Teachers Connect
Jul 8, 2019

Monday’s Reflection

Monday: Based on your first institute day, write about: 1) What you know; 2) What you want to know; and 3) What you learned.

Share one curricular connection that surfaced today. (Remember, this is a way to explore and better understand what you are learning and allows other participants to gain knowledge through your comments. Your blog entries also help staff know what needs clarification or further explanation throughout the week.

80 Responses to Monday’s Reflection

  1. Stacey W. says:

    After completing the first day, I know that I can successfully create a flag book. It was easier than it looked and enjoyable. I’d like to know about additional women in the arts and how they used their art for social activism or social commentary. I also want to know/share ideas of how I can use the books with my curriculum. I learned a lot about women in art and how they expressed their ideas through symbolism and color and am wondering how I can use that in my classroom. I enjoyed learning more about Sarah Bernhardt and I’d like to see more of her sculptures. A curricular connection that surfaced today was between visual arts and language arts. Visual arts and language arts have parallel elements such as mood, ideas, and organization. I really enjoyed everything we did today.

    • Denise says:

      The Fierce Women tour was amazing, wasn’t it? And the goal of the week is to generate and share ideas on how these book forms can be successfully implemented into ANY classroom – come armed with any of the standards that you would like to address – we can help you apply them.

  2. Allen says:

    After my first day at the institute I now know how to make and use a rubber band journal and a flag book. One question I still have is about how to read the flag book. Is there a particular way to read the book? Or do readers open the book entirely and see everything at once? One thing I learned today was that there is a difference between organic shapes, geometric shapes and free form shapes. Shapes is a second grade math skill and so this was helpful information to have. As I begin to think about my teaching this next school year I can see how a book like this could help students better understand and explain the life cycle of plants. I am also thinking about how I could use the accordion book to publish a fairytale students will write in second grade.

    • Denise says:

      How to read the flag book is completely up to the artist….Some go for the “big picture” with the flag book open in full view, while others go for the page turning approach. Pre-planning is a key to making this book form successful. You can definitely apply the concept of the life cycle of plants to the flag book – this might be a topic to consider for your Friday prototype.

    • Lynn Zinder says:

      My second grade art classes will also benefit from the knowledge we learned today about the different kinds of books. I also study plants and fairytales with the second grade. I also do an in-depth study with insects in second grade and I can see one of these books used for that in the future.

  3. Colleen R says:

    I know that arts can be incorporated into any content areas and grade level. I want to learn this week, new ways in which to incorporate arts in my US history class. Today, I learned 2 book form that I can be used in my class right away. I also, learned around a variety of female artist spanning from the 1600’s through today. All of the artwork that we saw today was amazing, but I was most drawn to the Jaune Quick-to-See Smith work, about Native Americans. I believe that I can use this piece of art in my room, for both my mini unit on Columbus and the effects of his exploration on Natives as well as the unit on Andrew Jackson and the trail of tears. I really enjoyed creating the flag book and can see myself using this in the classroom. I teach a unit on early colonial America, which had three distinct regions. The students could create a book about these region’s using 3 different “flags”

    • Denise says:

      Incredible artist to study in your history class! There are so many ways to connect these book forms to social studies – the accordion form that we will be learning lends itself well to historical timelines.

  4. Monday July 8, 2019

    1). What I know:

    I am familiar with book arts and can’t get enough. In Minnesota, we have the Minnesota Center for Book Arts, located in Minneapolis, MN. It is an amazing place to learn to make books and learn about book arts. I have taken my two children there, and they had a blast. I have also written a grant in the past to have the MCBA travel to Duluth (my home) to teach my students about book arts.

    2.) What I want to know:

    I want to know more about female artists. I was completely enthralled with the information I learned today about Fontana, Ringgold, Chicago, Quick-To-See-Smith, Thompson, Kimsooja, Muholi, and Bernhardt. I plan to research and find out more about each of these woman artists.

    I was especially touched by Zanele Muholi’s work and inspiration for her work. I met Faith Ringgold years ago, and was crying by the time I was done shaking her hand. She is an amazing woman, as well.

    3.) What I learned:
    I learned today that I need to spend more time creating my own artwork! I know this, and constantly strive to carve out time, but it is exceedingly difficult, especially during the school year. I will take small steps to make time to be creative, and now worry about having to accomplish an amazing piece of work, but to merely experiment with materials.

    • Denise says:

      As educators, I think we all struggle with what you mentioned in your #3 comment – carving out time for ourselves to create – whatever that means for any given individual. (Could be making, organizing, cooking, exercise, etc.) It’s important to take that time to re-energize, and learn, so we come to the classroom refreshed with new ideas to share with students.

    • Monique W says:

      I totally agree with spending more time creating artwork. There is freedom of expression and creativity involved, but endless growth potential.

  5. Kristin Anclien says:

    I know a lot about making curriculum connections between art and other subjects areas. What I want to know, are new and innovative ways of making those connections. Today, I learned more about artists’ books, and techniques for simple ways that students could begin creating their own books. I feel like I am more clear about what exactly artist books are, and have begun to develop ideas on how to make these and how they could be used in the classroom.

    I felt like the types of books that we made today could be used for many different projects across subject areas. The accordion style books made me think a lot about students creating timelines and how they could use this style of book to create timelines or sequences of events in artist ways. Further, I was thinking about my fourth grade students and a project they do on art and social change where they create works that illustrate an important event in history and add details to help tell the story. I could imagine them doing something something, like with the flap book, where they use the various flaps to illustrate details in isolation and by putting them together create a work that tells a complete story. I’m really looking forward to trying out book arts with my students this year.

    • Denise says:

      You are certainly thinking ahead and already making connections with the curriculum – and how you can use them with your students. The accordion book has many applications in the classroom, and a timeline format is full of possibilities.

  6. Jessica A. says:

    What I know:
    How Vygotsky’s and Piaget’s theories inform the field of education.
    Want to know: How I may adapt VTS to support English language learners who don’t know any English at all (just learning alphabet, phonics).
    What I learned: I learned about women artists of the past and present who are challenging society to be more just through various mediums.
    I was also reminded of our obligation as educators to seek out iconoclast figures (be they artists, writers, scientists, etc.) so that students may either see themselves in the curriculum or examples of how people fight for others. This takes effort as they are not always represented in teaching materials or mainstream media.

    • Denise says:

      YES… this. How can the principles of VTS reach those second language learners? Art is a visual language, but how can students just learning a second language answer the three main questions of VTS? I would also like to know the answer to this question, and strategies that can be used with ELL/ESL students in VTS.

  7. Alexandra Cheshire says:

    What a full day! I know that the art book format will open up so many possibilities in my art classes. I already have ideas on how I could use the format to explore concepts that we covered in class, but in a new and novel way. I would like to know more about Juane Quick-to-See Smith’s Indian, Indio, Indigenous and explore her technique and style so that I could use the work as a starting point to get students either thinking about personal culture or a current social issue important to them. Ultimately, I’d like to have students explore one of these topics by making a book in Quick-to-See Smith’s style. I learned two styles of book making that I was unfamiliar with and learned that I need to more carefully follow directions.
    I really enjoyed the work by Mildred Thompson and the connection of her work to science. I would enjoy exploring abstract concepts in science with my students through abstract art to either support what they are learning in their science classes or to show students how inspiration for art making can come from anywhere.

  8. Monique W says:

    What an exciting, eye-opening first day at NMWA! As we explored art and artists from various periods, learned techniques in paper folding and manipulated art supplies, I felt like a student — with a ‘child-like wonder’.

    What I know is this – I will never look at art as merely what it is. There is always ‘more than meets the eye’ and rich history lies beneath every surface. I am more appreciative of the beauty which has oftentimes come through adversity, especially as it relates to women in the arts.

    What I would like to know is how to make this process useful and relevant in working with young children. Most times, students are not allowed enough time to wonder and explore. Allowing questions and sitting still is as much an integral part of the creative process as the final product.

    I learned that art books is a cool way to extend learning in creative and unique ways, using a myriad of techniques and materials (this is a great part of that ‘child-like wonder’).

    One curricular connection was the teeny matchbox worm book. Students are often as to study mealworms or worms in science. What a wonderful outlet to showcase what they know.

    • Lindsay Elcano says:

      I love your comment about how rich history lies beneath every surface. This was so true today and it makes me wonder how many pieces of art I’ve just “looked” at without fully understanding it!

    • Cindy says:

      Your “child-like wonder” term made me smile! I felt the same way today, as I have not made either of these books before! The homework reading helped me think of ways to teach in my classroom both as observing and book making areas. I feel your enthusiasm and am right there with you!!!

      • Colette D Jones says:

        I too felt the same way today, like a child learning a new concept in the manner in which I learn best. I look forward to tomorrow.

    • Denise says:

      Young students most definitely need the time to sit still and process, and experiment and play. It is so very important for their creative development….I firmly believe this about adult learners as well.

    • Chrissy V. says:

      Monique, when we are in the galleries talking about artists and artwork, I am so impressed with your ability to articulate what is going on in each piece of work. Your words are impressive. I just want to follow you around. 🙂

  9. Jessica A. says:

    Woops – I posted without answering the last question, so here goes: One curricular connection that surfaced today was the idea of using flag books to assess sequencing in English Language Arts. Students could use words or pictures to describe the events of a story. Lower level students could be given the pictures. Then they could paste them into the flag book in the correct order.

    • Denise says:

      This sounds like a great modification for students that need additional assistance. The flag book is a form that lends itself well to sequenced information.

    • Allen says:

      Jessica, I love this idea for using the flag book to show sequencing. I could see using each of the three spot for 3 things that happen in the beginning, middle and end of a story. Thank you for the idea.

  10. What I know: Last night I was disappointed when I couldn’t name 5 women artists despite the fact that I am an art lover and frequently visit art museums. After our Fierce Women Tour I was happy to realize that I DO know 5 artists! My 5 are: Diane Arbus, Mary Cassatt, Grandma Moses, Faith Ringgold, Frida Kahlo, and Dorothea Lange!

    What I want to know: I loved making both books today, but once they were made and we were given the chance to use our art materials, I definitely suffered from an “art block.” So, how can I alleviate this inability to think of anything to create in both myself and my students?

    What I learned: Besides learning about many more amazing women artists and learning how to make two different kinds of books, I learned that a codex is another word for a traditionally bound book.

    Curriculum connection: I teach kindergarten with a Reggio influence so we do a lot of art and explorations. I usually introduce watercolors in a small group with a set product. Instead, I would like to do what we did today by putting out a variety of paper and art supplies and having the kids explore the materials. They can explore techniques, color mixing, shapes, lines, etc. Much more fun and much more Reggio!

    • Cindy says:

      Wendy, Your little ones will LOVE that exploration!! What a great idea. I research art if I am stuck without a creative thought in my head. I look through books, on line, etc. and be specific in my research. That seems to help. I loved walking around today and seeing all of the creativity!

    • Stacey W. says:

      I too was a little stuck when it came time to use our art materials to design our covers. The guidance with the rubber band book was helpful because my students can draw basic shapes and they might have fun drawing organic shapes.

    • Denise says:

      I think an important thing to realize when presented with so many choices, is that you don’t have to create a finished project – just experiment and see what the materials can do! We are so used to the pressure that there needs to be a product, that we get frozen when presented with the opportunity to explore. To encourage younger students, you may want to limit them a bit more – maybe with three choices, and go from there. Have you looked up Teaching for Artistic Behaviors (TAB)? This approach to education is choice-based.

  11. I have taught a few of the basic book making techniques to my students (sewn bindings, tunnel books, art journals) and have confidence in my skills to do more as I learn more through this class. I really appreciated being able to see all of the unique variations in the library and know that I was truly inspired by what was shared.

    I would like to know more about how to integrate words into my projects without it being too word heavy. I love the idea of narratives without words but those projects do have to stem from a clear organization of words (a story) and then have a translation period, where creativity and imagination take over and image replaces word. Granted, I also do know that I am a bit scared of the writing aspect of all of this.

    I did see some clear curricular connections between the Flag books and helping kids make reference Elements and Principles of Art books that they could refer to for future projects. I also did see some curricular connections between some of the library example books. Making geometric shapes with the plotting of points and then turning those into embroidered pieces that are on pages could connect math with art very easily.

    I am looking forward to learning more!

    • Lynn Zinder says:

      I also am excited about incorporating some sewing techniques into a book form. I have created dream catchers on paper and let the students sew the inner parts with embroidery thread. It is much easier for children to sew on a paper form rather than material.

    • Paula Smithson says:

      I agree with not being too word heavy. I feel like the constructing of the form of the book has to be completed step by step in a particular way, so the content be be more freeing and creative. I appreciate some of the other comments already about using people or moments in history, as well as a few science topics of worms and flowers.

    • Denise says:

      Rosemary will show you the literary way!! 🙂 Your last idea sounds like the bubblings of a prototype….

  12. RosaMaria Gamble says:

    Great happiness I felt today as I reacquainted myself with two old friends, Lavinia Fontana and Faith Ringgold. Not too long ago I researched about their extraordinary lives for my college art class; but I was glad to hear a new perspective that joined them in the category of rebelliousness, although their art is separated for more than 370 years. I am also thrilled to find a new artist to research: Zanele Muholi and her idea of visual activism. Afterwards, I recognized the terms: ideas, organization, voice, word choice, sentence fluency, conventions and presentation as I have seen the 6+1 Traits of Writing a few years ago in the Howard County Public School System, when I used to interpret the information for Spanish-speaking parents. It is an interesting challenge to think I will have to apply these traits in my own writing as well as find parallel processes with art. In the future, I will certainly use the gallery walk strategy, where the students will be able to give feedback to their classmates after creating a book art project.

    • Wendy Cresswell says:

      Rebellion is such an interesting topic. I think most women who made something of themselves throughout history had to rebel in some way. Wouldn’t it be a fabulous unit to study women artists (or any occupation) and study what they had to rebel against? I was studying good citizens with my kindergartners by studying book characters and we noticed that quite a few of them broke the rules for good. We definitely had some interesting discussions around that idea!

    • Denise says:

      The gallery walk is a great closure piece which allows students to use the language of the lesson with each other. Keeping it positive assures that students will be proud of their work, and gain confidence in their bookmaking skills!

    • RosaMaria, I love how you said,
      “reacquainted myself with two old friends, Lavinia Fontana and Faith Ringgold”. I am a huge fan of Faith Ringgold and met her years ago and cried after I met her. She is one cool lady. I just read that she is now 88 years old and just opened up a new exhibition of her work in London. Too cool!

  13. Lynn Zinder says:

    I know that students learn better when they make connections between different subject areas. It is our job as educators to help our students find these connections. It always helps me to discuss the subject matter covered in class with the classroom teachers and find ways to connect in the art room.

    I want to know other ideas from teachers who teach in other subject areas ways to connect in the art room. Areas that I have not found as successful is the math and science areas. It is always easy for me to make connections in history and english.

    I have learned today that book making in the many forms we have learned is an art form itself and subject matter can be incorporated into the variety of books we are making.

    I would love to take the flag book and use it with a history lesson on Colonial times. Each flag would represent a specific question a child would have to answer. For example a flag book on Alexander Hamilton might have his self portrait on the cover, flags could include family members, job, where he lived, and other tidbits of information on each. Each student would have a different Colonial figure and shared amongst the students to gain further knowledge of historical figures.

    • Gayle K says:

      I agree with you on how easy it is to connect art with the history and language arts curriculums. This past year I have tried very hard to jump out of my comfort zone and work with/observe science and math classes. I also have been doing lots of research into STEAM lessons. After all of this, I realized I have been doing a lot already to cross-curriculate with science and math. Some lessons are tessellations, perspective, grid art, color mixing/pointillism, proportions in portraiture. I even co-taught with the sixth grade science teacher about earthworks. Another science teacher has also asked me to work with them next year in making flip books on a life cycle.

    • Denise says:

      Collaboration with other educators is a huge part of this week! We have so much to offer one another in our areas of expertise, and great opportunities for cross-curricular connections. I’m loving your idea which connects Social Studies with the flag book. Fantastic idea to have a portrait on the cover of the book to reflect the content on the inside.

  14. Cindy says:

    What I know is that WOMEN are amazing in oh so many areas!!! The art work was phenomenal today with so much to take in both visually and emotionally. It was inspirational.
    I also know that we have a creative bunch. I loved walking around the room seeing all the varieties of talent and creativity. I also used those observations to inspire me to think how I could use those observations in my classroom.
    I would like to know more and see more examples of integrating art and English.
    I learned how to make two kinds of books that I did NOT know how to make. I learned that I can easily visualize how to integrate this into a cross curricular activity. It was very exciting!!!

    • Lindsay Elcano says:

      I agree that doing the gallery walk today made me feel inspired by all the talent and creativity in the room. It reminds me how important it is to involve activities like that in my classroom!

    • Cindy says:

      I forgot to add my ideas for my curriculum. In Richmond, we have many murals and actually have a book of most of the murals. I would like to have my student research the murals of Richmond, have them choose 9 of them and design a flag book that shows the mural in color and then have the student write their observations about each mural, using both art vocabulary and English vocabulary. I am excited to do this with my students.

    • Stacey W. says:

      I was amazed when I saw all of the creativity displayed by our cohort. It reminded me of the innate creativity that people have. I loved how each work was different, even when given the same general directions.

    • Denise says:

      This museum is such a perfect place for this institute in the way of inspiration…there is so much to learn about these fierce women that have been overshadowed by their male counterparts. And I agree that we have a creative bunch – it was so wonderful to see what you all accomplished over the course of the day!

    • I love this, Cindy! “What I know is that WOMEN are amazing in oh so many areas!!!” Damn right, Sistah! Rock on!

  15. Lindsay Elcano says:

    Today during the first institute day I have remembered that I have a wealth of foundational art knowledge. I’m excited to explore this more deeply and manipulate colors, folding and other types of media throughout the week. I want to challenge my creativity in a way I feel uncomfortable, but learn something from it. I want to know more about how artists are inspired to paint abstractly. I also want to learn about how writing relates to abstract art. Today I learned how to make a flag book and how to help children do what I thought was a simple fold with fidelity and precision.

    • Lindsay Elcano says:

      I forgot to say a curricular connection I had today. I would use the flag book in my second grade classroom at the beginning of the year to share things about each other. Each child would make the book and list a fact inside. The front would be a self portrait. Then we would share them!

      • Monique W says:

        I love that idea Lindsay to use the flag book at the beginning of the year for students to get to learn about their classmates. I **’heart**when you said, ‘I want to challenge my creativity in a way I feel uncomfortable’. That resonates with me! We can’t ask students to go where we’re not willing to go.

      • Denise says:

        This would be wonderful!

    • Denise says:

      A big part of this institute is about how you can grow as a visual artist, and grow that foundational knowledge that you already possess. I was so excited the first time I learned how to do the accordion fold – it’s the little things sometimes that inspire the big ideas!

  16. Paula Smithson says:

    I know that so far we have experimented with a variety of materials and constructions of books. It is wonderful to see the book arts being explored and celebrated. The other teachers I have met are receptive and eager to share how they approach topics with their students. I am eager to learn more about the Visual thinking strategies and the variety of writing styles. What I want to know is how to put it all together. To incorporate the visual elements, writing elements, and have them communicated in language that builds understanding. It is great to hear from people that we should use art vocabulary and not speak child like. I have found that my students respond positively to knew terms when they are defined and explained. I have learned that there can be so much variety from a simple straightforward lesson. The gallery walk was a great way to see that we only need to give a solid framework for possibilities to just take off. The smaller discussions with just your own table have already shown me that listening to all of the educated opinions in the room is gold. Curricular connections for me start with using the construction of the book form to entice the students to use the elements of art to convey their ideas. I have found that abstraction is very freeing for many of my students. They lose their inhibitions when they can let go of the expectation of realism. My first exploration of books with students will be colorful and sculptural.

    • Alexandra Cheshire says:

      I agree that abstract art can be freeing for students. They realize there are no “right” answers–just choices. I loved that the instruction for the cover was structured just enough as to not induce panic in students when approaching a type of art that might be new to them.

    • Denis says:

      Book arts is definitely an underrepresented form in the art world, in my opinion. This is a very experienced group of educators that we have in the room with a lot to offer one another – there will be lots of time for collaboration, especially on Friday!

  17. Niya Robinson says:

    Based on my first institute day I now know that there are ways that learning can be fun again and art can easily be implemented to help my students with Reading strategies. For an example, with the Flag Book students would be able to retell a story using the flags and apply words or illustrations. What I would like to know is how could you expand the the amount of “mountains” in the flag book to differentiate the task for advanced students to add more information. I learned today that hands on learning makes a difference. I became so engaged in the activity simply because I was enjoying the task. This would be the same for students, they would be more willing to master the skills when the learning process is fun and engaging. One curricula connection I made today was no matter the content area applying art to an assignment makes it more personal and students can take ownership of their work in a different way. I am truly excited for what’s to come this week in the institute.

    • Paula Smithson says:

      That was so true about creating the books and experimenting with materials. Getting lost in the process of creating is wonderful and that’s what we need to convey to our students.

    • Paula Smithson says:

      My first thought to expand the accordion folds to create additional mountains is to create two folded papers to start. These can be glued together. If this proves to be too many mountains you could cut extra off the end. This will keep the proportions of the hills and valleys the same.

    • Stacey W. says:

      I too want to bring fun back into the classroom and think this is a great way. The day flew by. I want my students to be excited about my class and integrating art into it is a great way. There is a great push to integrate technology use in my school, however, I think integrating art is just as if not more important. I was focused and I think it might help my students focus as well.

    • Denise says:

      I can show you how to expand the accordion fold! Often times our advanced students don’t get the attention they need, because they always seem to “get it”… it is so important that modifications are made to challenge them.

  18. Colette D Jones says:

    My first day at the institute was great, inspiring and very rewarding. This was my first experience with the ABC curriculum and immediately I began to see ways in which I can connect what I learned today with the content area that I teach, helping my students to make connections between Art and Mathematics. I know that Art is expression through multiple media and forms and utilizes tools to create desired outcomes. The same parallel can be made when thinking about problem solving in Math. I want to know if there are variations to the shape of the books we made today that would provide immediate context clues to help my beginning learners understand what the book is all about even if they cannot read the title of the book. For example, if I am teaching fractions, how can I help my beginning readers to grasp the concept or reinforce it, based on the design of one of the books we created today. I learned multiple new ideas today but what stood out to me was how to create my personal Flag Book and Rubber band Journal. These activities reminded me of how engaging and fulfilling hands on experience can be. I felt like a child in a toy store. For the new school year our school will be focusing significantly on Project Based learning and these books styles that learned about today will be a part of my students’ learning experience.

    • Colleen says:

      I agree that these activities made me feel like a kid again! The hands on manipulation of the paper and the art supplies gave me a feeling of being in school again! I love the idea of being able to design the outside/cover or overall design of the book in order to help your students “see” the math concept. I wonder if that can done in the form of cutting, folding or even the color design that you make.

    • Denise says:

      The actual flags themselves can be visual representations of fractions… think cutting one in half, thirds, fourths, eighths…. etc. I will show you what I mean by that if you would like me to!

  19. Gayle K says:

    I know that today was phenomenal. Meeting new people, working with art materials, and listening to others’ views/thoughts/perspectives/insights has been enlightening.

    I now want to research different ways to fill these books other than with art vocabulary and pictures of artists works I have done with students in the past. How do I scaffold and differentiate the story/poem writing process? I would also like to know of more book artists and ways I can create visuals of their works for my students. Being in the library today interacting with the books was amazing. How can I give this experience to my students other than a two-dimensional power-point presentation & print outs. It’s not the same as if you were seeing a real artist’s book in person.

    I learned two new formats of book making. I have taught basic accordion book making to my middle school students and now have ideas on how to spice up the lesson or create a new lesson with a different book making style. I learned another way of conducting a gallery walk. I also, really enjoyed learning about the artworks in the gallery walk this morning.

    One curricular connection that came to mind is that when I take the students on a field trip to a museum I can have the students fill their books with information from artworks they were most inspired by with the artworks information. Then upon our return develop their quick sketches/notes into more developed art examples of the artist’s style/art movement.

    • Lindsay Heider Diamond says:

      I know there is at least one TED talk on book making. The artist deconstructs books and makes them into objects of art. My kids (5th-8th) really loved that example. I also really enjoyed the Gallery Walk we did internally. I don’t usually have a system for review and that was truly helpful.

    • Denise says:

      Your idea for illustrations with poetry is a perfect match for this book form, and showcasing the student work in the library (like we talked about this morning) addresses that presentation piece in the National Core Arts Standards. We will be learning a new twist on the accordion book that you might find exciting!!

  20. Beth says:

    After the first day, I know that I can make a flag book and a rubber band journal. I want to know about other fierce women, and I am looking forward to knowing more about other book types. One connection idea I had (two technically) was to the flag book. One would be to make a parts of speech flag book, with each of the nine cards representing one of the parts of speech. Once a child learns and masters a part of speech, they could add the next page to their book. Another thought I had for it was for classification of plants or animals as a connection to science.

    • Erica says:

      I love that you have already found ways to use the flag book across other subjects! I was thinking along similar lines for teaching the elements and principles of art.

    • Denise says:

      Yes you can!! And you will gain confidence in making the other book forms as well – we have only just begun! Parts of speech would be a great way to connect ELA with the flag book.

  21. In the first day of institute, I was able meet my new peers that are teachers from different parts of the cities and states. I know that teachers teach in public and privates schools. Many of them are art teachers and the rest are elementary, middle and high school teachers. I know that the “National Museum of Women in the Arts “houses the art work by many women artists from around the world. I know that the many artists are known as (Fierce women) because they are pioneers, human rights advocators and simple fierce. I know that the library has many creative books made by artists using many materials, shapes, and textures.
    In today’s session during the gallery tour, I had the opportunity to preview the implementation of “visual thinking strategies. The teacher led the gallery tour by posing questions to start the discussion and getting descriptive answers about the artwork in discussion. She asked questions such as, what do you see? ; What else? ; What makes tell you say that? She restated, accepted and included everyone opinion and pointed to the artifacts. According to the text read tonight, these are components of the visual thinking strategies. I loved the instruction modeling approach. I learned also how to make flag book in step-by-step guided instructions. This approach not only works well with adults but with elementary school kids too.
    One the art work by Mildred Thompson “Magnetic Field” in the gallery can be implemented in the kindergarten geometry math curriculum, science curriculum (force and motion.), language arts (descriptive words) Math standard example- (K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ “corners”) and other attributes (e.g., having sides of equal length.)

    I want to know what modification should I make for kindergarteners when making the flag book? Can I chunk the visual thinking strategies with students in kindergarten who are learning Spanish?
    In summary I learned a lot today. Analyzing art work trough the visual thinking strategies, making a flag book, and using art resources and materials to make books.

    • Denise says:

      With kinders, it would probably be helpful to prefold the spine (or you can have them practice folding with other sheets of paper until you feel they have gained the skills) and actually label the positions for the flags on the mountain folds – a, c, and b on the other side. This assures the flags will be (probably) glued in the right position.

  22. Shawanda says:

    What a great first day! I enjoy first days it is always full of excitement and anticipation about new opportunities to meet, see, explore and reflect. Grateful for this experience.

    KNOW: I know that there are multiple ways an artist can express their voice and imaginative self. I was reminded of this during the Fierce Women tour. Throughout the tour, I was introduced to artist that I had not known before today and immediately wanted to expand my knowledge and see more of their work.

    WANT: I want to know how to effectively make the techniques, strategies and VTS accessible to my learners.

    LEARNED: I learned about different artist book formats and now know how to make two of them. I also learned about the connection between writing and art and looking forward to further exploration of these ideas.

    • BethS says:

      I like what you said about the excitement of the first day; I always look at it that way too!

    • Denise says:

      First days can certainly be exciting and full of possibilities – I love your positivity! (Because first days usually make me nervous, lol) This museum is a truly inspiring place – in both the collaborative aspect of the institute, and in our surroundings with the powerful art.

  23. Erica says:

    I know quite a bit about art books and simple book making and have worked with altering books.
    I want to learn how to make/teach books that are useful to my students so that they develop a long and loving relationship with them.
    I learned about two amazing fierce women on the gallery walk that I was not familiar with before! I cannot wait to go back upstairs and hang out again with them some more!!!!

  24. Maria Chamorro-Beckenhauer says:

    Agree. I loved the title “Fierce Women.” I want to learn more about Jaune Quick-To-See Smith’s artwork and others. I am excited for today’s experience.

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