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WELCOME !

School Year 2009 - 2010

Dear Parent(s),



Hello. I'm Mrs. Hansen, the art specialist for Forbuss Elementary. I have been employed with the Clark County School District since 1992. I graduated with Honors from a high school here in Las Vegas; earned a B.A. in Education as well as a B.A. in Art in 1992. After earning a Master's degree in Education in 1999, I continued my studies and completed an additional thirty-eight credit hours in education courses.

I'm licensed to teach elementary general education as well as Visual Art. I'm 'Highly Qualified' to teach visual art. The approach to the visual arts program is student-centered. The purpose of the program being to educate, inspire and empower. Students are provided with a wide variety of art media, information and experiences. The curriculum is strongly referenced from the following discipline-based resources: "Discover Art Kindergarten", "Experimenting with Art", "SmArt Curriculum" and the CCSD Curriculum Essentials Framework for Visual Arts(as well as other CEF academic areas).

* Assessment for grading is based upon predetermined criteria.

* Student artwork will be displayed at the school throughout the year in order to honor their efforts and educate all on the value of the arts on society.

* Please check your child's schedule for the day they attend Art (may change when tracks schedules change) and have them dress accordingly.  Aprons are provided to help protect clothing, but accidents may happen.

FALL ART CLUB 2009 !

Transportation is not provided for this after school activity and students are required to be registered for Safekey.  Students are not allowed to walk home from after school activities.

There is no charge for registration.  Charges are incurred only when Safekey services are utilized. Contact Safekey for more details about the program.

All students must be promptly picked up at the front of the school at 4:30 pm.  If not, they will be brought to Safekey, upon which there is a charge.

Rules of Art Club:  Follow school and Art room rules.
Consequences / Dismissal policy:
* Two(2) verbal warnings
*  Parent contact on second verbal warning
* Parent and Administration are notified the student is dismissed from Art Club

DONATIONS

Budget cuts make donations essential. Items most beneficial for student use:

* plastic containers (plastic shoe box size ideal)

* paper (even if printed on one side; but must be child appropriate content)

* artificial flowers

* yarn

* glue (stick and liquid)

* beads (even old beaded car seats!)

* feathers, sequins, buttons and other baubles

* facial tissue

* holiday decorations

* organizers

* costumes (for musicals)

* anything else you think they may be able to use!

FUNDRAISER FOR ART SUPPLIES

Original Works
This fundraiser will provide supplies for the Art program for student use.

Students will be creating artwork at school starting in September.  Details will be sent home with students near the end of September and early October.  Orders will be delivered to the school in December.



NOTE: If you order, move, and cannot pick up your order from the school, you must provide me with your new address and pay shipping charges to have the items mailed to you.

VISUAL ART ASSESSMENT RUBRIC

The following generalized assessment rubric was developed using data obtained from: CCSD SmArt Curriculum; CCSD Curriculum Essentials Framework; Nevada State Art Standards; "National Art Education Association: Portfolio Evaluation" Spring 1993 issue; "Exemplary Art Assessment Practices and Strategies" by Dr. Beattie; and many years of educational studies.


Participation(learner behaviors) is weighted heavily for the cumulative trimester grades.


Performance and skill assessments are based on developmental/ability levels scientifically studied and identified by highly regarded and accredited professionals (Lowenfeld, Freud, Piaget, Gardner, Erickson, Brittain, Hurwitz, Day, Blos, Wallace, Levinson, Laslow, Beattie, Bloom and Levick).

Data for assessment is obtained by me via observations of and communications with the students; assessing their performance and formal qualities of their work.

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LEGEND

Exceeds standards = E

Meets standards = S

Does not meet standards = N

Note: "+" or "-" may not be used.

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Exceeds standards 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 a thorough comprehension of concepts and data

* formal qualities of artwork is above expected developmental/ ability level for the child's age/grade

* masterful to highly effective application, control and use of media

* internally motivated and independently investigates concepts, data and media using acceptable behaviors



Meets standards 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


Does not meet standards 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, Rewards and Consequences

Rules:

1. Listen when Mrs. Hansen speaks

2. Follow directions

3. Whisper voices (when appropriate)

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 back of each chair in the art room. 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 = Exceeds standards / E



If a student breaks a rule, they pull a card behind their student number on the behavior card chart.



White card = Meets standards / S



Yellow card = Approaching standards/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 = Does not meet standards / 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.

Rights and Responsibilities in Art

You have the right to a safe environment.

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.

Art Enrichment Ideas

* 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 child’s 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 !

Long Range Lesson Plans 2009 - 2010

Art SmArt Falcons

Art history, artists, cultures, elements and principles of design will be emphasized during investigations. Other academic areas are naturally integrated into the visual art program (social studies, mathematics, language arts and science). Students will learn various art terms, concepts and techniques. They will increase their artistic abilities, visual art knowledge base, as well as increase their confidence in the ability to create based on ideas and thoughts.


August:
Kinder-5th:  grade:Introductions to the Art room (procedures, seating assignments, rules, etc.), and Stylized K.W.L. Hand Design

September:

Original Works Fundraiser begins

Hispanic Heritage Month

Kinder: Flowers in a flowerpot <used for Fundraiser>

1^st grade: Hippo in water in jungle <used for Fundraiser>

2^nd grade: Giraffe in the jungle <used forFundraiser>

3^rd grade: Lion in the jungle <used for Fundraiser>

4^th grade: Tropical Birds <used for Fundraiser>

5^th grade: Tropical Frogs <used for Fundraiser>

October:

Hispanic Heritage Month

Kinder-5^th grade: Wax Resist Painting method(proper brush and paint care)

Kinder: Draw Me a Story- Abuela’s Weave

Kinder-1^st grade: Weaving paper

2^nd grade: Weaving fibers-bowl form

3^rd grade: Weaving fibers- woven on a narrowcardboard loom (add beads; intermediate level)

4th grade: One-Point Perspective (eye level; Brunelleschi)& Architecture

5^th grade: Two-Point Perspective (eye level;Brunelleschi) & Architecture

Art Club:  backdropsand props for December musical

November:

American Indian Heritage Month

Kinder: Draw Me a Story- TBD

Kinder –2^nd grade:  Architecture (use of ruler, directional lines, geometricshapes) and Foreground, Middle ground, Background (landscape)

3^rd – 5^th grade:  Foreground, Middle ground, Background depth (school w/ surrounding landscape)

3^rd grade: Landscape Drawing Outdoors

4^th  grade:Clay Vessel- slab construction, hanging cone form

5th grade: Clay Vessel- slab construction, cylinder form

Art Club:  backdropsand props for December musical

December:

Original Works orders delivered to school this month

Art Jeopardy

Kinder: Draw Me a Story- TBD

Kinder – 2^nd grade: Snow Painting (darkbackground)

3^rd grade: Stained glass window design (symmetry)

4^th grade: Weaving- straw loom (wearable)

5^th grade: Henry Moore & Free Form Sculpture(multimedia)

January:

Black History Month

Mask Making (Multicultural Art Form)

Kinder: Draw Me a Story- TBD

Kinder & 1^st grade: Mask (railroad board,tracing, cutting, pasting, symmetry)

2^nd grade: Mask w/ unique contour shape (railroadboard, tracing, cutting, pasting, symmetry)
3rd grade:  Mask- construction paper(emphasizing symmetry; tracing, cutting, pasting)

4^th grade: Mask- half face (paper mache)

5^th grade: Mask- students’ choice of half or full face (paper mache)

February:

Black History Month (cont.)

Drawing outdoors- focus on trees

Kinder: Draw Me a Story- TBD

Kinder: Clay pinch pot

1st grade: Clay pinch pot w/ texture

2nd grade: Clay Flowers (nature and art)

1^st & 2nd grade: Anatomy Study- insects

3^rd grade: Paper Pulp-embossed designs

4^th grade: Animation- flip book, artists Disney,Henson, Pixar

5^th grade: Still-Life- flora & fruit

March:

Youth Art Month

Kinder: Draw Me a Story- TBD

Kinder-2^nd grade:  paper sculpture (details TBD)

3^rd grade: Oil pastels, artist O’Keeffe & macro views (techniques and applications)

4th: Vincent Van Gogh & Post Impressionism style,“Starry Vegas” (Oil pastels)

5^th grade: Oil pastels, artist Seurat, Pointillism, landscape (techniques and applications)

April:

Color Wheel / mixing review

Kinder: Draw Me a Story- TBD

1st-5th grades:  Warm and Cool Colors (emotional & symbolic reactions to color)

1st-5th grades:  Earth Tones

Kinder – 2^nd grade: Primary & secondarycolors

3^rd –5^th Intermediate, Complimentary & Analogous colors

3^rd & 4^th grade: Op Art, linedesign

5^th grade: Op Art, B&W wavy weaving

May:

Asian-Pacific American Heritage Month

Kinder: Draw Me a Story- TBD

3^rd grade: Paper Pulp-handmade paper

Kinder-5th grade: Sumi-e Painting (bamboo, symbols, flowers, style & techniques)

June:

Asian-Pacific American Heritage Month (cont.)

Kinder: Draw Me a Story- TBD

K - 2nd grade: Australian Aborigine dot painting, circledesigns (techniques and design)

3^rd grade: Australian Aborigine dot painting:hand motif (painting techniques and design)

4^th & 5^th grade: AustralianAborigine dot painting: animal motif (painting techniques and design)

July:

Art Jeopardy

Kinder: Draw Me a Story- TBD

K – 2^nd grade: Anatomy Study (portraits/facialproportions)

3^rd - 5^th grade:  Anatomy Study Realism vs. Cubism(portraits/facial proportions/symmetry)

3^rd - 5^th grade:  Anatomy Study (proportions using mannequins)

5^th grade: Surrealism (eye like; eyewonder about my future)

August:

Kinder: Draw Me a Story- TBD

Kinder-5th grades:  Cartooning (Drawing Skills& Techniques)

3^rd-5^th grade: Careers in Visual Artresearch (video & careers ‘hand outs’)

Note: Lessons are subject to change without notice due to...

-- current events in our world
-- teachable moments
-- special requests by administration
-- special requests for school events
-- situations beyond control of the teacher
-- adaptations by the teacher

ART CONTESTS

Art contests occur throughout the school year.


Participation is voluntary.


Contest data is available via flyers posted in the art room.


If a submission needs to be sent through school mail, I must receive it at least one week prior to the deadline.