Art Education Free online art lesson plans

K-12 "HIGHER ORDER" THOUGHT PROCESSES ARE: classifying, inferring, hypothesizing, generalizing, valuing, relating, and synthesizing." aka Dispositions of Mind.

Art is the only way to run away without leaving home. ~Twyla Tharp

The economic framework that supports artists is as important as the art itself; if you remove one from the other then things fall apart.

The Rational for Arts Education:
Arts for Arts Sake vs. The Instrumental Arguments used for Arts Advocacy.

Let me spell it out for you. We need the training we get from the arts. We need to be trained to see it. The artist can pull out the creative idea where non existed before. They see it.

 

 

The origin of Music is Movement.

 

"It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change." ~ Charles Darwin

The seemingly impossible becomes possible. It isn't enough to collect the data. We have tons of it. We need to turn the data into information. The arts help us turn the data info something we can comprehend which we can now call is information. Knowledge is based on that information. We can only understand the information through the skills of the artist who helps us comprehend and manage knowledge.

"We can get access to the data BUT the trick is to turn raw data into information; and only by using the arts can we turn information into the Knowledge - that can explain us to ourselves. " ~ K.E.

 

 

 

Hans Rosling debunks myths about the so-called "developing world."

Students and Professors know less about the world than Chimpanzees.

 

 

All Art is Technology

 

 

Multi Touch Screens making the technology more intuitive. Jeff Han of Perspective Pixel is changing how we interact with machines. Research At TED2006 computer scientist Jeff Han demonstrated his prototype of a revolutionary multitouch screen (watch video). At TED2007 he brought along a larger, wall-size version that TEDsters could try out. The interactive media wall, built by Han's company Perceptive Pixel, will be sold by Nieman Marcus in the US. Price tag: $100,000 USD.

ART AND TECHNOLOGY

 

Mathematics and Art: The Good, The Bad, and the Pretty

The Mathematical Association of America (MAA) sponsors an annual MAA Distinguished Lecture as an occasion to celebrate the many joys of mathematics. Professor Annalisa Crannell of Franklin and Marshall College used this opportunity to talk about "The Good, The Bad, and the Pretty" of mathematics. Her wonderful talk can be found here, along with an interview that gives her the chance to talk about her own work. In her talk, she focuses in on the use of mathematics to create realistic art. Specifically, she talks about how most realistic art attempts to depict a three-dimensional world on a two-dimensional canvas. Of course, this presents certain challenges, and she draws on examples from the work of Albrecht Durer to offer some perspective on this dilemma. One of the many highlights of her talk is when she presents a challenge to the audience involving an artist, a pedestal, and a squirrel.

 

UNITED STATES ARTISTS
We invest in America's finest artists and illuminate the value of artists to society. We do this by advocating for living artists and providing a community where the public can connect with, learn about, and support America’s greatest artists. They site support from Ewing Marion Kauffman Foundation and The Andy Warhol Foundation for the Visual Arts and reference $50,000 fellowship awards.

 

Jerome Kagan, Ph.D., Keynote: Why the Arts Matter Six Good Reasons for Advocating the Importance of Arts in School, part of Neuroeducation: Learning, Arts, and the Brain

 

 

What is the Root of Art and Culture?

 

"WHAT IS SCIENCE?" 

answer:
"science is like art."
~ 7 year old

Narrative intelligence is the ability (or tendency) to perceive, know, think, feel, explain one's experience and influence reality through the use of stories and narrative forms. The Art of Story Telling
"It forms one of the underlying structures of reality, comprehensible and responsive to those who possess what we call narrative intelligence. ..."

"WHAT IS ART?"
Answer:

"Art is like Science"
~ 50 YEAR OLD
Science is the master analysis of the human mythic narrative because it offers a neutral language with which to assimilate the perspectives and beliefs of so many people. Science is the human family mediator.

What are the K12 Core Curriculum Standards and do they include Art or get the student ready for college?

 

The Ideal Approach and the Real Goal of All Education

CREATIVITY AND THE ROLE OF ART IN THE K-12 SCHOOL CURRICULUM
For me, it is all about the process which carries into writing, science and all other parts of the curricula.  After all of these years, I still meet students who remind me about a piece of work they did in my classroom.  It touches their soul and not one of them saves their math tests or essays or science tests.  That is reason enough for art to be in the curricula.  Now if Administration could only figure it out, this would be a giant step forward." ~ Anon

Scientists
are Artists

They are the new rock stars.
Mindsharelabs becomes SyynLabs run by Doug Campbell, cofounder Eric Gradman, labcats Brent Bushnell, David Guttman, Chris Hughes, Chris Nelson, Dan Busby, Geoff Emery, Erik Reckase. Yo Yo Ma was the musical center piece for a collaborative project of art, music and science at the American Museum of Natural History in NYC.

Project Zero was founded at the Harvard Graduate School of Education in 1967 by the philosopher Nelson Goodman to study and improve education in and through the arts. Goodman believed that arts learning should be studied as a serious cognitive activity, but that "zero" had been firmly established about the field; hence, the project was given its name.
Today, Project Zero is building on this research to help create communities of reflective, independent learners; to enhance deep understanding within and across disciplines; and to promote critical and creative thinking. Project Zero's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels. Project Zero's research initiatives build on and contribute to detailed understandings of human cognitive development and the processes of learning in the arts and other disciplines. They place the learner at the center of the educational process, respecting the different ways in which an individual learns at various stages of life, as well as differences among individuals in the ways they perceive the world and express their ideas. Many of these initiatives involve collaborators in schools, universities, museums, or other settings in the United States and other countries.

DID YOU KNOW ABOUT PUNCH CARDS? INTERSECTION OF ART -DESIGN - WEAVING - SILK - CLOTHES AND COMPUTERS
French Inventor Jacquard Produces a Weaving Loom Controlled by Punch Cards (1801), Facilitating the Mechanized Mass Production of Textiles; the Punch Card System Also Influences Early Computers in the 1940s and 1950s. In 1801, Joseph Marie Jacquard, a silk-weaver, invented an improved textile loom. The Jacquard loom was the first machine to use punched card. These punched cards controlled the weaving, enabling an ordinary workman to produce the most beautiful pattern. Jacquard's loom mechanism is controlled by recorded patterns of holes in a string of cards, and allows, what is now known as, the Jacquard weaving of intricate pattern. Patent: The French government claimed the loom to be public property.

Arts and
Public Policy

 

EQUITY IN ARTS FUNDING
The recent publication of Holly Sidford's study on equity in arts funding entitled "Fusing Arts, Culture and Social Change: High Impact Strategies for Philanthropy" has stirred quite a bit of conversation about equity in arts funding, including an ongoing blog conversation about the study at the Grantmakers in the Arts web-site:

In addition, the Occupy movements have also sparked a lively conversation about the haves and have-nots in the arts world, including an Occupy Lincoln Center demonstration in New York. Here are links to a few of the blog-sites that I thought might be of interest:
therestisnoise.com | theatreideas | Equity in Cultural Funding | What Inequality Looks Like

 

SAVE THE COUNTRY

 

 

What's happened to our country?
The youth have power.
And who do they take their instructions from?

MUSICIANS have armies

 

The Top Five people on Twitter are all musicians.

• Lady Gaga #1 with 22,131,698 followers
• Shakira, #5 with 15,264,505
• In between, Justin Bieber, Katy Perry and Rihanna.
• Britney Spears is #6
• Taylor Swift #9

In other words, the bankers may have all the money, but musicians have all the power.
And they didn't get there by tying in with the financial fat cats, but by making music that resonated with their fans. Musicians are beholden to their fans, they control an army, and it's about time they did something good for our country.

"Save The Country": Laura Nero
Written shortly after the assassination of Robert Kennedy

"I got fury in my soul
Fury's gonna take me to the glory goal
In my mind
I can't study war no more
Save the people
Save the children
Save the country, now"

---

Wynton Marsalis couldn't explain why he was crying so hard during the speech he gave at the Kennedy Center in Washington, D.C. for the Nancy Hanks Lecture on Arts and Public Policy. "Man, I don't know," he told me. "I'm not really a person that's effusive. I'm a quiet type of person. His speech, which he titled "The Ballad of the American Arts," was a bravura 50-minute survey of how our country has used "homegrown arts to make us into one people, to teach us who we are." Marsalis's eloquence and easy humor made his tears at the finale all the greater a surprise. He bowed and cried, and bowed and cried, which made the crowd cheer even more. Though he couldn't articulate what brought on this emotion, he told me it came from feeling "overwhelmed"—from putting into words the full weight of the tragic, glorious history bound up in our arts, and vice versa: "That's our life, that's the life I live, so it started to hit me." Yet amid all the demands for better funding for the arts, hardly anybody addresses the graver shortfall, which is for better thinking about the arts. If more people joined Marsalis in calling for "a new American mythology," one that granted greater prominence to the arts because they "demand and deserve that we recognize the life we have lived on this land together," the appropriations would almost certainly follow. When someone who thinks about these issues as much as Marsalis does grows so profoundly affected by talking about them, it shows how utterly we fail at discussing culture in America. The champions of the arts speak of them today largely in functional terms: as businesses, or as subjects you teach because they'll make kids more employable.

Arts Education and Advocacy

 

STUDIO THINKING:
THE REAL BENEFITS OF VISUAL ARTS EDUCATION

IS THIS THE BOOK THAT WILL CHANGE ARTS EDUCATION?
These authors will settle for nothing less than “changing the conversation.”
First Review: September 12, 2007
by John Broomall
Executive director of the Pennsylvania Alliance for Arts Education

Arts in Education-Model Development and Dissemination Grant Program (see http://www.ed.gov/programs/artsedmodel/) and the Arts in Education-Professional Development for Arts Educators Grant Program (see http://www.ed.gov/programs/artsedprofdev/).

Teach art for its own sake, researchers say (NY Times) 2007
"The "intrinsic" vs. the "instrumental" value of arts education Debate is an intellectual construct that serves little or no useful purpose except to divide advocates of arts education.
Two Project Zero researchers, who published findings in 2000 that art classes don't improve overall academic performance, nonetheless advocate strongly on behalf of arts education in their new book, Studio Thinking: The Real Benefits of Visual Arts Education. Winner and Hetland say we need to "change the conversation about arts" and "figure out what arts really do teach." They claim to understand the need to advocate for arts as NCLB shrinks the curriculum to a few subjects but believe that advocates should stick to plausible arguments. Their book focuses on the broad, indirect benefits of participation in various art classes.
“Habits of mind” developed in art classes that are not unique to the arts at all. Winner says, “Students who study the arts seriously are taught to see better, to envision, to persist, to be playful and learn from mistakes, to make critical judgments and justify such judgments.” 
"HABITS OF MIND" sound like -- K-12 "HIGHER ORDER" THOUGHT PROCESSES ARE: classifying, inferring, hypothesizing, generalizing, valuing, relating, and synthesizing" to me!!

Winner and Hetland said "We concluded that the instrumental claims about the effects of arts education on learning in other subjects go far beyond the evidence, a point supported by the Rand report, Gifts of the Muse: Reframimg the Debate About the Benefit of the Arts (McCarthy, Ondaatje, Zakaras, & Brooks, (2004), and also made in Britain by Adrian Ellis (2003). Anger greeted our report. Some characterized us as enemies of the arts, arguing that publishing our research would destroy quality arts education for children in the United States. One scholar told us that we should never have asked the question, but having done so, we should have buried our findings.
 We were shaken. Our goal had been to find the truth behind the claims, and to change the conversation from glib and superficial arguments for transfer, that in the long run may weaken the case for arts education, to a more thoughtful consideration of what the arts really offer. Arts advocates told us to give up they called our approach an arts for arts sake argument, a tack they insisted was both elitist and doomed to fail. Advocates, they told us, must do what works and that meant arguing for strengthening the kinds of basic skills stressed by No Child Left Behind and making the case whether or not there was evidence to support it. (Italics theirs)"

Improve literacy through arts education and advocacy
by providing collaborative and interdisciplinary resources for understanding world culture.

THE ART OF SEEING

 

#Warning - High School Opportunity
Some Foul Language used but worth using as a "Teaching Moment Tool" for media literacy and art.

 

Learn how and why the Arts Change the Learning Experience in Special Ways.
Find information about K12 Best Practices, and curriculum. Topics about art and the computer include how to archive digital files to video production curricula for the classroom.

Study Links High School Graduation Rates with Arts Education PDF
High school graduation rates and access to arts education are closely linked, according to a new study by The Center for Arts Education Correlating data collected by the NYC DOE, CAE found that schools with the highest graduation rates offer the most access to and benefits of quality arts instruction. Richard Kessler, CAE executive director, said: “The findings strongly suggest that arts play a key role in keeping students in high school and graduating on time.” “This report is of national significance,” said Diane Ravitch, NYU. ”It clearly demonstrates the linkage between high school graduation rates and availability of arts education." NY State Senator José M. Serrano said, “The strong correlation between the inclusion of arts education in schools and high school graduation rates emphasizes the urgency with which the policy recommendations outlined in the report should be implemented.” NYC Councilman Robert Jackson said: “CAE's study has highlighted the outrageous inequities of how arts programming is delivered. Students of color, ELL pupils and students from families below the poverty line are definitely getting the short end of the paint brush. This is illegal, shortsighted, and counter-productive.”

The Arts Database
Includes information and articles about jobs, law, how to protect online art,watermarks, government, websites, ascii, emoticons, symbols, color, clip art, fonts, graphics, icons, buttons, art search engines, directories, culture, film, folktales, storytelling, performing arts, traditional arts, video production, and infotainment.

"WHEN POWER leads man toward arrogance, poetry reminds him of his limitations.
When power narrows the areas of man's concern, poetry reminds him of the richness and diversity of his existence. When power corrupts, poetry cleanses, for art establishes the basic human truths which must serve as the touchstone of our judgment." John F. Kennedy- Address, Amherst College, October 26, 1963

• The arts reach students who are not otherwise being reached.
• The arts reach students in ways that they are not otherwise being reached.
• The arts connect students to themselves and each other.The arts transform the environment for learning.
• The arts provide learning opportunities for the adults in the lives of young people.
• The arts provide new challenges for those students already considered successful.
• The arts connect learning experiences to the world of real work.
• The arts enable young people to have direct involvement with the arts and artists.
• The arts support extended engagement in the artistic process.
• The arts encourage self-directed learning.
• The arts engage community leaders and resources
• 3-year-old Reese:  "Our Father, Who does art in heaven,  Harold is His name. Amen." :-)

20th Anniversary of Adobe Photoshop - John Knoll, Thomas Knoll, Russell Brown, and Steve Guttman - tell the story of how an amazing coincidence of circumstances, that came together at just the right time 20 years ago, spawned a cultural paradigm shift unparalleled in our lifetime.

WHAT IS ART

 

Computers might be eclipsed technologically in short order, but not art.  Great art is lasting. - Bob Lefsetz

"To create is to celebrate one's connection to the cosmos." -Burnell Yow!

"Art, to me, is a question. It should never be an answer." -Marilyn Manson

"I do not want to go until I have faithfully made the most of my talent and cultivated the seed that was placed in me." -Kãthe Kollwitz

"Sometimes I see it and then paint it. Other times I paint it and then see it. Both are impure situations, and I prefer neither." -Jasper Johns

"The only limits are,as always, those of vision." -James Broughton

"The world of art is not a world of immortality but of metamorphosis." -André Malraux

"No one looks at a flower garden and tears their
hair out trying to figure out what it means." -Jackson Pollock

"Interpretation is the revenge of the intellectual upon art." –Susan Sontag

"In every culture, in every time, artists have always
been the weather vanes, the truth-tellers, the bearers of beauty, and the ones who make visible
the invisible values of their world." -Cay Lang

"Creativity, to me, is basically closing one's eyes and letting it happen." -Ellen Sall

"All good ideas arrive by chance." -Max Ernst

If one wants integrity of content there is only live performance. Art starts as an individual effort that serves a purpose for the individual and the community. If the community enjoys and values the art then it will be shared with others becoming a grassroots effort often crossing geographic boundaries. Once the art becomes well known, business/commerce will move in to monetize it and business will make the commerce of art into the art of sales.

A Complete all-in-one resource for teaching the arts.

 

 

 

Modest Needs gives Help Donors Choose Teachers Ask, You Choose, Students Learn, micro-philanthropic integration.