Meet the Masters At Donna Klein Jewish Academy

Transcription

1 Meet the Masters At Donna Klein Jewish Academy Man Ray, Meret Oppenheim, Alberto Giacometti and Amadeo Modigliani. Welcome to Meet the Masters! For 21 years, the Meet the Masters Art Appreciation Program has been a vibrant component of DKJA s art education program. As an introduction to art appreciation and art history, our main goal is to foster a sustained awareness and interest in art and art history among our students. When students learn how to look at art and enjoy it, they learn how to think creatively. The observation skills they acquire will extend beyond the walls of the classroom and enable them to notice beauty and details in the world around them. Each session, Volunteer Docents you! present the featured artist to your students. As Meet the Masters Docents, you are members of a very special team comprised of DKJA parents, faculty and administrators, all working together to communicate, instruct and delight our students. You ll be given all the tools and information you need; all we enlist from you is your 1

2 enthusiasm to actively participate in your child s education in a very special way. As always, you can look forward to some engaging discussions among Docents and students. This year, we will explore the lives and works of four master artists. This year we will focus on the lives and art of Man Ray, Meret Oppenheim, Alberto Giacometti and Amadeo Modigliani. For each session, we will take a brief look at the artist s life, the times during which he/she lived, and his work. Then we will examine several pieces by the chosen artist for a closer look at their use of the elements and principles of art while discussing their artistic statement. This year, our students will use these images and our discussions to expand on their creative writing skills. We live in an advance technological world. Our children are much more visually literate then we were as children. As they grow, they are surrounded by media images; everything from TV, books, magazines, posters, billboards, computers, and video games and every new form of technology bombarding their lives. At DKJA we believe that art is a very important part of the overall experience at school. Their lives are fast paced. Our students attend school, participate in a a multitude of extracurricular activities, and often have working parents who themselves are hurried and tied to a schedules. As a result, children can be visually over stimulated. By necessity, they learn how to turn off the visual noise around them. The Art program at Donna Klein is an opportunity for us to teach our students how to stop and notice the beauty that exists around them; the simple beauty of a single flower, or a beautiful sunset. This sensibility and training enhances their skill development in art, and improves their overall academic potential. By looking closely at art, children learn how to enjoy it, and how to think creatively. The observation skills they acquire will extend beyond the walls of the classroom, and enable them to notice the world around them through a more creative lens. Thinking creatively helps them develop skills, and the ability to think outside the box! Calendar for the Year Training Sessions All sessions will take place in the Jerusalem Room in the cultural Arts Building at 1:15 PM Orientation and sign up Wed. September 9, 2015 Session #1 Man Ray Wed. October 21, 2015 Session #2 Meret Oppenheim Wed. January 27, 2016 Session #3 Alberto Giacometti Wed. February 24, 2016 Session #5 Amedeo Modigliani Wed. March 23, 2016 End of year event TBD 2

3 Acknowledgements and Thanks To Mrs. Helena Levine, Head of School and the entire administrative team, faculty and staff: we thank you all for your wholehearted support! Special thanks to the Technology Department, who helps us often and happily through all of the technology challenges we present. We officially welcome our dedicated parent-volunteer Program Chairs, Dr. Suzie Khalil, and Mr Ari Hirschman Each of these accomplished artists brings a new spark on enthusiasm which will further invigorate and excite the program to grow to new heights! With their knowledge and commitment to both DKJA and art, we are thrilled and delighted that they gave each chosen Meet the Masters as their way of becoming more involved in our school. We also have as our Teacher coordinators and volunteers Mrs Stacy Zedeck and Mrs. Judi Kraft. We could not have the success we have had without their help. Last but not least, thanks to you, our Docents. You will give our students a wonderful gift that will stay with them forever; the ability to appreciate art and the desire to participate in the cultural life of their community. Both you and your children will be enriched by this experience by being involved in this dynamic program. Much thanks for all your support of the art programs at DKJA, Sincerely, Carol Routman Art Curriculum Coordinator /MS Art teacher Contact Information Mrs. Carol Routman Ms. Gale Lowy Art Curriculum Coordinator & Lower School Art Instructor Middle School Art Instructor Videographer (561) (561) routmanc@dkja.net Lowyg@dkja.net Dr. Suzie Khalil Suzanne.khalil@gmail.com Mr. Ari Hirschman ahirschman@gmail.com Mrs Stacy Zedeck sehz@aol.com 3

4 A Message from Meet the Masters Parent Co-Chairs Dr. Suzanne Khalil and Mr. Ari Hirschman: We are pleased to welcome all new and returning docents! We have an exciting year planned for This year, we will expose you to a special selection of visual artists who uniquely contributed to Dada, Surrealist, Post-impressionist, and Modernists movements Man Ray, Meret Oppenheim, Alberto Giacometti, and Amedeo Modigliani. During our four training sessions, you will become familiarized and comfortable with each of these artists. No prior background in art or teaching is required simply bring your desire to learn about art! Our aim is to empower you with knowledge and to give you the freedom to modify your own presentations before engaging with the children. The outcome will be that you share your knowledge with the students of DKJA in a personal and effective manner aligned with your presentation style and with the age and appetite of the children! Over the years, docents have revealed that an unexpected outcome of their participation with the Meet the Masters program is that their confidence has been raised they have become more inclined to speak in front of groups about art and to take on new learning challenges. Docents have also shared that they have been able to learn more about the DKJA environment and about the day-to-day school pulse. Docents have found special friendships among others who were involved in the program and have also found a special feeling of connection with the artists that have been the focus of each year. No doubt, veteran docents have admitted that at one point or another, they had second guessed their decision to join Meet the Masters because they realized that their commitment required them to develop a piece of themselves that they hadn t considered; inevitably, these docents conclude, but I am so glad I did! Becoming a docent is a great way to demonstrate to yourself and to your children that learning never stops and that life is enriched through personal growth and development. Learning about these artists will open your mind to new perspectives and will expand your frame of reference. The Meet the Masters program will enrich your own travels and your experience of art. We are current DKJA parents who each have been committed to the production of contemporary art and to art education (personally and professionally). Our commitment to the Meet the Masters program is rooted in our belief that art is valuable and that it is vital for our children to be exposed to a wide range of perspectives and expressions of the human condition. We look forward to working collaboratively with all of you. Know that we are always available for questions, guidance, and support. Suzie and Ari 4

5 An Overview of Our Program About the Docents Docents are volunteer members of the Donna Klein Jewish Academy family who have a genuine interest and enthusiasm for bringing the love of art to the young. No teaching or art expertise is required. Four Docent training sessions throughout the year are mandatory. All the information you need is accessible on the Eagle's Net under Special Programs - Meet the Masters We are a paperless school. Please print a copy of each artist packet. The information will be available on line one week before each session. No handouts will be provided at the meetings. All training sessions are on Wednesday afternoons from 1:15 p.m. to 3:00 p.m. in the Jerusalem Room of the Cultural Arts building Docents will select a class that they wish to teach and commit to for the year. Working With Your Teachers It is very important to contact your teachers each time you want to visit the classroom. Even though all teachers are aware of the Meet The Masters schedule, sometimes field trips, special activities or exams come up unexpectedly. We wouldn t want you to arrive and find the class unavailable. Also, advise the teacher if you have a scheduling problem as much in advance as possible. is the best method. All faculty members can be reached by using last name, first initial, followed Example: RoutmanC@dkja.net We recommend a pre-visit to your teacher and classroom to introduce yourself to the teacher and to familiarize yourself with your classroom s layout. Again, leave the teacher an to arrange a 5-minute visit. To Schedule Change It is your responsibility to make rescheduling plans with your teacher. If you need to reschedule, the next week on the same day, at the same time is ideal. Keep the presentations in order. Do not cover two artists in one session. Please contact Stacy Zedeck IN ADVANCE OF YOUR TRAINING SESSION, if you have a re-scheduling conflict. 5

6 While everyone s presentation style is unique, we ask that you do not stand in front of the class and read from the information sheets. Use your judgment to adjust the presentation time for your grade level. If you need help, please contact any member of the MTM team. Presentation day All you need to have with you are your MTM notes. Plan to arrive at your classroom 5-10 minutes before your scheduled presentation time. Your teacher will have your presentation ready to show. Please let us know if we can help in any way. You can always reach us by or phone. We want this to be a great experience for you as well as for your students! New Docents Please contact Stacey Zedeck to set up a time to observe an experienced docent who is teaching your grade level, to pick up pointers before you go into the class room. Do s For Docents 1. Attend the Docent training sessions to gather the necessary information and then present at the level appropriate for your class 2. Engage your students during your presentation by using a give and take method., as opposed to reading from your notes. 3. Encourage students to react to the presentation in their own way and take several answers to any one question. There are no right or wrong answers. Be aware that children embarrass easily. 4. Use a dialogue technique, by asking questions such as What do you see? What do you feel? 5. Do not be afraid to say that you do not know an answer. You can suggest that students look up the answer and tell you what they have found out during your next visit. Or, you can go to the library yourself and get back to them with an answer. 6. Help the students see that the artist is communicating with them through visual language. A work of art can tell a story even though you do not speak the same language as the artist. 7. Explain that viewing works of art is an adventure in seeing. We visit countries, cultures, and people from another time. 8. Take the students ideas seriously, respecting their ideas, but trying to keep them on course. 9. Try to include every student in the discussion. 10. Repeat the artists names often! 6

7 11. Remind the children they are NOT seeing the original works of art. They are photographs of the originals. 12. Please remember to come dressed modestly and appropriately for classroom presentations. 13. As an MTM Docent, you are now an ambassador of our program as well as DKJA. 14. Integrate, when time permits, the sample art project provided to reinforce and illustrate the themes and techniques discussed. Remember to enjoy your classroom visits! SMILE! You are making a difference in a child s life! You are influencing the future patrons of the arts! The research, biographies, and information for our Meet the Masters curriculum has been compiled from the following sources: DKJA Art Library, Public Library System, Internet/World Wide Web, Museum catalogues, Broward County Art in Action program, the art staff and many very talented and dedicated DKJA parent volunteers. The research and personal information contained in this booklet is the property of Donna Klein Jewish Academy and is not for reprint or redistribution of any kind. Questions That Can Jump Start Your Presentation Here are some thought-provoking questions to help create dialogue between you and your students during presentation times. These questions relate to artists and artwork, so use as appropriate. What is the first thing you notice? Is there a recognizable subject? What is the subject of the work of art? What aspect of the story has the artist emphasized? Is there any movement or activity? What kind? Are there any people portrayed? Who are they? Are the people individuals or types? Are they posed or not? When would they have lived? How would you describe the location or setting? What season is it? What time of day is it? What kind of weather? What sounds might you hear? What smells might you smell? From what point of view do we, as viewers see the scene? How would you describe the mood or feeling? What did the artist do to convey this mood? 7

8 How would you describe the composition, or the arrangement of elements in the piece of art? Is it simple/complex/flat? Three dimensional? What kinds of shapes did the artist use? What patterns did the artist create? Do the patterns create a rhythm? How would you describe it? What kind of colors did the artist use? Bright? Dull? Dark? Light? Contrasting? Harmonizing? Harsh? How do the colors contribute to the feeling or the mood? How would you describe the lines in the art? Thick? Thin? Careful? Fuzzy? Strong? Curved? Straight? How would you describe the different textures in the art? What is the source of the light? Is the light shown or implied? How does the artist contrast light and dark? How does the artist use proportion? Distortion? What materials did the artist use? Be the Best Docent You Can Be Think about these things BEFORE & AFTER every classroom visit. It is a positive way to grow as a Docent and to make the most of your time with your students! If you can answer YES! to these questions, you are doing a great job. Are the children enjoying themselves? Are the children learning something new? Will they look forward to the next presentation? Self Evaluation Do I enjoy what I do, and do I let the children know it? Do I stand and address the group with confidence? Does my voice carry enough to be heard? Do I dress appropriately for the classroom? Am I dependable, punctual, accurate, cordial and compassionate? Attitude towards the Children Is my vocabulary suitable for the age group? Can I relate what the children see to what they may know from their own experiences? Do I let the children know that their own observations are valuable? Do I refrain from only lecturing, and encourage their participation? Am I flexible enough to follow their lead and interest in the discussion, to a reasonable degree? Do I compliment the children about behavior, participation, ideas and comments? 8

9 Presentation Have I planned well for the presentation? Have I repeated the artists name often? Do I include comparisons? Am I aware of when to limit the conversation? Do I realize that I am not always able to use all the information and materials? Have I reviewed the presentation at the end of the session? Did I smile? Individual Growth Do I try to expand my own knowledge? Have I ever consulted outside reading on the subject? Do I ever attend museum or gallery tours, or watch other DKJA seasoned Meet The Masters Docents make their presentations? Grade Level Characteristics Grades K- 2nd Students should be able to understand: History Discuss that art and/or architecture can reflect a certain time period in history and a specific location around the world. Discuss the year and the city and country of its origin. Line Point out different kinds of lines and how they can vary (narrow, straight, curvy, diagonal). Color Identify primary, secondary, and neutral colors. Value Identify light and dark colors. Texture Recognize the difference between smooth and rough, shiny and dull textures. Form or Shape Discuss the names and identify geometric forms: circles, squares, triangles, cubes, cylinders (shapes). Discuss the difference between geometric and organic shapes (shapes from nature) Volume Point out two-dimensional things as having width and height, three-dimensional things as having width, height and depth, and show depth in the photography. 9

10 Experience Discuss the feelings that the work of art evokes and what story the work of art tells. 10

11 Students should be able to understand: History Grade Level Characteristics Grades 3-4 Discuss that art and/or architecture can reflect a certain time period in history and a specific location around the world. Discuss the year and the city and country of its origin. Discuss what was going on in the world at the time of the art's or the building's creation. Line See that different line effects vary with each media (feathery, sketchy, bold). Point out how the artist can create various moods by line direction. Horizontal tranquility Vertical solidity Irregular energy Diagonal power and force Curved beauty and grace Color Identify warm and cool colors and see how they can create an emotion in the work of art. Value See that when comparing two objects of the same size, an object having light values will be perceived as being larger than the same object having dark values. Texture See how texture is used with different art techniques (paints, clay). Form or Shape Understand that some negative (empty) space is necessary to keep positive art forms from being too busy. Recognize the difference between symmetrical and asymmetrical design. Volume Notice that putting large objects in the foreground and small objects in the background gives depth to a photograph. See that a strong contrast of colors gives depth to a picture. See how the artist incorporates the concept of composition. Experience Discuss the feeling that the work of art evokes and what story is telling. Associate where in the timeline of history the work of art was created, the geographical locale, and the impact it has upon them. 11

12 Students should be able to understand: History Grade Level Characteristics Grades 5-6 Discuss that art and/or architecture can reflect a certain time period in history and a specific location around the world. Discuss the year and the city and country of its origin. Name the time period in history as well as the name of the period in art and what defines that time period. Line See repetition of fine lines to create shadow and textural qualities. See how vertical and horizontal lines affect the work of art. Color Understand that a color may be affected by other colors that surround it. Value See the placement of dark or light as it affects the balance of a photograph and recognize dominance in composition by using contrasting value. Texture Point out that textural qualities affect the composition. Form or Shape Identify forms that may be abstract and notice that proportions may be exaggerated for emphasis. Volume Identify the shading and highlights to create an illusion of volume, and be able to see and understand linear perspective. Experience Associate where in the timeline of history the work of art was created, note the geographical locale, and the impact that the setting has had upon them. 12

13 Students should be able to understand: History Grade Level Characteristics Grades 7-8 Discuss that art and/or architecture can reflect a certain time period in history and a specific location around the world. Discuss the year and the city and country of its origin. Name the time period in history as well as the name of the period in art and what defines that time period. Connect the art and or architecture to what the specific grade's curriculum includes. Line Identify that line creates an illusion of direction, gesture, movement and emotion. It also shows the contours of a form. See how varieties of lines separate forms and spaces in a design. Color Identify the three qualities of color: hue, value, and intensity. Tell the difference between transparent, translucent and opaque. Understand the psychological effect of color on environmental surroundings: homes, furnishing, clothing, and general mood of the work of art. See how color can create an emotional reaction. Be able to see color as distortion and identify unrealistic color. See how the artist has the ability to use color contrast techniques. Value See the change of value from dark to light. In a painting or photograph, identify chiaroscuro. Notice how value is used to create dramatic or subtle contrasts. Texture See how an artist uses a variety of materials to create unique texture. Recognize abstract use of texture. Forms and Shapes See the combination of free form, organic, and geometric shapes. Experience Associate where in the timeline of history the work of art was created, note the geographical locale, and the impact that the setting has had upon them. Wishing you all a successful and fulfilling year at Meet the Masters! 13