"Planning for Transfer." Voices from the Field, Iowa DOE Blog, October 17, 2018
Originally, when I began including the “why’s” behind my art lessons, it was simply to coax my seventh graders into deeper levels of engagement. Yet while all fully participated, had fun, and mastered the rubric objectives, my kiddos could not independently recall or apply the learned content in the next lesson. In trying to prompt recall, I’d say, “Do you remember what we learned about color schemes?” In response, as if hearing the words for the first time, their puzzled expressions spoke volumes . . . read more
Re-imagining the Art Honor Society Model Towards Purposeful Talent Development., NAEA Convention, 2018
This presentation will acquaint teachers with research in talent development and its application to NAHS/NJAHS. Participants will put research into action to develop/ redefine chapter goals towards building supportive communities.
Connecting Adolescents, Art & Activism, AEI Fall Conference, 2017
Adolescents need to recognize and see themselves as able to act upon the power they have to bring about positive change in this increasingly controversial and complex world. NCAS teaching can support high-levels of thinking that engages students in authentic conversations and the production of expressive works that afford personal activism. Explore social justice—where to find resources and how to approach controversial content--through hands-on lesson activities that allow you to support your students in their personal identity journeys.
A Community United in NCAS Growth, the Emerging Excellence Event, AEI Fall Conference, 2017
Participants in this session will experience NCAS aligned teaching that can push, support and document artistic development through Emerging Excellence participation. The presenters will illustrate how the event rubric and student reflection tools can be used in the classroom to guide and nurture development of the NCAS Artistic Processes. In 2017, 11 districts brought 121 students to participate in the event’s one-on-one jurying process receiving personal feedback from trained artistic professionals. Come learn how Emerging Excellence can bridge learner needs, standards alignment and exemplary teaching while bringing together a community in support of young artists.
NAHS / NJAHS, NAEA Convention, 2017
This presentation will acquaint teachers with research in talent development and its application to NAHS/NJAHS. Participants will put research into action to develop/ redefine chapter goals towards building supportive communities.
AEI's Emerging Excellence Event: An Overview & Teacher Training, AEI Fall Conference, 2016
During the teacher training portion of this offering, participants were guided towards teaching and preparing learners for the Emerging Excellence through a hands-on production activity. Also shared was an AEI’s Emerging Excellence event overview. EE is a new competition aligned with the voluntary National Core Arts Standards. Iowa’s young visual artists deserve to have exemplary performance acknowledged and to receive purposeful feedback regarding areas of strength and needed growth from professional peers. Slated for statewide participation in 2017, during the first portion of this extended session, information about this new event and how to involve learners and volunteer will be shared.
Building Leadership and Vision For Your National Art Honor Society Chapter, NAEA Webinar, 2016
More than 54,000 students worldwide are members of the National Art Honor Society programs! Join successful National Art Honor Society (NAHS) and National Junior Art Honor Society (NJAHS) sponsors as they share insights into their schools' dynamic programs fostering student leadership, scholarship, and community service through the visual arts. Find out more about opportunities available to NAHS/NJAHS students and sponsors (including NAHS Creative Industries Studio in Washington, DC this fall). Discover how to make the visual arts more visible at your school with the National Art Honor Society programs! learn more
AEI's Emerging Excellence Event, An Overview, AEI Fall Conference, 2014
AEI’s Emerging Excellence event is a new competition aligned with the voluntary National Core Arts Standards. Iowa’s young visual artists deserve to have exemplary performance acknowledged and to receive purposeful feedback regarding areas of strength and needed growth from professional peers. Slated for statewide participation in 2017, information about this event and how to involve learners and volunteer was shared.
NJAHS: A Connective Community of Young Artists, AEI Fall Conference, 2014
The Ames chapter of NJAHS supports the pursuit of artistic passions while utilizing talents in leadership and service. Members become a family of creative peers producing through “Art Camps” (open studio) and refining aesthetic perspectives through “Art Attacks” (artist workshops and gallery visits). Organization, funding and membership information was also be shared.
"Art Honor Societies: So Very Needed." NAEA Monthly Mentor Blog, October 30, 2013
Thinking back to the beginnings of my career, I confess my initial motivation for establishing a National Junior Art Honor Society (NJAHS) chapter was to assist in the promotion of an arts advocacy agenda. And, such was powerful; students can make abstract cognitive and affective benefits resulting from quality arts programming clear and connective to stakeholders. Yet, while such remains vital within our field, promoting an advocacy platform is not the main reason why art honor societies are needed today. read more
"Intentional Teaching Using the Feldman Model." NAEA Monthly Mentor Blog, October 24, 2013
As mentioned earlier, I find the Feldman Model of Art Criticism adaptable to a variety of purposes and easily differentiated. With a goal of learning to articulate at higher levels of cognition, either verbally or in writing, these adaptations foster a students ability to command their commanding thoughts. read more
"Visual Art Talent Development: What Are We Doing, Pt. 1&2." NAEA Monthly Mentor Blog, October 1 & 9, 2013
Soon after I experienced John’s struggle to explain his advanced (both reasoned and intuitive) artistic decisions and intent, I uncovered The Feldman Method of Art Criticism (see Table 1), an easily implemented, didactic writing tool able to guide aesthetic understanding and support student growth in reflective practice. And since that time, I have whole-heartedly embraced writing and speaking at higher levels of cognition within the art curriculum. read more
AEI Visual Arts in the Iowa Core, 2013-2014 AEI Visual Arts in the Iowa Core Website
All resources supporting this presentation are available on the AEI Visual Art in the Iowa Core website available at the above link (blue). After clicking on the link, simply visit the "Collaboration" page found under the "Universal Constructs" tab.
AEI Visual Arts in the Iowa Core, 2012-2013 AEI Visual Arts in the Iowa Core Website
All resources supporting this presentation are available on the AEI Visual Art in the Iowa Core website available at the above link (blue). After clicking on the link, simply visit the "Critical Thinking" page found under the "Universal Constructs" tab.
Writing to Read through Critique, NATA & AEI Fall Conference 2012
After a brief overview detailing the alignment between Reading comprehension and Art Critique writing, participants will learn how to employ, differentiate and easily assess a writing process that supports learning by utilizing the visual art content as the vehicle for practicing these necessary skills.
Finding & Nurturing Visual Art Talent, NATA & AEI Fall Conference 2012
How many Picasso’s have been identified in your learning community, and how can we better support programming that pushes boundaries and performance expectations? Using research, the presenter will detail the often-obscure domains of artistic talent and illustrate teacher-friendly options for the classroom and gifted & talented teacher. (A version of this presentation was offered at ITAG in 2011 illustrate differentiation and acceleration options afforded within the Des Moines & Ames schools.)
Differentiation in the Visual Art Classroom, Mentoring Symposium 2010
After an introduction to differentiated practice, three presenters illustrated various levels of implementation.
Visual Arts Iowa Core Overview, AEI 2010
This presentation led by AEI's Visual Arts Iowa Core Writing Team members presented an overview of the process and products developed for the Department of Education. As a work in progress, participants were guided through reflection and feedback to garner input for future revision.
Toner Transfer, AEI 2008
This hands-on session introduced participants to various printing processes related to toner transfer. Knowledge of materials and processes was gleaned through experimentation of four different approaches to this medium.
US-China Joint Educational Conference, AEI 2006
This presentation gave an overview of the Chinese Educational System as discovered through a 2005 delegation visit through the People to People program. Personal reflections of the experience were shared through a narration of travel images.
State of the Arts, AEI 2006
Participants viewed a power point designed to guide and facilitate the development of a personal advocacy presentation. Organization of content includes sample explanations of art content & assessment, the value of arts learning, work force statistics and quotes as a possible offering to educate both the lay and educational community about visual arts program in our schools.
No Time, No-Fuss, No Prints (or Lines Leading Learning), AEI 2005
This hands-on session allowed participants to become more familiar with No Prints, a safe, non-toxic waterbase screenprinting technique developed by Texas Tech professor Lynwood Kreneck. Featured in the Julia Ayers’s book Printmaking Techniques, this process fosters creative approaches to traditional media. Illustration of higher order thinking, writing and assessment activities that challenge cognition and creativity complimented this lesson presentation
Mind-Altering Assessment, AEI 2003
The value of arts education does not merely lie in the development of talent, but in the daily exercise of the creative thinking process. Thus, evaluating both the mental processes used in the creation of art and the product itself become primary. However, the implementation of integrated content and multiple assessment strategies should not rob a teacher of valuable teaching time. In order to better guide curriculum planning and articulate the educational benefits of a comprehensive arts education, this presentation supported teachers as they understand and learn to command the use of formative and summative assessments.