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Teacher Projects ‘24

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Elana Waugh

Wilkshire Early Childhood Center-1st Grade Art

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Why Are there so many shades of blue?

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Erica Davis-Hernandez

Brooklands Elementary

Rochester Community Schools

ART- TK thru 5th grade

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Why did you choose the artwork that you selected to work with?

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What moments were the highlights of your students’ experience?

Making connections to other projects

Interest in learning more: where is it from, who is the artist, why?

Excitement

Radio: Is it a toaster? Trashcan? TV, printer, or weird radio player?

Seeing emotions: sad, depressed, mourning

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How did you connect the artwork(s) to your curriculum?

Collage

VTS, CoT Routines

Portraits

Weaving

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Bringing Betsabeé Romero to a kindergarten classroom at Wilkshire Early Childhood Center

By Ryan Ward

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Eterno peregrinaje (Eternal Pilgrimage) 2014

WECC Crayon Class 2023-2024

Betsabeé Romero in her house in Mexico City, 2017

Betsabeé Romero

Mexican
Woman
Mechanic Artist
Culture Creator
PhD in Art History

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How did you come up with the idea for your project?

A tire
Romero’s representation of Mexico City
Tire design led by students
Recorded ideas
How can you show your place in the world?

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How limited or broad was the selection of materials you gave students to work with?

One student suggested paper plates
Students could choose white copy or construction paper
Paint, construction paper cubes, everyday caddies
Tape!

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Were your students engaged and how did you know?

Think, Share, Wonder responses
Discussion on design ideas
Busy workers
Stamina
Students asked for more time

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Shauna Williams

Detroit School of Arts H.S.

How students see, think and wonder about Africa

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What moments were the highlights of your students’ experience?

When students were able to see how the clothes that the African women wore were similar to the costumes that Ruth Carter designed for the Afrocentric movies.

My students noticed the triangles & diamonds in the pattern of the dresses of the women sitting around the radio and how the Black Panther Costumes also had triangles/diamond shapes and they wanted to know what triangles/diamonds represent in African culture.

They also were confronted with their biases about viewing certain pieces of African Art and assuming they were about slavery. They were forced to think about why they thought that way. Once they realized their biases, they were left with the challenge to educate themselves about the themes the artist is trying to convey.

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Triangles & Diamond Shapes in Costumes & Clothing

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Jeannette Barnes

Elliott Elementary in Holt, MI

Music and Art K-4

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How did this improve your teaching or personal feeling about art from different cultures?

Hang Out with Art- Take your time!

Art Class doesn’t always have to be Create/Make/Skill based

Appreciate Art from Cultures and Peoples without Appropriation

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“I want to make something completely new, something that no one has seen before.”

Abstract

Paint Pouring

No Drawing Skills Necessary

Experimental

Accessible

Relatable

How did you connect the artwork to your curriculum?

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As a contributing editor at Arts Magazine (1969-1972), Bowling rejected the idea that ‘artists who happen to be black’ should be making overtly political or protest art and defended those engaged in abstraction. His critical writings represent a significant contribution to intellectual debates on ‘black art’.

Bowling’s experiments with ammonia, gel, metallic and pearlescent paint create incandescent reactions on the canvas. His recent work encompasses collage, poured paint, stencilling, staining, and stitching canvases, bringing together techniques honed over a lifetime of painting.

Suncrush, 1976

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How did your students respond to the art piece and process you taught?

See, Think, Wonder:

Jawbreaker Layers

Waterfall/River

Hair

Wood/Tree

Feelings

Rainbow/Sky

Fall/Autumn

Creative Response:

Imitation

Experimentation

New Materials

Exploration

Tracing

Personal Style

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Gerardo Melgar

MSU Broad Teacher Fellowship

01

Online Language Teaching, El Salvador

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How did you tap into your own curiosity and passion within this experience?

Learning more about the artists and the story behind each piece of art was a great learning experience.

02

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Art as a way of communication.

Art as part of one’s identity.

How did you connect the artwork(s) to your curriculum?

03

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Art gets students to talk and use the language they are learning in a very engaging way.

There is no right or wrong language when talking about art.

Do you have new advice for teaching language through art?

04

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Barb Piper

Kreeger Elementary–Art Grades 3-5

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What are some of your favorite techniques/approaches you’ve been using now?

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How did you choose your art piece?

My own response

How I anticipated

that students might respond

Betsabee Romero

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Were your students engaged, and how did you know?

Yes! And no . . .

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Dr. Melissa Leaym-Fernandez,

Artist, Scholar, Researcher

Seungwoo Hwang,

Doctoral Student

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MELISSA: During our fellowship we have discussed art, learned systems to engage with artworks facilitating stronger observations skills and been in a setting to encourage creative practices allowing the making or artistic works, seeing art in social settings and

This Observation-Making-Seeing Anew cycle is a great tool to help us teach our students how to fully see how embedded creativity and artworks are in our lives. The teaching we do starts with museums and collections they hold. The CORE is great for close up observation, allowing for contemplative examination, inspiring cross cultural connections and creativity in the classroom.

SEUNGWOO: Also, incorporating artworks from diverse regions and countries into the curriculum has provided us with opportunities to uncover untold social stories, cultural meanings, and historical roots, expanding our and our students' sensibilities, imagination, and awareness. This connection extends beyond our circumscribed experiences and realities, facilitating new perspectives and understandings of the world and beings.

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Nature/environmental issues
Water equity today
Human experiences: insignificance of humans/trouble they cause
Atmospheric imagery/natural beauty
Materials-connections to sciences
Subject matter-connections to sciences
Creative skill building
Visual voice of the artist(s)
Pop culture of the country or region
Politics of country or region
Lives of the people in Country or Region
Who has work that is collected and who does not

Huang Junbi,

Oceans of Clouds

Probably 1900s, date unknown

Chinese

Ink on paper with floral silk cloth border fixed to masonite

MELISSA: This 20th Century ink drawing on paper engages a very traditional Chinese method of making to let educators and students make connections to contemporary issues and works as a springboard for discussing some important topics of today through activities like SEE THINK WONDER. This very traditional Chinese painting opens the doors to extremely contemporary concerns–it is a tool to provoke creative thinking and connections to artwork often thought of as “over there” and removed from domestic art education conversations.

What’s great about the CORE is the collection grabs provoking pieces of art as a base for starting such connections and conversations with students in a pain free manner. Our cards help us provoke, encourage and look with more intensity and I have always thought of museums as fun places to go, with often great restaurants but in recent years I have come to see not only the value in collecting a diversity of voices but continuing conversation about the voices be it verbal through the artists or visually through their work—and the museum as a powerful tool for learning and unlearning.

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Critical Sense-Making on Our Global Positionality & Complicity in Global Injustices

What kinds of connections can be made with these artworks?
What stories, perspectives are excluded and unheard in our curriculum?
How we can sense and imagine differently?
Enhancing our sense of interconnectedness, entanglement, and responsibilities

Imran Qureshi

And How Many Rains Must Fall Before the Stains Are Washed Clean

2014

Gouache and gold leaf on wasli paper

Miniature Painting

Yongbaek Lee

Angel Soldier

2011

Single-channel video with sound

SEUNGWOO: At the same time, artworks that reflect and express the varied aspects of life and worlds beyond our own territories, using metaphorical colors, shapes, and movements, can encourage us to critically reflect on our positions within the global landscape and our connections to, and complicity in, global injustices, violence, and suffering affecting both humans and nature.

The first artwork, created by a Pakistani artist, serves as a portal to other worlds, linking the colors red and blue with life, energy, and vulnerability. It poses the question: How many rains must fall before the stains are washed away? This title invites us to consider the contexts in which suffering occurs globally.

The second artwork prompts us to pause and more clearly recognize and feel what and who have been sacrificed for the happiness, enjoyment, glory, and success of other beings and worlds.

To address difficult or political issues and facilitate critical sense-making of our global positionality and complicity in these issues, art and the following questions can provide insightful spaces.

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THE MUSEUM as a tool: The CORE

Discussing artworks and those who make them opens a door for nonthreatening conversations about different lives, communities, and stories often missed.

Historical Pieces

Conversations about materials, land, education, food, fashion, cities, country, and/or families as artworks and humans interact with each other.

Contemporary Pieces

Conversation about found objects, the environment, artist voice, cultural education, teacher talk, and/or appreciation of visual works

Voices of the Artist

Object-based Learning

Creating conversation in a spaces for objects to be handled and explored within classrooms and museum building a better understanding of the identities making the art.

Engaging with museums opens the door for connecting works we perceive as old, ancient, or disconnected from our lives today. The connections build ideas around contemporary social issues while being inclusive to the erased and silenced voices of the world.

I did a POP-UP lecture as a curatorial intern at the Palmer Museum of Art years ago and I spoke about the artist Betsy Damon. Not only was I able to examine her work up close and personal, like in the CORE, but I called her in NYC and chatted with her about her work. The work and the conversation influenced my thoughts on how we need to use museums.

Museums often create a space without a story per se, but instead open doors for world building and imagination development through the influence of the artists and their works. Leaving viewers to create their own story.

Engaging with the artist’s voice either through the artworks or verbal expressions, interviews, or writings clarifies who has been left out of cultural conversations and gives space to encourage change, work towards inclusion, and develop appreciation of diversity in life and not just within museum settings. As we start to understand such artwork, we can better understand the value of other points of view, the power of creativity in communities perceived as alien, and how art gives voice to life experiences, and why equitable education that is inclusive, appreciating diversity all year long is vital (I really dislike Black history month–students are not Black for a month out of the year–we should be incorporating inclusion all year long).

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Krista Sherman

Mason High School

Special Education

English

Grades 9-12

Video

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How did you connect the artwork(s) to your curriculum?

I See List 5-10 things you see in this piece (textual evidence) 4 giant skulls – all are holding something – some are wearing shirts/others aren't’–on a tire —outside black –inside is gold— people are yellow –all wearing hats – no matter which way the people right side up —all walking one way –
I Think What does this piece of art make you think about? (prior knowledge & theme or central idea) Central idea—Certain groups of people have more power than other groups. All people should have equal rights. Life is a repeating cycle. Seasons have a pattern. 4 seasons in a year–12 months in a year Theme–All people can walk in harmony. We can learn from each other. All people must unite to make one/a whole.
I Wonder What do you wonder about this piece of art? Try to think about perspective/points of view/culture. Why on a tire? What does a tire represent? Why is it gold inside the tire? Why do the 4 people have something different? Why might the 4 people have a skull? Why do the 4 have different clothes? Why do they hold different things? What was the reason for making this?
I Believe How can dreams and aspirations positively or negatively affect people’s lives and relationships? Dreams can negatively impact people. The artist has the people segmented and they never interact with each other. So if some has an idea that another does not, people are jealous.
Medium: Write a few sentences that show the same idea that you have identified in the artwork. Try to paint the same image with your words. The smell of black tire fires waft in the air as the drums play in the background. The four chiefs strut in unison to the rhythm of the jungle. The eldest leads with the skull of a monkey with the next chief carrying a shield.

Eterno peregrinaje (Eternal Pilgrimage)

Betsabee Romero

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How did you connect the artwork(s) to your curriculum?

Mujer Ángel, Desierto de Sonora (Angel Woman, Sonora Desert) 1979 Graciela Iturbide

Lonely

Confusion

Free

Journey

Immigration

Escape

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Were your students engaged and how did you know?

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Were your students engaged and how did you know?

“This was the best class ever”

“When are we going to do art again?”

“That was fun!”

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What have you learned from this workshop?

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Allana Phifer

Add school name + grade here

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Yalonda Combs

Mason High School,

Visual Arts Facilitator

9th - 12th grade

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Why did you choose the artwork that you selected to work with?

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Were your students engaged and how did you know?

What is important to you in your world?
What are your favorite colors?
Can you create a simple color pallet by creating simple shapes to identify the form of your face?
How can you create a focal point with the items that are important to you?

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Student work

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Julia Naccarato

Lansing School District, K5 & 678 Visual Art

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Question about my experience and ideas:

Why did I choose the artwork that I selected to work with?

Modern
Fun

Student Voice!

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Questions about teaching with art:

How did I choose the art piece?

Student Voice!
Looking at the online Latin Art Gallery.
Watching the artist videos.
Discussions.
VTS experiences.

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Questions about my students:

What moments were the highlights of my students’ experience?

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Karen Holman-Cervera

Holt High School Grades 9-12

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I see , I think, I wonder

Why did you choose the artwork that you selected to work with?

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Three Words

What about the art inspired you to make this choice?

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Do you have new advice for teaching language (or any subject) through art?

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Nick and Yetunde

Doctoral Students

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Angie Valbuena Rojas

MSU - TE204: Engaging Elementary Learners in Science: Culture & Equity

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How did you come up with the idea for your project?

Critical perspectives of science teaching.
Science effects on people's lives, society and equity.
Curricular unit content: Energy Use/(in)equity.

Is migration related to energy access?
Why people leave their homes?
What are good quality life conditions?
Who has access to energy in the US and the world?

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See

Think/Feel

Wonder

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How can I bring art to transform sense of distancing on harms and injustices globally happening?

Art represent ideas, feelings but also society issues.
Many society issues are related to science.
There’s a socio political aspect in science.
Culture and diversity can be reflected in art.
Cultural, ethnic, gender and social class aspects limit access to resources.

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How did you get your students to engage with the artwork?

We discuss in small groups and whole group some ideas:

Everyone deserve the best life quality, but it can be different because of culture.
Art can help to express a particular event that affect a community.
Through art we can teach, but also we can learn more critically and humanizing (i.e. science).
Street art can reflect feelings/ideas as a museum art does.