students are at a unique time of their lives where they are finding their own voice. I expect students to be curious, to act upon their own intellectual initiative and reflect on their own experiential learning based upon their performance, kills and knowledge of aesthetics. Creative problem solving is a key component to each course. Students have an opportunity to develop their skills and technical knowledge of art media. Students are assessed based on their individual growth in terms of technical use of materials/media, observational skills, knowledge of major art movements/styles and finally, recognition and application of the elements and principles of design. Viewing art work, whether student work or master works, is a vital component of each student's art education. Students have the opportunity to discuss projects collaboratively, to discern how they did as a group and individually based on the requirements of the lesson and what they see.
We explore what we know and we assess new information. Students are recognized through their quality art projects in continuous art displays at Conard High School, in Art Beat, in exhibitions at the Board of Education and through competitions including Scholastic Art and Writing and the Congressional Art Competition. CHS Art students have won numerous prestigious awards both locally and nationally in these competitions.
My teaching philosophy can be summed up in a quote from pioneer art educator Viktor Lowenfeld who said " The teacher's primary role is to expand the students's frame of reference." This means starting just out of the reach of a student and encouraging him or her to explore new possibilities and new ways of understanding the world and their place in it.
I have been teaching art since graduate school at Yale University where I received my Master's of Fine Arts. I attended the Universidad Catolica in Quito, Ecuador for my first year of college where I lived for over two years. My very first teaching experience was teaching English to students older than I was (19) and who were employed in corporations and embassies in Quito. I am fluent English/Spanish. Following my year in Ecuador I attended the University of Toronto where received a Bachelor's degree in Philosophy. Continuing my academic career, after a year traveling throughout Europe, I received a Bachelor's of Fine Arts from SUNY, Buffalo. During that time I received a travel fellowship to West Africa to research earth architecture. For about ten years New York City was my home; from there I developed outdoor installations from New York to Houston, TX to Heilbronn, Germany. In between I taught art at NYU, and the Colorado College. My most notable freelance assignment was working as a model maker for PeeWee's Playhouse the first year it was produced in New York City!
in 1995 I received a Fulbright Award to teach Womens' Art at the Universidad Catolica in Concepcion, Chile. While there I worked with studio art students to create an outdoor installation that addressed the extremely high percentage of vehicular fatalities in this economically exploding country.
I have taught Drawing, Color, Sculpture and Calligraphy (!) at a number of Connecticut colleges including Trinity College. I have been teaching art in the public school sector for 17 years during which I have continued to create and exhibit my own work. My most recent exhibition was at Governors Island where I created an indoor installation in a Victorian house that is now a visual arts venue.
EXEMPLARY STUDENT WORK
Extra curricular commitments:
National Art Honor Society
All classes should use the 'Useful Research Links' page for Internet resources, web sites and visual research for assignments!