MoART 2019 Art of Reflect Respond Renew Anthology

Museum of Art - DeLand’s 2018-19 Art of Reflection and Response Teacher Institute Participating Volusia County Teacher and Student Anthology

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Experience the Power of Art

Museum of Art - DeLand 600 N. Woodland Blvd. DeLand, FL 32720 Museum of Art - DeLand Downtown 100 N. Woodland Blvd., DeLand, FL 32720 MoArtDeLand.org â–Ş 386.734.4371

Established in 1951, the Museum of Art - DeLand, Florida, is a vital and interactive non-profit community visual arts museum dedicated to the collecting, preservation, study, display and educational use of the fine arts. The Museum of Art - DeLand, Florida, is a 501(c)3 organization incorporated in the State of Florida and is a member of the American Alliance of Museums and the Florida Association of Museums.

Gallery Hours Tuesday - Saturday 10 a.m. - 4 p.m. Sunday 1 to 4 p.m.

Printed E.O. Painter Printing Co. DeLeon Springs, FL Museum of Art - DeLand

Copyright 2019 Museum of Art - DeLand, Florida. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or any other method without written consent by the Museum of Art - DeLand, Florida.

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A Special Thank You “I would like to extend a personal thank you to the following individuals for their support and participation in this year-long program.”

Pam Coffman Curator of Education Museum of Art - DeLand Art of Reflection and Response Teacher’s Institute Director The Family of Dr. Evans C. Johnson for their generous sponsorship of the Art of Reflection and Response Teacher Institute.

Betty Drees Johnson for her unwavering patronage and support of the Museum’s education programs for children, youth and the Art of Reflection and Response Teacher Institute.

Suzi Preston, Retired Art Specialist, Volusia County Schools and Co-Director of the Art of Reflection and Response Teacher Institute for her dedicated support, expertise and collaboration.

Bryce Hammond, Visual Art Specialist, Volusia County Schools

To our new teachers participating in 2018-19: Theresa Brazee - Pine Ridge High ▪ Joy Burke - Deltona High ▪ Hervey Eisenbach - New Smyrna Beach High Jack Griffith - Pine Ridge High ▪ Heather Mooney - Deltona Lakes Elementary ▪ Jennifer Olsen - Heritage Middle ▪ Jonalyn Rivera - Heritage Middle ▪ Kezia Roberts - Pine Ridge High ▪ Ann (Jenny) Sejansky - DeLand High

To our returning teachers participating in 2018-19: Bonny Bryan - University High ▪ Katherine Crane - Manatee Cove Elementary ▪ Timothy Deary - Taylor/ Middle/High ▪ Jane Failer - R.J. Longstreet Elementary ▪ Adam Harpstreit - University High ▪ Kristan Kinsella Brinley - DeLand High ▪ Leia LaCombe - DeLand High ▪ Denise Sage - Pine Ridge High ▪ Janice Schiavo Deltona Lakes Elementary ▪ Dr. Rajni Shankar-Brown, Ph.D. - Stetson University ▪ Darlene Stewart - Ivy Hawn Charter School of the Arts ▪ Erin Tanner - Winter Springs Elementary ▪ Judy Williamson - Pine Ridge High ▪ Kathryn Wilson - DeLand High ▪ Jean Zimmermann - Campbell Middle

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Today’s media is inundated with a litany of what is wrong with public education in the U.S. All you have to do is research the topic to find articles such as: 10 Reasons the U.S. Education System Is Failing, What’s Wrong With Our Schools, How America Is Breaking Public Education, 10 (More) Reasons Why the U.S. Education System Is Failing, Why Good Teachers Quit, and unfortunately the list goes on. Some of the recurring issues include: lack of funding, school safety, lack of parent involvement and support, standardized tests, accountability, teaching to the textbook, class size, lack of administrative support, lack of respect, increased workload, data and statistics first instead of students, teacher shortages and many more. The problems seem evident so why are the solutions so challenging?

Five years ago the Museum of Art - DeLand developed a new teacher professional development initiative in an effort to address some of these challenges. In 2014-15 we launched The Art of Reflection and Response Teacher Institute, an intensive and comprehensive PD program for Volusia County Public School Teachers grades K-12. Our philosophy for The Art of Reflection and Response Teacher Institute was grounded in research that identified some of the following traits of the best teachers: a passion for their chosen subject; a deep, expert-level knowledge of the subject matter they're teaching; a willingness to cater to a variety of learning styles and to employ a variety of educational techniques; and a vision for what a class of properly educated students would be able to know and demonstrate at the end of the academic year. This research became the foundation for our design of the program and served to reinforce our belief that passionate, creative teachers inspire passionate, creative learners.

We had no idea if any already over-burdened teachers would be willing to participate in an eight month long PD that required giving up three days of summer vacation and five to six half day sessions on Saturdays throughout the school year at an art museum no less. But they DID! Not only did seventeen teachers complete the 2014-15 Institute most asked if they could return. As a result of that request, we offered a training for new teachers and another for returning teachers in the 2015-16 Institute.

A review of the past Institutes reveal several factors that have contributed to their success: our sincere respect for the professionalism, dedication and creativity of the participating teachers; presenting a variety of innovative, flexible and adaptable ideas and strategies to connect and enhance visual and verbal literacy across subjects and disciplines; welcoming teacher involvement and ownership of the training; encouraging an on-going dialogue acknowledging each teacher’s professional experience; and providing the time and space for a community of like-minded educators to reflect, respond and renew professionally, creatively, and personally.

The 2018-19 Art of Reflection and Response Teacher Institute marks our fifth-year anniversary. We celebrate the seventy-eight teachers who have successfully completed all of the Institutes, and the thirty-five teachers who have returned for an additional two - four years. These dedicated professionals epitomize the traits of what defines a best teacher, and day in and day out, they play a critical role in overcoming the challenges faced by public education.

As we prepare for the 2019-20 Institute we will continue to: reflect on the lessons we have learned; respond to our participating teachers feedback and guidance; and renew our commitment to reinforce and enhance what is right in public education.

Finally to the 2018-19 new and returning teachers and to all of the past teacher participants, thank you for your dedication to the teaching profession and to your students. Thank you for your continued efforts to be champions of change. Thank you for your willingness to try whatever crazy activity or project we give you. Thank you for restoring our faith in what is good and valuable in public education. Thank you for demonstrating the classroom magic that happens when creative teachers are permitted to teach. Thank you for your ability to inspire and uplift us each and every session. Thank you for your encouragement and support to continue the Institute.

Pam Coffman, Curator of Education Museum of Art - DeLand and Director of the Art of Reflection and Response Teacher Institute 6

Pam Coffman, Curator of Education for the Museum of Art – DeLand, and I are overjoyed to have completed year five of The Reflection and Response Teacher Institute!

This Institute has been a continuation of Pam’s vision to promote personal growth in teaching through response to the visual image. Others have also valued the development of teachers from any grade level or discipline to grow personally and professionally. I am very thankful to Chief Executive Officer George S. Bolge whose insight and understanding of which world-class art works should be exhibited in DeLand is matched by his keen sense of perfect placement of each art work in the galleries. I also appreciate the generosity of Betty Drees Johnson, an art education advocate who has supported the teachers of this Institute each of the past five years.

So again, this school year, new and veteran teachers have attended faithfully as if the Institute was a college course needed for certification. They have taken on challenges of any kind because of an underlying trust that they would succeed. They have found their creativity when they thought they had none. They have written beautiful and heartfelt poetry when they thought they had no inner voice. They have grown personally when they were no longer apprehensive to stand in front of others and deliver their response.

I am extremely proud of them all! I applaud their growth and ability to learn from each other; to share and communicate; to learn about seeing vs. looking; to reveal vs. compose; and to grow vs. simply stretch. They are amazing teachers and their students are fortunate to benefit from their passion for teaching.

Enjoy their achievements and their students’ works included on the following pages of this anthology.

Suzi Preston, Retired Art Specialist, Volusia County Schools and Co-Director of the Art of Reflection and Response Teacher Institute

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Participating Teachers’ Comments “Over the course of eight months I have travelled an incredible journey to complete this professional development.

This experience is unique because unlike a one-day opportunity for learning with little reinforcement, the institute allowed me to practice what I learned and share it with the community of educators. Through community feedback I was able to hear the positives and negatives of lesson implementations and learn that other educators faced similar issues through their teaching. Most importantly, the instructors of the PD provided the encouragement to empower a group of educators to realize that they were creative more than they knew.”

Jack Griffith World Cultural Geography & Cambridge IGCSE Global Perspectives Grade 9, Pine Ridge High, 2018-19 Participant

“With knowledge obtained from this class, I have been able to reflect on my teaching practices specifically how I see things and interpret them. In math there are techniques to make lessons visual in order to aid understanding, and I have focused on presenting different visuals for students to provide a more rounded lesson.”

Jennifer Olsen Parallel Math Grades 6 - 8, Heritage Middle, 2018-19 Participant

“Building up my own confidence and seeing myself as a creative being helps me build up my students’ confidence.

Offering opportunities for the students to display their creativity allows many chances for them to show their depth of understanding of the many concepts covered in class. Being open to new experiences will develop in them a chance for growth and a new way of looking at things.”

Theresa Brazee Economics/Financial Literacy Grades 11-12, Pine Ridge High, 2018-19 Participant

“The Art of Reflection is hands down the best professional development I have ever attended. The workshop has impacted how I teach and how I present information to my students. Creativity isn’t about creating great works of art, it’s about a new way of thinking and a new way of interacting with material. This workshop is all about teaching us to approach our classroom material in new and exciting ways.”

Judy Williamson Social Studies Grades 10 - 11 , Pine Ridge High School, 2016-17, 2017-18 and 2018-19 Participant

“The Institute grew me. It expanded my view on community and challenged my pedagogical approach to teaching. Perception was a key component through the course. Open ended activities based on museum exhibits expanded my perspective on art materials, environmental issues, and history’s rippling affect on current events.”

Jane Failer Visual Art Grades K-5, R.J. Longstreet Elementary, 2017-18 and 2018-19 Participant

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2018-19 New Teacher Participants Art of Reflection and Response Teacher Institute

Theresa Brazee

Pine Ridge High

Joy Burke

Deltona High

Hervey Eisenbach

New Smyrna Beach High

Jack Griffith

Pine Ridge High

Heather Mooney

Deltona Lakes Elementary

Jennifer Olsen

Heritage Middle

Jonalyn Rivera

Heritage Middle

Kezia Roberts

Pine Ridge High

Ann (Jenny) Sejansky

DeLand High

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The selected artworks and writing included in this publication were produced by the new and returning teacher participants in the 2018-19 Art of Reflection and Response Teacher Institute and from students in their respective classes. The Museum’s Department of Education worked collaboratively with Suzi Preston, Retired Art Specialist, Volusia County Schools and Co-Director of the Art of Reflection and Response Teacher Institute and Bryce Hammond, Visual Art Specialist, Volusia County Schools to develop and implement this professional development program and accompanying classroom materials and resources.

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Theresa Brazee Grades 11 and 12, Economics/Financial Literacy ▪ Pine Ridge High School As a teacher of juniors and seniors, I frequently tell my students to prepare for the future. “Try new things.

Join a club. Make new friends. Challenge yourself. Do something you haven’t done before.” Those are all easy to say to students, but hard to say to myself. I’ll skydive, scuba dive, pet a wolf, and run a marathon, but I’m afraid to “do art.” This workshop wasn’t fun for me - it was challenging and a growth experience. It made me nervous and gave me an idea of how my students feel when I ask them to do challenging things.

I signed up for this workshop because I know several people who have attended, and they just raved about it.

My colleague and Department Chair, Judy Williamson, always has great activities she uses in her class. She would tell me that they came from what she learned at the Art Institute. This was always followed with, “You have got to go to it, you’ll love it!”

After attending the many sessions of this workshop, I can truly say that I have never experienced any professional development workshops quite like this. Getting me, and the rest of the attendees, to come out on Saturdays to learn how to integrate art and creativity into our courses shows the passion and excitement that Pam and Suzi have shared and instilled within us.

Building up my own confidence and seeing myself as a creative being helps me build up my students’ confidence. Offering opportunities for the students to display their creativity allows many chances for them to show their depth of understanding of the many concepts covered in class. Being open to new experiences will develop in them a chance for growth and a new way of looking at things.

I appreciate all the resources, lessons, new friends, and knowledge that I have gained. I know that I am a better teacher because of this experience. My students will reap the benefits of all this training and professional development. I’ll never apply for an art teacher position, but I will certainly apply the many ideas I have learned by attending the Art of Reflection and Response Teacher Institute.

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Theresa Brazee - Teacher Lesson/Activity: Market Structures, Grades 11-12 Economics/Financial Literacy Using Sketch Notes in my Economics / Financial Literacy class is a way for students to creatively show their understanding of concepts. The juniors and seniors in the class read about Market Structures and then use art to express their understanding of the vocabulary and ideas. Sketch Notes is deceptively simple. It isn’t artistic talent that I am looking for, but the way that the students choose to represent their understanding of the material.

The first time I introduced the activity, many students struggled through Sketch Notes and made comments about it being harder than they thought it would be. “This makes me think,� was a frequent comment. The students became more comfortable with the activity and with their own creativity as time went by. I enjoy using Sketch Notes because it allows the students a different way to show what they have learned. I have found that the students have more buy in with the process when I use this activity, and anything that makes the kids think is good!

Sarah Baptiste, Grade 12

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Theresa Brazee - Teacher Market Structures continued

Jacqueline Cruz, Grade 12 13

Theresa Brazee - Teacher Market Structures continued

Eddy Reyes, Grade 12 14

Theresa Brazee - Teacher Market Structures continued

Austin Regovic, Grade 12 15

Theresa Brazee - Teacher What Do You See?

by Theresa Brazee What do you see?

Standing in front of art I got so tired of hearing, “What do you see?” I was nervous and anxious every time I heard that question. I wanted to say that I saw a nice picture. I didn’t see a message. I didn’t see the textures.

I didn’t hear music, or waves, or the city.

I really didn’t see.

Now that the most amazing workshop and my time at the Art of Reflection and Response Teacher Institute is over, I will answer the question.

I see Joy, a woman of fierce power, who shines when she tells of working with her kids. I see Jonalyn a new teacher growing and striving and building in confidence. I see Jennifer. A woman of many layers. A mom. A teacher. A person who makes the time to paint rocks and share them with others. I see Jack. My colleague, my co-worker, a man of deep faith who works and prays for his kids. A man who has so much love for his subject matter that he gives up his Saturdays with his wife to attend these classes to become a better teacher. I see Hervey. I see his smile. I hear his jokes. I see someone else who struggles with seeing the art. I see a person who has fun in his heart and wants to share it with others. I see Kezia. A colleague around the corner and down three doors, who I did not really see until this workshop. Kezia who helped me arrange my room. Kezia who is always kind and helpful and prints handouts for me. Her mind map shows the paths before her, the choices she has made and the choices before her. I see Jenny who I would like to get to know better. A person who shares her love of theatre with her kids, her co-workers, and I bet anyone who stands in line next to her in a store. I see Heather, who when I have my grandkids, I would love for them to be in her Kindergarten class. Heather who could be a Disney princess and not need the costume because you can see the goodness inside her. I see Suzi. Her quiet smile. Her frequent affirmations. Her seat at the front table guiding us and helping us to unleash our creativity. I see Pam. The artist. The leader. The compass. The navigator leading us on, reminding us of the so many ways to get to our destination – when we didn’t even know where we were going.

That is what I saw.

Thank you for helping me see.

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Joy Burke Grades 9-12, ESE Consultation Teacher ▪ Deltona High School Finding continuing education opportunities that offer relevant, but also adaptable material can be a challenge. The Art of Reflection and Response Teacher Institute surpassed my expectations. Initial concerns about not having an art related background were abated when the instructor, Pam Coffman declared “art is a visual language”. With curiosity peaked I wanted to know how art integration can purposefully enhance a variety of curriculums. As teachers we are continuously looking for resources and ideas to enhance our syllabi. Being an ESE teacher requires the material to be adjusted frequently to meet the varying needs of our population. However, content integrity must be consistent. Our knowledgeable and patient instructors provided a plethora of resources that met that goal. The program also engaged all 5 senses as ideas on diverse delivery models were shared. I will continue to use art integration as a conversation starter, vocabulary builder, and data collector.

Five Frame Story Activity Joy Burke, Belly Rumbles 17

Joy Burke - Teacher Lesson Plan/Activity: Goals Compass This activity can be used to help initiate conversation between peers, provide transition data for IEP reports, and promote self-reflection.

After defining cartography, providing examples, and introducing related vocabulary (ex. longitude, latitude, cardinal points, nautical, horizon) students create a compass rose. Using sentence stems/starters, their likes (My goal is to…, My favorite is…) are placed in the northern hemisphere. The dislikes (I need to stop…, I don’t like…) go in the southern hemisphere. The things they are interested in go on the equator. On the western half (I am good at…, I would like to try). On the eastern half (I want to own, I would like to go to…). Students use photos and artwork to represent and/or enhance their answers.

This activity made expressing concerns, recognizing commonalities and sharing preferences easier for some students. The compass also acted as a visual reminder of their goals and they made suggestions for additional sentence stems.

DeAnthony Mattocks Grade 12 Multi-ve CBI

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Joy Burke - Teacher Goals Compass continued

Gilberto Ramos, Grade 111, e-Learning

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Joy Burke - Teacher

Joy Burke, A Joyful Mind, Personal Creativity Mind Map with close-up

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Hervey Eisenbach Grade 10, World History â–Ş New Smyrna Beach High School The Art of Reflection and Response Teacher Institute has brought me out of my dull, boring class lecture shell. I started my teaching career bright eyed and bushy tailed but through the years got into the comfortable, same lecture, material routine. This summer it all changed! I reworked all my lessons, I cut my note taking and lectures in half and I allowed the students to explore the different ideas and beliefs that we experience in World History.

I entered the Art of Reflection and Response Teacher Institute with hesitation as I was not art savvy. I quickly learned that I was correct in my self-assessment. However, I learned through the Institute and with the amazing help of Pam Coffman and Suzi Preston that I was not to old to get a basic idea and understanding.

Personally, this was the best workshop because I renewed my teaching style to allow for creativity and the use of the arts. I also learned to view and analyze a piece of art and not just look at it. For a history teacher, it was important to look at the dates and determine what was occurring at that time. The use of art became a valuable learning tool. Also, the use of pictures to allow students to write became a new way of having students express themselves – another creative way to fully understand the lesson. The students have become more engaged and like me, they have come out of their comfort zone and started higher learning processing.

The different activities that were taught were easily adaptable to your own class. Therefore, while learning about art, you could think of ways it could be used. Like all workshops of learning, prep time and implementation into the classroom takes time – that was the greatest benefit. We had information presented during summer and were able to work on it before the start of the school year, then with additional times throughout the year we were able to collaborate and discuss how the strategies worked. This time frame allowed me to benefit and get my school year started strong. The new strategies gained allowed me to start the year with ideas that students would be reluctant to do midway through the school year.

The strategies have helped change my classroom to benefit my students. Teaching students to think outside of the box and gain higher learning skills is what teachers should strive for and having this learning experience has refreshed my teaching technique. I feel that my students have gained more this year thanks to learning new ideas and getting me out of my comfort zone. Am I personally ready to become an art critic?

No, but at least I do have an appreciation and a somewhat understanding of art. But more importantly, I am confident that I can use art in the classroom and have my students look at and interpret what they are seeing.

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Hervey Eisenbach - Teacher Lesson/Activity: Napoleon Poem, Grade 10 World History The purpose of this lesson was to have the student’s read different articles about Napoleon and determine if he was a good leader for France or if he was a selfish leader for France. The students were given 4 different articles so that they had adequate information to make their decision. Students also had access to their textbook if they needed additional information.

The lesson was given so that students could read different information and be able to pull out information to support their belief. In this case, students had to look at articles about Napoleon Bonaparte and determine if he was a French hero or if he was a man of greed. The students then were told to create a poem, based on the articles, and provide support for their reasoning. Students were also to give a visual to support their belief.

The outcome was very interesting – some students just summarized the articles and did not choose a side to the question, others read the articles and went above and beyond the box when creating their poem. Some were detailed in the art and not so much in the writing while others wrote very creative poems but had more primitive drawings. The result had three major points for me – some could not go the next step and create or think how to determine one viewpoint (this was evidenced by the summary of the reading), others explained it so well with their drawings and not so much with the writing (this goes to show why more than one form of assessment should be given), and others took the challenge of the question and created great poems. The lesson result for me personally had me worried about students when it comes to their FSA testing – they are not allowed to express themselves in the way that they best understand. Also, it proved that either some students were lazy and just summarized or that some have a real difficult time choosing one viewpoint and supporting their answer. I will give multiple readings and have them determine viewpoints so that they may strengthen their skills – even breaking it down so that they go step by step to come up with their answers.

Building the foundation and then moving on with the creative. Also keeping the writing and drawing components so that they may work on their weakness.

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Hervey Eisenbach - Teacher Napoleon Poem activity continued Gabriel Paris Napoleon: Tragic Hero Grade 10

Olivia Daniel Napoleon Bonaparte Grade 10 23

Hervey Eisenbach - Teacher Lesson/Activity: French Revolution Vocabulary, Grade 10 World History The purpose of this lesson was to have the students analyze four vocabulary words that were not in their vernacular. The students have been having difficulty with vocabulary words and their meanings. The object of this lesson was to present the 4 most difficult words and have the students use different activities for the words to gain a better understanding.

The lesson the French Revolution vocabulary needed additional activities to help the students gain an understanding of the words. The students were given the four most difficult vocabulary words and had to 1) write the word, 2) define the word, 3) draw a picture for the definition of the word, 4) 2 of the words had a 3 line poem, 5) 2 of the words had to have a synonym for the word, 6) 2 of the words had an antonym for the word, 7) 2 of the words had a “sounds like” for the word.

The outcome for this lesson was beneficial as the students demonstrated a knowledge of the meaning, could pronounce the word, and passed the vocabulary quizzes and test. The lesson proved to benefit the students with the understanding of the words presented to them. This helped with understanding the chapter and concepts that were presented. In World History, a lot of the words are difficult for students as they are not “English” words. The students do not take the time to understand the word and therefore struggle with the concepts. This lesson provided the students the opportunity to create and delve into the words.

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Hervey Eisenbach - Teacher French Revolution Vocabulary continued

Katelynn Miller , Grade 10

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Hervey Eisenbach - Teacher French Revolution Vocabulary continued

Paige Eagney, Grade 10

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Jack Griffith Grade 9, World Cultural Geography and Cambridge IGCSE Global Perspectives Pine Ridge High School

The Art of Reflection and Response Teacher Institute sounded like an interesting PD when I signed up for it. I spoke with fellow colleagues to find out more about it and I received great reviews. I was unsure what to expect when I attended that first week during July 2018. The only thing that I was sure of was I would be embarking on a PD that would be different. This reflection is an affirmation of how right I was.

The Art of Reflection and Response Teacher Institute has benefited me both personally and professionally.

Through the creation of a community, it gave me a space to meet with other educators across the district, many of whom I would never have met in other PD’s, to learn about and experience art. By doing so it has deepened my appreciation of art and community building. This PD has benefited me professionally by using what I learned about art to inject it into my lesson plans. It helped push me to think of ways I could encourage my students to use art and being creative into their classwork.

From this experience I will be able to build on my teaching practices. For instance, I will open the school year with a unit about creativity and how to be creative. I will strengthen the idea through out the year by revisiting it and ensuring that it is incorporated throughout my lessons. Once students start building a capacity of creativity into their work, I will provide them with the ability to provide artwork as a formative or summative assessment to demonstrate the knowledge of what they learned.

Over the course of eight months I have travelled an incredible journey to complete this professional development. This experience is unique because unlike a one-day opportunity for learning with little reinforcement, the institute allowed me to practice what I learned and share it with the community of educators. Through community feedback I was able to hear the positives and negatives of lesson implementations and learn that other educators faced similar issues through their teaching. Most importantly, the instructors of the PD provided the encouragement to empower a group of educators to realize that they were creative more than they knew.

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Jack Griffith - Teacher Lesson/Activity: Topic Collages, Grade 9 Cambridge IGCSE Global Perspective The purpose of this lesson was for students to investigate select Cambridge topics and to demonstrate what they learned through a collage.

The lesson was divided into two parts. The first part was choosing one of eight of the following topics: belief systems, biodiversity and ecosystem loss, changing communities, digital world, family, humans and other species, sustainable living, and trade & aid and conduct academic research about it. The second part was creating a collage from randomly selected pictures taken from old National Geographic magazines.

The students were given 20 minutes to arrange the pictures in a collage that told the perspective of their chosen topic. They were given an additional 20 minutes to adhere the cut-out photos to an eight by eleven sheet of paper.

Upon reflecting on the activity, I found that the students enjoyed the activity. I have come to this conclusion through student feedback. Some students I collected feedback from said that the challenge to explain their perspective through random photos helped them create a more concise visual analysis. In addition it allowed to demonstrate their knowledge in a creative format that was more expressive than written response.

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Jack Griffith - Teacher Topic Collages continued

Kyra Sullivan, Changing Communities, Grade 9

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Jack Griffith- Teacher Topic Collages continued

Eva Montgomery, Belief Systems, Grade 9

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Jack Griffith - Teacher

Jack Griffith, Personal Creativity Mind Map

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Heather Mooney Kindergarten, All Subjects ▪ Deltona Lakes Elementary School One of the elements missing from most professional development sessions is the opportunity to have sharing time with one another. This institute focused on giving us opportunities to share. It was wonderful to hear about all the creative ways the teachers are helping students learn content. It was refreshing to have the chance to share our struggles and failures and talk about how we can learn from those mistakes. This institute helped me to realize that creativity does not always have to be related to art, as that is what many people assume. This institute helped me understand that my students are creative in many ways and I need to tap into the ways they enjoy being creative. I’ve been spending more time getting to know my students. I’ve been asking them more about what they are interested in and what they want to learn.

Now that I’ve been taking time to learn how my students are creative, I plan to have more students showcase it in the classroom. For example, during our past writing homework assignment the students had to write 10 facts they felt were important about them. Before reading the responses I had no idea that one of my students is learning how to play a guitar. I plan to have the student bring in his guitar to show the class.

Throughout the past few years as our schools are making the shifts in reading to include more rigorous texts, it’s been a challenge to find age appropriate ways for my kindergarten students to access those challenging texts. The sessions about the importance of close reading and close looking helped me understand that as a kindergarten teacher I can put more focus on using the illustrations in our literature to help students access the text. Knowing that I can focus more on visual literacy I have been focusing more attention on questioning techniques that revolve around the illustrations. I’ve been using more open ended questions such as: What do you notice? What do you see? How do the illustrations show how the characters feel?

I also plan to have the students coauthor a Five Frame Story. There is such a strong emphasis on non-fiction selections in our reading curriculum that the students struggle with understanding characters, noticing details about the setting and identifying problems in the story. This activity will help strengthen their writing skills and their retelling skills.

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Heather Mooney - Teacher Lesson/Activity: New Mittens for Nicki, Kindergarten Language Arts The students were directed to create a colorful mitten that would not blend in with the white snow. The students were required to have a minimum of 5 colors and include some straight lines and curved lines somewhere in the design.

The class read the story The Mitten by Jan Brett. The students discovered that the character Nicki had a problem finding his mitten because it was white and blended in with the white snow. The students were asked how they could solve Nicki’s problem. The students stated that Baba could have made Nicki a colorful mitten so Nicki could see it better if he dropped it in the snow.

The students enjoyed creating their own designs for the mitten. They were able to use describing words as they told about their mitten to a partner. Some of the students were very hesitant to create detailed drawings on their mittens. Most of the students made simple stripes on their mittens. Some of the students who were more confident in their drawing skills were more inclined to use more variety in their designs. In the future I plan to have the students write a few sentences about their mitten by describing the colors they used and the designs they included.

Piper DelleDonne, Kindergarten 33

Heather Mooney - Teacher New Mittens for Nicki continued

Jace Auerbach Kindergarten

Samuel Kerins Kindergarten

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Heather Mooney - Teacher

Heather Mooney, Personal Creativity Mind Map

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Jennifer Olsen Grades 6-8, Parallel Math â–Ş Heritage Middle School

This course was a blessing to me. I have never really considered myself creative, I mean I can paint a rock, or draw a flower, however when I look at art, I see no comparison. Through this course I have learned to really appreciate art, to take my time admiring it, to analyze it, and to see it for what it means to me. I have learned too, art may be something different to each individual person and that is okay. It is only through thought, analysis and reflection I can truly find the meaning of situations and items in my everyday life.

I have taken this concept a step further and applied it to my teaching practice. Not everyone walks away from a lesson with the same information. With knowledge obtained from this class, I have been able to reflect on my teaching practices specifically how I see things and interpret them. In math there are techniques to make lessons visual in order to aid understanding, and I have focused on presenting different visuals for students to provide a more rounded lesson. I have also incorporated the repetition of concepts using various methods so that all students can see the desired information. The use of visuals has made concepts easier for my students to interpret and I am working diligently to expand my toolbox of creative lessons for them.

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Jennifer Olsen - Teacher Lesson/Activity: Geometric Shapes in Art, Grades 6 -8 ESE Mathematics

Geometric shapes, such as rectangles, triangles, circles or squares, have perfect, uniform measurements. Students were currently working on identifying geometric shapes and computing volume of these shapes. In order to take this concept a step further, students will be asked to explore how art could be derived from geometric shapes alone.

In this lesson, students will learn about the difference between organic and geometric shapes and apply what they have learned by creating art from geometric shapes alone.

Organic and geometric shapes were examined by watching a video which described both and how they can be found in art, as well as, how artists use them. This also explored several famous artists who use geometric shapes and showed their works. Various shapes were provided, and students had to decide if they were geometric or organic and had to select only geometric shapes for their assignment.

There was a discussion on nonrepresentational art, a style of art in which objects do not resemble those known in nature and how artists have used this technique for centuries.

With the knowledge the students have acquired, they will create a nonrepresentational work of art on the paper provided, using only geometric shapes and color. They were to explore how these shapes can be used to create visually pleasing designs.

In a world where students are always asking why they need math, this was an eye-opening experience for both myself and my students. I was proud of the students’ creativity and willingness to tackle a task which is not normally associated with math. Students created a vast variety of art, ranging from simplistic to extremely complex. The students learned how some artists overlay geometric shapes over organic shapes which provided them a new view of the world around them.

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Jennifer Olsen - Teacher Geometric Shapes in Art continued

Tye Almany Grade 8

Anthony Leidy Grade 8 38

Jennifer Olsen - Teacher

Jennifer Olsen, Personal Creativity Mind Map

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Jonalyn Rivera Grade 7, Math 2 and Math 2 Advanced ▪ Heritage Middle School I can’t express enough how important this professional development opportunity was for me and my teaching practice. I, like many others before and after me, equated “creativity” with “artistry” without realizing that these two nouns could be mutually exclusive. One could be artistic without being creative, and that same person could be creative without being artistic. I have since learned that considering creativity to be extended to art and only art can be and is limiting to those that have that mindset.

Over the course of several months I have had to unlearn these limiting beliefs I didn’t even know I harbored about creativity and just allow myself to be expressive and inquisitive. Questioning and challenging myself on how I could portray a certain theme or feeling, by way of poem, or collage, or painting, or mind map, or any other medium was my biggest form of growth and largest source of pride. I began to realize, that even as a math teacher, used to being formulaic and strict with lesson planning, I could bend the rules a little and allow for individual creativity within my delivery of the concepts and ideas to the students.

What’s more is that by expressing creativity with how I demonstrated the concepts, or modeled the examples, it allowed for the students to feel comfortable offering up “alternative” ways to solve the problems, and get an answer without necessarily following my steps in order. That’s not to say that there aren’t those who follow my work step by step, because there are, and I am particularly grateful for them because it makes checking their work that much easier; but I appreciated the challenge that came with understanding the thought process behind every student’s steps, work, and creative flow to reach the correct answer.

I would be lying if I said that I necessarily enjoyed getting up extremely early for a 6th day of the week in a row every time we met. I won’t say that these sessions didn’t frustrate me at times- thinking “how could I apply this to math?” However, as I left each Saturday session, I was rejuvenated, grateful, thankful, inspired, and happy to have been given that extra push to try harder to encourage creative thinking in the classroom and to offer up alternatives (and ensure the validity of these alternatives), as well as become re-focused on the goal at hand. To remind every student I come into contact with that creativity isn’t exclusive to the few blessed ones out there- everyone has the capacity, and everyone can achieve creativity; you have to practice it though. It’s a journey, and not one worth beating out of the students.

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Jonalyn Rivera - Teacher Lesson/Activity: Construction of a Bird Feeder, Grade 7 Advanced Math 2 Geometry can be a very tough topic to cover with 7th graders, even those advanced ones for whom math can oftentimes be intuitive. With geometry- one has to be able to visually “see” the 3D shape, and it’s challenging for young brains to process it, much less understand the differences between the different dimensions of the figures. Dozens of hand-drawn 3D prisms, pyramids, cylinders, cones, and spheres later, the “Construction of a Bird Feeder” activity was presented to my class.

I was asking my students to form into pairs or groups, and to sketch a picture of a bird feeder that they would like to create. Once their sketch was complete, they were given scissors, markers, glue, tape, and construction paper, to bring their sketch to it’s 3D potential. The only rules of the assignment were that they had to use at least 3 out of the 6 3D figures given to them, and they were challenged to use dimensions that would yield a bird feeder which could hold 850 cubic centimeters of birdfeed.

The idea behind this lesson was to not only get the students to use materials we don’t often use and to tap into their artistic side, but to collaborate on finding the volume of said figures- it was a direct application of the standards. Could they find the volume of a cylinder with a base radius of 6 cm and a height of 10 centimeters? Yes, they could. On paper, they were pros at using the formula; I wanted to put their construction skills to the test and have them apply the volume formulas to the size of the paper portions they cut versus how wide, tall, or long their shape would actually turn out to be.

They quickly learned that if they wanted a rectangular prism or a cube with a side length of 6 cm, they would have to either cut out the net of that shape, with the exact dimensions they wanted and tape it together, or they would need a much bigger piece of paper that they would be able to fold together, sans the tape.

It was challenging to compel the students to focus on the dimensions of the shapes, keeping in mind that 850 cubic centimeter challenge as they were focused more on the collaborative struggle of constructing the bird feeder. Also, there were some groups who were so focused on trying to use all the shapes that their bird feeders weren’t practical. “Where would the bird perch?” And “how would the food dispense?” were questions I found myself constantly asking the students.

I enjoyed this activity as did the students- even if only because it was something different than a worksheet.

Next time I might have some shapes pre-made or some instruction sheets printed out with clear instructions on how to fold the paper into certain shapes. It was an exercise in their artistry, knowledge of volume and birdfeeders for that matter, their collaborative skills and compromise as some wanted spheres for the food and others, cones, and my patience. I wasn’t expecting to hear “Ms. Rivera, what’s a birdfeeder?”- but that’s where a quick Google image search came in handy! What’s more; the final results were impressive, beautiful, practical, and something the students could be proud to share.

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Jonalyn Rivera - Teacher Construction of a Bird Feeder continued

Zariah Boney and Lukus Williams, Grade 7

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Jonalyn Rivera - Teacher

Jonalyn Rivera, Personal Creativity Mind Map 3-D Folded Paper Cube

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Kezia S. Roberts Grade 9 , English 1, English 1 Honors and Cambridge Pre-AICE ELA Pine Ridge High School

The Art of Reflection and Response Teacher Institute benefitted me in numerous ways. Personally, it was nice to have a place where I could share with likeminded teachers, and gain resources to address possible challenges. Professionally, I was able to network with teachers across all grade levels and subjects, as well as learn how activities can be modified to suit students needs/grade levels. Participating in the Institute made me more confident in my lesson planning abilities, especially when implementing an activity requiring creativity and visual arts. I find that a majority of my students struggle with expressing themselves through creative means, almost always insisting “I can’t draw” or “I am not creative.” I now know multiple ways to encourage that doubtful student, and also that creativity can refer to the process, not just the product. This knowledge is paramount to how I approach lesson planning for activities that have students respond visually or artistically to a text. I plan on building on this knowledge by continuing to network and stay in contact with other teachers (both inside and outside of the institute), and by applying as a second-year teacher to the institute. By keeping in contact and sharing resources with fellow teachers, I hope to continually build on the skills that I have learned during my time at the institute.

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Kezia S. Roberts - Teacher Lesson/Activity: 1 Pager Assignments - Responding to With Friends Like These, Grade 9 English Language Arts The main idea behind the 1 Pager assignment was to have students respond to the parts of the text that most interested them. Students were required to search the text for quotes that spoke to them, and respond to how those quotes demonstrated an important concept in their lives. Students then had to illustrate those concepts with symbols and images. The challenge was in getting the students to fill the entire page with quotes, images, and color. The outcome of this activity was that students were able to connect with the information presented in the text in a way different than simply answering questions or writing an essay. For students who struggle with writing or getting their ideas down on the page, this exercise allowed them to focus on a visual connection with the text. Overall, the students enjoyed the activity, and found a variety of ways to express themselves on the topic of friendship.

Cristina Martinez, Grade 9 45

Kezia S. Roberts - Teacher 1 Pager Assignments - Responding to With Friends Like These continued Danielle Ball Grade 9

Kyra Sullivan Grade 9 46

Kezia S. Roberts - Teacher 1 Pager Assignments - Responding to With Friends Like These continued Miranda Arnold Grade 9

Julie Mancusi Grade 9 47

Kezia S. Roberts - Teacher

A Woman’s Names

by Kezia S. Roberts A Woman’s Names

Can come from anywhere But regardless of where, She always has more than one:

Mother, lover, provider, caretaker, Flor, delicate, feminine, fierce, a Last name with male’s prefix or Seule—passing inheritance Through a matriarch.

Regardless, every woman has Names Too many to count.

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Kezia S. Roberts - Teacher

Kezia S. Roberts, Personal Creativity Mind Map

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Ann (Jenny) Sejansky Grades 9 - 12, Theatre and IB ▪ DeLand High School I have learned a great deal about myself and new methods of dealing with my students. I have always wondered how to actually incorporate Art into Theatre without limiting it to the art we do on a set for a show.

The importance of allowing students to create their own works of Art is essential to all classes but especially to a Theatre class.

This course taught me to “read” a painting. It is no different than reading and analyzing a script. Each one has a main character, a story to tell and themes for learning and growth. Each is open for interpretation and there is no “right” or “wrong” way to read either one. I learned that using pictures to help tell an original story is also helpful for anyone interested in doing so, not just students.

Actors and directors are responsible for finding a creative through-line in a play. Meaning that each scene is related to the one before it and the one coming after it. The meaning of the play or the work of art is found underneath the initial glance. In Theatre it is called “subtext”, or “what was meant by what was said.” I learned this is true in a piece of Art, as well. Many similarities are found in each genre.

I also discovered the use of projections and how much easier and cheaper it makes set design. Finding the right photos and paintings to project onto a screen helps us to establish where we are and what’s happening on stage. Rather than having to build a 3-D set, just throw up a projection and save a lot of time and money, which are both scarce in Theatre!

I found that using photos for the inspiration to our in-class original plays was an amazing help! I put up a list of possible topics the students could choose from. I got a lot of blank stares. I then threw up some photos as examples of some of the real-life events listed and it changed everything. Once the students saw what each topic pertained to, they “got it” and were much more prepared to start writing.

Our next unit is Shakespeare. I plan to have my students look through several different pieces of art- some may be specific artist renditions of some of the more famous characters like Puck and Oberon or Beatrice and Benedick. I may also ask those with artistic talent to draw their interpretation of Hamlet or any of the characters. I believe this will help them to understand the characters they may be assigned to play.

This course was inspirational on several levels. I really loved creating the stories with pictures and “reading” the paintings. I plan to use the Five Picture Story to help tell the stories we are about to Although I have always known Theatre is a collaborative Art, this course made me realize how I, personally, am affected by it.

We are currently working on special performances for Black History Month. I have students doing the poetry of Langston Hughes, Maya Angelou and Zora Neale Hurston to name a few. They are choreographing rap songs and rapping poems. Most of them have never done any of that before. They are quite dedicated to the effort. How creative can they get? What will they create? I am curious and excited! All of them are

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Jenny Sejansky - Teacher continued are creating power points using the Art work of African-American artists and underscoring them with jazz and blues. We can make Theatre out of anything- just add Art. I feel blessed to have been exposed to so much history and background of each painting we looked at and the stories they all tell.

What did I learn about me? I over-think and analyze everything. I can’t look at life as though it took place anywhere besides a stage. (Think hearing a soundtrack to your life- same thing.) To me, Theatre is as much a release of my inner-child and my soul as a paint brush and a canvas is to an artist. Or music to a dancer. Or an instrument to a musician. Or a song to a singer. We are all related. We all need Art to survive. Without it, humanity will surely crumble. Art is the reflection of life. My reflection looks back at me from the stage. But that’s not all I am. I’m a teacher by nature. I enjoy my solitude and find it in family and a small circle of friends. I am a loner happiest walking through woods or jumping into cold Springs and being around people, both different and like-minded in social settings. I love food. Art is food for the soul. Aristotle says all Art must imitate life. Art must educate and entertain. Art must glorify the human spirit. I couldn’t agree more.

I look forward to next year’s institute!

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Jenny Sejansky - Teacher Lesson/Activity: Holiday Socials, Theatre I Students will write short plays, not to exceed ten minutes, that deal with real-life circumstances occurring around the Holiday season. Students will perform these scenes in front of live audiences throughout the school day.

Students will incorporate the skills learned from doing pantomime, improvisation and scene study. They will select from a list of suggested topics that deal with real life issues ranging from gun control, divorce, homelessness, LGBT issues, etc. Students are encouraged to write from their own personal experiences or to fabricate their own stories.

Each play will be created in groups using each members’ suggestions. The idea is to bring students from different walks of life together to create relevant, meaningful mini works of Art. Students will be shown different photos and images from various artists, newspaper photos, etc. They will be able to select one and use it as a template for their story boards. This is the “jumping off” point for them.

After agreeing upon a selected issue, they go on to discuss the themes they want to bring forth. Students will create characters by giving them names and traits, etc. For example, a photo of a bank robbery in action would mean they would create a story for each person in the photo, such as the bank manager, the cops, the guard, the customers, the get-away driver etc.

Once the agreed upon themes and characters are in place, they begin the process of writing dialogue, which begins by using improvisation. When they feel they’ve come up with good conversations, one person is selected to be the scribe and they write the script that everyone can agree on. Once a script is written, the roles are distributed, lines are learned, the play is staged and ultimately performed.

The piece submitted was a group effort that was then written by Diamond Whitley. She is a Junior in my Theatre I class. She was thrilled to know her script was selected for this honor. Her group selected a topic that lent itself to several life lessons that too many teens are already familiar with. The final scene of her piece has the Narrator, Andrew, listing each one.

This group’s play is about a dysfunctional family falling apart around the holidays. Mother wants a divorce that Father won’t agree to. In an attempt to get him to agree, Mother starts a relationship with a woman and chooses Christmas Day to bring her to meet the family. This causes much stress between Father and the children, who at first are not sure how to take this but warm up to the fact that their parents are no longer compatible and that the divorce may be best for all. The subject of same-sex relationships is touched upon, but never part of the solution. The children are depicted as unruly, mindless cell phone abusers who don’t listen to their parents and fight with each other. Another family member suggests the parents should try using physical punishment as a means of getting them to behave, but both parents have enough decency to know this is no solution to that problem. They realize they are not effective parents because they can’t get along themselves and this has trickled down to their children. Eventually, the family goes to therapy and this begins the healing process for all involved.

This piece is a sample of what high school students have already experienced in their own lives. Some of them remain a bit clueless about the world around them, but then again, that may be a blessing, too.

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Jenny Sejansky - Teacher Holiday Socials continued

By Diamond Whitley, Grade 11 (FLASHBACK: wife and husband are setting up for Christmas dinner with children and sit down for dinner)

*Andrew walks to the middle of the stage* Set up the scene behind Andrew as he’s talking Andrew: It all started long ago on a Christmas night. A toxic relationship near in sight.

For something to happen, it wouldn’t be long. I hope you all can follow along Dave: hey Jalisa can you pass the mashed potatoes…. Jalisa can you pass the mashed potatoes……… JALISSA DID YOU HEAR ME (Jalisa passes the bowl of mashed potatoes while looking at her phone) Emily: Jalisa you’re not supposed to be on your phone at the dinner table Jalisa: Emily shut up Amber: Kids behave. It’s Christmas. We are supposed to be a happy family.

Aaliyah: Yeah, no drama.

Jalisa: Aaliyah you have no room to talk Aaliyah: says who Jalisa: says me, now shut up!!

Eli: can we just have a family dinner without you two trying to rip each other’s faces off Aaliyah and Jalisa: NO!!

(Mrs. Kim walks in on all the chaos) Kim: sorry I'm late, had to go drop the kids off to their grandparents………. What’s going on in here?

(Jalisa and Aaliyah look at each other) Jalisa and Aaliyah: Nothing……….

Amber: (awkward laugh) So Kim……. How’re the kids?

Kim: Perfect……. (long silence) Kim: Ok what’s going on? I feel like anger has filled this room.

Eli: Its Jalisa and Aaliyah……. They’re starting drama again...

Aaliyah: Really!?

Eli: What?

Aaliyah: Did you really have to say that?!!

Eli: Yeah but you’re not going to do anything!

Aaliyah: HONEY, I AM NOT THE ONE!!

Dave: HEY!! THE BOTH OF YOU STOP. Now go to your rooms. NOW!!!!!

(Eli and Aaliyah go to their rooms) Dave: (At the other two) ALL OF YOU! (kids leave) Dave: It’s like they’re having world war 3 in this house.

Amber: Yeah, we just don’t know what to do anymore.

Kim: Look… go to the store, get a leather belt, and beat ‘em… and beat ‘em real good!

Dave: I think that’s a good idea.

Amber: NO! I'm not beating my children!

Kim: Why not?

Amber: Cuz I don’t want to!

(Dave and Kim roll their eyes) 53

Jenny Sejansky - Teacher Holiday Socials continued Kim: Ok , that’s your choice!

Dave: Yeah, her choice!

Amber: No, OUR choice!

Dave: Ha! Very funny!

Kim: Okay I can see there’s some family issues to be settled so imma get going...

Amber: Wait.

Kim: Merry Christmas and bye!

(Kim leaves the house and then there is a silence) Amber: When are we gonna tell the kids?

Dave: Tell the kids what?

Amber: Don’t play dumb with me, you know what I'm talking about.

Dave: Oh, I remember, tell them that my wife is trying to divorce me because… *sigh* she doesn’t love me.

Amber: Oh gee, I wonder why? When I tell you so many times what we are needing to change*Phone rings and Amber answers it and walks away* *Dave walks off stage and Andrew comes on stage* Andrew: So, this is the start to all the strife. A divorce between a man and wife. The children not-so-blissfully unaware. The family they could not bear.

END SCENE Time has passed but not the issues. The family drew secret tears, with lots of tissues. The next events are a bit of a surprise. You may not believe your eyes. *Amber rolls up in the place* Dave: Where have you been?

Amber: Out with friends.

Dave: You look awfully pretty to be out with friends.

Amber: (sounding aggressive) I said I was out with friends. You never listen to me! *Amber storms off stage* Jalisa: OMG, you guys are so annoying! You guys are always fighting!

Aaliyah: Yeah, it’s kinda getting annoying when y’all fight. I wish y’all could just solve all your problems already.

Dave: Let’s just start setting up for Christmas dinner... *Children and dad set up for dinner* *Doorbell rings* Jimmy: Were you expecting someone?

Dave: No. *Answers the door to see Angelica* Angelica: Hey there, I’m Amber’s friend. She told me that I could stop by, since I have no family to go to for Christmas.

Dave: Ummm Amber: *cuts off Dave* Hey come in! *Amber passes an astonished looking Dave* Amber: Let’s go to the table, shall we? Dave, you did cook dinner, (aggressive) right?

Dave: Well, it is my year to.

Amber: Good. How long ‘til it’s done?

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Jenny Sejansky - Teacher

Jenny Sejansky, Personal Creativity Mind Map

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2018-19 Returning Teacher Participants Art of Reflection and Response Teacher Institute

Bonny Bryan

University High

Katherine Crane

Manatee Cove Elementary

Timothy Deary

Taylor Middle/High

Jane Failer

R.J. Longstreet Elementary

Adam M. Harpstreit

University High

Kristan Kinsella Brinley

DeLand High

Leia LaCombe

DeLand High

Denise Sage

Pine Ridge High

Janice M. Schiavo

Deltona Lakes Elementary

Dr. Rajni Shankar-Brown

Stetson University

Darlene Stewart

Ivy Hawn Charter School of the Arts

Erin Tanner

Winter Springs Elementary

Judy Williamson

Pine Ridge High

Kathryn B. Wilson

DeLand High

Jean Zimmermann

Campbell Middle

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Bonny Bryan Grade s 9 - 12 , ESE Art for Modified and Multi VE ▪ University High School

Josue‘ Arroyo Grade 9

Ivy Bove Grade 9 57

Bonny Bryan - Teacher

Mikayla Thorn, Grade 9

John Thorn, Grade 9

Cameron Steele, Grade 12 58

Katherine Crane Grade 4, Gifted ▪ Manatee Cove Elementary School I think my feelings about the Teacher Institute can best be summed up with the following: this is my fourth year. I’ve willingly, enthusiastically attended a months-long professional development opportunity for four years. This isn’t normal. In the land of teacher forums it’s unheard of. In a previous reflection I called the Institute the unicorn of PD. It’s mythical. It’s what you want PD to be. I’ll take it a step further- it’s what you want teaching to be.

I leave every session energized. I was, and continue to be, inspired by the ideas presented by Pam and Suzi, by the artwork in the galleries, and by the collaboration with my fellow participants. The teachers that I’ve met over the course of the Institute are amazing, dedicated, creative individuals and I’ve learned as much from them and their classroom experiences as I did from the course curriculum. Not only have I implemented much of what Pam and Suzi taught us, but I’ve adapted ideas and lessons presented by the group. We’ve truly formed a learning community.

My students are ultimately the beneficiaries of the Institute. I try to incorporate the visual arts in my lesson planning when I can. Instead of just reading The Tale of Despereaux, we explored the meaning of one of the pivotal character’s names: Chiaroscuro. We looked at the use of light and dark in Botticelli’s works as we explored the elements of light and dark in the character. We explored the quilts of Gee’s Bend, making a quilt of our own and making sure nothing was wasted. The Institute challenges us to be more creative- not only in the art we create or the poetry that we write, but in the ways we approach challenges and problem solving.

My goal as an educator is to teach my students to think. I want them to push themselves outside of their comfort zone; I want them to think critically and thoughtfully. The Institute has pushed me to do just that.

I am so grateful to the sponsors of the Institute for offering this professional development opportunity. Pam Coffman and Suzi Preston are fabulous, creative educators and we are fortunate to learn from them. I look forward to participating in future Institutes at the Museum of Art DeLand - and will do my part to spread the word among my teaching colleagues. Thank you for a truly inspiring learning experience!

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Katherine Crane - Teacher Lesson/Activity: The Quilts of Gee’s Bend, Grade 4 Gifted ELA/Social Studies Students learned about the community of Gee’s Bend, Alabama as part of our Black History Month unit. The students created a quilt square and wrote a poem to accompany it.

The students were presented with card stock and various scrapbook paper. They were instructed to choose one piece of cardstock and 2-3 pieces of scrapbook paper. They were not told what they would be doing with the paper.

We discussed the history of Gee’s Bend, Alabama, focusing on the women and their famous quilts. We viewed a short film about the women and afterward we talked more about the fabric used to create the quilts. Nothing went to waste; every scrap of fabric was used in the quilts. The students learned about the hardships the community faced- first as slaves, then as tenant farmers. They learned about the government taking over the former plantation during the Great Depression, and finally how Dr. Martin Luther King, Jr. visited and marched with the community. The latter two events occurred because of the beautiful quilts.

Journalists saw them and shared the story of the women of Gee’s Bend.

With this knowledge, the students learned that they would create a quilt square using the scrapbook paper they collected at the beginning of the lesson. They learned that they will use all of the paper on their quilts, nothing will go to waste. Once they finish, we’ll combine our squares into one large classroom quilt.

Finally, the students wrote a Cinquain poem using either the syllable (2,4,6,8,2) or word type format (noun, 2 adjectives, 3 verbs, phrase, noun). Their poem could be specific to the quilt square they created, or it could be about something they learned about Gee’s Bend.

The students were moved by the story of Gee’s Bend. They were genuinely upset about how unjust life was for the community. That said, they were inspired by the strength of the community and the artistry of the quilts. The students struggled with using all of the paper they chose. Many said they had an idea of what they wanted to make when they realized they were creating a quilt square but had to change course when they learned they couldn’t throw anything away. We discussed the importance of using all the materialswhy was it important to the women making the quilts? How often do we think about what we throw away?

The students learned about the two formats for Cinquain poetry. It was interesting to see which students wrote solely about their quilt square design and which students concentrated on writing about Gee’s Bend.

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Katherine Crane - Teacher The Quilts of Gee’s Bend continued

Charles Bix, Grade 4

Jazlyn Bryant, Grade 4

Caleb Chapple, Grade 4

Ella Douglas, Grade 4

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Katherine Crane - Teacher The Quilts of Gee’s Bend continued Bree Samuda Grade 4

Jakob Wagner Grade 4 62

Katherine Crane - Teacher The Quilts of Gee’s Bend continued

Gee’s Bend Grade 4 Gifted Class Quilt

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Katherine Crane - Teacher The Quilts of Gee’s Bend continued

The star Gaze upon it look upon it Gee’s Bend Right through the makeshift telescope The star

Fabric Sewing all night My father worked the fields I use his spirit for my warmth My Quilt.

By Caleb Chapple

By Liam Ziacoma

Slaves once Community Dr. King Jr. Prays Civil Rights Movement with Gee’s Bend Now Free

Gee’s Bend A place of quilts Farmers fight, civil rights Dr. King saw the women's patchwork Quilts speak

My room Quilts everywhere My doll sits on the floor Old clothes for my quilt on the bed My turn

By Israel Mullins

By Blayde Proudfoot

By Bree Samuda

Quilting, Finding fabric, Taking apart old clothes, Making new patterns carefully, Finished.

By Layla West

Grade 4 Gifted Student Poems for Gee’s Bend Quilts

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Timothy Deary Grade 7 Civics and Grade 8 U.S. History ▪ Taylor Middle/High School My participation in the Institute has had tremendous benefits to me personally and professionally. Personally, I have found great inspiration at the Museum for creating my personal art which is poetry. I have found an incredible amount of inspiration and opportunity to perform my “must” which is writing. Additionally, the Institute has benefitted me professionally by being an atmosphere of creativity and one that is conducive to my learning. I have had numerous opportunities to view great works of art and to interact with extremely talented teachers. The latter is one of the best and most impressive benefits of the Institute. There has never been one meeting of the Institute that I have left without learning from my colleagues.

Arts integration is often overlooked today. I have found that the Institute shows repeatedly again and again that the Arts are essential in educating a well-rounded person. I have also found that images and art can easily and beneficially be introduced into Social Studies instruction. I frequently use images as text and have found the practice to work very well. It increases student understanding and Creativity is more than a nice and enjoyable hobby. Creativity is a skill that is essential in learning and needs to be developed and encouraged. Many students will say that they are not creative however, with encouragement they are much more creative than they ever imagined. I always encourage students that I see drawing or writing to continue doing so. Verbal literacy has always been encouraged in Social Studies education. Using visual literacy should be encouraged at the same level. History and Civics are full of art and images that can and do convey the events and concepts that require study.

The new knowledge that I have gained is extremely important to me personally and professionally. Personally. I have never attended a class at the Institute and not been inspired and rejuvenated. It is a truly inspiring experience. I have been convinced and committed to creating my own art – poetry – not as a hobby, not as a fun pursuit to occupy my time but rather as a fundamental aspect of who I am as a person.

Professionally, the knowledge that I have gained as a result of this institute has enhanced my ability to teach U.S. History and Civics to students. I have learned to go beyond the traditional use of text to include images, art and political cartoons. Visual literacy is as important to learning history and government as it is to any other academic subject. Overall, it has enhanced my practice, improved my practice and made me a better teacher.

I have built on what I have learned by continuing to participate in the Institute for the last three years. I am always learning while I am there. I believe that if I continue to participate, I will continue to gain new knowledge, exposure to great art and collaboration with great and dedicated teachers in the county. The collaboration with colleagues always give me new ideas to use creative and engaging activities in my classroom.

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Timothy Deary - Teacher Lesson/Activity: Supreme Court Decisions and Close Looking, Grade 8 U.S. History This lesson will address two Supreme Court decisions that impacted race and segregation in the United States. The first case is Plessy v. Ferguson, the case in which the “separate but equal” doctrine was established. This decision allowed the legal segregation of the races. The second case involves Brown v. Board of Education. The Brown case struck down legalized segregation on the grounds that it violated the 14th amendment.

Lesson Objectives: Students will understand the role of the Supreme Court in safe guarding the rights of citizens.

Students will understand that the Supreme Court allowed “separate but equal” facilities in their decision on the Plessy case.

Students will understand that the Supreme Court overturned Plessy v. Ferguson by deciding in favor of school integration in the Brown v. Board of Education case.

Students will understand how the 14th Amendment has been applied to historically underrepresented people in the U.S. Students will be asked to analyze several images concerning both cases using a close looking technique. The close looking questions to analyze the images are as follows: List the people, objects and activities that are taking place in the image.

Where is the image from?

What is taking place in history when this image was created?

Why was the image created?

Progression of the lesson: First students will be given background on the two cases and will review the purpose of the 14th amendment.

Students will then examine and answer close looking questions about the images working with a partner they will discuss their answers to the questions.

Students will then prepare a written response to the flowing question: Describe how the Supreme Court used its power to expand equal protection to African Americans by overturning the decision it had previously reached in Plessy v. Ferguson.

Or – Draw your own political cartoon that expresses how Plessy v. Ferguson was anything but “separate but equal” and how the Brown case fixed that.

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Timothy Deary - Teacher Supreme Court Decisions and Close Looking continued Images for Close Looking:

Questions to be used to analyze the images: List any people, objects and/or activities taking place in this image.

Where is the image from?

What period of history is the image from? How do you know?

What was happening in history during the time the image was created? What does the image address?

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Timothy Deary - Teacher Supreme Court Decisions and Close Looking continued

Alessandra Arcos, Grade 8 Student Reflection Two Supreme Court Cases on Race – Plessy v. Ferguson and Brown v. Board of Education

What does the image of chains being broken tell you about the African American perception of the Brown v. Board of Education decision on school segregation?

The chain being broken is ending segregation in schools which was like ending another form of slavery

What does the image tell you about the reaction of the deep southern states to the Brown decision? Why did the cartoonist choose a turtle to represent the deep southern states?

The Supreme Court wants integration to happen faster and the southern states want to slow it down. The integration is going slow.

The cartoonist chose a turtle because the turtle is slow moving – like the states.

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Timothy Deary - Teacher Lesson/Activity: Analyzing Political Cartoons about Federalism, Grade 7 Civics The purpose of this activity was to have students understand the concept of Federalism using political cartoons.

Lesson Objectives: To understand that Federalism is shared power between the state and national governments.

To understand that states sometimes resist the power of the Federal Government.

To interpret the concept of Federalism with political cartoons.

Outcome of the lesson: Students were shown various images/political cartoons showing the concept of federalism and how states sometimes react to shared power. Students were asked to close look at the images. First, they were told to notice/list any symbols or people in the image. Second, they were asked to read and interpret any words in the image. Finally, they were asked to read any captions that are included in the image.

Above is an example of an image used in the lesson on Federalism. The image shows how Federalism can be problematic for the states. The caption: “In two words, yes and no.” Under the Federalist system states usually welcome Federal Money but say “No!” to Federal authority.

Reflection: Students were able to see the images comments on the system of Federalism. They were able to comprehend how the images and captions related to the concept. The above image was used and students understood the symbol of Uncle Sam and the quote that says what many states say: they want federal money but they do not want to be told what to do with it! Students were able to see the images as text and related them to the objectives.

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Timothy Deary - Teacher

After the First of the Year

by Timothy S. Deary The days will slowly get longer and longer, bit by bit and at last the fog is lifting and returning to the sky to create clouds of various shapes and sizes, atmospheric portraits and sculpture to be watched as they come and go on the wind.

Feelings are settling down into the past and giving fuel to the future but they still need to be watched because they set traps to catch any progress and they snap shut at you when you least expect it. (they are silent and they stalk and they stalk mental horizons‌.)

The cat was in the woods by the side of the road as I walked the dog in the afternoon, he was beautiful and strong, he never moved an inch or made any sound as the dog pulled and growled, he remained confident.

The dog recovered and continued on her way, Content to act as if the encounter never happened at all, the lessons learned and given remained between the two, after all I was the only witness.

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Jane Failer Grades K-5, Visual Art â–Ş R.J. Longstreet Elementary School

The Institute grew me. It expanded my view on community and challenged my pedagogical approach to teaching. Perception was a key component through the course. Open ended activities based on museum exhibits expanded my perspective on art materials, environmental issues, and history’s rippling affect on current events.

Art is an engaging and powerful tool. Both pleasure and business reside in it. Art is used to express, build, teach, capture, expose, destroy, condemn, and propagate agendas. I learned in the Institute how to use it to activate student creativity and build literacy across curriculum. This impacted student understanding. Students are making connections in their art. Mathematics, literature, emotions, history, science, and engineering are emerging. The knowledge I gained in the Institute will continue in my classroom as students create with purpose. I will plan open ended assignments that allow students to process their heart and ideas through the creation process.

Life is an active work of art. It is constant in change, yet repetitive. Contrast and unity equally define it.

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Jane Failer - Teacher Lesson/Activity: What’s Your Favorite Move, Grade 4 Visual Art Students engaged the power of lines to express movement, rhythm, and unity. The lesson began with an introduction to Edgar Degas and a variety of his well-known dancers. Students explored the potential and kinetic energy in Degas’ art by mirroring the poses of his dancers. After matching a pose, each student danced forth the movement envisioned while peers used pencil on paper to record the lines of movement and rhythm witnessed. Students were then challenged to create personal artworks with the power of lines to show movement, rhythm, and unity. Once complete, students reflected on their artworks via The Six Word Story with a Twist (Art Institute Activity 2018-19, Museum of Art DeLand).

The Six Word Story with a Twist Activity was an effective way to integrate creative writing into visual art. Students were engaged through the creation, reflection, and presentation of their artworks. It assisted them in analyzing their artworks with fluency and empowering them with confidence to share in front of peers.

Jeremiah Baksh and Gurvivek Singh, Space War, Grade 4

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Jane Failer - Teacher What’s Your Favorite Move continued

6 Word Story

by Jeremiah Baksh and Gurvivek Singh for their artwork, Space War Airplanes Flying Rockets Exploding Space WAR!!!!!

6 Word Story with a Twist by Collaborative Student Groups Interviewed

by Jeremiah Baksh and Gurvivek Singh

Group A Positive Twist

Group B

Negative Twist

Positive Twist

Negative Twist

Ninjas

War

Winning

Explode

Teamwork

Death

Rescue

Struggle

Strength

Explosions

Training

Dead

Skill

Bombs

Technology

Destruction

Technology

Chaos

Shield

Weapons

Victory

Headless

Protect

Defeat

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Jane Failer - Teacher

Jane Failer, Brush-Floss-Brush

My work titled Brush-Floss-Brush (2018) was inspired by the Make It – A Challenge Activity (Art Institute Activity 2018-19, Museum of Art DeLand). It challenged my perception of materials with which to explore, compose, and create. The artwork was formed through a personal experience with flossing and creative recycling with dental floss containers, a metal coat hanger, newspaper, and a wooden pallet.

The piece served as a comic relief to having the cavity filled.

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Adam M. Harpstreit Grades 9 - 12, Liberal Arts Math 1 and Geometry ▪ University High School Participating in the institute for a second year has reminded me of the creativity that I brought to teaching when I was newly certified. Teaching can frequently become monotonous, and scheduled, and prepared to death. As an exceptional student educator, I am frequently looking for new and innovative ways to reach my students. Math is habitually a difficult class for the students that I teach, but with the methods that the institute has provided me with these past two years have enabled me to reach far more students than I ever thought possible. Students in my classes are still challenged by the rigors of the course but aided with lessons such as Draw Your Vocabulary, or the Bloom Ball assignment my students have found an outlet for their creativity in the difficult landscape of mathematics.

Art may not be a four-letter word, but it frequently is one that is difficult to define and express for me. I was educated in the do it until you get it mind set for mathematics and that always worked for me, however with the many demands on the attention of my students it takes a great deal of leverage to gain their full support, and yes I know it’s their education but they still seem distracted. Through the Institute I have found methods that engage my students and make what has often seemed undefinable and vague to me more tangible.

Put directly I have found in the Institute an Art to my profession.

I once had a professor tell me, that in order to be an effective educator, a teacher must be constantly learning. He used the euphemism of comparing an Educator to a well or a river. A well can run dry but a river is constantly being renewed with each continual year. In the Institute, I have found new and innovative methods of creating lasting lessons in my student’s education and sources that continually challenge me The Institute hasn’t just given me lessons, though together we have built many lesson plans that I’ve used in the classroom. The Institute has given me a new way of looking at my profession, a new way of comprehending my students’ needs and their challenges. I have found working with Mrs. Coffman and the other teachers a network of support and inspiration for continued learning

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Adam M. Harpstreit - Teacher Lesson/Activity: Construction and Evaluation of 3-D Shapes, Geometry Resource Classroom

Students will be able to using measurement and design from previous lessons build a 3-D Shape and find it’s Surface Area and Volume.

After participating in this lesson students will have hands on experience with both the surface area and volume formulas, which brings to life, how important these formulas can be to their lives.

Students will participate in a review of the pertinent formulas that relate to polygons, quadrilaterals, circles, prisms, spheres, cones and polyhedrons. The review will aid the students later as they are working through which 3-Dimensional shape they would like to make, and what they will put on it’s lateral and surface area, for additional credit.

Teacher will review with students any formulas that they have demonstrated difficulty with while the Starter Exercise was going on. Teacher will then discuss what the students will be required to do during class time.

Students will then choose a three-dimensional shape and after studying the elements of that shape, (edges, vertices, types of sides, and the given materials choose which shape they are going to construct. Teacher will review their choice and then discuss with them the necessary materials. Student will then go about designing the shape, and what information they wish to display on it’s surfaces, which should be relating to the various different elements of quadrilaterals Students will turn into the teacher a copy of their desired choice of shape and a rough sketch of what they believe it will look like. Students will then have the rest of the week to complete the desired shape and return it completed to the teacher for grading. Additional points may be awarded based on content on the sides of the shape, color and composition.

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Adam M. Harpstreit - Teacher Construction and Evaluation of 3-D Shapes continued

Sean Quinones, Grade 12 Two Views

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Kristan Kinsella Brinley Grades 9 - 12, Drawing I, Drawing II, Photography I, Photography 2, Portfolio Development and AP Studio Art DeLand High School Initially, participating in the Art of Reflection and Response Teacher Institute as a veteran art teacher, I wondered, “What more can I learn to teach creativity to my students?” I spent years in college studying art and how to teach art. I taught art to high school students for 14 years, to children in a museum art program for 20 years and to participants in various art camps and youth art programs for more years than I can count. I continually took art classes starting at a young age and continue to attend workshops and trainings and share ideas with fellow artists and art teachers. I signed up for the class because I was new to the area, was looking to meet new people and have an extreme interest in the arts and the community. I thought what a better way to spend my free time!

What I didn’t realize is how much this class was going to change my life, not only as a teacher but personally.

I enjoyed it so much I enrolled for my second year and I look forward to continuing on in the coming years!

The difference in this class from most other art experiences I have been involved in, is it that I was working alongside teachers from across the curriculum, not just fellow art teachers. This environment provided me with the opportunity to understand how art is viewed from different perspectives. I learned that creativity is not just art, it is literature, science, math, music, dance, drama, language and so much more. Creativity runs through our lives in many forms and reaches us all through a variety of experiences. Viewing creativity from various perspectives has helped me incorporate variety in my lessons to reach the diversity of my learners, creating enthusiasm in each of them.

One of my goals this year was to make connections with teachers of other disciplines in the institute to collaborate and develop new lesson ideas and events incorporating other areas of the curriculum. A few of our activities required us pair up with other teachers to share ideas and work together to reach a common goal. I found it interesting to see how others approached the topic and brought new insight to the subject. It gave me a new perspective to consider when planning my lessons. For one activity I was lucky enough to pair up with an English teacher from my high school and we decided to carry out our classroom assignment and turn it into a lesson plan to use with our students. I am happy to have created a lesson that incorporated the poetry from her English students as inspiration for the artworks created by my Drawing students. A sample of the results can be viewed on the following pages.

So, another year passed with so much inspiration gained! I can’t wait to see what the new year will bring!

Thank you to all who made it possible!

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Kristan Kinsella-Brinley - Teacher Lesson/Activity: Art Influences Writing Influences Art: A Cross-Curricular Lesson Objective: Students will draw upon their learned skills in art class, selecting a medium of their choice to depict a poem written by another student based on a contemporary work of art.

Purpose: Student Artists will learn how to illustrate a story or poem using their own personal inferences based on their interpretation of another student’s written work.

Essential Questions: How do written works make you feel?

How can your feelings be depicted in a work of art?

How do artist’s interpretations of literature differ?

Vocabulary: interpretation, depiction, illustration Materials: Poetry written by students based on a contemporary work of art, drawing materials and paper and canvas boards Resources: Artworks from the permanent collection of the DeLand Museum of Art to inspire the student writers. Student literature based on the works of art to inspire the student artists.

Procedure: 1. Students will select a poem written by a student from Mrs. Wilson’s English class that were inspired by a contemporary work of art from the DeLand Museum of Art. 2. Students will select their medium of choice to depict their selected poem.

3. Students will display their finished work of art with the poem that inspired it.

4. Students from Mrs. Wilson’s class will observe the artworks created by Mrs. Kinsella-Brinley’s and share the original works of art with the student artists.

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Kristan Kinsella-Brinley - Teacher Art Influences Writing Influences Art: A Cross-Curricular Lesson continued

Kenly Laughridge Grade 9

Holland Drawing Book #1

Zane Stumbo Grade 9

Many dimensions In a forest barely there Two rainbow waterfalls And to complete themselves The two beetles drive towards The waterfall A colorful plane tail flies through A colorful picture On river flowing through the picture A windmill Making popcorn clouds Throwing into the sky Red, white and blue paint Covering the tail of another plane While it flies over a vast field Leading into a mountain range The field is the median Of all dimensions 80

Kristan Kinsella-Brinley - Teacher Art Influences Writing Influences Art: A Cross-Curricular Lesson continued

Mahek Patel Grade 9

Anniversary Series: Laughter I am a painting who sits On a wall. Getting looked at By people who are small and Tall. They admire me, desire me, But do they really acquire me?

I have lines, I have squiggles, I am colorful, did you figure Out my riddle? I am full of Purpose and meaning but to Others, I am deceiving. It May look like a five Year old drew it but little Do you know, people like you Influenced it. I have lines, I have squiggles, I am colorful, I heard you figured out my riddle.

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Jordyn Murphy Grade 9

Kristan Kinsella-Brinley - Teacher Art Influences Writing Influences Art: A Cross-Curricular Lesson continued Juli Johnson Grade 9

M’YMH When the leaf falls off the branch, A new one will grow and take its place, Break the branch, you break a limb, Yet with time it will still heal.

As years pass more leaves may fall, But that only shows to be temporary, However cut deep into the bark and it will scar.

Winds may blow strong at times, But the roots run deep like concrete holding strong.

Life will show to be tough as nails, Never let the harsh weather control the outcome.

The ones that do, can get lost in the storm.

Give in and the ending will only show sorrow, You destroy the roots, there is no recovery.

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Darryn Ferguson Grade 11

Kristan Kinsella-Brinley - Teacher

Kristan Kinsella-Brinley, Should Must Artwork and Poem

Should Must You think we should?

I believe we must!

You think there is a problem?

I believe we are the problem.

You think we should do something?

I believe we must do something.

You think there should be a change?

I believe we must be the change.

You think we should?

I believe we must!

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Leia LaCombe Grades 9 and 10 English ▪ DeLand High School This year of the Institute feels like it’s been more helpful than last years and I’m not exactly sure why. I’ve had to miss parts of two sessions, which makes me feel terrible because I never want to miss on the things we do!

I think because of that I’ve been lax with what is expected of me for the institute, which is completely out of character.

Enough of the self-loathing, woe-is-me attitude. Every time I come to the institute I am inspired to create a lesson, an activity, or something that I can do in my classroom. Sometimes my ideas are adjusted versions of what we did in our class that day, but most of the time it’s not even that. Just being there makes the creative juices flow. Being surrounded teachers from schools helps fuel that because I talk to the people from my department at my school every day, it’s nice to have ideas from unfamiliar faces. I’ve enjoyed forming those bonds and connections.

The art we’ve had the opportunity to look at this time around has connected more to what’s going on in today’s world than last year, which is pretty cool. I’ve been able to tie in current events through art in my classroom. Many of my students took advantage of the free admission on MLK day to see the Purvis Young exhibit, which they really enjoyed. They were surprised they enjoyed it. They felt uncomfortable by the same piece of art- which was interesting, I particularly loved the pieces… I don’t remember what it was called though. It was the one with the umbrella man.

One of my favorite activities that we did was the philosophy from children’s books. I plan to do that in fourth quarter at least once with my tenth graders when we do our short story unit. We’ve used the glue books, which were challenging for them to put together. We tied it into Anthem by Ayn Rand, which actually ties into the art a little bit. There’s a lot of political ideas in the art that we looked at and a lot of political ideas throughout the novel. They may take different forms but they tackle similar issues.

I’m looking forward to doing this workshop again next year. Every time I talk to someone about professional developments I mention this one. Not only do I have the opportunity to expand my art knowledge, but I have the pleasure of doing this with teachers from other school I wouldn’t have been able to meet otherwise. Pam and Suzi are the greatest.

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Leia LaCombe - Teacher Lesson/Activity: Glue Books, Grade 10 English The biggest thing that I have learned from the institute is to break all the rules, which ties into the novel my students are reading during third quarter, Anthem by Ayn Rand. Quick synopsis: the novel is about a young man, Equality 7-2521, from a futuristic society who has a dream of being a scholar/inventor. The government tells him no he must be a streetsweeper instead, so he finds a secret tunnel where he can perform experiments in secret late at night. He goes to present his creation to the World Council and [SPOILER ALERT] they destroy it. He runs away to live alone. He’s followed by The Golden One (a girl he admired) and they rebuild life in an abandoned house from our time. Our main character breaks the rules of his society, so in keeping with the idea of breaking rules, we will be using glue books as mini portfolios to complete tasks as opposed to the norms of answering questions and writing essays.

The glue book will be broken into 8 pages plus a decorative cover: Page 1 cut and paste Maslow’s Hierarchy of needs a. At the end of each chapter, label on the pyramid where Equality falls b. On an index (to be kept in the pocket-) tell me one reason why Equality falls there c. So on page 1 there should be 6 different markings for where Equality falls on the pyramid of needs and the index card should be numbered 1-6 and have a reason he belongs at that level for each chapter.

Page 2 cut and paste Maslow’s Hierarchy of needs a. At the end of each chapter, label on the pyramid where Equality falls b. On an index (to be kept in the pocket-) tell me one reason why Equality falls there c. So, on page 2 there should be 6 different markings for where Equality falls on the pyramid of needs and the index card should be numbered 1-6 and have a reason he belongs at that level for each chapter.

3. Above the pocket write and define the word “Collectivism” and decorate. In the pocket there should be an index card. On the index card the students will need to find 2 examples of collectivism from the novel. a. Collectivism: everyone working together for a common goal

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Leia LaCombe - Teacher Glue Books continued 4. Above the pocket write and define the word “Individualism” and decorate. In the pocket there should be an index card. On the index card the students will need to find 2 examples of individualism from the novel. a. Individualism: Individual working to achieve a personal goal 5. Above the pocket write and define the word “Conformity” and decorate. In the pocket there should be an index card. On the index card the students will need to find 2 examples of conformity from the novel. a. Conformity: fitting in with others, not standing out 6. Above the pocket write and define the word “Equality” and decorate. In the pocket there should be an index card. On the index card the students will need to find 2 examples of equality from the novel. a. Equality: everyone having the same 7. Choose one of the following ideas: collectivism, individualism, conformity, or equality. Write this above the pocket. Decorate. On an index card write a paragraph explaining how Rand shows the idea you chose in the novel. How do the characters display qualities of collectivism, individualism, conformity, or equality? On the back of the index card, explain why Rand organized the idea you chose the way she did.

8. Give the students a short passage to cut out and paste above the pocket. On an index card that is to be placed in the pocket, explain what the central idea of the passage is. What in the passage leads you to believe that?

9. On the back of the portfolio, have the students write what Rand’s point is. Why did she write the novel? What about humans is she trying to showcase? What part of the text specifically shows that idea?

What are your thoughts about Rand’s idea?

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Leia LaCombe - Teacher Glue Books continued

Michaela Pyle Glue Book Grade 10

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Leia LaCombe - Teacher Glue Books continued

John Vick Glue Book Grade 10

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Denise Sage Grades 9 - 12, Algebra 1A ▪ Pine Ridge High School

What the Art of Reflection and Response Teacher Institute has given me these two years is hard to put into words, but I will try. Both Pam and Suzi, as well as my fellow teachers, have taught me that it is ok to try new things…and sometimes they work and sometimes they don’t. If they work – fabulous; if they don’t – that is fine, too. I tell my students all the time that there is no shame in failing if you are trying to do your best. Every test, every assignment, every discussion is about LEARNING and I have realized that this statement has as much to do with the teacher as it does the student. I am learning that I will never know if one of my original ideas will work with my students until I try it. The institute has given me this courage to explore my own creativity and ideas and to encourage my students to do the same. We are all such diverse creatures and that diversity brings so much to the classroom that I cherish the different viewpoints my kiddos tell me about. Every day my students teach me more about life than I can ever teach them, and I am incredibly grateful for that opportunity. The Institute gave me the spirit to explore that part of myself, and I applaud them for it.

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Denise Sage - Teacher Lesson/Activity: Solving Expressions, Algebra 1A It has been observed that the students enjoy non-traditional worksheets; that is to say that worksheets where students just solve the problems are boring and redundant. Adding a bonus on the end seems to spice up the engagement and it almost becomes a type of game for the students. They like to see who can find out the answer to the question first, especially if the worksheet is done in a personal type manner and the students know that their teacher made it just for them.

Teacher Explanation and Modeling: For this worksheet, teacher will demonstrate how answering the expression will generate letters to finish the saying. A possible example would be for the teacher to put the first question on the board, and together, both the student and the teacher work through the problem to evaluate the expression. After this is completed, the students will find which letter goes along with the answer.

Check for understanding: During the worksheet, the teacher will walk around the room to assess and assist students in correctly filling out the puzzle.

Vocabulary Words and Definitions: Academic vocabulary is such an integral part of every student’s education, and it is essential that the students have a complete understanding of what each expression is comprised of.

The expressions on the worksheet are made up of the following vocabulary words: Monomial – a polynomial with one term Binomial – a polynomial with two terms Trinomial – a polynomial with three terms Expressions Puzzle Worksheet: this is a puzzle that spells out, “Every Student can “do” Algebra”. Students will simplify the expressions to get the letters that finish the sentence.

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Denise Sage - Teacher Solving Expressions continued Expressions Puzzle Worksheet Name______________________________

Date_____________

Class Period____________

Our Math teacher, Mrs. Sage, believes that…

To complete the sentence above, evaluate and simplify each polynomial expression. Then, find your answer in the answer code box below. Write the letter that goes with each answer on the dashes below and discover the one great truth that Mrs. Sage believes.

Evaluate and Simplify the Polynomial Expressions 1.

9.

2.

10.

3.

11.

4.

12.

5.

13.

6.

14.

7.

15.

8.

16.

CODE BOX 12

T

2

A

8

R

74

N

25

S

18

B

1

!

28

C

79

E

-84

Y

34

O

64

L

4

D

7

G

32

U

-4

V

____ ____ ____ ____ ____ 13 8 13 5 11

____ ____ ____ ____ ____ ____ ____ 4 3 2 14 13 7 3

____ ____ ____ 1 16 7

“ ____ ____” 14 6

____ ____ ____ ____ ____ ____ ____ ____ 16 9 12 13 15 5 16 10 91

Denise Sage - Teacher Solving Expressions continued

Ariel Nieto, Grade 9

Isabella Acevedo, Grade 12

Ivy Ungarelli, Grade 9 92

Denise Sage - Teacher Solving Expressions continued Brooke Henslee , Grade 9

Joey Espinosa, Grade 9

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Denise Sage - Teacher

Yep, this is me…by Denise Sage

I

get frustrated sometimes…but it’s worth it.

T. E A C H

Those a-ha moments are what I dream abou

Numb

Always encouraging and never w

rs make sense.

vering, that yes, everyone “can do” Math.

Our basi

Math skills are needed our whole lives.

Pure satisfaction is w

Some people think teachers are crazy…they

en I hear those magic words - “I get it now!”

M A T H

Every child deserves to le

ay be right.

rn.

rying my best every day to help my kiddos grow.

We need Mat

to live. And breathe. And thrive. And become.

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Janice M. Schiavo Grades PreK-5 , ESE, Visual Art â–Ş Deltona Lakes Elementary School

The Art of Reflection and Response Teacher Institute 2 is like a tree. This tree is not straight and tall and barren. The teacher institute tree is a vibrant part of my educational life, branching out and growing fruitfulness.

Each session at the institute funded by Betty Drees Johnson provides opportunities to become stronger and beautiful inside and out. Teachers are like a tree. Trees need sunshine, water and nourishment to sustain life.

The roots need to be strong and ready for every changing climate. Both are altering like every season. Teachers are empowered and nurture through literacy, creativity, and mutual respect. The buds on a tree symbolize the many students we assist and motivate each day. My tree will continue to grow and provide the knowledge gained to my student forever. Every branch may sprout differently, but ALL ARE IMPORTANT. Thank you!

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Janice M. Schiavo - Teacher Lesson/Activity: Cell Phone Lesson Plan, Grade 3 Visual Art Cell phone, cell phones put them away. Cell phone, cell phone what can you say? Society today is focused on technology and gadgets of all kinds. Creativity, problem solving, and expression are losing to emojis and initialism to symbolize words. Andy Warhol loved to express himself in art with bright colors and thinking outside of the box. He was original. The 3rd graders completed an imaginary cell phone cover and front to express who they are and what makes them happy. It is a cool version of all about me and was a way to break through and expand their boundaries. Choices for their covers included: self-portraits, a favorite place or emoji to express their personality. Precision to details were also highlighted which also cultivates curiosity and embraces challenges. This lesson provided an opportunity for peers to learn about each other’s differences and similarities. Putting ideas into content, students were asked how Andy Warhol’s moods and personality were expressed in his art. All illustrations provided the teacher with facts about each artist. Bright colors, various line designs and an art related text message was to be included on their phone. All these choices offered the ability to produce and consider many alternatives. After both sides were completed, they were attached to cardboard and the edges taped with an array of masking tape. This lesson brought many smiles to every classroom. It was a positive learning environment and will be recreated in the future.

Elizabeth Walters Grade 3

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Janice M. Schiavo - Teacher Cell Phone Lesson Plan continued

Janiya Chenevert Grade 3

Kaitlyn Hart Grade 3

Danica Horne Grade 3 97

Janice M. Schiavo - Teacher Cell Phone Lesson Plan continued Alec Lombardi Grade 3

Denali Lopez Grade 3

Abrielle Speranzo Grade 3 98

Janice M. Schiavo - Teacher

Janice M. Schiavo

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Rajni Shankar-Brown, Ph.D. Jessie Ball duPont Chair of Social Justice Education ▪ Stetson University Songs of Appreciation (On Repeat): Art of Reflection and Response Teacher Institute My heart and spirit are full after completing another year of participation in the Museum of Art-DeLand’s Art of Reflection and Response Teacher Institute. I am immensely grateful to have been invited back as a teacherscholar in residence. It has been a nourishing year and a deeply rewarding journey. I appreciate the ongoing invitation to converse deeply with myself and with others, all while reflecting on larger socio-political contexts including the current state of public education in the United States. Each session was thoughtfully organized and facilitated by Pam Coffman and Suzi Preston. To say that Pam and Suzi did a wonderful job orchestrating and leading impactful learning experiences is an understatement; they are to be celebrated and commended for their tireless dedication, their contagious passion, and especially for their sharing of resources and genuine support. The yearlong Institute provided practical and memorable professional development experiences, not to mention precious opportunities for personal evolution. The generous financial support provided by the family of Dr. Evans C. Johnson has resulted in an amazing and transformative Institute for educators working with diverse students across Volusia County.

I feel fortunate to have been part of this beloved community; this was (and continues to be) a close community consisting of educators extending across disciplines and grade levels; each giving and receiving, igniting and refueling, connecting and uplifting for the common good. In fact, I found Barbara Neijna’s acrylic gold leaf on archival paper, Origins: 92439, to conceptually reflect the infinite beauty of the Institute’s building of connective community. Further, Pam and Suzi established learning environments that were relaxed and welcoming, similar to many of the sea shores and beach towns captured in the essentialist paintings by Jim Houser. My profound appreciation for the Institute’s ongoing commitment to cultivating reflection and growth (individually and collectively) is difficult to describe in words; what I can confidently say is that it manifests brightly and sings loudly through my teaching, both inside and outside of the classroom, and in my echoing commitment to reflective practice and creative thinking.

Once again, the Institute provided multiple opportunities to pause from the daily flurry of life and to nurture creativity, to build community, to reflect intensely and authentically, and to further professional and personal growth. Furthermore, as a woman of color with identities outside of many dominant narratives living in the deep South and working at a Predominantly White Institution, I continued to find this experience replenishing and healing. What a priceless gift to be able to pause and to spend Saturday mornings inside of the inspired land and dreamscapes of the MoArt-DeLand. I loved being engaged in reflective and creative activities with fellow educators. I enjoyed the robust discussions and critical inquiry endeavors. I appreciated time allocated for sharing pedagogical ideas and for forming a panoply of curriculum and instruction connections. And I found this year’s institute to be especially exciting in the spring as we had the magical experience of being in the presence of master artists and activists! There are too many to name but a few highlights included Faith Ringgold, Romare Bearden, Jacob Lawrence, Purvis Young, and one of my personal favorites, Aminah Robinson.

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Rajni-Shankar Brown As in previous years, the Institute afforded valuable opportunities to refresh my sense of purpose as an educator and scholar, to renew professional and personal clarity, to stimulate my creative cells, to deeply reflect through diverse pathways, and to joyfully kindle parts of my spirit. Journeying another year through the Institute has further emboldened me to embrace exploratory conduits and to actively shed my shackles, societal and individual restraints that negatively limit and deplete my creative energy and capacities. With more focus and freshly ripened intentions, I greet the past, present, and future. The artist Mark Rothko explained, “Art is an adventure into an unknown world, which can only be explored by those willing to take the risks.” I appreciate that the Institute illuminates how teaching and learning are also adventures requiring a steadfast willingness and the courage to explore unknown and/or uncomfortable worlds. Much like the compelling “African-American Art: We Too Dream America” exhibit highlighting the Harlem Renaissance and the power of creative activism, I found myself emerging from this year’s institute with an even deeper commitment towards upholding and cultivating the human imagination, towards advocating and constructing accessible spaces to engage in creative thinking, and to continue the march for equity and justice. And as I continue to embark on adventures as an educator, I am determined to keep focused on the processes and the journeys as opposed to primarily centering attention on destinations – and to consistently teach and remind my students of this as well. My songs of appreciation for the Institute (and all who make the Institute possible -family of Dr. Johnson, Pam, Suzi, and my fellow educators) is playing on repeat. I look forward to continued collaborations with the MoArt-DeLand, for opportunities to keep learning and growing and for opportunities to also share my skillsets and expertise.

My heart and spirit are full, and I am eager for the 2019-20 Art of Reflection and Response Teacher Institute to commence! #songsofappreciationonrepeat

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Rajni Shankar-Brown Cardinal Swings Poem by Rajni Shankar-Brown (Reflective Response to Acrylic Painting “Red Swings II” by Jim Houser) On a warm summer day Swings in flight like vibrant red cardinals Suspended hanging seats in motion Dancing back and forth Back and forth In steady pulsing rhythm Red as fire engines dusted in chili powder Landscapes created With geometric prisms of color And conversing lines Palpable flat forevers Against an artic blue horizon Floating on ashen teal waters Held in an oversized-upside-down straw hat Sugar cookie crumbles topped sparsely with ruby sprinkles Sand knitted into prolonged layers Sheer ribbons stretched and breathing On shamrock playground turf Cardinal swings soaring Wishing today could endlessly extend A panoply of luscious liberation Swinging in loving joy Toes saluting the sun Warm as a mother’s arms Circled safely in her embrace Cradled above the elastic linear Journeying through expansive palettes On sturdy wooden swings Assembled affectionately Crafted by the wrinkled hands of a carpenter Wood painted the color of bursting ripe cherries Echoes songs of summer Speaks beating ventricles 102

Red Swings II by Jim Houser

Rajni Shankar-Brown Cardinal Swings continued Manifests dreams of freedom Sweetly flooded by memories Surrounded by seagulls chatting Shackles shattering No longer chained to clocks Swinging rhythms of laughter Visual symphonies of summer playing jazz Children sword fighting with strawberry Twizzlers Drizzles of cool waterdrops Kisses blown from the tips of saltwater-soaked hair As silhouettes emerge from the sea Limbs pushing and pulling Naked toes wiggling in glimmering sunlight Legs folded like origami Playing leapfrog on repeat Cardinal swings painting the artic blue horizon Tickling brushstrokes by children In all shades and languages Organically playing together Carefree and giddy Like the whispering melodies of gentle breezes Conversing lines And geometric prisms of color Landscapes created Backs arched parallel to the ground Toes pointed out into the sky Saying goodnight to a radiant summer sun And now saluting the iridescent moon as she rises Suspended in air Hanging seats in motion Swings in flight like vibrant red cardinals On a warm summer evening

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Rajni Shankar-Brown

Reflect, Respond and Rise by Rajni Shankar-Brown

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Darlene J. Stewart Grades 6 - 8, M/J Theatre 1, 2, & 3 and Music Theatre Ivy Hawn Charter School of the Arts My first year attending the Art of Reflection and Response clearly got me hooked. That year (I believe the first year it was offered) the institute included a few language arts teachers, a lot of art teachers, some high school, middle and elementary teachers, and one drama teacher—me. It was a creative haven for teachers that wanted to try using the arts to boost their classroom learning. It was renewing, refreshing and worth every minute of time spent exploring visual and creative leaning.

Now, years later, I have been attending the Institute multiple years. And although sometime difficult to set aside the time to participate, every year I have been able to attend I have come away with so many ideas, potential lessons, and resources to use in my classroom it is impossible to use them all. During the first Art of Reflection and Response Institute, I learned about “cultural maps,” I have used cultural maps every year since. This lesson has become a vibrant way to learn about my students at the beginning of the year. Later, I created my own creativity mind map. Not only did it help me to focus on my own methods of creativity, but assigning my advanced students creativity mind maps has helped them explore their own definitions of creativity. Many times I have used ART to foster creative learning within playwriting and characterization. This year, I tried a new way for my students to explore theater history with the file folder project. What I found was a way to spark interest in a topic my students normally dread. This institute has been a haven for ideas and resources to assist my student’s growth as artists and people.

The thing I find most rewarding, however, is the networking with other teachers across many subjects, grade levels and schools. I have gained many new teacher friends to share ideas with and spark my own interest in a variety of methods to help students learn. Last year, one of my new art teacher friends shared a lesson with me about Greek columns. This lesson is a direct visual tie in with my own lessons on Greek Theater. This year, one of my new LA teacher friends shared a lesson on making hanging balloon books for the classroom. With these hanging pieces of art the students visually analyze a play or any literature they are working on in class.

This lesson has many possibilities in my classroom as I am always looking for engaging ways for students to more deeply read and analyze scripts. The networking doesn’t just include the sharing of lesson plans, but also gives insight into different ways to approach a lesson or subject that is very valuable.

The Art of Reflection and Response Teacher Institute has been a wonderful experience for me. The one year I could not attend, I felt an empty hole where the institute had been. It continues to challenge me to be a better teacher and helps me find new exciting ways to reach my students. I hope this valuable learning for teachers is available for many years to come. My heartfelt thanks to the Museum of Art DeLand and Betty Drees Johnson for sponsoring this event and the wonderful coordinators Pam Coffman and Suzi Preston for continuing to teach the teachers new and exciting things.

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Darlene J. Stewart - Teacher Lesson/Activity: Theater History File Folder Project, Grade 6-8 Theatre 1, 2, & 3 Objective: To Create a visual and informative booklet on a specific period in Theater history.

Step by Step Description of Lesson: 1. Students will fold their file folder booklets together as instructed by the teacher— a) Open a file folder flat on the table b) Fold up the bottom edge, about 4 inches to make a pocket c) Fold right side of file folder with pocket in to the center crease d) Fold the center crease in the opposite direction. e) Fold the left side of the file folder to the center. f) You should now have a booklet with a pocket. Repeat to have 2 g) Glue the center portion together with glue stick to complete the booklet. h) Glue edges of the pockets so nothing falls out of booklet. i) Glue the two booklets together to have a larger booklet. j) Decorate and add information as you wish 2. Students will choose a small group of 3-4 people 3. Students will choose a time period in Theater History from list offered.

4. Students create a Theater History File Folder including the following headings, information & pictures: Heading 1: The Theatre Space-What kind of theater space was used in your time period? Was it outside or inside? Was it large or small? What did it look like? How many audience members did it seat? What kind of stage was used? Were there curtains? Was it proscenium? Thrust? black box? arena?

Heading 2: Plays and Playwrights—Who were the major playwrights of the time period? What plays did they write? What kind of plays were produced? What was the subject matter of the plays? ETC. Heading 3: Acting Style—Who were the actors? (male/female/both) What type of acting did they do? (Realistic? Stylized?) Did they use masks?

Heading 4: Technical Theatre for time period—What types of costumes? Make-up or Mask? Did they use setting? What kinds of props? Were there any special effects? Did they use lighting or daylight? ETC. Heading 5: World News—What important things were going on in the world during this theatrical time period?

Heading 6: Other Stuff—Anything else that doesn’t fit into the other categories.

5. Students will be graded on Neatness, Creativity, Accurate Historic Information, Images appropriate to the time period, and Overall Project Success.

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Darlene J. Stewart - Teacher Theater History File Folder Project continued

Katherine Martin Grade 8 and Natalie Schefer Grade 7

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Darlene J. Stewart - Teacher Theater History File Folder Project continued

Meison Weaver Grade 8

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Darlene J. Stewart - Teacher

Darlene J. Stewart Theater History File Folder Book

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Erin Tanner Grades K-5, Visual Art ▪ Winter Springs Elementary School (Seminole County) This is my second year in the Institute and I still leave in awe after every class. I have benefited both personally and professionally from the last two years. On a personal level, I have been inspired to make more art. I even set up a little studio space in my house. Understanding that creativity is more about the process than the outcome helped me shed the self-doubt that was always hovering above my head. If I am going to ask my students to be comfortable with taking creative chances than I need to show them that I also take those chances.

Professionally, my biggest take away from the Institute has been learning to model for my students how to read a painting. When you have students read a painting, it is easy to see how visual and verbal literacy go hand in hand. When students look at a piece of art, they are utilizing the same skills they use in their reading class. The only real difference is the type of text. Having students talk more about artwork in my class has encouraged them to pay more attention to detail, ask questions and make inferences. Being exposed to more artwork is also helping students feel confident about taking creative chances when they make their own work. There have been several times when I ask students to tell me about their piece and they reference an idea they got from a class or group discussion about another piece of art.

Being an art teacher I already knew the importance of creativity, but being a student at the Institute showed me I wasn’t allowing my students to be creative. I was micromanaging every aspect of their artwork. I wasn’t giving them a chance to show me that they could use the skills we were learning on their own. Talking and planning with other elementary art teachers in the Institute helped me better understand how to modify my lessons to give my students a chance to think creatively.

Before I enrolled in the Institute my classes were getting stale. My students were not excited to make art because I wasn’t excited about the projects I chose for them. After incorporating some of the skills I have learned from the Institute my classroom has had a complete makeover. My lessons are more focused on student thinking instead of the finished art projects. Students are planning and reflecting on their own projects.

There is more dialog about using different techniques and materials. I am seeing problem-solving in my room and more collaboration.

Now that I have all of these ideas in my teacher tool bag I plan to build on them by scaffolding my curriculum from kindergarten through fifth grade. I will start with teaching my kindergartners how to read a painting, make inferences and ask questions. We will start very basic with an activity called I See, I Think, I Wonder.

This was an idea shared with me by another art teacher in the institute. Then I will build on those skills each year. My goal is that by the time students are in fifth grade they will be able to use their creative thinking to express their ideas and opinions, to use their visual and verbal literacy skills to find inspiration that enhances their own work and edit their work to achieve their artistic intent. The “why” behind my goal is to boost the confidence of all of my students. We all appreciate creativity, but so many of us are terrified to embrace our own. The Institute took that fear away from me, and I want to do the same for my students.

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Erin Tanner - Teacher Lesson/Activity: Five Senses Description, Grade 5 Art and Reading Enrichment The purpose of this activity was to encourage students to look closely at a painting and pull details from the painting to write a description.

The class that I did this activity with was a reading enrichment class with a focus on art. The goal of the class was to get students to focus more on the details and evidence in a text. We started by reading paintings. We talked about the importance of seeing every detail in a painting, but also identifying which details give us the information we need to infer what is going on in the painting. After discussing a painting, the students completed a writing activity to describe the painting. As the class progressed, we shifted into reading poetry and discussing the similarities between reading a poem and a painting.

Students worked in pairs to complete this activity. Each group was given an iPad with an image of a painting, a five senses chart and a list of three words they were not allowed to use in their description. The five senses chart included sentence starters for the students. For example, “If I was in this painting, I would feel…” and “If I was in this painting, I would smell…”. Below the chart was a space for students to write a description of the painting using text from their five senses chart. Students were encouraged to look up synonyms of the three words they were not allowed to use.

I have included two student examples. One piece is a description of Vincent van Gogh’s The Siesta (after Millet). The three words the students were not allowed to use in their description were: people, laying down and ground. Their description reads: These exhausted farmers feel the prickly hay against their skin and the brisk air in the night. The two gentle cows and the two farmers reclining visible in the night. The soft sound of crickets in the distance didn’t wake the farmers up. The disgusting smell of hay and the unwashed clothing made my nose sting. I could tell all they could taste was the dryness of their mouths.

The second piece is a description of Claude Monet’s Arrival of the Normandy Train, Gare Saint-Lazare. The three words they were not allowed to use in their description were: train, smoke and people. Their description reads: The sights of the glowing street lamps are incredible. Some of the passengers notice the absence of the trees, and the workers working in the polluted air. I smell the scrumptious food from the travelers and the disgusting smell of gas. The outrageous yells of the conductor, unbearable when combined with the voices of the travelers. The feeling of the coldness from the snowy air and the gas from the convoy vehicle. What a day it has been.

My favorite part of the activity was the class discussion that followed each description. While the groups shared their description, I projected the painting so the entire class could see it. Then I asked the class to choose one sentence from the description that tells us what is going on in the painting. Students were able to pull key details from the painting to support their answers. I also noticed that when the students in may enrichment class came to my art classes they were able to model how to read a painting to the other students.

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Erin Tanner - Teacher Five Senses Description continued There are two things I would pay more attention to the next time I do this activity. One, I would make sure the students understand all of the given information about the painting. The students that described the van Gogh painting didn’t know what a siesta was and assumed the painting was at night since the farmers were asleep. The second thing I would address would be the use of the synonyms. The synonyms students were choosing didn’t always match the context of their descriptions.

There were a lot of groans and eye rolling when I said we were writing descriptions about paintings, but in the end the students really enjoyed the activity.

Vincent van Gogh , The Siesta (after Millet)

Claude Monet, Arrival of the Normandy Train, Gare Saint-Lazare

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Erin Tanner - Teacher Five Senses Description continued

Jada Kirkland and Nazli Kasimova, Grade 5

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Erin Tanner - Teacher Five Senses Description continued

Camilla Edmonds and Kendra Remy, Grade 5

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Erin Tanner - Teacher

Erin Tanner

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Judy Williamson Grades 10 and 11, Social Studies ▪ Pine Ridge High School The Art of Reflection Teacher Institute is hands down the best professional development I have ever attended. The workshop has impacted how I teach and how I present information to my students. Creativity isn’t about creating great works of art, it’s about a new way of thinking and a new way of interacting with material. This workshop is all about teaching us to approach our classroom material in new and exciting ways. I have been able to use so many of the ideas from this workshop in my classroom and my students tend to enjoy the activities more than the regular ones I have used in the past. I am more aware of using images an artwork in class and make a point of using images at least once a week as they pertain to the different units that I am covering. I have integrated more music and various text into my teaching which my students have enjoyed.

My students have in return created some incredible works throughout the year including one student who composed a song as a project for my U. S. History class. This workshop has helped find and maintain my joy of teaching. I will continue to utilize the various activities and ideas in my classroom to help my students find and maintain their joy of learning. Thank you for this opportunity and thank you for making me a better teacher.

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Judy Williamson - Teacher Lesson/Activity: World War II Unit, The Book Thief, Grade 11 U. S. History Goal of lesson: To allow students to have a greater understanding of the toll of war on the people of a nation and At the end of the World War II unit or in addition to students are to read the book The Book Thief. Reading the book will give them insight to the lives of Germans during the war that did not support Hitler and his agenda. It will also help them to understand the toll that war takes on the private citizens of the war.

Instructions for assignment: Students are to read the book The Book Thief. Upon completion of the book students will need to create something that captures the emotion of the book. What they create is up to each individual student and can be one of the following or something else of your choice cleared with the teacher first. Students will also need to write a critical analysis of the book stating if they liked the book or not and why.

What you create must exemplify the feelings/ emotions of the book.

You can: Write a story about something the book leaves out (fan fiction) Write a series of journal entries from one character in the book Write a song Write a poem Create an image, drawing, painting, collage Create a 3D image such as a sculpture or with a 3D printer Create a scene from the book Outcome: With any assignment there are students who enjoy it and students who do not. I will say that this lesson was a success as even though students complained and some didn’t read the book, most did and quite a few students actually enjoyed the book and said that they hadn’t read a complete book in years. Being able to express how they felt in ways other than writing they said was a great outlet. The book is full of complex emotions and having to pick one was hard but encouraged creativity. Looking back at the assignment I in the future I will have several books for them to pick from so hey have more choice in the activity.

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Judy Williamson - Teacher World War II Unit, The Book Thief continued Alicia Aivais Grade 11

Tristan Kiana Grade 11

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Judy Williamson - Teacher World War II Unit, The Book Thief continued Rilei Levesque Grade 11

Robert Ortiz Grade 11 119

Judy Williamson - Teacher World War II Unit, The Book Thief continued Linda Rosa Grade 11

Lily Wagner Grade 11 120

Kathryn B. Wilson Grades 9 and 10, English/Language Arts ▪ DeLand High School I am creative, and I love learning. This is my second year attending The Art of Reflection and Response Teacher Institute (ARRTI). I chose to return because of the wealth of knowledge and support I received during the 2017-2018 ARRTI. As I continue to attend the Institute, I learn more about implementation of creativity in my classroom and my life.

Coming into this year’s ARRTI, I had excellent memories from the previous institute and knew enough to expect writing about art and learning strategies for using art to teach literacy. I didn’t know exactly what to expect from Year 2. I wasn’t at all surprised that I learned a great deal about myself and how I block my own creativity.

Writing 6-word sentences about art pieces throughout the museum pushed me to really think and write with specific words. My students struggle with this, and it helped me see assignments from their side. As I became more comfortable with the work we were doing – poems, stories, descriptions, lesson creation – I began sharing my thoughts and products more readily. I learned more about trusting myself.

This workshop gave me the opportunity to work with many different teachers who teach different subjects.

We were able to share ideas and create lessons using ARRTI strategies. The most fantastic of these opportunities was the chance to work with another teacher at DeLand High School to create and implement a crosscurricular lesson. Our Art Influences Writing Influences Art lesson was fun for all our students. Without this institute, I wouldn’t have had the inspiration to create this assignment with Mrs. Kinsella-Brinley. My students may have missed out on an opportunity to inspire others to create art. This institute brought out the creativity in me and in my students.

I am looking forward to Year 3 of the ARRTI. I know that I’ll continue to learn from this professional development opportunity. It has proven to be the best PD I’ve ever attended. I have learned more about keeping creativity alive and connecting with my students through art than I have from any other professional learning. I will continue to use creativity in my daily life and to infuse my lessons with it, too. Everyone is creative, not always in the same way. We all need the opportunity to connect to our creative side, and I know that this institute will continue to inspire me.

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Kathryn B. Wilson - Teacher Lesson/Activity: Art Influences Writing Influences Art: A Cross-Curricular Lesson, English I & II In English I and English II, students learned about figurative language and themes of poetry. We discussed several songs and poems before students began writing their own. After some practice, students were given piece of art to analyze for theme. Because being able to talk about the structure of a poem is important, I linked that strategy to the paintings we studied. Students discussed color, lines, movement, and anything that was geographic about the art.

After studying each painting, students were tasked with writing an original poem about one painting. Students chose the style and structure of their poems and were asked to have a theme and figurative language.

Once the pomes were turned in to me, I sorted them into groups and passed them on to Mrs. Kinsella, the DHS Art teacher. Her Advanced Art students took the poems and created art from the poems.

Our final step was to show the art students the original art and to have the English students see what their original poems inspired. All of the students discussed the similarities and differences in the art and how different types of art convey messages.

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Kathryn B. Wilson - Teacher Art Influences Writing Influences Art: A Cross-Curricular Lesson continued

Kind and wise creatures Watching us destroy their families and friends If they were our teachers We might understand the pain and bitter ends To see through the eyes of a gentle hare To understand the loyalty of a dog is truly rare Burning up the tress with the beautiful crows to evacuate Screaming and chirping but it’s all to late One stares in the distance corrupted by fear Our fellow feline has absolutely no cheer The king of the jungle they once said But ran out of their homes, they tried but fled We take what’s not ours but they keep quite and calm They can not speak but they can definitely see what is going on What we are doing is like a bomb When the time runs out everything is gone The world must change for people to see That this artwork was not for you or me But for the animals who can only view And never say a word to me or to you

By Jonathan Estevez Grade 9

Inspired by: Anniversary Series: Laughter

By Dorothy Gillespie

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Kathryn B. Wilson - Teacher Art Influences Writing Influences Art: A Cross-Curricular Lesson continued

M’YMH When the leaf falls off the branch, A new one will grow and take its place Break the branch, you break a limb Yet with time it will still heal As years pass more leaves may fall But that only shows to be temporary However cut deep into the bark and it will scar.

Winds may blow strong at times, But the roots run deep like concrete holding strong Life will show to be tough as nails, Never let the harsh weather control the outcome Give in and the ending will only show sorrow, You destroy the roots, there is no recovery.

By Darryn Ferguson Grade 11

Inspired by: N’YMH

By Tobi Kahn

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Kathryn B. Wilson - Teacher Art Influences Writing Influences Art: A Cross-Curricular Lesson continued Dark A Dam of blackest, blueish water Filled with things that no one knows Yet every Thing and One has some My head pours this thick water Breaks my heart and bleeds in that DAM Cracking as we breath and think We lock us up to keep from pain The outside can harsh and cold Yet some spots are filled with big Bright warmth So Bright it’s hot, but feels so good Skin has been Cold just like ice Melting IT to crystal water As warmth crawls upon my sorrow body All a sudden that Nasty water Dark as Black has gone away The warmth destroyed that dumb old Dam Crystal water drips down my body Flooding where that Dam once stood Flowers, trees and bright big things Piercing the ground It’s like…

It’s alive Again

By Andrew L Garcia Grade 10

Inspired by: Anniversary Series: Laughter

by Dorothy Gillespie

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Kathryn B. Wilson - Teacher Art Influences Writing Influences Art: A Cross-Curricular Lesson continued Laughter

The Sad Rabbit!

How many times have I told you To live not as a tamed beast But as a mighty lion who is fierce Yet how many times have you drawn Those lines meant for me to stay in For I have tried to stay between Those lines but that’s just not me I will draw outside the lines Live outside the box I will get messy But I will always be me It may not be a masterpiece Or the perfect piece of art But it will always be true to my Heart.

The red rabbit sat there, No emotion. No fear.

Fully drained deprived Deprived of happiness.

She sat there with a Very look in her Eyes.

No Where to go, all alone.

Feeling trapped like a Mouse in a trap. Sad Look in his eyes like The cat in the back.

Nowhere to go all Alone feeling trapped Like a mouse in a trap.

By Noah Stockdale Grade 10

By Mindi Williams Grade 9

Inspired by: Laughter

By Dorothy Gillespie

Inspired by: Red Rabbit Reflects

By Donne Bitner

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Kathryn B. Wilson - Teacher

The Time Between

by Kathryn B. Wilson She wasn’t prepared for His needs His need of her His expectations The alphamegamia left her Empty Lonely Longing The distance was more Than she Understood When she agreed.

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Jean Zimmermann Grade 6 Advanced/Gifted and Grade 8 English Language Arts ▪ Campbell Middle School Participation in this Art of Reflection and Response Teacher Institute has benefited me in numerous ways: it’s reminded me of my own creativity and how I can bring my creativity into my classroom to give more students access to learning the standards. If you were to compare the visual art standards to the language arts standards you would immediately notice how much they overlap which is important because we have numerous low-level readers in middle schools today. These students may struggle with finding the main idea in a piece of text but put a picture in front of them and they can usually pull out the most important piece of the picture and easily give you details to support their choice. With practice, students are then able to transfer this same skill over to written text in order to find the main idea and supporting details.

Visual art strategies allow so many more students access to the text because it gives our students extra options to converse with the text and about the text with their peers and when they experience success with the visual strategies, they are more eager to tackle the more difficult pieces of written text. I have successfully used visual texts to teach my students about description and how it helps create stronger writing for the reader. We start with a piece of art at the beginning of the week and begin to describe it. Each day afterwards, students add additional description, for example, color, followed by size, followed by compare/ contrast, followed by stronger verbs and adjectives until by the end of the week, students have written a solid description with vivid adjectives and strong verbs This is extremely important to both visual and verbal literacy. It’s well-known that students do not all enter a text at the same skill level or with the same strategies. Some students are visual learners while others are auditory or kinesthetic. Incorporating more visual strategies helps to activate the student’s entire brain and helps them on the path of learning.

I have already begun building on what I learn. When my students take notes, I now allow them to use both color and drawings as well as the written word – a combination that helps sink the material deeper into my student’s memories which allows them to be more successful learners. I will be starting this earlier in the year so my students will have more time to practice this skill. I will also continue the lessons using art to teach descriptive writing as it has really improved student learning. As with note taking, I will start the descriptive writing lessons earlier in the year as well, as I have found that long-term practice in any skill helps cement learning into student’s mind. Just as you need about 10,000 hours of practice to become a virtuoso with a musical instrument, you need lots of practice to build English Language Arts strategies with students.

I haven’t done as much descriptive writing with my 8th graders this year, but I will be starting some next week as when we move into the fourth quarter our focus will be on the horror genre and my students will be doing a performance task summative of writing a short horror story in which they will be expected to include description. I’ll make sure to include lots of horror images for their use and practice. Additionally, my 8th graders will be creating a one-pager piece of text/art to illustrate their understanding of Edgar Allan Poe’s text, “The Tell-Tale Heart.” Students created one-pager summaries for this text last year and loved it.

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Jean Zimmermann - Teacher Lesson/Activity: Personal Narratives, Grade 6 Advanced/Gifted Objective: Students will write personal narratives detailing a single incident in their lives and how the incident has made a big impact on their personal life.

Overview: Students will choose an invent that has had a big impact on their personal life and fill out a planning sheet which includes the event, the impact on them, details about the event, their feelings about it and notes for a conclusion. Students will then write a rough draft that includes an introduction of 4 to 5 sentences, at least one body paragraph of 6 to 7 sentences that includes details and vivid description and a conclusion of 4 to 5 sentences. Next, students will exchange papers and do a peer edit. The final summative will be a neatly copied, clean paper with all corrections included.

My fifth period of advanced/gifted students will present their final narrative as a 12-sided Bloomburg Ball.

Their ball will include the following: Side 1: Title Side 2: Student name, age, city in which they live, middle school they attend Side 3: Introduction including event and impact on student Sides 4 and 5: Body paragraph with details and vivid description Side 6: Setting Drawing Side 7: Illustration of most important piece of narrative Side 8: Poem about event Side 9: Alternate Ending – if you could change how the event ended, what would that new ending look like?

Sides 10: Your best personal qualities Sides 11 and 12: Summary and conclusion Students will use their neatest handwriting and lavish amounts of illustration and color to create their circles which will then be assembled in class.

Student work will be graded according to a rubric.

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Jean Zimmermann - Teacher Personal Narratives continued Kajia Peterson Grade 6

Lani Reyno Grade 6 130

Jean Zimmermann - Teacher

Pivot Points by Jean Zimmermann

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2014 -15 to 2018-19 Art of Reflection and Response Teacher Institute Participating Teachers Heather Alexander Dr. Sarah Altier (2) Sonia Amirkhanova Lari Beckley Randi Berkery Theresa Brazee Bonny Bryan (2) Joy Burke Sherri Callahan Marla Chirnside Frances Corradetti Angela Costa (4) Katherine Crane (4) Heather Cunningham Carolyn Dakis Kaitlin Dalia (2) Corinne de Arakal Timothy Deary (3) Tamera Dillen Beth Dobberstein Beth Doran (3) Hervey Eisenbach Jane Failer (2) Elvin A. Figueroa Andrea Finkle (3) Cheryl Gentry-Thomas Thomas Gilbert Jack Griffith Christine Hall Adam M. Harpstreit (2) Nancy Hatch (2) Deborah Herman Janel Hernandez Samantha Hughes (3) Jose M. Hurtado (2) Shannon Kennedy-Brown Brittany Kiel Harvey W. King Kristan Kinsella Brinley (2)

Leia LaCombe (2) Carol Larson (2) Shannon Lasher (2) Michelle Marcial Ostermann Laura Matthews (2) Erin Mindigo (2) Heather Mooney Melinda Mosley Susan Nathan(2) Jennifer Olsen Leah-Marie Pitrone Clare Radigan (2) Petra Ramirez (4) Karen Richter (4) Jonalyn Rivera Kezia Roberts Cacee Rose (2) Denise Sage (2) Janice M. Schiavo (2) Ann (Jenny) Sejansky Dr. Rajni Shankar-Brown (3) Christina Sills Diane Simon Darlene Stewart (4) Rebecca Strunks(2) Jennifer Stubbs Khorletta Sutton-Cressor Erin Tanner (2) Catie Tappan Dr. Shari Watkins (3) Dorothy (Grace) Watson Marcy Weaver Barbara Wells (2) Margaret Williams Judy Williamson (3) Kathryn B. Wilson (2) Elizabeth Zapata-Cothran Caroline Zendt Jean Zimmermann (3)

The number in ( ) indicates the number of years in the Institute.

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Museum of Art - DeLand Board of Trustees Gen. Lee Downer, (Ret.), President Dr. Ian Williams, Vice President Dr. John Wilton, Secretary Judy Thompson, Past President Mary Jeanne Ludwig, Treasurer Samuel Blatt Jean Burns Kelly Canova Sal Cristofano Linda Colvard Dorian Barbara Girtman Everett (Ray) Johnson Joan Lee Craig Lindsey Robin May Deborah McShane Greg Milliken Todd Phillips Dagny Robertson

2018-2019 Museum of Art – DeLand Robert Apgar, Dennis Aylward, Barbara Baugh, Bruce and Carolyn Bigman, Samuel and Donna Blatt, Bill and Terri Booth, Tom and Jean Burns, Kelly Canova, Thomas and Loretta Chudy, Earl and Patti Colvard, Sal Cristofano and Laura Gosper, Wayne and Jewel Dickson, Robert and Linda Dorian, Lee and Susan Downer, Rich and Lilis George, Barbara Girtman, Susan Griffis, Lorna Jean Hagstrom, John and Karen Horn, Pat Heller, Betty Drees Johnson, Everett and Betty Johnson, Ed and Pauline Lacey, Joan Lee, Craig and Tracy Lindsey, Tim and Mary Jeanne Ludwig, Robin May, David Meier, Greg and Beth Milliken, Todd Phillips, Linda Pinto, Tommy and Dagny Robertson, Stephan and Claudia Roth, William Suddaby, Judith Thompson, Ian Williams and Nancy Hutson, John and Nancy Wilton, Advent Health, Boulevard Tire Center, the Daytona Beach News-Journal, De La Vega Restaurante y Galleria, E.O. Painter Printing Company, Massey Services, Inc., R. George and Associates, United Parachute Technologies, West Volusia Beacon, Duke Energy Foundation, Lacey Family Charitable Foundation, Mainstreet Community Bank, Medtronic Foundation, Publix Supermarket Charities, Wells Fargo Foundation, Faith Hope & Charity, DeLand Breakfast Rotary, DeLand Fall Festival of the Arts, DeLand Rotary Club, Inc., Orange City Blue Spring Manatee Festival, Krewe of Amalee, Krewe Nouveau, Mid-Florida Community Services, Inc., Museum Guild, City of DeLand, County of Volusia and State of Florida Division of Cultural Affairs.

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