A MAGAZINE FOR COLORADOâ€™S ART EDUCATORS
E C N E R E F N O C L L FA
10 8 ER
t r o s e R n u R r e Beav ,,Colorado e g d i r n e k c e Br B M E OV
Call for Workshop proposals
Proposals Due June 1st!
In This Issue
4. President’s Message by Vanessa Hayes-Quintana
10. CAEA 2018 MidWinter Conference by Lisa Adams
6. Editor’s Message by Alexandra Overby, PhD
13. My Journey to a Choice-Based Classroom ( Pa r t 1 ) by Kari Pepper
48. CAEA Executive Board and Division Representatives Council Directory 48. CAEA Task Force Chairs and Publications Directory 49. Regional Representatives
21. Colorado Kids Create 23. Studio Friday: How to Build Choice into Your Art Class! by Kim Chlumsky 30. Upcycled Jewelry by D.J. Osmack 34. Scholastic Art Show 2018 by Pam Starck
Table of Contents
In Every Issue
39. "Magnificent" Exhibit Kicks Off with Reception: Traveling Colorado Art Education Association Show at Chamber Office Through February by Lisa Young 41. 2018 Rep Council Ballot Inductees 44. Colorado State Teachers Show Hosted by Arapahoe Community College
Page 13: My Journey to a Choice-Based Classroom ( Pa r t 1 ) by Kari Pepper
Page 34: Scholastic Art Show 2018 by Pam Starck
Page 30: Upcycled Jewelry by D.J. Osmack
COLLAGE is published by the Colorado Art Education Association Vanessa Hayes-Quintana – President Alexandra Overby – Editor Rosemary Reinhart & Elisabeth Reinhart – Copy Editors Janet McCauley – Layout Design & Production Please submit all materials to: COLLAGE Editor: Alexandra Overby, firstname.lastname@example.org
Cover Photo: Student work from Studio Friday: How to Build Choice into Your Art Class! by Kim Chlumsky on Page 23 COLLAGE is published tri-annually. Submission deadlines for COLLAGE are: Spring Issue - February 1; Winter Issue - October 1; Fall Issue - August 1. Email all submissions to email@example.com. Contributions of articles, photos, and artwork are encouraged. Submissions of text should be emailed as Word documents. Accompanying photographs of student work or students at work is encouraged. Do not include images within a Word document. Images should be in .jpg format and sent as separate attachments. Refer to the attachment and the file name in the body of the e-mail. Whenever possible, include captions and, in the case of photos of original student or teacher artwork, include names of artists. Submitted items may be edited for clarity, length, and format. Opinions expressed in the articles are those of the authors and publication does not imply endorsement. Lesson plan submissions must include lesson objectives, appropriate assessments, procedures, standards applications, and materials.
Collage Spring 2018
President’s Message by Vanessa Hayes-Quintana
During my time as president, our executive council has made efforts to provide more professional development opportunities for CAEA members across the state. Our summer offerings are starting to take flight, and we’re targeting more opportunities for high school teachers, especially at the Fall conference. In addition to new opportunities, we continue to hold conferences, and ArtSource has another great summer planned for Colorado art teachers. We recently held the MidWinter Conference, formerly the Spring Conference, at Arapahoe Community College. Lisa Adams organized an amazing selection of Denver-area artists again this year and we had a fantastic lunch in the gallery amidst the amazing works of the Cherry Creek High Schools District show. You’ll see more in this issue of Collage. In June, Mandy Hallenius will host a full three-day DaVinci Initiative Atelier Training for Teachers at RAFT Colorado in Denver from June 30th to July 2nd. This workshop rate runs $800, BUT… Lucky us, DaVinci is providing CAEA grant funds to offer the workshop for $250 for CAEA members. Nonmembers can register for $335. This will be a fantastic opportunity to further develop your artmaking skills, while also being able to take learning directly back into your classroom instruction. An extra bonus, you’re going to have a great time with your CAEA peeps!
Save the date this fall for “The Art of Play,” the CAEA Fall conference held November 8th – 10th in Breckenridge at Beaver Run Resort. You can submit your workshop proposals online until June 1, 2018. Another amazing opportunity you want to take advantage of is ArtSource Summer Institute to be held from June 24th to June 29th at the University of Northern Colorado in Greeley. Visual artist Tony Ortega and sound and interdisciplinary artist Mark McCoin will headline ArtSource’s offerings. They will be joined by artists Katie Hoffman and Valerie Saravie. ArtSource is known for retaining exceptional artists who develop your art making in a week-long, never-to-be-forgotten art experience. You’ll want to plan for either or both of these fantastic summer opportunities! Also, save the date this fall for “The Art of Play,” the CAEA Fall conference held November 8th – 10th in Breckenridge at Beaver Run Resort. You can submit your workshop proposals online until June 1, 2018.
I want to welcome our new division representatives to our CAEA council family. Although we have completed elections for this year, there are still some positions open, and I’d love to hear from you if you are interested in serving on the CAEA council. Keep a look out for the second annual National Art Honor Society (NAHS) Leadership Day to be held this year at North High School in September.
Colorado’s high school students get to intimately associate with Colorado’s colleges and universities. Students make lots of art, learn about various college offerings and campus life at university workshops, and participate in leadership workshops to strengthen their NAHS school chapter. I want to welcome our new division representatives to our CAEA council family. Although we have completed elections for this year, there are still some positions open, and I’d love to hear from you if you are interested in serving on the CAEA council. We have jobs both small and large that suit a variety of skills and interests. We’re looking forward to an exceptional year together to make CAEA the very best it can be for you! Go to the CAEA website to sign up for this summer’s workshops! I wish you all well on your end-of-the-year roller coaster ride. Pat yourself on the back for the great work you’ve done this year and enjoy some relaxation this summer! AND make more art!
YOU NEED TO TEACH
Lead Free Glazes
Slab Rollers & Equipment
Collage Spring 2018
Editorâ€™s Message by Alexandra Overby, PhD
What do protest and art education have in common? How can we as art educators support our students in their efforts to impact change in our society? A small example is what my visual art department did for the national day of protest against guns in schools on March 14, 2018. While this was in no way a large-scale effort, it has led the way for us to start thinking about how to provide opportunities for art classes to provide a safe place to explore the act of protest. For March 14th, our school leadership team designed a day that would promote learning as well as provide a safe place to ask questions, participate in discussion, and respectfully honor the fallen students of school violence. The class schedule was modified to include a peaceful seventeen-minute ceremony that drew community members and other school students to our campus. The ceremony was voluntary; if students did not want to participate, they were allowed to stay in their classrooms. After the presentation, students could elect to march to the capital, where they could continue to have their voices heard (and the governor would meet them outside on the capitol steps to speak with them). Out of our 2,700 students, most joined in the school ceremony, with about half of those students choosing to march.
So what did the art department do? In the first weeks after the horrific event, Molly Ackerâ€™s students took time out of their curriculum to create banners for the students of Parkland High School. Their colorful messages of support were sent directly to the school so that the students had visual reminders that others were thinking of them. Laura Kleinâ€™s classes helped the counseling department design and make banners for our own school in order to give space for students to declare their support to end gun violence. The art students used their skills in lettering and painting to make these large signs. These are hung in our school as a visual reminder of the promises that we made to help make our community a safe space. Kevlyn Walsh gave her graphic design students time in class during the morning of the protest to create signs using their skills in Photoshop and Illustrator. Students quickly researched the history of protest signs to develop their ideas. These signs were printed in multiples so students could pass them out to their peers for use. Finally, my students were given the chance to document the events of the day through
photo by Ava Fletter
How can we as art educators support our students in their efforts to impact change in our society? A small example is what my visual art department did for the national day of protest against guns in schools on March 14, 2018.
Collage Spring 2018
photo above by Zoe Mcguire
photo above by Maddie Parker
photo by Maddie Parker
photography. They used their skills in composition and camera operations to practice the art of photojournalism. Students came back to the classroom with loads of images to comb through and edit for the most impactful images. These images are being used in our school publications such as the yearbook. They are also a great addition to the students’ portfolios of work. As high school art educators, the art of protest is an engaging topic to dive into. The history of protest art is long and rich with fantastic exemplars for our students to analyze. It is common practice to embed a social protest project into the class and there are so many ways to incorporate the concepts – editorial cartoon, mixed media project, social action poster, etc. However, this terrible moment in our country gave the chance for students to have a real-life application to work within.
While our activities were small, they allowed students to use the skills they are learning in class to communicate their fears and needs. The visuals they created helped them tell their story and gave them a stronger voice to communicate to the adults in their world. This next generation of students may be the ones who actually get change to happen. Art educators can be the ones who support them and give them the communication skills they need. I’m sure many of you supported your students in very similar ways. We would all love to hear your stories and ideas of how we prepare our students in this unpredictable world. Please consider writing for Collage and sharing your expertise. Email me at firstname.lastname@example.org with your text and photos. The deadline for the Fall issue will be August 1, 2018.
photo by Kya Williams
Collage Spring 2018
CAEA 2018 MidWinter Conference by Lisa Adams
â€ŚThe sun came over the courtyard and began to illuminate the spaces, the nooks, and the entryways of the Art & Design Center at Arapahoe Community College. Drying lines were hung, carts rolled in, and breakfast was served. Today we were artists. Today we relaxed. Today we played with our friends and colleagues from all over Colorado. Today was the 2018 CAEA MidWinter conference.
On Saturday, March 3, 2018, the CAEA MidWinter Conference welcomed seven Colorado artists and teachers. Tony Ortega hosted Acrylic Mixed Media and Alternative processes. Marie Gibbons introduced a Collage to Clay class, while Michael Cellan and Mary Lynn Baird inspired all with Clay Mono-Printing. Marjorie Cranston drove down from Grand Lake to share her knowledge and expertise in a Pastel Landscape class. Claudia Roulier motivated her class with a Totemic Animal Acrylic Collage session. And, for our printmakers, Lisa Dimichelle presented a course in Silk Screening. We had a wonderful turnout! The conference hosted a catered lunch in the Colorado Gallery at Arapahoe Community College. The gallery featured the Cherry Creek School District (CCSD) High School Excellence in Art Showcase, a beautiful compilation of CCSD’s best of its best high school artists. It was really powerful to break bread, catch up, and collaborate with each other. These days are imperative to keep the fires burning and the coffers full! Kudos to all at Arapahoe Community College for their flexibility in hosting CAEA and for sharing their time and space with CAEA. They are fantastic partners sharing a vision of advocacy and innovation with a genuine interest in the artist, the teacher, and the student. Next year, Arapahoe Community College will be offering one credit through a Special Topics course that centers around the CAEA MidWinter Conference. In addition, Arapahoe Community College’s Colorado Gallery of the Arts will be the site for a 2018 Colorado State Teachers Show in August. The show will not be juried. All are welcome. You do not have to be a CAEA member, but the opportunity to join will be available the night of the reception. So get your canvases out, your wheels rolling, or your cameras clicking. The details are below: 2018 Colorado State Teachers Show Show Dates: August 8 – 29, 2018 Art Drop Off: July 30 – August 3 Monday, July 30: 9 a.m.– 5 p.m. Tuesday, July 31: 9 a.m. – 7 p.m. Wednesday, August 1 – Friday, August 3: 9 a.m. – 5 p.m. Art Installation: Monday, August 6: 3 – 7 p.m. Closing Reception: Wednesday, August 29: 5 – 7 p.m. Art Takedown: Wednesday, August 29: 7 – 7:30 p.m. (after the reception) If you have any questions, suggestions, or would like to lend a hand for the 2018 Teachers Show in August, let me know. And, if you know of any artists who could teach a class or have ideas for the 2019 MidWinter Conference or would like to lend a hand, please feel free to contact me. My email address is: email@example.com. Have a wonderful Spring. Good luck to IB’ers, AP Studio teachers, and all of us who have busy, busy Springs with our Art Departments!! Have a great summer! You deserve it. And, as always, thanks for all you do for kids and, quite frankly, the world!!
Collage Spring 2018
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TO LEARN MORE ABOUT OUR LOW RESIDENCY PROGRAM, VISIT ARTS.UNCO.EDU/ART-LOW-RES. 12.
My Journey to a Choice-Based Classroom by Kari Pepper Middle School Art Teacher Bayfield Middle School Bayfield, Colorado (Part 1)
I had it dialed in as a veteran art teacher, or so I felt. I had revised my projects every year to perfect my middle-school curriculum-building skills over the three years I had my students. I took pride in the comments from returning alumni saying that they still had the chair they painted or the mask they made hanging up in their room. I interpreted these comments as an affirmation that students loved what they made in art room and valued their work enough to display it years later. I was validated by administrators, coworkers, and parents, and I was bored.
Mask making, 6th grade
Before-and-after portraits, 7th grade
Collage Spring 2018
In the process of exploring this approach to teaching, it just so happened that a new administrator decided to change our schedule completely by making all Explore classes nine weeks long instead of the original eighteen weeks. I decided this was the perfect time to dive in and make a drastic change in how I had been teaching.
Ceramic animal containers on display in art show, 8th grade
In the spring of 2014, I researched everything I could get my hands on regarding the ChoiceBased classroom. I started Pinterest boards on ideas for setting up stations and I enlisted the help of other teachers and the janitors for ideas on how to rearrange my room. I joined the TAB Yahoo discussion group, searched for articles on the Art of Education website, watched videos of the classroom in action, read blogs by teachers who had TAB classrooms. Another critical resource was learning about studio habits (Hetland, Winner, et al.). The idea of teaching students how to be artists was exciting in comparison to teaching an entire class on how to make a coil pot, AGAIN.
Art history chair-painting project, 8th grade
I came across some articles on Teaching for Artistic Behavior (TAB), also called ChoiceBased, and was curious about this shift from Discipline-Based Art Education (DBAE) in which I had been trained as an art educator. I ordered two books: Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom by Katherine Douglas and Diane Jaquith and The Learner-Directed Classroom: Developing Creative Thinking Skills Through Art by Diane Jaquith and Nan Hathaway.
So what exactly is this TAB/Choice-Based anyway? Here is the description from http:// teachingforartisticbehavior.org/: â€œTeaching for Artistic Behavior (TAB) is a nationally recognized choice-based art education approach to teaching art. Developed in Massachusetts classrooms over thirty five years, and through courses and research at Massachusetts College of Art, the Teaching for Artistic Behavior concept enables students to experience the work
of the artist through authentic learning opportunities and responsive teaching.
everyone had left for summer break getting my room ready for the next year.
Choice-based art education regards students as artists and offers them real choices for responding to their own ideas and interests through the making of art. Choice-based art education supports multiple modes of learning and assessment for the diverse needs of students.
For me, it was easier to dive in 100% rather than trying out Choice-Based with a few classes. Everyone operates differently, so I recommend you do what you are most comfortable with if you are thinking about changing your approach to art education in your classroom.
Teaching for Artistic Behavior Inc. is a grassroots organization developed by and for art teachers, and serves to promote and support choice-based art education in public and private education settings.” This approach to art education is really guiding students to explore new ideas, express ideas, develop their craft, envision ideas, problem solve, and reflect on their process. In a TAB classroom, student artists make choices for responding to their own ideas and interests through art-making. Play, practice, and reflection are integral parts of the learning experience. In contrast to teacher-directed projects, students are encouraged to direct their own art experiences, set their own pace, and be fully engaged in the creative process. I decided that I wanted students to take ownership of their artist journey and the way I could make that happen was to change my approach to teaching them. Once the school year ended, I was ready to make the physical change in my classroom. I tore my room apart and pulled many supplies from the store room into the classroom and began to set up centers. I literally copied “menus,” center posters from other teachers that were posted on the Internet. I will not lie, it was chaotic and VERY overwhelming! Eventually, once I made some progress, it was actually really fun to set up each center. I spent about a week after
The chaotic mess of cleaning out the art room and reorganizing it into centers also known as “stations,” as pictured above.
Collage Spring 2018
Every art room will lend itself to a different organization and arrangement of stations. Many TAB classrooms are arranged with tables and seating at each center/station. My room, on the other hand, seemed to work better by setting up the stations on the perimeter and having tables arranged in the middle. The exception is the clay station that has cloth-covered tables with room for many students to work in that corner. Students can get materials and bring them to the tables to work. Printmaking has supplies in tubs under a cabinet that can be brought to a table to print, which is a good solution if your room is small. Pastels, charcoal pencils, markers, oil pastels, drawing books, still-life objects are all accessible now in the Drawing station.
Drawing station: I decided to arrange color pencils like I do in my own studio, by color hue with color-matching labels on recycled Talenti Gelato containers. (Some serious flavor tasting went into acquiring enough containers. :) ) Students get the colors they need and carry them in little metal caddies (from the bathroom department at Walmart). Pencils, erasure shields, sharpeners, vinyl erasures, Sharpies, etc., are all out for student use and in containers (for example: 12 of each color, 25 #2 pencils) which are counted at the end of class.
The Collage station has construction paper, stamps, decorative paper, wallpaper books, scissors, glue, rulers, stencils, hole punchers, books for altering, and â€œbig shotâ€? die cutter from Stampinâ€™ Up!
I created a Sculpture/Recycle station that has wire, wire cutters, cans, Styrofoam, cardboard, glue guns, glue gun mats and cooling station, and shelves with little drawers with odds and ends (tile shapes, game pieces, googly eyes, colored pom-poms, magnetic words, corks, etc.). I learned after a year to add hot-pink labels with a limit number on some of the supplies so that one person doesn't glue all of the colored pom-poms onto a piece of artwork! I also have shelf storage space in this station that has plastic lining down for paper mache projects.
The Clay station shows examples of supplies labeled with a photo next to a word label, which helps with clean-up and addresses all language learners. There is also an example of a “Word wall” that shows vocabulary pertinent to working in the Clay station. I also added an “Idea wall” with images of various clay projects.
Collage Spring 2018
The Fiber Station started out as only a weaving station for the first year, which is a perfect example of starting out with what is manageable for you and the supplies you have on hand. There are a lot of clever ideas for yarn dispensing on the Internet. I chose to put holes in plastic containers so you can see the colors. After one year, by demand, I really had to expand the station to Fiber Arts! I added sewing and embroidery supplies. I wish I had a more complete fiber center like Nan Hathawayâ€™s wool carding and felting set-up in her classroom in Vermont (Nan Hathaway's Blog http://studio-learning.blogspot. com/).
The Painting station and Clay stations needed to be set up by the sinks, naturally. I put tempera paint on the counter and acrylics in the cupboard (for closer monitoring and for being able to lock the cupboard, if needed). I put a watercolor pan and liquid sets in the drawers along with small paper for experimenting and playing with techniques. (Larger paper for projects is kept in the store room.) The station also has calligraphy pens and ink, salt, straws, water soluble Lyra sticks, sponges, palette knives, coffee, pipettes, toothbrushes, and the all-important paper clip tied to a string to unplug paint bottles.
For most art teachers, the idea of giving up control of supplies and direction in projects is terrifying! It was for me. Honestly, after my first year of teaching in a Choice-Based classroom there was wasted paint, clay, glue sticks, and construction paper. BUT not as much as I would have thought. Consequently, I changed my clean-up system three times in a year and a half. What about the art displayed in the halls? Yes, there are pieces that are proudly displayed that demonstrate low artistic skills, but they have meaning to the artist. I had to let go of my own expectations of the art displayed around the school and in art shows. On the other hand, the creativity that emerged from student choice was something I never could have predicted. This journey has been a surprising revitalization for me as an art teacher. I am no longer bored!
Kella Shoup, Grade 7
Nykole Meshew, Grade 7
(To be continued) Coming up: A clean-up system that works. How to use themes for direction in art making. Flipping (videos) your art room. And more!
Collage Spring 2018
Itâ€™s like we ship a Tech with every KM Kiln
Current + Sensing Current Sensors ship with every KilnMaster Kiln. KilnLink is an optional upgrade.
Isha Agarwal Liberty Common High School, Fort Collins
Aubrey Chacon Union Colony Prep School, Greeley
Diana Herrara Aurora Central High School, Aurora
Anna Langford Liberty Common High School, Fort Collins
â€˘ Collage Spring 2018
Studio Friday How to Build Choice into Your Art Class! by Kim Chlumsky
Collage Spring 2018
What is Studio Friday? Artists are given the entire class on Fridays to work on an art project, in any media, that they are responsible for designing, researching, and creating. The project must feed and drive their passion for art. What students create must be 100% original and involve research and testing. It canâ€™t be something they already know how to do or have just seen on Pinterest (i.e., Melted Crayon Paintings). This project teaches resiliency, an important skill all artists need to know. Since students are researching a variety of processes, they are essentially teaching themselves and learning how to tinker, possibly fail, and repeat. This is how great art gets made and creative thinking happens! Students begin this project by completing the Project Proposal in Google Classroom. The Project Proposal they complete includes a guiding question that drives the entire project; images that inspire the student; links to tutorials; material
A few years ago, I visited Google in Boulder for a professional development day. They talked to us about how they give their employees 20% of their work time to work on a project for Google that is driven by their own interests. Google has found that when they give their employees time to work on a personally driven project, the employeesâ€™ productivity significantly increases. It is through this time that employees developed Gmail, Google Docs, and, even my favorite, Google Classroom! We were all so excited about how we could use this idea in our classrooms. Similar projects have been created, such as Genius Hour, but I wanted to use this in my art room. I had been struggling with how to incorporate more choice into my room, without it being just unstructured time, but wanted to still push creative thinking and skill building. This is where Studio Friday has become one of my middle school artistsâ€™ favorite projects!
lists; and at least two C’s on which the student has decided to be evaluated that are chosen from my 5 C’s Rubrics (Collaboration, Critical Thinking, Creativity, Communication, and Craftsmanship). After the student completes the Project Proposal, the student meets with me to talk about the project. From there, I am able to see what I can do to support each student individually. By building this project into my curriculum, I give my students a taste of a TAB environment. The project also allows me to build in projects during the week that teach students skills and creative
thinking skills they need to know. Students know that Friday is their day to work on their project, which keeps them engaged. Studio Friday is also a project they can work on if they finish a project early or, if I am ever absent, it is a built-in sub plan! I am including the introduction for this project, the Project Proposal, Project Ideas, and a few projects my students have been working on. I encourage you to try Studio Friday. Once students have their projects going, your Friday will be incredible. Turn on music and watch them create! Maybe work on your own Studio Friday Project yourself.…
What students create must be 100% original and involve research and testing.
Collage Spring 2018
Studio Friday Project Proposal Please complete the PROJECT PROPOSAL below on Day 1 & Day 2 of Studio Friday, then collaborate with Ms. Chlumsky so you can get approval to start!
About My Studio Friday Project
1. What type of art do you want to focus on throughout the semester? 2. Give a brief description of what you hope to create.
GUIDING QUESTION Create an open ended question that will drive your learning throughout this project. Your final project should answer this question. KNOW THIS QUESTION! MY GUIDING QUESTION IS: Why is this question important to you?
IMAGES & IDEAS
Include images RELATED TO YOUR PROJECT that INSPIRE you!
Supplies Create a list of supplies you will need for your project.
Pick 3 of the 5 C’s Rubrics What do you want to be graded on throughout this project?
Resources, Research & Tutorials Include AT LEAST 5 links to tutorials and resources so you can find your information later! This will help you learn to teach yourself HOW to do your project.
Studio Friday Introduction What is Studio Friday? 1.
Every Friday for the quarter/semester, you will be designing a project that feeds and drives your passion for art.
Project needs to be substantial enough for you to work on each Friday for the quarter/semester.
3 Rules ○ 1 GUIDING QUESTIONS. ○ Must include RESEARCH, TESTING and PRACTICE. ○ Final Studio Friday Project needs to be SHARED to: school, community or world.
Studio Friday Is… ● Exploring, Researching, Trying, something you feel passionate about in art. ● CREATING something ORIGINAL.
Before you start this project, you will be completing the project proposal to help you plan out your project. You will find this in Google classroom. Feel free to print and write this as well. (Critical Thinking Grade)
Help! I need INSPIRATION & IDEAS!
STRETCH & EXPLORE
I can learn to reach beyond my capacity and embrace the opportunity to learn from my mistakes.
Studio Friday Is Not…
● Copying something another artist created. ● Limiting yourself to what you already know.
Collage Spring 2018
studio friday design a project that you are passionate about
& share it with the world!
how does curiosity spark innovation?
graphic design 3D printing adobe photoshop adobe illustrator ipad art apps online art apps pixel art video game design animation gifs photography
school graphic designer
challenge project typography memes community service
digital art history web design
drawing illustration sketchbook printmaking mixed media recycled art
artist trading cards
op art zentangle fashion design installation art oil pastel painting pencil drawing challenge project book post-it note art community service art history
soft sculpture found object paper fashion fashion design art bot origami paper sculpture challenge project tape art history
creature creative limit
E C N E R E F N LL CO
Beaver Run Resort Breckenridge,, Col orad
Collage Spring 2018
UPCYCLED JEWELRY by D.J. Osmack
semester, I warned the students that some of the projects were going to be challenging, some might be a complete disaster, and, furthermore, some of what we tried might need to be abandoned or modified at any given moment. Our main focus for the semester was to play, experiment, and explore the art of jewelry making. In the back of my mind, I was thinking, How can I make jewelry on a limited budget with limited supplies and make the biggest impact to get my students sharing what they are doing with their friends in order to build the program? Before starting this project, I encouraged my students to trust me on this journey and be willing to take risks and to not give up.
This project was inspired by the work of artist Jeremy May. May is known for creating jewelry out of the pages of old books. What really sparked my interest was the idea of taking book pages that came from wood and making them wood again. It sounded like an awesome challenge and experience. I found an interview with Jeremy May that briefly touched on the process that he used, but he withheld key details of what he called the “lamination process,” which I took to mean turning paper into wood.
Most students chose their book based on the amount of pages in the book while some actually chose a book that they had a personal connection to. With limited experience, we set an unchARTed path. We all had an end result in mind but how would we get there? My students were curious and asked questions like, “What are the steps?” “How long is this going to take?” After creating a design of the basic shape of their piece, students were excited to begin cutting the pages out of the book. Most students were able to cut out all of their pages in a couple of class periods. What is super cool is that the book becomes a
I decided to start with this project because I needed a unit that could be created out of cheap materials. I had been asked to revive the Jewelry program that had fallen off the map at our school for a few years. Because of that, our team was hesitant to throw a lot of money into a course that might not be a hit or even sustainable. I saw this as a great opportunity to start with an experimental project that had not been tested or proven to be successful. This project all started because I was walking through our library and saw these huge stacks of books that seemed to be waiting to be thrown out. The goal for this unit was to create jewelry out of books. My students and I were going to be working through this process together because I had not done this project before. On the first day of the
Collage Spring 2018
The goal for this unit was to create jewelry out of books. My students and I were going to be working through this process together because I had not done this project before.
jewelry box for the piece that was made. Students used between 50-150 pages out of their books. I had the students make two designs just in case they made a mistake during the sanding process. In the next stage, we began gluing the pages together. I chose to use Elmerâ€™s glue that had been watered down so that it could be applied with a paintbrush. Applying glue evenly over each page was key to getting a strong hold. After the piece was glued together, I asked the students to put on a few more coats of glue around the edges just to make sure that the paper was coated with glue. The glue took about three days to completely dry. Some students added too much water to their glue mixture and had to re-glue parts of their pieces. We did not put weight on the pieces during the drying process but the students compressed their pieces using their hands to make sure that there were no air pockets or gaps in the pages.
on the pieces could then be sanded off the next day whereas the gel medium could not be sanded or buffed smooth. A word of caution: If you are trying to make detailed designs, the varnish did make the Sharpie bleed during the dipping process. When and if I do this again, I am going to experiment with adding colored paper into the pieces. What started as a simple search for cheap ways to create jewelry, quickly turned into an exciting exploration of experimental materials and an award-winning project which springboarded our semester of jewelry making.
After the piece was completely dry and the paper was hard, the students used a Dremel tool to drill a hole for their ring or pendant and then began shaping and sanding their work. Some chose to use the Dremel for the first few stages of sanding. They experimented with multiple sanding bits to achieve the look and shape of their piece. The Dremel made quick work of the material. Students had to be cautious so as to not sand off too much at one time. Most students alternated between using a Dremel and normal sandpaper to get the shape and smoothness that they desired. The sanding process took an average of three days to complete. After sanding, the students were given the choice between allowing the text to show through their work or covering up the text completely. We found that watercolor paints and Sharpies were the easiest to use to apply color. Some students who did not want the text to be visible used acrylic paint. After color and details were applied, they had the choice of how to seal their projects. We experimented with gel medium and gloss varnish. The gel medium was harder to control and the students struggled to apply it evenly. The varnish was easily applied by dipping the pieces and allowing them to air dry while being suspended over a container. Any drips
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Scholastic Art Show 2018 by Pam Starck
photo by Alexandra Overby
The Next Generation of American Artists, which was the Scholastic Art exhibition of 548 pieces of art from young Colorado artists at the History Colorado Center, was one of the most prestigious displays in the country. The last exhibition in this space was Backstory, which paired nearly 50 masterpieces from the Denver Art Museum’s renowned collection with History Colorado’s wealth of artifacts to tell the stories beyond the art. We are honored to be able to use the same space to display the unique, vital, creative work of young artists.
Three hundred and twenty-four teachers encouraged and rewarded creativity in their classrooms by submitting 5,000 student works. Scholastic Art Awards Colorado bestowed awards and recognition on the achievement of a segment of Colorado’s youth who might otherwise not fully be recognized for their accomplishments. The History Colorado Center and the SIE Film center believe that arts make a difference in students’ lives. They demonstrated this belief by celebrating
above photos by Alexandra Overby
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achievement, stimulating creativity, and encouraging a great understanding and connection with their world. On March 11, 2018, the Scholastic Art Award winners were honored at four ceremonies at the History Colorado Center. Over 2,000 students, parents, teachers, and guests attended these events. Listed below are colleges, universities, organizations, individuals, and businesses that provided scholarships for high school seniors who entered art portfolios in the competition. This commitment reflects both support for studentsâ€™ creative journeys and assurance to assistance in their career development. Young Emerging Artist Scholarships were awarded by Art Institute of Colorado; Adams State College; Colorado Art Education Association; Rocky Mountain College of Art and Design; University of Northern Colorado; the John and Lynn Scholarship; and the Colorado Watercolor Society. H.R. Meininger has recognized every teacher who entered with a substantial discount to the Meininger store. The company also gave the five American Vision nominees and their teachers $100 gift certificates. Red carpet, balloons, popcorn, and a photographer were part of the Red Carpet Premiere at the Sie Film Center Tuesday, March 13, 2018. Students were thrilled to have a premiere showing of their work at Denverâ€™s finest cinematheque. This is where the next generation of filmmakers dĂŠbut their work on the big screen.
photo by Alexandra Overby
On March 11, 2018, the Scholastic Art Award winners were honored at four ceremonies at History Colorado Center. Over 2,000 students, parents, teachers, and guests attended these events. 36.
above photos by Alexandra Overby
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CAEA Summer Workshops Professional Development â€˘ Curriculum Expansion â€˘ Skill Building The Da Vinci Initiative is partnering with CAEA to offer studio-based atelier workshops that cover topics including observational drawing, portraiture, historical drawing curricula, and more! Lesson plans that correlate directly to presented content are provided so that educators can bring their new skills immediately into the classroom. Atelier wrokshops are discounted for CAEA members from the retail $800.00.
CAEA Members- $250.00 Non-Members- $335.00
Register at www.caeaco.org
June 30-July 2, 2017 @ RAFT Colorado
3827 Steele Street, Denver, CO 80205
"Magnificent" Exhibit Kicks Off with Reception Traveling Colorado Art Education Association Show at Chamber Office Through February by Lisa Young Journal-Advocate staff writer Editorâ€™s Note: This article was originally published by the Journal-Advocate and is reprinted here with permission. (Originally posted 02/09/2018 10:40:29 PM MST at http://www.journal-advocate.com/sterling-local_news/ ci_31656515/magnificent-exhibit-kicks-off-reception)
"Magnificent Small Works" featured small art pieces from Colorado art teachers and professors. The show was sponsored by the Sterling Arts Council and the Chamber. (Lisa Young / Sterling Journal-Advocate)
The Sterling Arts Council hosted a reception Thursday evening for a unique art exhibition at the Historic Depot in Sterling. The one night reception featured "Magnificent Small Works," a production of the Colorado Art Education Association Members' Traveling Art Exhibition for 2017-18. The CAEA is an 80-year-old state organization with over 900 public and private school teachers, university and college art professors, and art organizations.
"Cuckoo Clock" by Jane Thomas depicts President Donald Trump and his many "tweets." (Lisa Young / Sterling Journal-Advocate)
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This year's show features 40 unique pieces from Colorado art teachers. The art pieces on display consisted of artwork that is no bigger than 12 inches high by 12 inches wide by 3 inches deep. The art showcases the use of layers, mixed media, negative space and overlapping space and shape. Uncle Joe’s Skidmarks perform “Man of Constant Sorrows” during the evening art exhibition reception. (Lisa Young / Sterling Journal-Advocate)
Carrie Mann, art teacher for Merino schools, was in charge of bringing the art exhibition to northeastern Colorado. She said the art was shipped to her in boxes and it was her job to find a location for the show. She worked with the Sterling Arts Council and the Logan County Chamber of Commerce to bring the particular exhibit to Sterling.
Carrie Mann--Merino Art Teacher-- was in charge of bringing the art show to northeastern Colorado. (Lisa Young / Sterling Journal-Advocate)
"Every year they have a traveling art show that art educators from around the state enter," Mann said. "It's supposed to be fun and entertaining but, it's also supposed to show what art teachers do." The concept of the traveling art show came to fruition a few years ago when the CAEA felt the need to have various art teachers exhibit their works around the state. This year's art exhibition is being displayed in galleries, community centers, libraries, and drinking establishments.
The show has traveled to Denver, Westminster, Colorado Springs, Greeley, Bailey and now Sterling. It will continue its journey to Montrose, Eaton and San Luis Valley for the remainder of the 2017-18 school year. Sterling community members enjoyed the wonderful art work and delicious catered hors d'oeuvres from Red Willow Catering, LLC from Yuma. The evening's musical entertainment featured Uncle Joe's Skidmarks from Sterling. The two-man band plays blues, bluegrass and original tunes.
Byron Pelton, Logan County Commissioner, and Trae Miller, Logan County Economic Development Corporation Director, enjoy the art show at the Chamber. (Lisa Young / Sterling Journal-Advocate)
The "Magnificent Small Works" art show will continue to be on display at the Logan County Chamber of Commerce throughout the month of February. The show is free to the public and open during regular business hours at the Chamber, 109 N. Front St. Lisa Young: 970-526-9281, firstname.lastname@example.org
2018 Rep Council Ballot Inductees Multi-Level Division Rep
Carrie Mann I teach at Merino School District in the northeastern corner of the state. It is a super small district, with only one school. I teach Art to all the students, K-12. That makes me super lucky as I get to watch the students grow up. I also teach K-6 Music and High School drama. I am super busy, but I love all the arts. I want to represent the K-12 teachers as their experience is different from other levels.
Graland Country Day School My art teacher colleagues served on the board and said it was a great experience, so here I am. I have been a member of CAEA for nine years, give or take a few years on hiatus. After graduating from Metropolitan State University in 2010, I got a job teaching at Graland Country Day School. The past six years at Graland have been fun and full of surprises. I learn something new every day. As rep for independent schools, I hope to bring new ideas and learn what it takes to be part of an even bigger community.
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Middle School Rep
Christine DeVivo Growing up, art was always an important part of my life both in and out of school. I received my Bachelors of Fine Arts from Arizona State University in 1997. Soon after, I started a family and decided to stay home to raise my children. After some life changes, I decided to further my education and attend Regis University where I received my Masters in Art Education while working as a Special Education Paraprofessional in both Academy School District 20 and Colorado Springs School District 11.
Pete Mirich Elementary in La Salle I grew up in Fort Lupton, Colorado. There my middle and high school art teachers inspired me to become an art educator. I graduated from the University of Northern Colorado in 2007. I took some time working in youth recreation camps and programs while raising my first son. I also spent some time teaching preschool and continuing my education in Early Childhood classes. I have been working in Weld RE-1 School District for six years now. During the past six years, I had my second son and received my Masters of Art Education from University of Nebraska in Kearney. I have been teaching elementary art for six years. I also spent four years teaching middle school art. I have been involved in our school by taking part in our leadership team, District Accountability Committee, and District Grading Committee. I have advocated for the visual arts by creating some district events. We host an annual art night for families, art galleries on a bus, and an annual art district show. I am passionate about choice learning and technology integration. I love oil painting, jewelry making, digital art, and photography. I am a mom of two boys. My husband is also a teacher. He teaches middle school ELA. We live in Greeley. We have one rescue dog named Lebowski. We enjoy traveling, camping, movies, and game nights as a family.
Denver School of the Arts Iâ€™m retiring this year as Visual Arts Director at Denver School of the Arts. An active member of CAEA for the past 15 years, I will finally have time to devote to this organization. I've developed strong relationships with Denver arts organizations. I am a working artist with a passion for detail and organization.
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Colorado State Teachers Show Hosted by Arapahoe Community College Show Dates: Aug 8 - 29 • Art Drop off: July 30 – Aug 3, M-F 9 am-5pm and Tue 9am-7pm • Closing Reception: Wed. Aug. 29 5-7pm • • • •
Art Takedown: 7-7:30 pm after the reception This is an un-juried show. A teacher may submit up to 3 pieces There is plenty of room for 3-D
We need people that will volunteer to hang artwork on August 6th from 3-7.
Colorado Gallery of the Arts arapahoe & Cherry Creek district High School exhibition February 12 – March 8 Reception, March 8, 5-7pm Fine art Student Juried exhibition March 22– April 12 Closing Reception, April 12, 5-7pm Multimedia and Graphic design Student exhibition April 19 – May 4 Reception, April 19, 5-7pm
Lucinda Howe Drawing and 2D Design
Spectrum Community education Faculty and Student exhibition May 21 – June 21 Closing Reception, June 21, 5-7pm Kaleidoscope annual Community Juried exhibition July 2 –August 2 (Closed July 4) Closing Reception, August 3, 5-7pm
Judith Snyder Ceramics
littleton Public K-12 Schools exhibition January 17 –February 6 Closing Reception, February 6, 5-7pm
Marrah Carnes Photography
11/28/17 11:18 AM
Patricia Harrison Jewelry & Metals
Tania Rustage Sculpture and 3D Design
Danielle Sellers Painting
Japan…a Journey of art Ceramics, drawing, Painting and Photography by aCC Travel abroad Students September 4 – October 3 Reception, September 6, 5-7pm Interior design Student display October 8 – 25 Closing Reception, October 25, 5-7pm
Shared Visions Collaborative Tactile artworks by Colorado Center for the Blind and aCC Ceramics and Painting Students November 1 – December 5 (Closed November 19-23) Reception, November 1, 5-7pm This is Colorado – Statewide Juried exhibition Hosted by the Heritage Fine Art Guild December 11 – January 17, 2019 (Closed December 24-January 1) Reception, December 13, 5-7pm
The Gallery is located at arapahoe Community College
Colorado art education association State Teachers exhibition August 8-29 Closing Reception, August 29, 5-7pm
5900 S. Santa Fe Dr. Littleton, CO 80120 For Gallery hours, receptions, general information or to make advance arrangements for access accommodations, call the Gallery at least three business days in advance. Exhibitions are subject to change. EOE | All Images © 2018
art Gallery 303-797-5649 art & design Center 303-797-5958
11/28/17 11:18 AM
CAEA Teachers Exhibition, Aug 8-29, 2018 PRINT LEGIBLY! Artist Name (as you want it on your labels) Full Address with Zip Email
You must include your address, email, phone & insurance value for sales & insurance purposes. If you do not include this information your work will not be insured. If you work is NOT FOR SALE list it as NFS – include an insurance price. Exp. Sales Price $ NFS Insurance $100 1) Title Medium
Sales Price $
Sales Price $
2) Title Medium
INSURANCE AND SALES: Artwork may be for sale. If your work is not for sale mark it NFS (not for sale), you must include the insurance value, example NFS/$50. The insurance covers any damage that may occur to the work while at the gallery. The artist is responsible for indicating sales and insurance value. If no value is listed the work will be listed as NFS and not covered by insurance. The Gallery takes 35% commission of all sales. CGA, ACC, Volunteers and Staff will not assume responsibility for damage due to improper assembly, design or preparation. Work with preexisting damages will be noted on an “Original Condition of Art” form. Gallery staff will complete this. CONDITIONS OF ELIGIBILITY: Work may be Ceramics, Design, Drawing, Glass, Painting, Jewelry, Mixed Media, Photograph, Woodworking, and Sculpture. 2D work must be framed behind glass with a properly installed wire securely attached to the frame on the back. Paintings on canvas or wood must have a properly installed wire attached securely to the back. Paintings must be dry. Sculpture and freestanding ceramic pieces must be stable and not easily tipped. They must fit on our pedestals 17x17. No work will be hung from the ceiling or lighting fixtures. Work that does not meet the presentation requirements will not be accepted! With further inspection the Gallery Director reserves the right to remove any work due to improper presentation or safety concerns at any time. The accepted works must remain in the show for the duration of the exhibition. Art will be arranged and installed at the discretion of the Gallery Director. Entrance of work indicates acceptance of the above conditions of eligibility. Drop off Signature
Pick up Signature
If someone else is picking up your art, please list his or her name
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Check out the re-organized Breck Create in beautiful Breckenridge Colorado http://www.breckcreate.org http://www.breckcreate.org
Breckenridge Creative Arts with new names and faces, new programs and classes. Becca Spiro Director of Learning + Engagement Nicole Dial Kay Director of Exhibitions and Special Projects.
The one-acre campus of restored historic structures includes the following studios and creative spaces: ● Fuqua Livery Stable (painting, drawing, beading, and one studio to rent to local artists) ● Quandary Antiques Cabin (children’s workshops) ● J.R. Hodges Tin Shop (live/work for guest/visiting artists) ● Randall Barn (printmaking and textiles, and one studio to rent to local artists) ● Robert Whyte House (live/work studio for guest/visiting artists) ● Burro Barn (public restrooms) ● Hot Shop (metalsmithing, glasswork, and encaustic painting) ● Ceramic Studio (including one studio to rent to local artists) ● Little Red Shed (gas kiln and storage for kiln yard) ● Kiln Yard (pitfiring, woodfiring, and raku) ● Ridge Street Arts Square (special events) Here are some upcoming opportunities at Breckenridge Creative Arts, specific to Art Educators:
â—? Ridge Street Arts Square (special events) Here are some upcoming opportunities at Breckenridge Creative Arts, specific to Art Educators: Become a Docent! Provide tours of the Public Art Collection from June through August. Docents are required to attend a one-day training in May, and then sign up for a minimum of 2 tours over the summer. Docents are paid $25 per tour. Attend the Teacher Academy! Sign up for the Teacher Academy, a 5-day course entitled: Object Based Learning: Using Art to Enhance Classroom Learning. Earn 1 graduate credit and/or add to your professional development log. Take Classes on Campus! Sign up for an Artist Membership and pay $15 for all core classes on campus. Choose between Metalsmithing, Glassblowing, Ceramics or Painting. Become an Instructor or Studio Tech! Fill out our online application and become an instructor on campus. We are always looking for local artists to lead our classes, substitute, or volunteer as Studio Technicians. For more information on these opportunities, or to learn how to get involved with Breckenridge email@example.com Creative Arts, please email Becca Spiro at firstname.lastname@example.org
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CAEA TASK FORCE CHAIRS & PUBLICATIONS Title
Micheal Cellan Natalie Myers Pam Starck Open Elizabeth Stanbro Kim Williams Robin Wolfe Kim Chlumsky Kelley DeCleene Alexandra Overby Rosemary Reinhart & Elisabeth Reinhart Janet McCauley
email@example.com firstname.lastname@example.org email@example.com
Task Force Chairs Task Force Chair - CAEAE Commercial Scholastics Youth Art Month Arts Advocacy Awards Web Master Social Media Special Needs Collage Editor Collage Copy Editor Collage Layout
firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com
CAEA EXECUTIVE BOARD & DIVISION REPRESENTATIVES Title
Executive Board 2016-2019 President President-Elect Vice President Interim Treasurer Secretary
Vanessa Hayes-Quintana DJ Osmack Michael Carroll Alexis Quintana Rachael Delaney
Division Representatives Elementary Multi-Level Middle School High School Private/Independent/Charter Private/Independent/Charter Museum/Gallery Supervision Higher Education Retired Student
Jessica Walker Carrie Mann Christine DeVivo Justine Sawyer Andrea Crane Sam Mizwicki Sarah Kate Baie Open Theresa Clowes Deb Rosenbaum Open
firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org
CAEA REGIONAL REPRESENTATIVES Title
Regional Representatives North West North Central North East Metro Metro East Central South Central South East South West West Central
Open Sharon Jacobson-Speedy Open Kim Chlumsky Michael Carroll Lisa Cross Open Open Kari Pepper Open
email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org
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For CAEA details and event information: go to www.caeaco.org