2010.
Size: 12″ x 9″
Collage, mixed media
This is the cover to an Altered Book project. The content of the book addresses a number of questions related to teaching art. The title echo’s my transition from being an art student to shifting gears to becoming an art teacher. Hope you enjoy!
Page 1.
Pages 1 and 2 address the question of: What are the primary characteristics of quality teachers?
Page 2.
Pull tab in Page 2.
Page 3.
Pages 3 and 4 answer the question: How do you best support yourself and your colleagues as life long learners?
Page 4.
Page 5.
Pages 5 and 6 address the question: Given the availability of research into sound practice, why are some teachers resistant to innovation?
Page 6.
Page 7.
Pages 7 and 8 address the question: What can teachers do to help students who become frustrated with their inability to create realistic art forms? Must the sky always be blue?
Page 8.
Page 15.
Pages 15 and 16 answers the question: What are the impediments to creative expression in the visual arts learner?
Page 16.
The text around the image on page 16 reads: ” The artist is uniquely placed to embrace the enigma of commencing a journey to an unknown destination. He can search without knowing what he is looking for, yet recognize his quarry the moment it appears. He must be patient and passive while at the same time actively vigilant.”
“An essential aspect of creativity is not being afraid to fail” – Edwin Rand.
Page 17.
Pages 17 and 18 address the question: What social and political factors influence curriculum and policy and what are the implications for teaching and learning in the visual arts?
Page 18.
Page 19.
Pages 19 and 20 address the question: How do teachers create a collegial network to foster critical change for positive educational improvements?
The text on page 19 reads: National Standards for Arts Education: What Every Young American should know and be Able to Do in the Arts: 1) The student understands and applies media, techniques and processes related to the visual arts. 2) The student knows how to use the structures (for example, sensory qualities, organizational principles, expressive features and functions of art. 3) The student knows a range of subject matter, symbols and potential ideas in the visual arts. 4) The student understands the visual arts in relation to history and cultures. 5) The student understands the characteristics and merits of one’s own artwork and the artwork of others.
Page 20.
Page 21.
This page answers the question: Can every subject use art as an interdisciplinary tool? What are the limitations? Should art be a core subject? Can creativity be taught?
The text surrounding the image reads:
“Every child is an artist. The problem is how to remain an artist once we grow up.” – Pablo Picasso
YES! Creativity can be taught! It takes expression in so many forms, throughout all disciplines. Divergent, critical thinkers who approach problems in novel and creative ways are what our world needs! For this reason art should be a core subject! It’s not always about creating a pretty picture. Art teaches you to think from different perspectives, to see – to REALLY see, to alter, to change, to not be afraid to fail, to embrace mistakes, to learn from them.
Page 22a.
Page 22b.
