FEBRUARY 2014

Adventure

Lisa Carswell’s sixth grade students at Oak Hill School created a wood and found object mural inspired by the work of sculptor Louise Nevelson, designed specifically for the entry of the school. Students learned about using rhythm in sculpture, assemblage techniques, and the architecture of shadow. 40 rectangles created by individual students were combined to make the 4 x 8 foot mural. Each student glued down their design of wood pieces and “hid” a toy in their rectangle. The sixth grade class created a video on Louise Nevelson so visitors can scan the QR code near the mural to find out more. (Try it yourself, above!) The lesson plan for this project is found on page 10 of this issue.

FINE ARTS ARCHDIOCESE OF ST. LOUIS Catholic Education Center 4445 Lindell Blvd. St. Louis, MO 63108

VOLUME 40 ISSUE 7

Dear Fine Arts Educators, As Catholic educators, we all know how important it is to take time every day for prayer. The following prayer could be a great way to start your day:

Father, I thank you for another opportunity to minister today! Everything I do today I will do for your glory. Open my eyes today to see who I need to speak with, who I need to encourage, and who I need to pray for. Help me lift up and support those around me in authority today. Give me the ingenuity, the strength, the time and the proper attitude to do those things requested by those in authority over me. Keep me from time thieves today. Help me be productive and fruitful. Everything I put my hand to will prosper. I will make progress today and feel a great sense of accomplishment and satisfaction. Help me to stay fixed on my goals as well as on all of the steps necessary to reach and maintain those goals. Help me stay on track. Help me guide my students, parents and anyone else associated with my program and keep them in line with my vision. Give me wisdom and patience to deal with anything out of line or unexpected. Help me maintain my authority and leadership in my home, classroom, school and community. Help me directly face any confrontation with confidence, conviction and clarity. Help me walk in joy, peace, and love today! In Jesus’ name I pray, Amen.

Source: http://www.effectivemusicteaching.com/articles/christ-in-the-classroom/heres-a-quick-teaching-prayer-to-help-you-walk-in-victory-each-day/

Blessings, Kenneth Lederle, Director of Fine Arts 314.792.7324 klederle@archstl.org

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LETTER from the Director

Look for Flat Louie on lessons,

activities, and more that tie into

celebrating the City of St. Louis’ 250th birthday!

Flat Louie is beginning to show up throughout the Archdio-cese! How can you use him in your fine arts classroom?

Create Flat Louie pictures in the style of Andy Warhol.

Use Flat Louie to teach warm and cool colors.

Tear (or cut) Flat Louie into many small pieces and glue him back together on a piece of paper to create a mosaic version of his picture.

Ask Flat Louie to conduct a French folk song with your choir or band.

Write a song with lyrics to or about Flat Louie.

Cast Flat Louie in your school play!

Create a puppet show that includes Flat Louie. Create Flat Louie’s family to be included in the show.

Create some friends for Flat Louie -- like other Flat Saints! Send in your artistic ideas to share with your fine arts peers to klederle@archstl.org to be included in Fine Arts Adven-ture. Don’t forget to send pictures of Flat Louie in your school and community to FlatLouie@archstl.org.

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PROFESSIONALreading

The National Visual Arts Standards – Answers to your Questions The National Coalition for Core Arts Standards (NCCAS) will begin its final public review of the draft PreK-12 arts standards in dance, media arts, music, theatre, and visual arts. The review will be available February 14-28, 2014. Following the review, the NCCAS will incorporate changes that will lead to the web-based release of the standards in June 2014. There will be a “first-glance” version of the final standards available beginning in March that will showcase the fundamental structure and content of the arts standards in order to give teachers a better understanding of what will be included and how to use the standards. The following points will highlight ideas of what the next generation of standards will look like and how they will be different from the 1994 Standards. Development of the Standards in keeping with the broader educational context: The context of “big ideas” positions the standards within a complete framework that also includes philosophical foundations, lifelong goals, enduring understandings, essential questions, and model cornerstone assessments. Grade Level Standards: The Standards will cover grades PreK through 8 by individual grade levels, rather than by grade bands. High school Standards will be prepared in three levels: proficient, accomplished, and advanced. Anchor Standards for each of the components of the processes of Creating, Presenting/ Performing, and Responding provide the es-sence of the individual Performance Standards developed for each grade level and the three high school levels. Uniformity Across all the Arts Disciplines: The development of the new arts Standards reflects the oversight and collaboration among all the key stake-holders (NAEA, NAfME, EdTA, AATE), including a conceptual framework and matrix that is uniform across all the art disciplines, while reflecting the specific qualities and characteristics of each art discipline. The 1994 Stan-dards do not provide this level of uniformity with the primary consistency reflected in publishing all of the four dis-ciplines (visual art, music, dance, and theater) in one publication. Model Cornerstone Assessments: The development of the new Standards is actually a two-part process. As Standards are developed, model cor-nerstone assessment will be incorporated into the work in order to provide examples of how the arts Standards can be assessed. They will provide examples of student assessments by grade band, supporting a clear under-standing that there are a variety of ways to construct authentic assessments for the new Standards. More Standards than in the 1994 Standards: With the development of the new Standards organized around the processes of Creating, Presenting/ Performing, and Responding, there are many more standards than before. As Standards are updated across subject areas, there are many more standards than in the past for the Common Core of mathematics and English/ language arts, as well as the arts. While there will be more Standards, they will be written for easy application to classroom art instruction. A draft reading copy of the revised standards is available at http://nccas.wikispaces.com. To read more about the process and to learn about the new Standards, visit the following: https://www.arteducators.org/research/Standars_Web_2.pdf https://www.arteducators.org/research/nccas

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Februarycalendar

DATE WHAT WHO WHERE TIME

1, 2, 3 MS Honor Band Concert Chaminade College Prep MS Skip Viragh Center

6, 7, 8 8th Grade Class Musical St. Ann Parish Center 7-8:30pm

7 and 8 Sixth Grade Musical Holy Infant School TBD

8 and 9 Freshman/Sophomore Play Nerinx Hall Heagney Theatre TBD

12 Club CBC Jazz Band Concert CBC 7pm

12, 13, 15 Our Town Bishop DuBourg HS

13 , 14, 15 Winter Play Visitation Academy Theatre 7pm

13 - 16 The Music Man St. Louis Priory 7:30pm

16 Elem. Instrumental Festival 12 eementary school ensembles Bishop DuBourg HS 10am,

12:45, and 3:45pm

20, 21, 22 25th Annual Putnam County DeSmet Jesuit HS 7pm, 7pm, 2pm and 7pm

Spelling Bee

20-22 Schoohouse Rock Live! Duchesne High School 7pm

25 Mulan, Jr. St. Clare of Assisi Dollard Hall 7pm

21 and 22 8th Grade Musical Immaculate Heart of Mary TBA

26, 27, 28 Front Page St. Mary's High Theatre 7pm

26 - 28 MS Solo/Ensemble Invitational Chaminade College Prep Skip Viragh Center

27 and 28 Spamalot CBC 7:30

27 and 28 Great Expectations Chaminade College Prep Skip Viragh Center 7pm

27 and 28 Disney's Beauty and the Beast Incarnate Word Academy Theatre 7:30pm

Marchcalendar

DATE WHAT WHO WHERE TIME

1 Front Page St. Mary's High Theatre 1pm

1 Spamalot CBC 2pm

1 Great Expectations Chaminade College Prep Skip Viragh Center 7pm

1 Disney's Beauty and the Beast Incarnate Word Academy Theatre 7:30pm

1-3 MS Solo/Ensemble Invitational Chaminade College Prep Skip Viragh Center

5 Auditions (women) for One Acts CBC 4pm

3 and 4 Auditions for One Acts DeSmet Jesuit HS 7pm

7 and 8 Middle School Play Our Lady of Lourdes - Univ. City 7pm

7, 8, 9 Play Valle Catholic Schools Boverie Bldg. 7, 7 and 1pm

12 Spring Contest Concert Incarnate Word Academy Theatre 7pm

13, 14, 15 Seussical the Musical St. Justin Martyr Parish Center 7pm

13 thru 15 Romeo and Juliet Rosati-Kain HS Gym 7:30pm

20 and 21 The Sound of Music John F. Kennedy HS Tom Smith Theater 7:30pm

22 and 23 The Sound of Music John F. Kennedy HS Tom Smith Theatre 2 & 7pm

27 Spring Play (Grades 5-6) Assumption - O'Fallon Gym 7pm

28, 29, 30 Jane Eyre (musical) Nerinx Hall Heagney Theatre 7:30pm

30 Jane Eyre (musical) Nerinx Hall Heagney Theatre 4pm

28 and 29 Spring Play St. Mark TBD

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UMSL Monday Noon Series http://umsl.edu/~pcs/noncredit-offerings/monday-noon.html

University of Missouri - St. Louis presents its free arts and cultural series on Mondays from February 3 - April 28 in the J.C. Penney Conference Center from 12:15-1:15 p.m. Below are the sessions for February:

February 3 | Still Adjusting: A Gallery 210 Artist’s Talk Zlatko Ćosić, a visual artist born in Yugoslavia who now lives in St. Louis, discusses his exhibition Still Adjusting, which explores war experiences and life after loss of a country and identity. With this exhibition, Ćosić revisits war times and moves forward through the use of video and performance, as he creates a platform for dialogue that gives viewers an opportunity for their own self-expression. Location: Gallery 210 (west of North Campus Metrolink stop – park in MSC Garage North, 54 on map).

February 10 | The 442s: A Genre-Defying Musical Partnership The 442s are what we get when two outstanding members of the world-renowned St. Louis Symphony orchestra combine with two of the city's finest jazz musicians from the Erin Bode Group. Hear this exciting new acoustic instrumental quartet perform and discuss their unique partnership, compositional style, recording project, and genre-defying sound that is gaining them local and national attention.

Common Core Workshop https://www.missouriartscouncil.org/graphics/assets/documents/3e00b2985df4.pdf

The Missouri Alliance for Arts Education presents Workshop Levels 2 and 3 for the “Common Core for Non-Tested Subjects: A Workshop for Arts Teachers AND Teaching Artists” on Saturday, April 5 from 8am-4pm at COCA, 524 Trinity Avenue in University City. Cost: $30/person, includes a “working lunch.” Teacher Workshop at Mildred Lane Kemper Art Museum

“Unusual Materials, Methods, and Media” is a three hour (5-8pm) workshop on Monday, February 24 that will explore the relationship between an artist’s subject matter and materials. Teachers will examine a variety of works in the Kemper Museum that incorporate unusual materials or methods before continuing with a hands –on project entirely crafted from non-traditional materials. Refreshments will be provided; registration is required. Free to members of the Kemper Art Museum; $10.00 for nonmembers. To register, contact Allison Taylor, Manager of Education at the Kemper Art Museum, at 314-935-7918 or allison.taylor@wustl.edu. Explore the Music and Culture of Brazil http://blogs.webster.edu/webstertoday/2014/01/21/cms-explore-music-and-culture-of-brazil-feb-15-with-moacyr-marchini/

Immerse your family in the music and culture of Brazil led by Brazilian musician Moacyr Marchini at the Community Music School of Webster University on February 15 from 3-6pm. The afternoon will include a demonstration, "jam session," Brazilian drum circle, crafts, parade, and authentic Brazilian cuisine. Participants are invited to join in by wearing the colors of Brazil: bright yellow, green and blue. Free and open for all to observe. RSVP to participate in the music and craft sessions at cms@webster.edu by including your name, age, instrument and session. Shakespeare Weekends https://www.sfstl.com/in-the-schools/shakespeare-weekends/

Shakespeare Festival St. Louis offers advanced workshops for theatre professionals and university students. February workshops are listed below:

Commedia Keys to Shakespearean Characterization Saturday, February 8, 2014: 10AM – 1PM • Sunday, February 9, 2014: 1PM – 3PM Teaching Artist: Jef Awada Self-Hypnosis for the Actor: Shakespeare Through Alert Relaxation Saturday, February 15, 2014: 10AM – 1PM • Sunday, February 16, 2014: 1PM – 3PM Teaching Artist: Christopher Limber

PROFESSIONALdevelopment Februarycalendar

Marchcalendar

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Free Use of Handbell set and music for 2014-15

The Missouri chapter of the Handbell Musicians of America has a 3-octave set of Malmark Choirchimes with reproducible secular/sacred music that will be available for the 2014-15 school year, at no cost except insur-ance coverage for that semester or year. The Choirchimes are hand-held, aluminum, pitched, percussion tubes that are struck by a clapper attached to the outside and are often use along with Orff instruments, handbells, keyboard and vocal ensembles. There are multiple tubes, matching keyboard pitches of three octaves of notes, so many students can play music together. Contact Anne Miller, Handchime Coordinator for the Missouri Hand-bell Musicians of America at annemiller_handbells@yahoo.com, or call 636.349.1817 for more information and an application packet. Application deadline: June 1 for placement by July 1, 2014. The Sheldon Art Galleries’ “Imagining the Founding of St. Louis”

Organized in commemoration of the 250th anniversary of the founding of the French settlement of St. Louis, this exhibition (February 7 - August 23, 2014) brings together paintings, drawings, prints and sculpture by Oscar E. Berninghaus, Karl Bodmer, Charles Bird King, Louis-Leopold Boilly, Charles Ferdinand Wimar and others, and pays tribute to the Native Missourians who lived in the region with a beautiful array of Mississippian, Osage, Missouria and Illiniwek regalia, art and artifacts. Early maps from the 18th and 19th centuries, a print depicting the Chouteau family mansion, and for the first month of the exhibit, a handwritten page from Auguste Chouteau's narrative of the settlement, will also be on view. An accompanying resource room provides books and other background resources.

Symphony in Your School http://www.stlsymphony.org/communityeducation/symphony-in-your-school.aspx

“Symphony in Your School” is a 6-week, in-depth residency program in which St. Louis Symphony musicians engage directly with students in the classroom. Schools are assigned a resident musician group with whom they will work for the duration of the program, along with visits from guest St. Louis Symphony musicians and staff members. Elementary and high school programs are available. Contact Berakiah Boone, St. Louis Sym-phony Director of Education and Elementary Programs Coordinator at berakiahb@stlsymphony.org or 314.386.4119. Visit the St. Louis Symphony’s website for an application. Deadline for 2014-15 school year: May 1, 2014 St. Louis Sings™ Concert http://events.stl250.org/event/2014/02/16/a-choral-celebration-of-st-louis

At the Touhill Performing Arts Center on Sunday, February 16 at 3pm, seven choirs (Bach Society Chorus, St. Louis Chamber Chorus, Ambassadors of Harmony, St. Louis Symphony IN UNISON™ Chorus, Archdiocesan Chorus of Saint Louis, St. Louis Children’s Choirs and UMSL University Singers) will present a FREE afternoon of diverse choral music reflecting St. Louis' rich heritage in the performing arts. After each individual choir sings, the 400 voices will combine to offer a grand finale in surround sound. Doors open at 2:30 pm with tickets offered on a first come, first served basis. No advanced tickets are available for this event. St. Louis Teachers’ Recycle Center http://www.sltrc.com/

The St. Louis Teachers’ Recycle Center gathers creative materials from local business and industry that are landfill-bound and makes them available to teachers, parents and youth groups. Susan Blandford, the Center’s Director opened the first of four centers in St. Louis in 1992. The St. Louis Teacher’s Traveling Recycle Center, “Van Go” can schedule a stop at your school providing a walk-on traveling center ready to fill bags of free or low cost “unburied treasures.” Call (636) 227-7095 to schedule a stop to your school. Shake 38 https://www.sfstl.com/in-the-streets/shake-38/

Shake 38 draws upon the creativity of the city and puts it on display in every neighborhood. All of Shake-speare’s 38 plays are performed by 38 different groups in a variety of neighborhoods and locations. From per-formances on rooftops to bars to coffee shops to street corners, only one rule exists: Make the play happen any way you see fit. The performances have included work by actors, visual artists, musicians, dancers, sculptors, and even chefs! Registration for Shake 38 2014 is now open and runs through Monday, March 3, 2014.

COMMUNITY resources

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Manchester Arts “FOCUS 2014” Photography Competition www.manchestermo.gov/manchesterarts

“Manchester Arts FOCUS 2014” is a free competition open to photographers of all ages and skill levels. Photographers may submit photos that correspond to one of two themes: “My Manchester” or “My Saint Louis.” Submissions will be judged in three age categories (5-13, 14-20 and 21+) for cash prizes, honorable mention ribbons, and exhibition at Manchester United Methodist Church on March 28-30, 2014 and Manchester Police Facility, April 1-30, 2014. Deadline: March 24 and 25. Citywide stl250 Photo Contest http://thesheldon.org/photocontest.asp

The Sheldon Art Galleries and the Saint Louis Beacon announce a citywide photography contest, “The City at 250,” to celebrate 250th anniversary of the founding of St. Louis. The top 100 winners will be shown in an exhibit at The Sheldon Art Galleries from June 7 – August 30, 2014. A total of up to 250 of the top photographs will be shown online in a slide show, and in projected form in the exhibition. The exhibition will be mounted in The Sheldon Art Galleries. Photographs entered should speak to the diversity and dynamism today's St. Louis. Creativity and unique views of the city and its inhabitants are encouraged. Entry categories are People, Places and Neighborhoods and Architecture. There will be adult and children’s categories. Prizes in the Children's categories are First Place: $100; Second Place $50 and Third Place: $25. Deadline: February 23, 2014. Win a Free Saxophone! http://www.interstatemusic.com/Contest/78-Music-Education-Contest-from-Cascio-and-Conn-Selmer.aspx#

Simply enter the Cascio and Conn-Selmer Music Education Contest online by August 1, 2014 for a chance to win a Selmer Paris AS42 alto saxophone ($4,043 value)! Just submit your name, email and phone number online. Scholastic Art Contest http://www.scholastic.com/mlkday/?eml=SMP/e/20140111////CNCSMLKArt//findoutmore/SL1_V1///&ym_MID=1514333&ym_rid=3791019

This winter, create an inspiring poster to celebrate the 50th anniversary of the March on Washington! You could win a Samsung tablet and the opportunity to have your poster on display at the Martin Luther King, Jr. Memorial Bookstore in Washington, D.C. The Challenge: In honor of the 50th anniversary of the March on Washington, create a poster that inspires others to serve and answers Dr. King’s question, “What are you doing for others?” Entries will be judged in four age categories: K-2, 3-5, 6-8, and -12. Prizes include a Samsung tablet and display of winning posters in the Martin Luther King Jr. Memorial Bookstore. Deadline: February 28, 2014. Children’s Art Anthology Submissions Sought https://docs.google.com/document/d/1jDs26Bb2QWxDOGhGNVwd6LSuAa1dHoyDy_N1R9wk5mo/edit

VSA Missouri, the State organization on Arts and Disability, is creating its first children’s visual and literary arts anthology. Missouri students in grades 6-8 who are living with disabilities are invited to submit up to three black and white or color digital .jpeg images (300dpi) of original artwork for consideration for inclusion in the anthology. Deadline: March 31, 2014. St. Louis Symphony Youth Orchestra Auditions http://www.stlsymphony.org/youthorchestra/

Musicians ages 12-22 may audition for the 2014-15 season by submitting an audition application and $25 nonrefundable audition fee. String musicians not currently in the SLSYO must pass a preliminary audition. All woodwinds, brass, percussion, and current SLSYO members must pass the final audition round. Members must commit to the SLSYO concert and rehearsal schedule. Annual tuition is $550. Deadline: April 1, 2014.

CONTESTS and Grants

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MUSICactivities

Dancing Good and Evil with Swan Lake Grades 5-8

http://www.pbs.org/wnet/gperf/education/plan_swanlake_procedures.html

Applicable Common Core Standard: 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text.

Objectives: Students will recognize the significance of the swan metaphor in legend and literature and the connection between music and movement.

Materials: Computer with internet access Paper and pen or pencil for each student Chalkboard, Smartboarrd, etc. “Pantomine Organizer” (see link, below) Audio recording of Swan Lake http://www.pbs.org/wnet/gperf/education/swanlake_organizer_1.html

Procedure:

1. Ask the students to recall stories that involve swans. (Responses may include "Swan Lake," "The Ugly Duckling," and even "Leda and the Swan.") Ask them what the swans in these stories have in common. (They will probably respond that swans are beautiful, dignified, and graceful creatures.) You can also mention that swans mate for life, which might help the students understand the story of Swan Lake.

2. Ask the students to brainstorm about what they know about ballet and record their answers on the board. Tell them that ballet comes from the Latin word "ballare," to dance, and consists of stylized movements and positions that have been developed over many centuries. They should also understand that while female dancers often perform on the tips of their toes, or on pointe, wearing special shoes, male dancers usually do not. Explain that ballet is very physically demanding and that ballet dancers are athletes.

3. Explain to the students that they will listen to a portion of the Russian composer Pyotr (Peter) Ilyich Tchaikovsky's "Swan Lake" score and create a brief story, which they will then act out without words. Elicit the term "pantomime." You can play one segment of the score (approximately one minute long) or several, depending on the amount of time you would like to spend on this activity. Use excerpts from a CD or play audio clips included on the following web sites: Compendia Music Licensing http://www.compendialicensing.com/product/default.asp?cdupccode=15095+3626+2 K-tel: Music Licensing http://www.ktel.com/licensing_search.php?category=licensing&genre=8 Distribute the Pantomime Organizer. Tell the students that you will play each musical segment three times. The first time, they should close their eyes and listen. The second time, they should jot down the feelings that the music evokes. After the third time, they will work with a partner to create a short pantomime to accompany the music.

4. Allow the students a few minutes to work with their partner and then have each pair do their pantomime for the class. Play the musical excerpt as the students perform. Afterward, ask the performers what made them choose specific movements. Guide the students to understand that in ballet there is an intimate relationship between the music or score and the dance movements.

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MUSICactivities

The Story of the Genie in the Bottle Elementary

http://musicforhomeschoolers-loretta.blogspot.ca/search/label/Music%20can%20tell%20a%20story

Applicable Common Core Standard: SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify

ideas, thoughts, and feelings.

Objectives: Students will listen to the recording and interpret the feelings being expressed in the music. Students will create a comic based on the music that they hear.

Materials: Music to Swan Lake Ballet by Peter Tchaikovsky http://www.youtube.com/watch?v=1ea90L91eZk Paper, pencils and coloring materials for each student Procedure:

Read the following story to your students. Ask the students the leading question that are printed, and play segments of Swan Lake as you tell the story. The question and music cues will help direct the students to learning about emotion in the music. (Note: In the ballet Swan Lake, there is not a genie. This music, however, works well when imagining the following scenario. You may not wish to confuse the students by telling them the name of the music until after the exercise.) 1. Once upon a time there was a genie that was living in a bottle. He had been in that bottle a very long time

- over a hundred years! How do you think he felt about this? Maybe he likes it there but maybe he doesn't. Let's listen to the beginning of the music and see how he was feeling:

2. Listen to the first 30 seconds of the music then hit pause. 3. What did you find out about the genie? Yes, he was sad wasn't he? Can you even imagine what that was

like? Kind of like if you had to stay in your bedroom for a long time. Now listen to the next part of the music and see if he stays sad.

4. Listen to the next 30 seconds of the music then hit pause. 5. Is he still sad? What do you think is happening? Yes, this music is hopeful and there is only one thing

that makes a genie in a bottle hopeful. What is that? Someone is rubbing his bottle! Let's listen once again and raise your hand when you hear the genie come out.

6. Start the recording again and play it till 1:55. Hands should start raising around 1 minute mark. Talk while listening to the music.

7. It is so exciting to hear him free at last. As you listen to the music you can just imagine how good he feels. He is stretching his arms and legs and neck and back. (1:04-1:35) Then you can just see him dancing. He is free. He is free. He is so happy. (1:35-1:55).

8. Something bad is about to happen. It is almost as if our genie has forgotten how to be free. He is going wild and crazy and when that happens to a genie, the bottle will start to pull him back. Let's see if we can hear the bottle start to pull.

9. Play the recording from 2:00- 2:15. 10. Who wins? Let's listen. Put your thumb up if you think the music sounds like the genie wins. Give

thumbs down if it sounds like the bottle wins. 11. Play the recording from 2:15- 2:30, where the genie goes back into the bottle. 12. I see a lot of thumbs down. Our poor genie is in the bottle again. But don't worry; he is going to try one

last time to get away from that bottle. Let's listen to the ending and see what happens. 13. Play the recording till the end. 14. Have students describe how they feel the piece ended and what happened to the genie. 15. Play the recording again for the students and have them draw a comic strip depicting the story of the

genie in the bottle emphasizing the genie’s feelings.

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Relief Assemblage Sculpture Grades 5-12

submitted by Lisa Huff Carswell, Villa Duchesne/Oak Hill

Applicable Common Core Standard: 6.W.7 Conduct short research projects to answer a question, drawing on several

sources and refocusing the inquiry when appropriate.

Objective: Students will be able to create an assemblage relief sculpture in the style of Louise Nevelson.

Materials: Links: http://www.youtube.com/watch?v=IV4NM0GaVgo, http://www.louisenevelsonfoundation.org/, and http://www.theartstory.org/artist-nevelson-louise.htm iPads for research and to make video Wood scraps, balsa wood pieces, craft sticks, large wooden beads, found objects (ex: pieces of toys) Wood glue (epoxy glue if gluing metallic pieces) Acrylic paint or gesso Spray paint ¾ inch 4x8 foot sheet of plywood 4x8 foot sheet of lauan (luan) cut into rectangles, one rectangle per student

Procedure:

1. Introduce the work of Louise Nevelson with a slide show of her work and

videos from YouTube. 2. Discuss the principles of balance, rhythm, repetition and pattern. Louise

called herself an “architect of shadow” so challenge students to create shadows and depth.

Design requirements: Designs must not extend over the edge of the rectangular base board. Designs must not be taller than 4.5 inches. Students must include a series of repetitive elements which work together to create texture. Designs must be sturdy.

3. On the first day, after introducing the project, have each student collect pieces of wood and found objects which they find interesting. Have them create a 3-D “sketch” with their collection. Have a quick critique and take a photo of the “sketches.” Have students take apart and store their pieces in a bag with their name on it.

4. During the next class, students should reassemble their pieces (refer to

photos), and critique them with the teacher and fellow students to decide on a final arrangement.

5. Glue down all pieces liberally using wood glue.

6. Find and glue down a found object (ex: toys).

7. Make sure names are on the back of the base board before painting. Paint everything black, paying close attention to edges and crevices.

8. Paint top and sides of 4x8 sheet of ¾ inch plywood which will serve as

the backboard.

9. Teacher (or students if older) arranges completed rectangle compositions on plywood backboard, numbers backs of compositions and backboard for placement, and sprays paint over all (ex: gold).

10. Have maintenance staff attach the plywood board securely to wall studs and use heavy duty double sided

tape and liquid nail to attach each of the marked rectangle compositions to the plywood.

11. Meanwhile, working in groups of three, students complete research on Louise Nevelson, write scripts which convey all the information about her life, and produce videos using the iPads.

12. Upload videos to YouTube channel.

13. Create a QR Code using an app on iPad to place beside the mural which links to videos on Louise Nevelson.

ARTactivities

11

Who is Your Icon? Grades 7-8

http://museumofrussianicons.org/pdf/lesson-plans/SZ%20Grade%207%20to%208.pdf

Applicable Common Core Standard: 6.W.3 Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well structured event sequences.

Objectives: Students will identify and define an icon (religious, pop or cultural), create their own personal icons, and

evaluate and explain their icons through critical thinking questions.

Materials: Colored pencils and drawing paper “Creating Your Own Icon” worksheet (Appendix 4, page 21 at the link, above) Images of Russian icons (http://museumofrussianicons.org/en/education/family-school-programs/for-teachers-k-12/ )

Procedure: 1. Lead a discussion about icons, how people identify icons, and who creates an icon. Show images of Russian religious

icons. As students participate in the discussion and view the images, offer some facts about religious icons. • Religious icons were painted as far back as the tenth century, when Christianity was adopted in Russia. Originally

icons were only worshipped in churches – but they were eventually allowed for use in homes as well. Religious icons were important to the Russian Orthodox people because Orthodox religions teach that icons were directly inspired by God, and in some cases, they were said to be actually painted or delivered by saints themselves.

A) To connect students with contemporary icons of today, ask students to define the difference between a cultural icon (Dr. Martin Luther King, Jr., President Obama, The Beatles, etc.) and a pop icon (Madonna, Elvis, Oprah, Andy Warhol, Lady Gaga, Christina Aguilera, Mickey Mouse and Michael Jordan).

B) Ask students if there are any commonalities between the three types of icons. You can give the following examples if students need help: 1) Icons represent someone or something of importance, 2) Icons have distinctive features or symbols that many people recognize, 3) Icons are worshipped or looked up to by groups or individuals, and 4) Icons represent something positive.

C) Ask students why they think the same term is used for each of these concepts. What is the significance of that? D) Ask students who they think creates Russian icons. Offer students the definition and facts about iconographers.

• An iconographer is a icon painter. Iconographer literally means “image writer” which means, one who revealed scripture and divine truths into visual images.

• Iconographers never consider their work to be an original creation, so they usually did not sign their work • The icon painter never improvises, but paints purposefully, abiding by the dictates of church tradition. • Most icons are blessed by a priest. • Traditional patterns or designs are traced onto the surface of the icon in order to create the desired image. A typical icon is painted on wood covered with a layer of gesso (plaster and glue). When it hardens, the board is polished to create a shiny smooth surface. Using a stencil, the outline of the desired image is traced onto the board. Then a background is applied. When the background has dried, the painter creates the image or scene using pigments tempered with egg tempera. After the painting is completed, it is typically covered with flaxseed or olive oil.

2. Using images of St. Nicholas, lead a discussion about commonalities and symbolism in icons. Ask students to find and share commonalities in this grouping of icons (ex: all the images of St. Nicholas show him with a short white beard). Define “symbolism” and point out commonalities or symbols students found within the Saint Nicholas icons: A) Nicholas is shown holding a sword in one hand and a “town” in the other hand. The sword represents his defense of Christianity and the town represents his love for his hometown of Myra in Lycia. B) Nicholas is depicted as an elderly man with a short, full white beard and balding head. C) Faces of the saints have large, almond-shaped eyes, enlarged ears, long thin noses, and small mouths. D) Symbolic colors: Gold symbolizes the munificence of Heaven. Red symbolizes divine life. Blue is reserved for human life; white is employed for resurrection and transfiguration of Christ. Then, ask students if they can think of any symbols in their everyday life. Examples: Red means stop (stoplight or sign), an olive branch in western culture represents peace and goodwill.

3. Explain the art activity and hand out drawing paper, the “Creating Your Own Icon” worksheet (http://museumofrussianicons.org/pdf/lesson-plans/SZ%20Grade%207%20to%208.pdf) and colored pencils.

Reflecting on their own lives, ask each student to create their own icon. Relate the content of the artwork to the significance of icons in the life of a Russian Orthodox believer. The figures in an

icon were thought to be models for how to live an admirable life. Ask your students to draw someone who they admire and who sets a good example for others. Students should incorporate symbols that reveal something about the person’s life.

4. Each student presents their personal icon image, discusses the symbols used, and reads his or her paragraph or poem.

ARTactivities