PowerPoint Presentation Georgia Leake

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Teaching Portfolio
Educating the visual world

• Personal Philosophy

• Visual Culture

• Teaching Standards

• Art Criticism

• Lesson Planning

• My artwork

• Illinois Professional Teaching Standards

• In the classroom

Georgia Leake
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My Artwork
Home
Fishing Lure necklace, 2006
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My Artwork
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Fishing Lure necklace, 2006
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My Artwork
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Bullet music box, Rain drops keep falling on my
head 2006
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My Artwork
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Bullet music box, Rain drops keep falling on my
head 2006
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My Artwork
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Hardcore Meso-American Baby, Ceramic, Terracotta,
stain 2006
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My Artwork
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Ceramic collection, 2006
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My Artwork
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Book of my life,Book binding project Ink,
acrylic, Arches cover 2006
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My Artwork
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Book of my life,Book binding project Ink,
acrylic, Arches cover 2006
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My Artwork
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Pierced and riveted Copper, Brass 2006
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My Artwork
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Frank Ghery Ring Sterling, Resin 2006
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My Artwork
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Chicago, Photograph collage, 2005
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My Artwork
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Found Object Collage, closeup, Pastel, 2005
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My Artwork
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Self Portrait, charcoal, 2005
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My Artwork
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Life Drawing, Conte, 2006
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My Artwork
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Friend portrait, Conte, 2006
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Personal Philosophy
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• Art is an personal reflection of the world
  through individual portrayal of emotion by use
  of symbolism, thought, composition and logic.
• Children can easily express themselves and
  explore the world through art and understanding
  of visual culture.
• The expansion of young minds through visual
  expression is the goal of art educators.
• Incorporation of visual culture and current
  events in the curriculum is imperative for
  students to effectively understand and interpret
  the world that they are living in.

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The Illinois Professional Teaching Standards
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• Content Knowledge
• Human Development and Learning
• Diversity
• Planning for Instruction
• Learning Environment
• Instructional Delivery
• Communication
• Assessment
• Collaborative Relationships
• Reflection and Personal Growth
• Professional Conduct

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P
T
S
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IPTS 1 Content Knowledge
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• The teacher understands the central concepts,
  methods of inquiry, and structures of the
  discipline(s) and creates learning experiences
  that make the content meaningful to all students.

• Research by educators on various topics and
  content will ensure understanding and knowledge
  to form an effective lesson.

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Movements Contemporary
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• Abstract Expressionism
• Neo Dada
• Nouveau Realisme
• Pop Art

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Abstract Expressionism
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• Location United States
• Date 1945
• Artists Mark Rothko, Clyfford Still, DeKooning,
  Motherwell, Franz Kline,Jackson Pollock

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Abstract Expressionism cont.
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• The Art world In 1945
• - Salvidor Dali designed the dream
  sequence for the movie Spellbound by Alfred
  Hitchcock
• - Hans Van Merregren (Dutch Painting) was
  convicted of forging paintings by the Dutch
  master Jean Vermeerm.
• - The term Art Brut (meaning) coined by Jean
  Dubuffet.

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Abstract Expressionism cont.
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• When we think of Abstract Expressionism we could
  think of Jackson Pollock, or DeKooning.

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Jackson Pollock, early 1950
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Abstract Expressionism cont.
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• Abstract Expressionism was a movement that was
  culturally needed at the time that allowed people
  to think in a less structured way. The first and
  second World War caused people to be forced to
  sacrifice a lot and their lives had become
  expressionless.

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Abstract Expressionism cont.
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• Abstract expressionism allowed people to think
  and perceive art in a new way. The term, Abstract
  Expression that gave this movement its name was
  first stated in a March issue of the New Yorker
  by writer Robert Coates. The movement itself was
  geared toward existential thought and self being,
  the Abstract expressionist movement brought a new
  view on fine Art and created a new freedom
  expressed through bold use of color, line, form
  and non-figurative, non- realistic art.

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Abstract Expressionism cont.
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• Music and performance art was also affected by
  this expressive movement.

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Neo Dada
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• Location United States
• Date mid 1950s- mid 1960s
• Artists Jasper Johns, Wallace Berman, Bruce
  Conner, Edward Kienholz,Raushenberg.

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Neo Dada Cont.
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• Neo Dada was the bridge between Abstract
  expressionism and the Pop Art movement.

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Neo Dada Cont.
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• Having the expressive freedom to create, artists
  began to experiment with the new development with
  use of symbolism, imagery and existential
  thought.

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Neo Dada Cont. Jasper Johns
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Nouveau Realisme
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• Location France
• Date Early 1950s through 1960s
• Artists Tinguely, Cesar, Yves Klein

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Nouveau Realisme
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• Meaning, New Realism, Art Neuvo presented the
  old technique of photo-realsim represented
  through bold use of color, expression and implied
  form that brought realist painting to a new
  level.

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Nouveau RealismeTinguely
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Pop Art
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• Location Britain, Germany, United States
• Date early 1950s through late 1960s
• Artists Andy Warhol, Lichtenstein (Roy), Richard
  Hamilton, Claus Oldenburg.

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Pop Art
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• The movement began with the critique of Richard
  Hamiltons collage, Just what is it that makes
  todays home so different, so appealing?

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Pop Art
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• Pop art was the movement that linked the use of
  advertisement, media and semiotic interpretation
  with visual iconography. Icons, Images and themes
  from popular culture were taken connected with
  interpersonal elements by the artist that made
  this movement so different.

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Pop Art
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• Andy Warhol

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Pop Art Andy Warhol
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• Starting as a commercial illustrator, Andy
  Warhol made his name in the Pop Art scene by
  first painting and creating images of Campbells
  soup cans and Marilyn Monroe. Warhol used popular
  iconography which later would become
  controversial.

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IPTS 2 Human Development and Learning
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• -The teacher understands how individuals grow,
  develop and learn and provides learning
  opportunities that support the intellectual,
  social, and personal development of all students.

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Human Development and Learning Visualization
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There are three key components to
visualization -Motivation -I
magination -Realization
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Human Development and Learning Visualization
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Through visualization, children are able to
interpret art to attach meaning and value to an
image. By interpreting art, children can
understand the intentions of the artist as well
as discuss the emotions or internal cues given
from viewing a piece of artwork.
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IPTS 3 Diversity
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• The teacher understands how students differ in
  their approaches to learning and creates
  instructional opportunities that are adapted to
  diverse learners.

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Visual Culture
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• Visual culture is anything from images to
  physical manmade forms in relation to ideas that
  have a significant impact on our lives through
  visual senses and mental imaging.
• It is Important for art educators to incorporate
  visual culture into their curriculum because this
  allows students to accept, understand and
  appreciate everything around them with a visual
  approach, and apply this understanding to their
  daily life.

Multiculturalism and interculturalism
Interdisciplinary education
Fine art and visual culture
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• One specific piece of fine art that has had a
  major impact on contemporary visual culture would
  be Vincent Van Goghs Starry night. This
  painting, which has become a recognizable and
  popular piece of fine art, is now shown on
  calendars, posters, and womens apparel. This
  work has had a profound influence on contemporary
  visual culture by exposing the American
  population to fine art, and forming a popular
  common interest in the imagery.

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Multiculturalism and Interculturalism
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• Multiculturalism is the belief in the fundamental
  equality of all cultural groups this is a
  commitment to acceptance of multiple cultural
  groups in society.
• Interculturalism is the exchange and learning
  between cultural groups which promotes openness
  to others.
• The difference between the two is that
  interculturalism seeks fusion by seeking
  commonalities, while multiculturalism is the
  recognition and acceptance of cultural
  differences. Both, however, overcome racism and
  prejudices amongst cultural classes.

• An example of popular visual culture that has
  resulted from intercultural change would be
  Anime. Anime has spread from Japan, and become
  very popular as a visual icon for children.
  Dragon Ball Z, an anime series that started as a
  comic book, ended up to be a popular television
  show in the United States. This cultural
  diffusion of visual culture allows children of
  the United States to form an appreciation for
  Japanese art and culture.

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Interdisciplinary education
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• Visual culture promotes interdisciplinary
  education by incorporating various fields of
  study into art forms. This intrigues interest in
  areas such as technology, psychology, philosophy,
  math and science. By relating the various
  academic disciplines to popular culture, students
  will learn the interconnection between the visual
  and cognitive world.
• A good example of visual culture being used
  towards interdisciplinary education would be the
  exploration of graphic art and layout for package
  design. This not only incorporates the technical
  use of computers and programs, but also teaches
  conceptual skills of design and aesthetics.
  Another good example would be the incorporation
  and exploration of the use of fonts and words in
  magazine ads. This would be useful to students
  when applied with an interdisciplinary approach
  by teaching students the elements of composition
  applied with the power of the English word

More on interdisciplinary education
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• Interdisciplinary education Continued

Students will learn more from a particular
lesson by incorporation of familiar subjects such
as math, science, literature and social studies
with their artwork. An Interesting Lesson that
was conducted by the Museum of Contemporary Art
in Chicago, Illinois during a family day explored
social structures and society through
constructing a city out of various materials
given to children. The children created
different businesses and establishments that
were important to a successful functioning
society out of construction paper, cardstock and
cardboard. The children not only developed an
understanding of thinking in three dimensions,
but also explored how a society works.
MCA Family day building a city images
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MCA Family day building a city
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• IPTS 4 Planning for Instruction
• - The teacher understands instructional planning
  and designs instruction based upon knowledge of
  the discipline, students, the community and
  curriculum goals.

Visuals
Time
LESSON PLAN
Demonstration
Concept and Skill development
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Lesson Planning
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• Incorporation of all elements of an effective
  lesson are important to keep in consideration
  while developing a lesson plan.
• Motivation step whether it be a visual example
  or object this will intrigue student and keep
  their focus on demonstration.
• Develop skill and concept Lesson should be
  clear and geared towards developing skill and
  have a developed concept.
• Demonstration The demonstration should focus on
  what is to be learned from lesson, and give a
  thorough visual explanation of the task to be
  completed.
• Visuals The use of visual aids is important to
  incorporate in a lesson not only to maintain
  focus and to intrigue student but also to develop
  a better understanding of exercise through use of
  examples of student work or images.
• Vocabulary It is important to emphasis various
  vocabulary used in lesson, and to review
  throughout lesson to reinforce understanding of
  new words by students.
• Review By summarizing and reflecting upon what
  has been learned from lesson students will
  demonstrate knowledge gained upon completing a
  task. (review will also allow teacher to assess
  how well students developed and interpreted
  concept of assignment.)
• Objectives objectives should be clear and
  concise. Objective of lesson should be relevant
  and connect with concept and skill.

IPTS 4 (back)
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Visuals in a Lesson
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• Because Art is a visual experience, visual aids
  in a lesson is a must. The use of visual aids is
  important to incorporate in a lesson not only to
  maintain focus and to intrigue student but also
  to develop a better understanding of exercise
  through use of examples of student work or
  images.

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Lesson Plan Motivation
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• whether it be a visual example or object this
  will intrigue student and keep their focus on
  demonstration.
• It is very important to incorporate visuals into
  an art lesson to allow students to grasp concept
  and effectively fulfill objectives.
• During one of my lessons at Lincoln
  Elementary, I used Images from other artists work
  as a motivation for the students. I Showed them
  Images, and together we critiqued the work to
  evoke thought and to involve them in the lesson.

IPTS 4 (back)
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Lesson Plan Motivation
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• During one of my lessons at Lincoln
  Elementary, I used Images from other artists work
  as a motivation for the students. I Showed them
  Images, and together we critiqued the work to
  evoke thought and to involve them in the lesson.

IPTS 4 (back)
Emily Pelton, Rich, 2006
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IPTS 5 Learning Environment
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• - The teacher uses an understanding of
  individual and group motivation and behavior to
  create a learning environment that encourages
  positive social interaction, active engagement in
  learning, and self-motivation.

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Learning EnvironmentClassroom Layout
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• - Planning out ahead of time the layout of a
  classroom before a lesson will help make the
  lesson more efficient and help with time
  management.

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Learning Environment Classroom Layout
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IPTS 6 Instructional Delivery
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• The teacher understands and uses a variety of
  instructional strategies to encourage students
  development of critical thinking, problem
  solving, and performance skills.

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Art Criticism
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• Students should think critically about art but
  not dictate any specific theory.
• Criticism in art demonstrates the students
  ability to asses and convey personal reflection
  towards any body of work.
• During a Lesson, it is important for students to
  discuss, critique, and to asses artwork done by
  themselves and other students. Students will

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IPTS 7 Communication
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• The teacher uses knowledge of effective written,
  verbal, nonverbal, and visual communication
  techniques to foster active inquiry,
  collaboration, and supportive interaction in the
  classroom.

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IPTS 8 Assessment
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• The teacher understands various formal and
  informal assessment strategies and uses them to
  support the continuous development of all
  students.

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IPTS 9 Collaborative Relationships
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• The teacher understands the role of the community
  in education and develops and maintains
  collaborative relationships with colleagues,
  parents/guardians, and the community to support
  student learning and well-being.

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Collaborative Relationships
During My clinical experience at Lincoln
Elementary school in DeKalb, Illinois, I worked
with a fellow classmate on collaborating lesson
plans and working together to create the best
possible learning atmosphere for our students
during teaching. It was very helpful to have
another point of view of what goes on in the
classroom, and advice and criticism of how
projects went or what could be changed. It was
very beneficial to the entire experience to work
with a partner.
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IPTS 10 Reflection and Professional Growth
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• The teacher is a reflective practitioner who
  continually evaluates how choices and actions
  affect students, parents, and other professionals
  in the learning community and actively seeks
  opportunities to grow professionally.

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Reflection and Professional Growth
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• Keeping Rubrics of progress, a journal of
  clinical experiences and taking notes on lesson
  plans was very beneficial in charting personal
  growth throughout the semester.
• Keeping a clipboard with thoughts, Lesson plan
  ideas, and notes with me at all times was helpful

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IPTS 11 Professional Conduct and Leadership
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• The teacher understands education as a
  profession, maintains standards of professional
  conduct, and provides leadership to improve
  student learning and well-being.

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In the Classroom
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• During My clinical experience, I observed the
  children and noted the teachers interactions with
  the students
• I learned
• -important classroom management strategies
• -time management skills
• -lesson planning skills

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In the Classroom
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• One of the more developed lessons that I had
  prepared for the students was on contour line and
  the use of watercolor wash to create an
  expressive

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In the Classroom
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In the Classroom
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In the Classroom
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In the Classroom
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• The contour line lesson presented the use of
  observational drawing to create contour forms. I
  showed the students Images of Emily Peltons work
  and Georgia OKeefe.

Georgia OKeefe
Emily Pelton
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In the ClassroomGeorgia OKeefe
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Georgia Okeefe uses contour line, form and color
to create beautiful expressive compositions using
mainly flowers as her subject matter. I thought
it would be appropriate to use her as an example
for this project, because we are studying flowers
as forms in nature that have beautiful contours.
It is good for students to explore various
artists use of contour line.
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In the classroom Emily Pelton
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Emily Pelton is a growing name in the visual
world as an artist. Her work mainly focuses on
figurative forms illustrated through contour
line. I chose to show her work as an example,
because she uses contour line much differently
than Georgia Okeefe, but her work is still
beautiful. Both artists use color and line
differently, but both provide wonderful examples
of contour line and color in their artwork.
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In the classroom Emily Pelton
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In the Classroom
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• Images from Contour Line Lesson

Student blind contour of flower
Student contour drawing of flower
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In the Classroom
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In the Classroom
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In The Classroom
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In the Classroom
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• During my observation in Macomb Illinois in Mrs.
  Gettingers elementary Art class, I had the
  opportunity to view an actual teacher of the arts
  approach to teaching.
• Mrs. Gettingers approach to teaching was much
  different than that of my teacher at Lincoln
  elementary (DeKalb).