Heather Grossman

ITE326
Assignment: Reading and Responses
1. Which reason(s) stated in Cornett (2011, pp. 144-148) for integrating
the visual arts into the elementary curriculum resonated with you? Why is
this important to you and how will you use this information to advocate
for the arts in education?
One of the first sections describes visual art as a way to communicate. Cornett describes
that when teachers help students to decode symbols and use them to express understanding,
students are able to expand their communication capacity (Cornett, 2011, p. 145). This portion
resonates with me because through the visual arts, people of all cultures and values have a way to
express themselves. By students becoming literate in the visual arts, there is a forward movement
in creating unity and understanding among the nations of the world. This also relates to
comprehension especially in early elementary. Students learn to understand what the art is
describing, and how it makes them feel. When younger students are introduced to creating and
communicating through the visual arts, they are learning observation. This is a key skill for
reading and learning in the many content areas.
I would use this information in my classroom to help students use observation first. For
example, I could display a small portion of an image and ask students to first observe then
describe what they see and practice using the elements of art and design. Then the students could
discuss what the larger image is. This could be taken in many different ways, but ultimately I
would like for them to have the understanding that art can be interpreted in a variety of ways.
This example would be a great introduction to advocate for visual arts in the classroom. Visual
arts is a powerful communication tool used to enhance the many different understandings. It
creates opportunities to make thinking visible and interpretable. Because literacy is an important
factor in education, this would be a beneficial way to differentiate learning because it can reach
students of all levels and abilities. Knowing there is not only one right answer gives students
opportunities to take risks and challenge themselves.

4. After reading Cornett (2011, pp, 162-163), describe the aesthetics of your
ideal classroom that integrates the visual arts into the curriculum. Why are
the aesthetic components of your classroom important to you and your
students in creating an environment that uses the arts to enhance teaching
and learning?
The aesthetics of my classroom is an important factor to me as a teacher. In my
experience in different classrooms, I have felt comfortable, excited, or overwhelmed. I want to
create a space that invites creativity, perhaps by having desks arranged for collaboration. In my
ideal classroom, any signs, posters, and displays are made by students so they have a sense of
ownership of their classroom. Students would have their work displayed in a way that is
respectful (Cornett, 2011, p. 162). Although not all students like to have their work displayed, I
would ask that students must choose at least one piece to display over a specific amount of time
or one of three art projects. This way, they are not forced to show all, but knowing that what they
have can contribute to the classroom community and others appreciate the diversity of all. In my
ideal classroom, I would like to have a sort of living room space. This might include something
comfortable like a small couch or pillows where students could feel cozy as they complete
assignments. I had this experience in one of my classes and appreciated not being confined to a
hard chair for the whole year.
The aesthetic components in my classroom are important to me and students. I personally
feel that the external environment is a reflection of what is in people's hearts. To enhance the
learning process the environment must welcome creativity, cleanliness, and heart. The
environment must reflect respect to the learners and teachers in which the environment is for. If
there is heart in the location where learning is taking place, students may be motivated to
contribute in the same respect.
As a teacher, the classroom is a home away from home. Teaching is will be enhanced
when I feel inspired by my surroundings. I have been reading about how the natural
environments inspires us to create art. Using this same understanding, our environment can
inspire or hinder the teaching process. If the classroom is set up in such a way that I can have
access to all learners, I will be able to provide guidance and feedback as a teacher. When art is
displayed in a way which can be readily referred to, discussions will be richer. Teaching is an art
in itself and my classroom must respect it as an art.

Read 7, and Appendices A J.

10. Cornett (2011) says that energizers and warm-ups are used to ready
students mentally and physically for creative problem-solving (p.179). She
lists numerous energizers and warm-ups. Select three energizers or warmups that you would like to include in your teaching. You may be able to
include specific warm-ups in your unit plan that you are going to write.
Describe in detail how you would guide students through each of these
experiences. This is similar to what you need to do when you are writing your
lessons in your unit plan to describe what students will do.

Make a Mess (5min)-This activity allows students to explore new materials. They find
different ways to work with that specific material before applying to the project.
1. Place the material on the students desk in groups.
2. Ask students to take the material and explore uses.
3. In their groups, discuss the elements of art and design. (Color, form, line....etc.)
4. Students try to find various uses for the material.
5. As a whole group, class may discuss what if the material reminds them of or if there can
be any emotion attached to it.
Art Walks (5-10min.)
1. Have students take clipboards with paper with a guide at the top with the elements of art
and design.
2. Prompt the students with the art project they will be creating.
3. Walk outside. (Nature inspires creativity)
4. Using senses, allow children time to take notes about their sensory experience.

5. Upon returning, have them draw or simply sketch using words or pictures their
experience.
6. During the art project, prompt them to use the elements of nature they experienced to
apply or adapt it.
Picture Book Starters
1. Using the book tar beach I would read the book.
2. During, ask students to locate the different materials the illustrator used to create the
images.
3. Have the students suggest alternative materials they could use to create a foundation for a
lo'i (Taro patch) or how to boarder the image with a recreation of a rock wall.
The three activities I chose are very different ways for students to experience a variety of
material and gain inspiration. One is through nature, tactile experience, and through literature.

12. Cornett (2011) describes a wide variety of drawing, painting,

printmaking, collage, and mixed media. She includes information about
specific media, tools, surfaces and techniques (pp. 184-187). She also
includes information about artistic techniques such as enlarging, simplifying,
cropping. She also explains other art forms such as displays, bulletin boards,
murals, photography, three-dimensional art, and bookmaking (pp. 186-190).
After reviewing this information, think about which one of these art forms
you feel comfortable teaching your students and describe why you think you
want to select this art form as a focus for one of your lessons in your unit
plan and what you want to teach your students about this art form.
At this point, I feel most comfortable teaching using mixed media (Cornett, 2011, p. 187).
I have a passion for working with recycling materials and adding them to collages or other art
projects. I think that manipulating and working with many different materials expands the
process for creative problem solving. I am leaning to working on a Farm to table theme for the
unit project with a cultural emphasis about taro or other Hawaiian plants. The mixed media

would be used to create the different parts of the plant or the lo'i using different materials. I have
been considering creating the root of the taro plant using a fibrous material such as the fibers of a
coconut tree cut and placed on art paper. The smaller roots can be recreated by using yarn,
ribbon, plastic string, or other types of stringlike objects. The leaves may be created by painting,
drawing, tear art, or an abstract experience. Then the students could add material to the leaf. This
would give a contextual and tactile experience to enhance when we learn about the parts of the
plant itself. Each part of the plant has special uses. When the students have the visual art as well
as the tactile experience to draw from, this increases comprehension. I want students to learn
specifically that anything can be used to create art. This uses lines, textures, patterns, color to
piece together for a purpose in image making. I want them to learn to explore the possibilities by
having experiences for them to engage using many materials and being able to display them in
the class or by creating a class powerpoint. I want them to consider what they see in the world
beyond the classroom and what makes something art. I want them to understand through mixed
media art that non traditional art can be a powerful way to communicate what different cultures
value. Also, that nothing needs to be wasted if we can create opportunities to repurpose material
which is essentially what mixed media can do.
Hawaii State Department of Education (2006). Hawaii Content and
Performance Standards III: Fine Arts, Visual Arts. Honolulu, Hawaii. Retrieved
from (Required download). Read through the HCPS III, for Visual Art, K-5,
specifically. Note that there is one visual art standard. There are benchmarks
for each grade level. After reviewing all of the benchmarks, focus on the
benchmarks related to your grade level for your Semester 3, Field Placement.
Check your own understanding of these standards.

Please answer one of the following questions after reading the Hawaii
Content and Performance Standards III: Fine Arts, Visual Arts Standard and
the Benchmarks for grades K-5 with a focus on your grade level placement.
http://standardstoolkit.k12.hi.us

Engaging Elementary Students in Art Criticism-How the Arts Communicate

19. Identify and copy selected benchmarks in three different grade levels
that are directly related to engaging students in art criticism in the
elementary classroom. Select one image to share and discuss the strategies
you can use to engage your students in art criticism. You will want to engage
your students in art criticism as part of your art talk PowerPoint and
questioning strategies that are part of your lesson plans.

Benchmark FA.4.1.3

Use properties, personal response, and research

to make informed judgments about artwork

Benchmark FA.3.1.3
Use observational skills in creating an original
work of art
Benchmark FA.2.1.2
Use color to convey mood in works of art

I would want to engage students in higher order thinking and to go beyond loving or
hating a work of art. For students to engage in good judgment and criticism they need to practice
the vocabulary (taught through word walls and explicit instruction). However, good coaching can
encourage higher order thinking by asking questions about an image. Also, using a think-aloud
will be beneficial when teaching students to use vocabulary and observation to communicate and
criticize art (Cornett, 2011, p. 166). The goal is to have a clear understanding of the art not
whether or not they like, but may develop an appreciation for various art elements and the
purpose for the creation of a specific work. This activity would be more directed toward HCPS:
4.1.3: To make informed judgment about artwork (Hawaii Content & Performance Standards)
My think-aloud for the above image would be the following: I see that this is a
painting of a haystack, the countryside, and some small country homes.
There are lots of green trees. I see line uses in how the artist created the
background. There is also texture in how the paint was applied to create the
trees and grass. I notice that the trees have some yellow in them. The tall

grass has a combination of red, peach, white, and bluish gray. The
foreground of the painting (pointing) has brighter colors and the background
is more grayish and has lighter values of the colors. The artist used small and
short brush strokes with may values of the same color. It looks to me that he
used oil paint as his art medium. He uses dark colors to help other
surrounding colors stand out. This is called contrast. To me, the color scheme
suggests a calm and peaceful mood. He uses warm colors such as reds and
yellows. The repetition of lines gives the feeling of motion in the grass. This
work makes me feel that there is an honesty and realness. It makes me feel
comfortable. It's like I want to start walking directly ahead into the field and
hear the rustle of the grass.
1. What do you see? Images? Colors? Shape?
2. How did the artist make the painting? What media and techniques were used?
3. What is the mood? How does it make you feel?
This think-aloud method used many elements of art and vocabulary to encourage true
observation, communication, and reflection of a piece of art. This type of think-aloud could be
the starting point for students to break off into groups to criticize other artworks.
Hawaii Alliance for Arts Education (2006). An Essential Fine Arts Toolkit for
the K-5 Classroom Teacher, Hawaii Fine Arts Grade Level Guide. Honolulu,
Hawaii. Retrieved from (required download, free). Please note: The Arts First,
An Essential Fine Arts Toolkit chapters are located at the bottom of the page.
Please read the Introduction, Using the Toolkit, Arts as Tools, How to Use the
Lessons, the section related to your grade level for your Semester 3, Field
Placement, and review the Appendices which are helpful for viewing
classroom charts, etc.
15. Describe the three artistic processes: creating, performing/exhibiting,
and responding. Share specific ideas about how you can engage your

elementary students in these three processes in a visual art experience that

you design for them. Be specific. This is like writing the instructional
strategies in a lesson plan that focuses on what the students will do and
what the teacher will do. This is a skill you need when you develop the
PowerPoint and lesson plans.
The Essential Arts Toolkit describes the three artistic process which are creating,
performing/exhibiting, and responding. Creating is seen as the process itself in creating different
modes of art such as drama, dance, music, and visual arts. The key is generating original art. The
process of creating is a way to express an idea. The next process is performing or exhibiting a
work of art. The visual when performed is a way to share what the work is and what the idea or
inspiration was behind it. This may be done formally and informally. Responding is the process
whereby any person including the creator observes, describes, interprets, and judges a work of
art. Although this section suggests that a teacher may lead students to describe a work of art
before interpreting or evaluating, I feel that depending on the art, it may be beneficial the other
way around. In my experience and through watching my children's reactions to art, they know
right away whether they like something or not. My daughter had a touching experience where
she was moved to tears during a dance performance. My thought is that if there is strong emotion
attached, guiding questions may help the evaluation process when one can draw from those
strong experiences.
Abstract Plant (Taro)-This activity will familiarize students with shape, texture,
color, and mixed media (An Essential Fine Arts Toolkit, Grade 4, p.9).
Create: I will engage students by providing a visual art experience
which integrates Hawaiian plants and understanding the elements of art.
This will be an original artwork in which the outcomes will vary.

Students will:

1. Observe a plant
2. Discuss the elements of the plant using vocabulary. (Line, form, texture, etc.)

Teacher will:

1. Prepare images (or physical) of plants.

2. Question students about the elements of art which can be observed.

Students will:

1. Choose various materials to use to create an art piece.

2. Put their materials together representing each part of the plant.

Teacher will:

1. Prepare many different tactile materials.

2. Allow students to work in groups.

Students will:

1. Participate in an art walk

2. Observe other's choices in materials.
3. Choose and communicate the elements of art in another's art piece
4. Write a written reflection about their own art piece and explain how it felt to have others
criticize theirs.

Teacher will:

1. Participate with the students in the art walk.

2. Ask guiding questions and give constructive feedback to student responses to art and
reflection.
3. Finally, ask students to reflect on why they chose to represent a part with a specific
material and how the material effected the art.

An Essential Fine Arts Toolkit. (n.d.). Retrieved from http://www.hawaiiartsalliance.org/#!artseducation/c8k2

Cornett, C. E. (2011). Creating meaning through literature and the arts: arts
integration for classroom teachers (4th ed). Boston, MA: Allyn &
Bacon/Pearson.
Hawaii Content & Performance Standards:: Standards Toolkit. (n.d.). Retrieved from
http://standardstoolkit.k12.hi.us/