2015 Individual Grant Winner

Stephanie Danker

Art Education


Art Across the Curriculum: Education and Museum Resources for Contemporary Art


In this project, students will research and write an interdisciplinary lesson plan based on an identified contemporary art object. Students will then modify the lesson plan into a condensed educational resource for teachers. It is envisioned as collaboration between the ART 395 Art Across the Curriculum class, Miami University Art Museum and Howe Writing Center. This project is aimed at improving student writing, improving its teaching, and using writing as a tool for enhancing student learning of course content.

Potential Impact: Need, Benefits for Students, Number of Students Benefited

This partnership will be focused on assisting art education students to develop comprehensive interdisciplinary lesson plans and resources based on objects owned by Miami University Art Museum. A partnership with the Howe Writing Center (HWC) in Fall 2015 for this project would benefit art education students and faculty in many ways. It is envisioned that each of the following sessions would take place during 3 separate 55- minute class meetings over the semester with HWC staff (and course instructor):

  • An instruction / editing session on using active voice to strengthen language in lesson plans;
  • A session to provide students tips for modifying their multi-paged detailed lesson plans into one-page single-sided educational resources;
  • A final session to create a press release about the new resources.

Miami University Art Museum and the Art Education program will promote the final educational resources, increasing significance for art education students to produce high-quality written communication for an educator audience.

Fall 2015 is the first time Art Across the Curriculum will be offered. Purchasing class sets of the two textbooks that will be required for students has potential to directly impact many students, in Fall 2015 and in semesters to come, relieving $61.90 of textbook costs per student. Art education students take several art studio courses per semester, which have course fees up to $100 per course. Acquiring the sets of textbooks would allow us to start using the texts from day one of the course. Both texts include chapters dedicated to integrating language arts and writing with art.

I am requesting an iPad to be dedicated to the Art Across the Curriculum class, to be used for documentation needs related to the museum interdisciplinary lesson plan resource. This is to ensure consistently high quality photographs of artwork, as well as video documentation of artist interviews and other museum resources. High quality photographs and video documentation are needed to facilitate work on descriptive writing when not in the museum. Specific apps can be utilized to aid in student research. There is currently one iPad within the Art Education program, which is dedicated for use in the Saturday Art program.

Other benefits for students through this project involve opportunities to directly interact and learn from art museum staff, HWC staff, artists from the Miami Portfolio collection, local teachers, museum staff from Cincinnati Art Museum and Cleveland Museum of Art. The opportunity to meet and network with a variety of art educators will better prepare Miami University art education students for their career. The class of 15 students will create resources that will have far-reaching impact for the art education program and Miami University Art Museum. The resources created will then serve as examples for the following year's ART 395 students.

Project Objectives

In this project, students will research and write an interdisciplinary lesson plan based on an identified contemporary art object. Students will then modify the lesson plan into a condensed educational resource for teachers. The focus of Fall 2015 and Fall 2016 will be The Miami Portfolio: past + present = future, a collection of prints by past and present Miami University Art Department faculty.

To complete this goal, students will:

  • Identify a theme, big idea or issue that connects with the object, which could be explored in various disciplines.
  • Visit the art museum on multiple occasions to study the primary object and utilize museum resources, including museum staff's knowledge about the object and its history.
  • Talk with Ellen Price, Printmaking Professor and organizer of the Miami Portfolio project, about the project and processes.
  • Research a specific artist, which will include contacting the artist directly to dialog about his/her background, the particular piece being studied and artistic process.
  • Compose an interdisciplinary thematic lesson plan/educational resource for a teacher audience (identify a target grade level). Include a quote from the artist about the theme in the resource. Include art standards as well as standards from at least one other subject area. Peer review of lesson plans will take place throughout process. Receive approval from the artist at the conclusion of the project. If the artist provides constructive criticism, lesson should be reworked to reflect changes.
  • Create an online format of the lesson plan, to be housed on a class website which can easily be linked to the Miami University Art Museum's website (contingent on variables related to copyright permissions).
  • Condense the resource into a single-sided print version, to be distributed to art teachers, representing Miami University Art Education and Art Museum. Follow consistent format.
  • Create a press release to promote new educational resources to various audiences, including: Miami University community, local school districts, libraries, home school cooperatives.

Project Plan: Include Plans for Working with the Howe Center's Staff

This will be one of two major projects in the course. The majority of the project will take place in the first half of the semester. Introduction to the project will occur at the end of the first week, when students will learn goals and expectations of the project and identify the artwork they will each be researching. Class meetings will take place between 1:00-1:55 p.m. on MWF. See schedule for more details. To compliment aspects of museum education in this project, students will attend an interdisciplinary Evening for Educators program at Cincinnati Art Museum and participate in a distance learning teacher workshop through Cleveland Museum of Art, connecting art to other subject areas.

After researching the contemporary art object and artist, students will attempt to contact / interview the artist to deepen understanding. Ideally, around October 2, a staff member from HWC will be asked to lead a review session to assist students to edit/revise lesson plans for active voice and clarity. Another meeting will occur with a HWC staff member to provide students tips for modifying their multi-paged detailed lesson plans into one- page single-sided educational resources. The resources will follow a consistent format determined by the art museum. Resources will be printed and delivered locally to teachers (friends/partners of the museum), as well as available on the museum's website (contingent on variables related to copyright permissions) and art education website by the end of Fall 2015 semester. It would be ideal for a HWC staff member to instruct and facilitate the class to collaboratively write a press release to announce the new teacher resources.

Assessment Strategy

Students will be graded on their lesson plan and modified educational resource for the museum. See attached rubric guidelines for the lesson plan.

Team Members

This project will be planned and implemented by Stephanie Danker, in cooperation with Cynthia Collins, museum educator at Miami University Art Museum and Laura Stewart, collections manager / registrar at Miami University Art Museum. Ellen Price, printmaking professor in the Miami University Department of Art will be consulted about the Miami Portfolio collection. A Howe Writing Center staff member will have a meaningful role in the project.

Schedule

[originally formatted in table]

Friday, August 28, 2015, 1:00-1:55 p.m., ART 148
Introduction to project, digital images of collection shown to students; students select particular images/artists to focus on.

Friday, September 4, 2015, 1:00-1:55 p.m., MUAM
Class visit to museum to talk with museum educator and collections manager and view Miami Portfolio print collection.
Collaborate with: Cynthia Collins, Laura Stewart

Friday, September 11 or 18, 2015, 1:00-1:55 p.m., Printmaking Studio
Visit with Ellen Price about Miami Portfolio prints.
Collaborate with: Ellen Price

Friday, October 2, 2015, 1:00-1:55 p.m., ART 148
Ideally, a meeting with HWC staff member will take place. The goal of this meeting will be to edit/revise lesson plans for active voice and clarity.
Collaborate with: HWC staff member

Wednesday, October 7, 2015
Final lesson plans due on student websites.

Wednesday, October 14, 2015, 1:00-1:55 p.m., ART 148
Ideally, a meeting with a HWC staff member will take place. The goal of this meeting will be to provide students tips for modifying their multi-paged detailed lesson plans into one-page single-sided educational resources.
Collaborate with: HWC staff member

Friday, October 16, 2015, 1:00-1:55 p.m., MUAM
Students present their resources to the museum staff for feedback.
Collaborate with: Miami Art Museum staff

Monday, October 19, 2015
The resources will be finalized for print and PDF formats.

Friday, October 23, 2015, 1:00-1:55 p.m., ART 148 or MUAM
Ideally, a meeting with a HWC staff member will take place. The goal of this meeting will be to collaboratively write a press release for the new educational resources.
Collaborate with: HWC staff member, possibly Sherri Krazl, marketing and communications manager at MUAM

Budget

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Set of 15 books for class
Marshall, J., & Donahue, D. M. (2014). Art- Centered Learning Across the Curriculum: Integrating Contemporary Art in the Secondary Schools. New York: Teachers College Press. ISBN: 0807755818
http://store.tcpress.com/0807755818.shtml
$34.95 x 15 = $524.25 + $19.50 shipping = $543.75

Set of 15 books for class
Yenawine, P. (2013). Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines. Cambridge, MA: Harvard Education Press. ISBN-13: 978-1-61250-609-8
http://hepg.org/hep-home/books/visual-thinking-strategies
$26.95 x 15 = $404.25 + $20 shipping = $424.25

Apple iPad mini 3 – gold (64 GB with Wi-Fi)
http://store.apple.com/us/buy-ipad/ipad-mini-3/64gb-gold-wifi
$499.00 + $36.18 tax = $535.18

Apple iPad mini 3 smart case – black
http://store.apple.com/us/product/MGMN2ZM/A/ ipad-mini-smart-case
$69.00 + $5.00 tax = $74.00

Evening for Educators at Cincinnati Art Museum
http://www.cincinnatiartmuseum.org/professional-development
15 students x $5 per student = $75 + 1 instructor x $20 + $5 museum parking = $100

Transporting students to Cincinnati Art Museum Evening for Educators.
http://www.units.miamioh.edu/esrm/sites/edu.esr m/file/Miami%20of%20Ohio%20University%20Dashboard%20-%20Business%20-%20Leisure.pdf
1 Enterprise Rental Van for 1 evening (2-8 p.m.) = $133.82 (approx.)

Distance Learning Teacher Workshop, Cleveland Museum of Art
http://www.clevelandart.org/learn/in-the-classroom/distance-learning/teacher-workshops
During the school year, workshops are $1.00 per minute = $30.00

Weebly Pro website account for collaborative student and teacher website design
2-year plan = $159

Total $2000

Any leftover funds (van rental) could be used for printing costs associated with educational resources. (Oxford Copy Shop)

Explanation of Expenses

Two sets of textbooks would be purchased for students to use throughout the course. These textbooks both explicitly refer to teaching writing and language arts (along with other disciplines) through (contemporary) art, in classroom and museum contexts. These textbooks could be used for several years to come in the ART 395 class.

As mentioned in the Needs section, an iPad would be used for documentation needs related to the museum interdisciplinary lesson plan resource. This is to ensure consistently high quality photographs of artwork, as well as video documentation of interviews and museum resources. High quality photographs and video documentation are needed to be able to work on descriptive writing when not in the museum. Specific apps can be utilized to aid in student research. The protective case is necessary to ensure durability.

A field trip to the Cincinnati Art Museum for one of their monthly Evening for Educators programs would connect well to this particular project, overall course content and would provide networking opportunities for students. The admission fee for students and the instructor adds up to $100 (with parking). Since it would be a required field trip for students, I would need to rent a van and drive the students, which accounts for the Enterprise Van Rental cost.

Cleveland Museum of Art offers distance learning teacher workshops, with several of the offerings being interdisciplinary in nature. These workshops cost $1.00 per minute and are a half hour in length. This experience would demonstrate to students a different type of resource produced by an art museum for teachers. They may be able to integrate a particular format or structure into their own interdisciplinary lessons. Groups are able to sample images and program content from two or three lessons produced by the museum. It is advertised that these programs support your math, science, social studies, language arts, and visual arts curriculum.

The Weebly Pro website account will enable students in the class to collaboratively produce a class site dedicated to the resources they create. The 2-year plan will enable more students to collaborate on class work together.