Graduate Studio Workshops for Art Teachers

The following are overviews of graduate level workshops focused specifically at professional art educators.

Creating Digital Artist Portfolios

Do you find the digital world daunting? In this workshop you’ll use a variety of digital tools to generate student portfolios that meet the needs of twenty-first century learning. We’ll learn to photograph, crop, and digitally color correct two- and three-dimensional artworks; we’ll use fee online services to store and display images; we’ll discuss the best ways to organize, publish, and distribute digital portfolios. We’ll also discuss how iPhones, iPads, VoiceThread, Flickr, blogs, and other tools fit into the curricular planning for your art room, as well as how to use portfolios for student growth and feedback. Following the workshop, you’ll create a portfolio exemplar to share with your students. Strategies and techniques introduced are geared toward AP courses and college-bound students, but will translate well into all classroom levels, from K-12.

 Course Agenda:

  • Friday evening – Meet and greet, introduction to digital medias and tools, the “cloud”, “The Portfolio: a final product or an ongoing work in progress?”
  • Saturday – Photographing artworks, digitally correcting images, archiving images, thoughts around organizing images for others to view, building your own light box
  • Sunday – Online medias, creating online galleries, creating high-quality books

Learning Goals: 

  • Demonstrate effective use of digital photographic media and digital imaging tools.
  • Use digital imaging and online tools to organize art portfolios.
  • Communicate ideas about how to effectively and appropriately incorporate digital portfolios into one’s own curriculum.

 Assessment:  

  • Understanding and applying media, techniques and processes. Participants will develop and expand their knowledge of digital visual arts media, techniques, and processes in order to present artworks to an audience [40%]
  • Engages in behaviors that promote learning. Participants demonstrate proficiency and craftsmanship; actively engages in all learning activities; contributes to a positive learning environment; utilizes problem-solving strategies; works in collaboration when appropriate; and follows art room expectations and procedures. [10%]
  • Final Assignment. Students will create an exemplar of a digital portfolio and write a standards-based lesson, translating learning from this workshop into a lesson appropriate for use in their own classroom. Lesson and exemplar will be submitted digitally, no later than two weeks from the conclusion of workshop. [50%]

Curriculum Connections:

  • Strand V: Product/Performance, 1A: Historical and Cultural Contexts: Select artworks that align with portfolio development, National Standards VA4, Show-Me Standards FA5
  • CCSS W.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
  • CCSS W.11-12.5: Make strategic use of digital media in presentations to enhance understandings of findings, reasoning, and evidence to add interest.

PLEASE NOTE: Classes are held contingent on a minimum enrollment, which is

determined five business days prior to the class start date. As a class may be cancelled, we

recommend that you do not open or use your materials until at least two days prior to your

class start date. This way, you are free to return your merchandise without problem. Students

will be contacted only if a class is cancelled.

 Student Supply List

  • Bring a range of artworks, including both two-dimensional and three-dimensional works (try to bring smaller 3D works in the range of 8 x 8 x 8 or smaller.)
  • A digital camera, card, card reader, and a flash drive
  • Optional: iPhone, iPad, and any other digital tool that interests you.

I’ll bring lighting, light box, and my camera for demonstration and your use.

________________________________________________

Experimenting with Space

Through the art of paper engineering, you’ll transform a flat surface into three-dimensional form. In this workshop you’ll learn multiple strategies and techniques used in the creation of pop-ups and sculptural books. Topics covered will include qualities of paper, techniques for manipulation of paper, creating maquettes, folding and cutting. Over the course of two and half days, participants will discover the magic of pop-up and sculptural book arts, moving from beginner’s lessons through more advanced mechanisms. Following the workshop, participants will create an exemplar and a standards-based lesson to complete the course. Techniques introduced will translate well into all classroom levels, from K-12.

 Course Agenda:

  • Friday evening – Meet and greet, introduction to tools and basic techniques, exploration of examples of paper forms, discussion about how to introduce paper engineering into an art classroom and what techniques are developmentally appropriate for various levels of learners
  • Saturday – Hands on workshop, demonstration and guided practice using various techniques, studio time, critique and feedback
  • Sunday – Demonstration of advanced techniques, studio time, critique and feedback, review of expectations for final assignment

 Learning Goals: 

  • Demonstrate effective use of introductory paper-engineering media, techniques, and processes.
  • Demonstrate the skillful, safe, and responsible application of appropriate media, tools, and equipment.
  • Manipulate paper to create dynamic and dimensional form.
  • Create visual interest through the appropriate use of artistic elements and principles.
  • Create visual forms that combine visual interest with structural integrity.
  • Communicate ideas about how to effectively and appropriately incorporate paper engineering into one’s own curriculum.

 Assessment:  

  • Understanding and applying media, techniques and processes. Participants will develop and expand their knowledge of visual arts media, techniques, and processes in order to express ideas creatively in their artworks. [10%]
  • Application of appropriate structures and functions. Participants will demonstrate a knowledge of the elements and principles of design and show an aesthetic awareness of the visual and tactile qualities in the environment that are found in works of art. [10%]
  • Reflecting upon one’s own work and the work of others. Participants will use thorough analysis, interpretation, and judgment to make informed responses to their own artworks and those of others. [10%]
  • Engages in behaviors that promote learning. Participants demonstrate proficiency and craftsmanship; actively engages in all learning activities; contributes to a positive learning environment; utilizes problem-solving strategies; works in collaboration when appropriate; and follows art room expectations and procedures. [10%]
  • Final Assignment. Students will create an exemplar and write a standards-based lesson, translating learning from this workshop into a lesson appropriate for use in their own classroom. Lesson and exemplar will be submitted digitally, no later than two weeks from the conclusion of workshop. [60%]

 Curriculum Connections: Missouri Grade Level Expectations for Visual Art

  • Strand I: Product/Performance, 2A: Sculpture, Ceramics, and Other Medias: Select and apply three-dimensional media, techniques and processes to communicate ideas and solve challenging visual art problems, National Standards VA1, Show-Me Standards FA1
  • Strand I: Product/Performance, 3A: Fine Art: Communicate ideas about subject matter and themes in artworks created for various purposes, National Standards VA1, Show-Me Standards FA1
  • Strand II: Elements and Principles, 1B, 1C, and 1G: Shapes, Forms, Space: Select and use elements of art for their effect in communicating ideas through artwork, National Standards VA2, Show-Me Standards FA2

PLEASE NOTE: Classes are held contingent on a minimum enrollment, which is

determined five business days prior to the class start date. As a class may be cancelled, we

recommend that you do not open or use your materials until at least two days prior to your

class start date. This way, you are free to return your merchandise without problem. Students

will be contacted only if a class is cancelled.

Student Supply List

  • White paper and card in various weights
  • Colored, textured, and glossy paper and card stocks
  • White Elmer’s glue (Book binder’s glue is optional, but not necessary.)
  • Mechanical pencil and straight edge ruler (I recommend a metal ruler)
  • White eraser
  • Your choice of mark-making media (watercolor, markers, crayons, pens, etc.)
  • Your choice of collage materials (magazine pages, photos, etc.)
  • X-Acto knife and several fresh blades, self-healing cutting mat
  • Good quality scissors
  • Compass
  • Optional: Discarded book, if you are interested in exploring sculptural book arts

________________________________________________

Pinhole Photography

In this day of digital perfection and software correction the ‘Pin-hole’ camera is a breath of fresh air and a superb tool to consider using on your next photographic assignment. Pinhole Photography is both a great way to learn about the principles of light and cameras as well as a magical way to make unique photo images. In this hands-on workshop you’ll experience the magic of pinhole photography by making your own camera, which you’ll use to shoot and process black and whit paper negatives and contact prints. Strategies and techniques introduced are geared toward introducing both the art and science to K-12 classrooms.

Course Agenda:

  • Friday evening – Meet and greet, history and principles of pinhole photography, basic pinhole construction.
  • Saturday – Finish your camera, how and what to shoot, trying it out, what subject matter and light works best?, exposure time and trouble shooting, darkroom processing, contact printing, fine tuning exposures.
  • Sunday – Fine tuning exposures, digital connections, displaying the work.

Learning Goals: 

  • Demonstrate craftsmanship in the construction of a pinhole camera.
  • Use a pinhole camera to correctly expose paper negatives.
  • Use a darkroom to develop paper negatives and make contact print positives.
  • Communicate ideas about how to effectively and appropriately incorporate pinhole photography into one’s own curriculum.

Assessment:  

  • Understanding and applying media, techniques and processes. Participants will develop and expand their knowledge of pinhole camera construction and photography exposure and printing techniques. [40%]
  • Engages in behaviors that promote learning. Participants demonstrate proficiency and craftsmanship; actively engages in all learning activities; contributes to a positive learning environment; utilizes problem-solving strategies; works in collaboration when appropriate; and follows art room expectations and procedures. [10%]
  • Final Assignment. Students will write a standards-based lesson, translating learning from this workshop into a lesson appropriate for use in their own classroom. Lesson and exemplars will be submitted digitally, no later than two weeks from the conclusion of workshop. [50%]

 PLEASE NOTE: Classes are held contingent on a minimum enrollment, which is

determined five business days prior to the class start date. As a class may be cancelled, we

recommend that you do not open or use your materials until at least two days prior to your

class start date. This way, you are free to return your merchandise without problem. Students

will be contacted only if a class is cancelled.

Student Supply List

  • Oatmeal container (empty)
  • If you’d like to try other kinds of camera construction, literally any light tight box or container can be used. So feel free to bring along some alternatives also!
  • Clothes pin
  • Sewing needle
  • Good quality scissors
  • Soda pop can (clean and empty)
  • Can of matte black spray paint
  • Masking tape (if you can find black, it’s perfect!)
  • Small package of 8 x 10 black and white resin-coated photographic print paper
  • Ruler
  • Craft knife or X-Acto knife
  • Pencils
  • Sheets of old newspaper
  • Cutting matt (optional)

KCAI will provide darkroom and chemistry.

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