2008 TOYOTA INTERNATIONAL TEACHER PROGRAM TO COSTA RICA

Revised Impact Plan

By: Aimée Wieler-GunnVisual Arts Educator

Highgate Heights Buffalo Public School #80Buffalo, NY

Flower Anatomy: Science and the Visual Arts

KEY CONCEPTS:Realism:“seeing”- simulationcontour linegradation

Art Elements Design Principles color balance line juxtaposition shape unity (leading line) value

Science: Social Studies:flower species geographicalflower anatomy historical

Objectives: (1.)The interdisciplinary lesson reinforces a variety of science concepts related to nature and the anatomy of flowers; (2.)Through a critique of photographs and digital video footage taken in Costa Rica, students will learn about a diverse assortment of flower and plant species. (3.) Later, students work to further develop their skills in Realism by drawing “what they see.” Each student will select a photographic representation of a flower and attempt to simulate the image in creating a realistic-looking floral artwork. (3.) Last, students finish their work by labeling the different parts of the flower..

Teacher exemplar: Snapdragon, 2008. Aimée Wieler-Gunn Colored pencil on paper

**Noted below is the first interdisciplinary science-art lesson plan that I taught upon return from Costa Rica.

COSTA RICAN RAINFOREST-INSPIRED MURAL PROJECTMillard Fillmore Gates Hospital, Buffalo, NY

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The Costa Rican rainforest-inspired mural project was inspired by Jenna Bush’s book Ana’s Story. I selected the book to challenge the high-level readers in our 8th grade class. The book is a true story of an adolescent girl from a poor barrio in Central America. Ana exhibits courage and strength to overcome great adversity in her life As Bush stated in the afterward of her book, one of the important themes of Ana’s Story, is the value of reaching out to help people within our community.

We were presented with the opportunity to work with the elderly residents of the skilled nursing facility at Millard Fillmore Gates Hospital in Buffalo, NY. The rainforest mural will cover all four walls of the new multisensory activity room. As an introduction to the mural project, I spoke to my students about myexperiences traveling in Costa Rica with the Toyota International Teacher Program. Through various class discussions as well as photograph and video critiques, my

students learned about the diverse fauna and floras of the rainforest. Using photographs, images from the internet and art exemplars of the famous artist Henri Rousseau, the children came up with the mural design.

In addition to the 12 students from the Book Club, there are three residents who regularly participate in the painting process. Upon completion, the mural painting will provide a stimulating environment for the residents. This is especially important to the individuals who do not get much exposure to the outdoors due to the restrictions of various disabilities. My students and I are excited that we have the opportunity to beautify the living environment of the residents at Millard Fillmore Gates Hospital, as the quality of one’s environment contributes to the quality of one’s life.

April 2, 2008 ART DEPARTMENT PRESENTATIONBuffalo Public Schools, Buffalo, NY

“Art Education Grants And Fellowships: What I learned from my experiences.”

In two 1-hour presentations, of which In two 1-hour presentations, of which approximately 73 Buffalo Public School art approximately 73 Buffalo Public School art educators attended, I shared information about educators attended, I shared information about my experiences traveling abroad on different my experiences traveling abroad on different educator study tours, including: the 2007 China educator study tours, including: the 2007 China Teacher Leadership Project and the 2008 Toyota Teacher Leadership Project and the 2008 Toyota International Teacher Program in Costa Rica. International Teacher Program in Costa Rica. In my presentation, I emphasized several In my presentation, I emphasized several topics, including:topics, including:• Contemporary Art in China and the Contemporary Art in China and the Dashanzi Art District in BeijingDashanzi Art District in Beijing• Tibetan Art and Culture• Incorporating the New York State Standards for Science into a visual arts curriculum, especially life science, agricultural sustainability and environmental conservation.

In addition to describing my personal experiences, I used a variety of media in the presentation, such as: photographs, PowerPoint and videos that I created with my personal footage.

Last, I informed my colleagues about various opportunities that are available for art educators to travel abroad in search for personal and curriculum development.

segments from: National Art Education Association Conference Presentation

6:00-6:50 PM, March 26, 2008, New Orleans, LA

East Asian Art Experiences. Go Local. Get Abroad!Presented by: Aimée Wieler-Gunn

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The following 9 slides include the PowerPoint presentation that I created and presented at the National Art Education Association Conference in New

Orleans on March 26, 2008

East Asian Art Experiences Go Local. Get Abroad!

2008 National Art Education Association ConventionNew Orleans, LA

presented by:

Aimée Wieler-Gunn (Awieler@buffaloschools.org)

Study Tours to East Asia

NCTA (National Consortium for $ 1, 200.00 Teaching about East Asia) 3 week trips to China, Japan or Korea*30-hour seminar required pre-application

Japan Memorial Fulbright Fund3 week trip to Japan (all expenses paid)

The China Teacher Leadership ProjectEast Asia Resource Center 800.00 Jackson School of International Studies University of Washington 3 week trip to China plus two 3 day trips to Seattle, WA for orientation/dissemination($200.00 personal stipend awarded after submission of post-tour dissemination lesson plan)

The Korea Society (all expenses paid)3 week trip to Korea

The Japan Society 500.00 3 week trip to Japan (middle/high school teachers in NJ,NY,CT)*60-hour seminar orientation post-acceptance

The China Institute 950.003 week trip to China(teachers in NY State ($450.00 stipend for classroom materials awarded after submission of post-tour dissemination lesson plan) *4 week summer institute in NYC ($3,000.00 stipend) pre-application

PROGRAM PARTICIPANT CONTRIBUTION

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Fulbright-Hayes Seminars Abroad

4-6 week trips worldwide $ 400.00

*in-country stipends

Toyota International Teacher Program 75.00

2 week trips to Costa Rica, Galapagos

Seminars and Institutes for Teachers

National Endowment for the Humanities (fixed stipends $1,800 (2 weeks), $2,400 (3 weeks), $3,000 (4 weeks),

2-6 weeks trips worldwide $3,600 (5 weeks), or $4,200 (6 weeks)

(Focus: miscellaneous topics

Honduras for Educators (all expenses paid)

Heifer Study Tours

2 week trip to Honduras

Ghana: History, Culture & Daily Life (all expenses paid)

Primary Source’s Study Tour Program

*5-day seminar required pre-application in Watertown, MA

Earthwatch Institute Educator Fellowships

2-4 week trips worldwide (all expenses paid except airfare)

2008 Destinations: Elementary/Secondary- India and Sri Lanka, Mexico and Peru Secondary/Postsecondary- Bulgaria and Greece, Korea, Morocco, South

Africa

Study Tours Abroad

PROGRAM PARTICIPANT CONTRIBUTION

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Application Questions

CHINA TEACHER LEADERSHIP PROJECT

1. (A) What are your professional goals in participating in this study tour? (1/2 pg.)

1. (B) How do you intend to use your China experience and your leadership skills/position(s) to impact K-12 education? (1 pg.)

1. (C) During this study tour, the group will be living, traveling and exploring together non-stop for 3-weeks in hot, humid weather. Describe how you will contribute to making group dynamics as positive as possible? (1/2 pg.)

FULBRIGHT-HAYS SEMINARS ABROAD PROGRAM

2. (A) Comment on your ability to learn from international and/or intercultural experiences that you have had. (1500 words)

2. (B) Explain your need for this overseas experience and why you want to participate in the seminar you selected. (1500 words)

2. (C) Describe how you plan to incorporate the seminar experience into your professional work to enhance international, intercultural understanding. (2000 words)

FELLOWSHIP IN KOREAN STUDIES

3. (A) A statement outlining your study or research objectives in Korea. (1pg.)

3. (B) An action plan detailing how you intend to use what you would learn through this experience in your future work with students and other educators. (1 pg.)

3. (C) Include examples of lesson plans that show how you have incorporated East Asia into your curriculum. (max. 5 pgs.)

TOYOTA INTERNATIONAL TEACHER PROGRAM

4. (A) Describe your rational for participating in this cultural immersion experience, (1000 words)

4. (B) Describe your post-program school impact plan. (800 words)

4. (C) Describe how your participation in this program will have an impact on your community. (800 words)

* A request to provide a current resume and a minimum of two professional references is the standard on study tour applications.

** Include a cover letter with your application. In the letter, introduce yourself, state your interest in the program, list what materials you are sending them and most importantly, mention any related contact names or how you were referred to the program.

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Susan MitchellJefferson Middle School, Oceanside, CA

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Andrew KempCatherine Ferguson Academy, Detroit, MI

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Cockscomb Vessels of the Khitan-Liao Dynasty (907-1125 ACE)

Student work: Woman, 2007. Kitina, 7th grade Clay

Objectives: (1.) Students will develop an understanding of the culture, art and geography of China in the 10th-12th centuries, (2) Students will learn about various art-making techniques in creating an original artwork that is inspired by what they learned about the cockscomb vessels of the Khitan-Liao Dynasty; (3) Students will learn a variety of Chinese characters (Mandarin written word) and choose one to carve into their vessel;(4) Students will further develop their critical thinking skills by participating in various art critiques and written reflection activities.

KEY CONCEPTS:Art Elements Design Principles Techniques form symmetry slab-rolling, coil-making, slip-making line balance experiment with various clay tools

Social Studiesgeographicalhistoricalpolitical

Foreign LanguageMandarin characters

Cockscomb vessel, 10th century.CeramicShanghai Museum of Art

Tibetan-Inspired Mandala: Art history is world history

KEY CONCEPTS:Symbolism:Color- Prayer flags, national flagSkull- the impermanence of all thingsmandala-

Art Elements Design Principles color symmetry line balance shape repetition

Social Studies:geographicalhistoricalpoliticalPhilosophy/religious studies

Math:Concepts- rotational symmetry, measurementTools- compass, ruler

Objectives: (1.)The lesson and studio art-making process promotes the development of a concrete understanding of various aspects of Tibetan culture; (2.)At the same time, students will learn how to utilize various elements of art and principles of design in a different style of art (mandala); (3.)Students consider and critique a variety of Tibetan mandala exemplars; and (4.) Students will practice and apply math skills and tools in a different context.

Teacher exemplar: Unity Consciousness, 2007. Aimée Wieler-Gunn. Colored pencil on paper.

Go Local. Get Abroad.

& Good Luck!

Highgate Heights Buffalo PS #80 Sculpture Garden Together with the science teacher and 7th and 8th grade classes, we hope to develop a sculpture garden at our school in the Fall of 2008. The project will provide meaningful learning opportunities for our inner-city children, many who are considered at-risk for learning due to severe emotional and behavioral challenges.

The science teacher and I will work collaboratively in developing an assortment of lessons plans for the garden project that will satisfy many of the New York State Learning Standards for Science and the Visual Arts. Additionally, an important objective of this

**Noted below is my plan for our next interdisciplinary environmental science-art project.

project is to foster the development of a meaningful connection to the environment. The garden will contribute to the beautification of the neighborhood that currently includes a substantial amount of blight and abandoned homes. To their great misfortune, many our our students rarely leave their own neighborhood, resulting in a lack of exposure to the wonders of nature. At the same time, because Buffalo, NY is the second-most impoverished city in America and our school district is experiencing a severe financial crisis, there have been very few opportunities to take students out of the city on field trips.

I believe that the sculpture garden project will be a valuable learning opportunity for our students as well as an asset to the school community. Again, without establishing personal connections to the environment, my students will not develop a sense of value as to why it is important to protect it. My years of teaching have taught me that in order to get inner-city preteens and teenagers on board with learning, it is necessary to make learning meaningful to THEM.

To date, the science teacher and I have not secured any funding for this project. However, I hope to obtain some assistance through the Toyota International Teacher Program Alumni Grant. Also, the aforementioned science teacher at our school is Miss. Christen LaBruna. She is incredibly active and passionate about teaching. She is planning to apply for the 2008 Toyota

International Teacher Program to Galapagos. We are currently planning a variety of interdisciplinary projects and I am confident that the experience would benefit her and her curriculum tremendously. I highly recommend her for the Toyota international Teacher Program.