In the summer of 2009 at aTi, a panel of teachers who are former and current aTi participants, met to plan aTimpact. aTimpact is this blog, featuring the Best Practices lessons created by teachers who have been inspired by attending aTi. aTimpact provides top art lesson ideas for teachers interested in integrating new art approaches into their lessons. aTimpact provides a platform where aTi participants can organize, present, and advocate their Best Practice lessons after the two week program is over. aTimpact offers a clear format for teacher research in order to empower teachers to prove that their Best Practices are creating real and important results.
Already, a three year evaluation conducted by Robert Horowitz and previously sited in grant proposals re-enforced the conclusions that the aTi presented a perfect model program for innovation in arts education by providing teachers the opportunities:
-To study in depth with master artists in studio sessions that encourage risk-taking, professional growth and discovery.
-To focus on skills techniques and processes, culminating in a performance, reading or exhibition
-To expand creativity and discover individual artistic potential
-To learn new skills in the various arts disciplines as well as discover how to integrate them into curriculum
-Furthermore, the study concluded that the participants emerge from the experience refreshed, renewed, energized and inspired.
The report concluded that: the participants emerge from the experience refreshed, renewed, energized and inspired and that the benefits of aTi for teachers were many:
*Earn 60 hours NJ Professional Development credits.
*Experience a retreat for teachers & artists unlike any other in NJ.
*Energize yourself for a new school year by focusing on your own
creative abilities no matter what your artistic level.
*Stimulate the senses in a supportive, educational environment
where ideas and inspiration collide.
*Interact with teachers and artists to invigorate your imagination
and connect with colleagues.
*Learn strategies for integrating the arts into the NJ Core
Curriculum Content Standards for visual/performing arts,
language arts, math, science, social studies and health/wellness.
*All workshops are designed to expand individual artistic talents
and teaching abilities. Classes are limited to 15 participants.
*Inform your practice with innovative approaches.
*Receive 3 graduate credits from Rutgers University for an additional fee.
aTimpact: Best Practices In Art Education
aTimpact was created in order to provide an outlet for the Art Lesson Plans inspired by the Artist/Teacher Institute. Facilitator John Cloud Kaiser, along with the aTi Teaching Fellows, shaped an outline for presenting and researching Best Practices. They defined a Best Practice in Art Education as an art related lesson or project that, through experience and research, has proven to reliably lead to the desired goals. The fellows came up with a broad list of desired goals, called ATimpacts, that a Best Practice in Art Education should lead to.
The accomplishment of these aTimpacts by aTi inspired lessons on a whole, are proven through ethnographic research, presenting both quantitative and qualitative data generated by teacher graduates of aTi. Surveys answered by teachers, Rubrics, Quotes from teachers and students, Photographs, and Videos prove that the lessons that come from aTi accomplish the goals of a Best Practice in Art Education and much more.
The aTi Fellows panel concluded that the Best Practice Lessons themselves should be described, including a lesson summary, list of lesson goals, NJ Standards Achieved, and the Rubric used to grade student achievement. Presented at the end of each Lesson Summary is Teacher Research proving the achievement of each project. Quantitative data is presented in the form of Student Grades/Achievement measured through the rubric or the percentage of students who accomplished the majority of the lesson objectives. Qualitative Data is presented in the form of the teacher observation quotes, student quotes (transcribed from videos or writing), and photos and videos of students making their art. By triangulating all of the data, the success of each Best Practice at accomplishing it’s intended goals is proven.
The data presented below shows that the ATi program is indeed highly successful in training teachers to implement Best Practices in Art Education. The data shows how these teachers’ ATi inspired lessons actually helped accomplish many important and difficult goals at their schools.
aTimpacts!
The Many Accomplishments of aTi Best Practices in Art Education Verified by Teachers and Students:
-Holistic Student Development/ Character Development/ Life Skills
-Development in Art Specific Skills
-Development in Interdisciplinary Skills / Curriculum integration
-Improve School Community- internally and externally
-Professional Development/ Turn key Learning
-Holistic Student Development/ Character Development/ Life Skills
-Improve Students’ Confidence, Self Esteem, Self Worth
-Improve confidence in students who are Visual Learners
-Lowering students’ disciplinary issues
-Engaging students in publicly expressing their opinions
-Teaching students to be Lifelong Learners
-Teaching students to develop active inquisitive habits
-Engage students in experimentation and creative Play
-Engage students in Creatively Visualizing
-Teaching students to be responsible citizens
-Teaching students tolerance, appreciation, empathy, and respect for diversity
-Teaching students how to engage in constructive criticism/communication
-Initiating therapeutic breakthroughs
“Art infusion has truly brought out another type of learning process in me. When we learn things visually it’s more understanding to me maybe because I’m a visual learner... Another benefit to art infusion is really understanding team work. I have now experienced that when one falls we all fall.”
Malissa, grade 9, Student of DeAnna Whitley- Social Studies
“The more I incorporate what I learn at aTi, the more pleasant my classes become, the more student enthusiasm becomes evident, the more high-stakes testing scores increase, the more pleased with my job performance administrators become, the larger my job satisfaction grows.”
Michael Z. Murphy, Language Arts Teacher
Sojourner Truth Middle School, East Orange, NJ
“Because the students enjoyed my art class, overall grades improved. I am also happy to report less discipline problems in the classroom... The art class I taught provided an opportunity for so many of my new (to this country) students to express their pride in their other country.”
Lonnie Stewart-Austin, grades 4-8 Art
“One of my students, Brittany, was a very disaffected student in all grades. When she came to me her attendance and behavior were terrible. She was uncontrollable. She was bounced around from shop to shop until I took her in. The book project gave her self-worth and confidence.” A video interview with Brittany shows through her detailed explanation of her book, how proud she is of her work and her ability to communicate professionally about her process and ideas. In the video Brittany says, “This is one of my favorite projects. I am actually thinking of doing one at home.”
Betty Providenti, high school teacher"Karen DeMaio, mother of senior Alexis DeMaio, was thrilled that her daughter became proficient with the printing press, and often helped her fellow students to pull their prints. Alexis produced two etchings rather than one which her mother framed and now has on display in their home. Karen felt that this project, and Alexis' hands-on work with resident printmaker Nanci Hersh, did a great deal to increase her self-esteem."
Janice Marsili, Middle school Art
“The art teacher at the school told me about one of the students who was involved in this project. His mother told her that this was the project that made her normally frustrated son ‘eager to come to school’... This (arts and history project) was a lesson that allowed all kinds of learners to be successful and was truly cross-curricula. It was necessary for the children to cooperate with each other through sharing, ideas, information and materials.
Jeanne Jablonski, 4th grade Art/History
“aTi helps me replenish my well of inspiration... I'm able to free my mind and get to my own creative core— which is what I'm encouraging students to do... I believe this gives me an opportunity to experience myself as a student again; which in turn, I take back to my own teaching.”
April Armstrong, Teaching Artist
NYDOE & BOCES, Westchester, NY
“I loved feeling like anything was possible and hope to impart that in a bigger way in my classroom... A big part of this workshop was the camaraderie among participants. I was so much more supported than I expected to be.”
Tamara Caruso, Language Arts Teacher
Grace Wilday JHS, New Brunswick, NJ
-Development of Art Specific Skills
-Giving students experience with how to use the tools of art
-Teaching students general skills: fine motor skills, vocabulary, process, and technique
-Teaching visual literacy
-Teaching students to be responsible with their tools and creations
-Teaching art career opportunities
-Teaching students how to be an audience“The tools I was taught in both (aTi) workshops gave me a better understanding of the tools I need to give my students to better equip them. This has, without question, been one of the best experiences of my life! I truly believe that my life has been forever changed and my goals better clarified and focused.”
Leigh MacKelvey, Special Education Teacher
Lanning Square, Camden, NJ
“When I returned to my school after being invigorated at aTi, I explored several lesson plans... to infuse other art mediums into music. The students were enthusiastic about these lessons because they could express themselves using a genre of music that most of them listen to daily. The lessons also provided an opportunity for differentiated learning.”
Harriet Washington Williams, music teacher
“The students were introduced to a new printing technique, printing with found objects. They learned how to construct a one-sheet book and wrap a cover for it. They also used design skills to put together the finished story in the book along with illustrations... Every fourth grader involved in this project was successful. They each completed a book and wrote a story.”
Jeanne Jablonski, 4th grade Art
“Many teachers think that learning is all in books but I believe we can learn in many ways. Incorporating all the activities we did really is an amazing way to learn and get a better understanding of the lesson.”
Ariela, grade 9, Student of DeAnna Whitley
“My students were able to enthusiastically describe the steps to the writing process and comprehend what to do in each step after this lesson. If the vocabulary of the step was forgotten, they could remember it quickly with a dramatic prompt or verbal prompt using analogy. I heard comments from students such as ‘It's fun to write poems’, and ‘Let's write another poem.’”
Leigh MacKelvey, Special Education Teacher
“Barbara Bullock's collage class has allowed our minds to include various collage forms... During public displays of student work from these art lessons, parents can often be heard marveling about the realism of this project.”
Ellen Beth Nappen, high school art teacher
“(After attending ATi) I can’t wait to bring the techniques to the classroom. This program also inspires me to do my own artwork, which will help my teaching abilities.”
Eileen Ciavarello, Teacher
Pequannock Township High School, Pompton Plains, NJ
“I couldn’t wait to go back to school to show the students the various ways to print and publish their own work, their original product.”
Betty Providenti, High School Art teacher
“I make portfolios with them every year and this year I am going to have them design them with the accordion fold... I (also) took the Oil Painting class with Kit Sailor... aTi attracts some very talented people to show up and share their skills.”
Pat Marinaro, Elementary art teacher
-Development in Interdisciplinary Skills / Curriculum Integration
-Involving various subjects and classes in a project; a Performance, Book, Art Show, etc.
-Teaching Literacy through the arts- analogies, metaphor, simile,dialogue, sequencing structure
-Engaging students in Advanced Problem Solving
“The arts infusion things were really good for the class. It was a chance for us to move around and not just sit and learn…(You) kept us active and awake instead of having us learn straight out of the textbook and not moving. ”
Phantaisha, grade 9, Student of DeAnna Whitley- Social Studies
“Having art infusion in our class is a lot of fun and we learn a lot more when we actually get to act it out. When we are putting these activities together we are not just learning about history but also how to work together and deal with all the different personalities. I had a great time when we used the pastel paintings to create environmental posters.”
Ariela, grade 9, Student of DeAnna Whitley- Social Studies
“It has so much to do with connections. Every subject is important. But lonely islands of knowledge are so much less valuable than connected other subjects. I think my art classes are the glue to connect math, science, literacy, and all the rest.”
Kandy Lipincott, elementary art teacher
“The Classroom Teachers and the Basic Skills Reading Teachers were pleased with the cross curriculum content of the project. I feel that the classes moved smoothly, the students were interested in their work and it was overall a successful project.”
Donna Mansmann, Elementary and Special Needs art teacher
“Because this lesson engaged the students and taught them how to creatively think about word choices and descriptions of every day events and objects, at least 3/4 of my class improved their writing skills... After aTi, I come back to school full of new ways to incorporate writing and the other art disciplines into my lesson plans.”
Leigh MacKelvey, Special Education Teacher
“(aTi) Book Arts this year is setting me up to be more three dimensional with the kids and their projects. Miriam Shier has given me easily about 30 projects to turn into lesson plans with my students. I can teach them more about design; I can be inclusive with everything using book arts.”
Pat Marinaro, Elementary art teacher
“(In a music class) 95% of students were able to answer questions asked by their peers such as, why did you select that candidate, and why did you choose that social issue?”
Harriet Washington Williams, music teacher (incorporating social studies)
“The students involved were able to put many of their educational skills to good use. They needed to be proficient in the areas of art, writing, research, and computers.”
Jeanne Jablonski, 4th grade Art/History
“It was my desire to make it an enjoyable project with concentration on reflecting on the writing that went into (a) book. I spoke with the literacy teachers so that the students could receive credit for the projects... Fifth grade students told me they liked this project because they could use what they were learning in their literature class and now use it in their art class.”
Lonnie Stewart-Austin, grades 4-8 Art
“The workshop provided a continuous “hands on” practical experience. It enabled me to “stretch” to see how I can adapt things to my classroom and personal learning style. Most importantly it instilled confidence in me and my skills.”
Karen Mickelson, Kindergarten Teacher
Grenloch Terrace Early Childhood Center, Washington Township, NJ
“Just being exposed to all these creative people helped me to raise the bar on the amount of creativity I will put into my classroom.”
Lisa Merino, Fourth Grade Teacher
Lawnside Public School, Lawnside, NJ
-Improve school community- internally and externally
-Beautification of the school environment
-Improve students’ respect and responsibility for school property
-Initiate the dialogue and teamwork that leads to a caring relationship between students, teachers, and staff.
-Improve school moral- school spirit, teacher enthusiasm,renewal and revitalization.
-Improved relations with the community and community involvement.
-Initiating professional development and turnkey learning
“The finished books were on display during the "Family Art Night". Parents and the community in general were invited to view the results of all of the books that were made by all class levels in addition to participating in many art activities overseen by the students. The local paper sent a reporter. We had a great turnout and many positive comments.”
Jeanne Jablonski, 4th grade Art
"This was one of the best field trips of my high school career. I loved visiting the senior citizens, taking a picture of my relative Art Morison, and then creating a linoleum block print of the photo (see below). I gave copies of the print to my family members and they loved them."
Alessia Dotro, middle school student
“An eighth grade student expressed a desire to make a serious book that they would be able to keep as a souvenir from Mt.Vernon. Later during the school year, the same students made a more structured book-using student made marbleized paper and glued on jewelry.”
Lonnie Stewart-Austin, grades 4-8 Art
“I learned a lot of techniques for brain storming with a lot of very talented Artists and Teachers.”
Pat Marinaro, Elementary art teacher
“I got some really great work from their enthusiastic participation. The students can’t wait to come back in September. In fact they are working on projects over the summer.”
Betty Providenti, High School Art teacher
“The art teacher and what he or she does is of priceless value to both educating the whole child and bringing in good PR to the school”
Kandy Lippincott, elementary art teacher
“The impact of aTi will, I’m, sure, reveal itself in unimaginable ways for years to come. My aTi experience has made me a more sociable, patient and thoughtful individual than I was before.”
Gary J. Whitehead, English Teacher
Tenafly High School, Tenafly, NJ
“Working in an inner city school with children of extreme diverse situations provides me with the fuel that helps me return to the aTi experience. The teachers and my peers help to solve problems you can experience in the classroom as well as share school lessons of success! ”
Alonzrea Stewart-Austin, Art Teacher
Mt.Vernon School, Newark, NJ
“During the residency I gave an in-service to the faculty and staff. The subject was very easy book structures that they can use in their classroom. Most of these books I learned at ATI. The next day I had a third grader seek me out and asked me to visit his classroom. When I did the class proudly showed me the envelop books they had made for a science lesson. Their teacher had showed them how to make the books after attending the professional development workshop.”
Jeanne Jablonski, 4th grade Art
“(Through the art class) Students in the regular classroom see that students with disabilities have creative talent. I believe this makes an impact on the school as a whole, students and teachers. They begin to think on different terms about what my students are able to accomplish. After displaying student Big Books, a Kindergarten teacher from a general education class came upstairs to ask me how I was able to get my students to write and make these books. She actually took notes.”
Leigh MacKelvey, Special Education Teacher
QUANTITATIVE DATA:
Surveys completed by ATi participants over the years show that 100% of them felt that the information, activities, techniques, and art experiences they had at ATi would be used in their teaching and would have a good impact on their creating better lessons incorporating the approaches of Master teaching Artists.
A worksheet is posted to the right that allows future aTi graduates the structure to present their Best Practices Lessons in Art.
1 comment:
Great pics. I've enjoyed all the updates! Thanks.
Looking forward to aTi South on the 27th.
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