- Chay Ross
- Chay Ross, Artist, was born and raised in the surrounding areas of South Bay and Los Angeles California. She earned her Bachelor of Arts in Arts Education from California State University, Los Angeles, which allowed her to train and study interdisciplinary areas within the arts and education profession. To advance her academic discipline, she went on to earn her Masters of Arts in Education (M.A.Ed.) and single-subject teacher certification in Visual Arts. In her spare time, she likes to do arts & crafts. She also likes to watch YouTube videos to learn various new skills.
Tuesday, October 11, 2011
Tuesday, June 28, 2011
Don't be fooled. I have witnessed firsthand how a quality Art Education in California public schools can affect state test scores and grades. Below you will find my explanation of why the Arts are significant in public education and why it is important to stop eliminating them.
Benefits of a quality arts program.
Students who participate in a quality arts program benefit in several ways. It develops their critical thinking skills, artistic abilities, self-confidence, social interaction, and their enthusiasm for arts and other core subject areas. While many may believe the visual arts is merely consisting of developing drawing, painting, sculpting, and graphic design abilities, a quality visual arts program will also challenge students to develop observational acuity skills (learning how to see better) and envisioning skills (learning how to generate mental images). Last and most important, students can explore, create, invent, all while learning and having fun.
Components of a quality visual arts program
• The Creative and Productive Component
• The Cultural and Historical Component
• The Critical and Responsive Component
The key components to a quality arts education program consist of creativity, exploring history and culture, and reflection through discussion and critiques. The rationale for these components consist of several reasons: a) during the creative process, students have the opportunity to perceive and employ art in a unique way. Students have a chance to exercise their ability to see what is in front of them and create it using various mediums. They are also encouraged to create imaginative, avant-garde, original works of art. This skill is harder than one may think. Students will need to see and understand the elements of design; line, shape, form, color, hue, space, texture, value, and intensity. They also need to understand and apply the principles of art; balance contrast, emphasis, movement, pattern, rhythm, and unity, b) while learning culture and art history, students are able to understand how art developed from the prehistoric and renaissance era, to modern and contemporary art. Students also have the opportunity to visit how art influences different cultures and apply aspects of their own culture to their productions of art, and c) during the reflection process, students are able to discuss newly learned art concepts, apply visual arts terminology and critically verbal assess themselves, and other classmates for any successes or future improvements needed. Last, students participate in aesthetic valuing, which explores the essential features of art, taste, creation, and the appreciation of beauty in the course of a philosophical discussion.
Rationale for arts education in middle and secondary schools.
While art programs are usually the first to be eliminated due to economic cuts, it is fiscally logical to keep them. Middle and secondary school art teachers educate up to triple the number of students than any other teacher in core educational courses. When arts classes are cut, students are displaced and more teachers are needed to cover them all, as oppose to art classrooms where it is common for teachers to have up to 90 students for each class period. In addition to knowledge and skills development, arts education develops different kinds of cognitive abilities and habits of the mind for each student. Finally, arts education has ancillary benefits. Multiple intelligences are used through integration, which helps increase literacy and raise test scores in all academic subjects.
Caughlan, S. (2008). Advocating for the arts in an age of multiliteracies. Language Arts, 86(2), 120-120-126. Retrieved from: .
Hope, S. (2010). Creativity, content, and policy. Arts Education Policy Review, 111(2), 39-39-47. Retrieved from: .
Nathan, L. (2008). Why the arts make sense in education. Phi Delta Kappan, 90(3), 177-177-181. Retrieved from: .
Valerie Strauss. (2010). The value of arts education: A video. Retrieved June 25, 2011 from: http://voices.washingtonpost.com/answer-sheet/arts-education/the-value-of-arts-education-a.html.
Tuesday, October 26, 2010
US Arts Center 2009
Lesson Plan Title
Under the Sea
Concept / Topic To Teach
Practice Color Theory (primary colors, secondary colors, warm colors, cool colors, neutral colors, complementary colors)
Practice Geometric Shapes
Practice Organic Shapes
Student will create a composition of a TROPICAL FISH. Students will explore the elements of COLOR THEORY (primary colors, secondary colors, warm colors, cool colors, neutral colors)
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas
1.2 Identify colors by name.
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form.
2.2 Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay) to create works of art.
2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art.
4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).
5.1 Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement sequences.
1. Plain Paper (11x17'')
2. Plain Paper (8.5x11")
3. Graphite Pencil
6. Colored Pencils
*Water Color Pencils
*Water Color Paper
*Water + Napkins
Teacher will incorporate this session into a game and/or contest to see if students can think of different sea creatures and draw them on paper. Student results will be hung for reference.
1. Anticipatory Set (15 minutes)
2. Lecture/Demonstration. Teacher will have printout and/or utilize multimedia to show examples to students. Students will discuss sea creatures after class lecture and visuals of SEA LIFE. Students will recognize cool and warm colors and will apply the colors in their work. (15-20 minutes)
3. Proceed to demonstrate the beginning drawing techniques on the classroom blackboard and have students follow along independently.
a. Tropical Fish using a variety of shapes.
b. Add details
c. Background including (but not limited to) trees, gravel, sea weed and WATER WAVES.
d. Sun, Moon, Clouds etc. (optional)
e. Encourage creativity and drawing from the imagination.
4. Color using color pencils and/or marker.
1. Continue work/coloring session.
2. Teacher will introduce/go over vocabulary words associated with current lesson.
3. Critique Session (10-15 minutes)Students will discuss all aspects of what was learned in the work session including (but not limited to)...
a. Tips / Suggestions
b. analyze elements of art (line, shape, color, texture, form, space, and value)
c. students will briefly tell the story about their own works of art
*Teacher and TA will monitor students progress during the entire drawing and coloring process.
Total Work Session (8 hours/4weeks)
Plan For Independent Practice
Students will draw 4 sea animals.
Students will decorate with color and simple patterns.
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Adaptations (For Students With Learning Disabilities):
Student may avoid detailed/complexed composition. Students may use markers and and twistable as substitute.
Extensions (For Gifted Students):
Student may attempt a detailed/complexed composition with permission and oversight by teacher(s). * Students may use WATER COLOR PENCILS for the background (water). Students must use 2-3 ANALOGOUS COLORS to blend for the water.
© C.ross Design 2010. All Rights Reserved.
© C.ross Design 2010. All Rights Reserved.