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I graduated with Honors from a high school here in Las Vegas, and then went on to UNLV to earn a B.A. in Education as well as a B.A. in Art in 1992. I have been employed with the Clark County School District as an Art Specialist since 1994. After earning an M.A. in Education in 1999, I've completed an additional forty credit hours in education courses.
* Please check your child's schedule for the day they attend Art and have them dress accordingly. Aprons are provided to help protect clothing, but accidents may happen. New Year Art Club begins Wednesday January 25, 2012! Project Topic: Weaving If you submitted an enrollment form and did not receive a letter of acceptance, see Mrs. Hansen as soon as possible. * YARN * artificial flowers * glue sticks * beads (even old beaded car seats!) * feathers, sequins, buttons and other baubles * plastic circular lids Participation (learner behaviors) is weighted heavily for the cumulative trimester grades. Performance and skill assessments are based on developmental / ability levels. Data for assessment is obtained by me via observations of and communications with the students; assessing their performance and formal qualities of their work. LEGEND Exceptional Progress = E Satisfactory Progress = S Needs Improvement = N Note: "+" or "-" may not be used. ===================================== Exceptional Progress criteria: * masters self-control and encourages others to do the same * encourages kindness and consideration * attempts appropriate participation with little or no prompting * never or rarely breaks class rules * engages in appropriate social interaction * persistent to meet/complete goals * works effectively with little or no prompting * engages appropriately in verbal contributions with little or no prompting * uses art terms in correct context * works independently or with very minimal assistance * demonstrates comprehension of concepts and data * formal qualities of artwork varies from within to above expected developmental/ ability level for the child's age/grade * effective to masterful application, control and use of media * internally motivated and independently investigates concepts, data and media using acceptable behaviors Satisfactory Progress criteria: * exhibits self-control most of the time * attempts appropriate participation with minimal prompting * occasionally breaks a class rule * engages in social interaction with minimal unacceptable behaviors * completes a substantial amount of work * meets most goals * works effectively with minimal prompting * engages in moderate to minimal verbal contributions with prompting * possibly indicates opinions and comprehension non verbally * relies on prompting to elicit appropriate/acceptable responses * demonstrates moderate to minimal comprehension of concepts * formal qualities of work is within expected developmental/ability level for the child's age/grade * substantially to minimally effective application, control and use of materials/media * substantial-minimal success in using art terms in correct context * moderately to minimally investigates concepts, data and media Needs Improvement criteria: * makes minimal or no effort to participate; gives up * engages in unacceptable behaviors (examples: harms,harasses,destroys,vandalizes,steals,antagonizes, disrupts,conceals) * rarely practices self-control; severely lacks self-control * inconsistent to follow class rules; breaks class rules frequently * contracts and other interventions inconsistently or don't improve the student's actions * inconsistent to or does not complete work * inconsistent to or does not sign work * inconsistent to comply with class/school rules; rarely complies with class/school rules * belligerent attitude/refuses to comply with class/school rules * rare or no contributions are made by student * irrelevant comments are made during conversations * considerable assistance is needed * maximum prompting rarely or does not elicit a response * formal qualities of work is inconsistent (sometimes "at level", other times not) for the developmental / ability level expected for the child's age/grade * formal qualities of work is markedly below expected developmental/ability level for the child's age/grade * rare or no success in the use of art terms in correct context * comprehension of concepts or data is inconsistent or not evident * rarely/ inconsistently or does not investigate concepts, data or materials * inconsistent or markedly ineffective application, control and use of materials * rarely or does not complete work when adequate time / assistance is given * inconsistent or does not follow-through with responsibility of signing/storing work * inconsistent with caring for work (sometimes vandalizes or destroys) * vandalizes or completely destroys own work Rules: 1. Listen when Mrs. Hansen speaks (for the benefit of learning and safety) 2. Follow directions (the first time) 3. Whisper voices (inside voices) 4. Respect people and property 5. Work and clean safely 6. Keep hands, feet and objects to yourself Rewards: 1. You earn Excellent grades 2. Parents are proud 3. Teachers are proud 4. You are proud 5. Class is proud 6. You earn privileges Examples of privileges: special art projects, assisting the teacher and more art projects Consequences: Students are assigned a number. Numbers are located on the ceiling above each chair in the art room (specified by table color and visual-spatial orientation). This number corresponds to their set of behavior cards in the behavior chart. It is expected that students will be responsible and help maintain a safe and productive classroom environment. Green card = Exceptional / E If a student breaks a rule, they pull a card behind their student number on the behavior card chart. White card = Satisfactory / S Yellow card = Approaching Satisfactory/Inconsistent / N o Student signs behavior log and loses privileges * o Teacher contacts parents after two incidents at yellow "N" within a trimester Red card = Needs Improvement / N o Teacher contacts parents o Student signs behavior log and loses privileges * * Examples of privileges: walking around the room, using materials, talking in class, sitting with peers and being in art. You have the responsibility to follow safety rules. You have the right to voice your opinion. You have the responsibility to respect the opinions of others. You have the right to use schoolbooks, materials and equipment. You have the responsibility to take care of them all. You have the right to fair treatment. You have the responsibility to treat others fairly. You have a right to a good education. You have the responsibility to do your best. * Interact with your child during art activities. * Encourage independent thinking. * Supply a variety of art materials. * Involve your child in decisions about home decor. * Use page protectors or laminate coloring book pages to be used as tracing pictures to increase your child's visual vocabulary. * Ask your child HOW they created their work to encourage recall of sequential processes. * Play school & direct your child's art activities OR allow them to teach you ! * Use empty cardboard boxes as building blocks and help them create architectural structures. * Ask your child to create a picture to show their idea, thoughts, etc. * Have your child cut out things for you (ie. coupons, articles, images) and increase their cutting, manipulative skills. * Bring your child to a park or other scenic area and draw with them. * Modeling clay helps build strength and manual dexterity in their hands. * If they wish to do so, enter your childs artwork in contests. * Create cards and gifts for special occasions instead of buying them. * Ask your child what they are doing in art at school ! Students will learn about many facets of Visual Art. Topics of discussion include-but are not limited to- art history, global art forms, cross-cultural art,artists, cultures, geography, materials, tools, techniques, and elements & principles of design. Other academic areas are naturally integrated into the visual art studies (social studies, mathematics, language arts and science). Students will develop their artistic skills and visual art knowledge base. These studies will increase their confidence in the ability to create based on their imagination.
August & September Kinder-5thgrade: Introductions to the Art room (procedures, seating assignments, rules,etc.) Kinder– 5th grade: Elementsof Art: Line, Shape & Color HispanicHeritage Month (Artists Power Point Slide Show) Kinder& 1st grade: Paper Plate Maracas Kinder:Unit 1, Lesson 4: Lines to Touch Kinder: Unit 1, Lesson 2: Different Kind ofLines Kinder: Unit 1, Lesson 3 Smooth & RoughLines 2ndgrade: Ojo de Dios weaving 3rdgrade: Talavera Clay Turtle 4thgrade: Hispanic Paper Molas 5thgrade: Frida Kahlo (Portraiture, Symbolism & Surrealism) and friends
October HispanicHeritage Month continued Kinder– 5th grade: Elementsof Art: Color- How to Read a Color Wheel (K-2nd: primary &secondary colors; 3rd - 5th: addition of intermediate colors) Kinder: Mexican Amate Bark Painting (flowers & border pattern) 1stgrade: Weaving: paper 2ndgrade: Weaving: fibers, bowl 3rdgrade: Mexican Amate Bark Painting 4thgrade: One-Point Perspective, Brunelleschi &Architecture 5thgrade: Two-Point Perspective Castle,Brunelleschi, & Architecture
November AmericanIndian Heritage Month (Artists P. Point Slide Show) (K-3rd: Warm and Cool Colors;4th & 5th: Complimentary Colors) AND Wax ResistPainting Method (proper brush and paint care) Kinder: Unit 1, Lesson 1: Thick & ThinLines/Blanket Design 1st& 2nd grade: Native American Stick Game (symbolism,pattern) 3rdgrade: Mexican Amate Bark Painting (cont.) 4thgrade: Clay vessel, slab construction 5thgrade: Two-Point Perspective Castle,Brunelleschi, & Architecture
December EuropeanArt & Artists (Artists Power Point Slide Show) Kinder: Unit 1, Lesson 6: Lines Make Pictures/Self-Portrait Kinder– 5th grade: Elementsof Art: Value & Form (K-2nd: value w/ tone and color; 3rd-5th:value shading drawing forms) via Draw Squad 3rdgrade: Parfleche Envelope/Carrying Case (cont.) 4thgrade: Clay vessel, slab construction (cont.) 5thgrade: 2-Straw Weaving
January Kinder– 5th grade: Elementsof Art: Space GlobalArt Forms & Cross-Cultural Topics Kinder:Unit 1, Lesson 5: Broken Lines Mosaic Kinder:Unit 5, Lesson 5: Real Textures in Forms & Beading fine motor skills/ClayMedallion necklace 1stgrade: Mask (railroad board, tracing, cutting, pasting, symmetry) 2ndgrade: Mask w/ unique symmetrical contour shape (railroad board, tracing,cutting, pasting) 3rdgrade: Parfleche Envelope/Carrying Case (cont.) 3rdgrade: Mask- construction paper (symmetry; tracing, cutting, pasting) 4thgrade: Mask- paper mache domino mask 5thgrade: 2-Straw Weaving (cont.) 5th grade: Mask- clay mask, slabconstruction February BlackHistory Month (Artists Power Point Slide Show) Kinder:Unit 2, Lesson 1: Lines Outline Shapes / Stenciling Kinder:Unit 2 Shape: Adinkra Stamping designs Kinder: Unit 2, Lesson 4: More About Shapes 1st& 2nd grade: Adinkra Stamping designs 3rdgrade: Adinkra Stamping with stamped frame relief print 4thgrade: Mask- domino form (paper mache; multi-media; cont.) 5th grade: Mask- clay mask, slab construction(cont.) 5th grade: Mask-symmetrical drawingtechnique Kinder – 5thgrade: Principles of Design:Balance & Contrast
March YouthArt Month GlobalArt Forms & Cross-Cultural Topics ColorTheory Review & Further Exploration Kinder: Unit 2, Lesson 2: Geometric Shapes Kinder: Unit 2, Lesson 6: Shape of My Family Kinder: Unit 3, Lesson 1: Garden of Colors 1st& 2nd grade: Mosaic Design & Technique 3rd grade: Dip Dye technique (Tiedye origins) 4th& 5th grade: Masks (continued) 3rd – 5th grade: Principles of Design: Emphasis &Movement
April Art,Math & Science Integrations SpringBreak this month Kinder:Unit 3, Lesson 2: Identifying Colors Kinder:Unit 3, Lesson 3: Painting with Colors/Mono Prints (roller method) Kinder:Unit 3, Lesson 6: Light & Dark Colors 1stgrade: Clay Pinch pots 2ndgrade: Clay Flower 3rdgrade: Paper Pulp (low relief sculpture) 4thgrades: Tessellations 5thgrade: Animation & Persistence of Vision
Asian-PacificHeritage Month (Artists Power Point Slide Show) Kinder: Unit 4, Lesson 1: Space in Art Kinder:Unit 4, Lesson 2: Form/Paper Sculpture Kinder– 5th grade: Principlesof Design: Pattern 1st& 2nd grade: Art on Scrolls (organic lines/painting plants) 3rdgrade: Paper Pulp: (continued) 3rdgrade: Uchiwa Paper Fan 3rd-5th:Principles of Design: Rhythm 4thgrade: Hawaiian Tapa cloth printing 5thgrade: Origami 3rd– 5th grade: Principlesof Design: Unity Note: Lessons are subject to change without notice due to... -- current events in our world Art contests occur throughout the school year. Participation is voluntary. Contest data is available via Blog above or links posted below. If a submission needs to be sent through school mail, I must receive it at least one week prior to the deadline. |
- "Anyone Can Draw" by Gary Finelli This site is set up to teach you to draw and be creative.
- City of Henderson Department of Cultural Arts and Tourism
- Henderson Events Calendar
- City of Las Vegas Cultural Arts and Community Events
- Community and cultural activities
- City of Henderson Cultural Events Calendar
- City of Las Vegas Cultural Affairs, Arts & Community Events
- Draw Squad with Capt. Mark A fun way to learn 3-D drawing techniques and art vocabulary.
- Las Vegas Clark County Library District Provides data on art events & exhibits
- Deck: Primary Colors
- Deck: Secondary Colors
- Deck: Principles of Design
- Deck: Elements of Art
