Profile
Dedicated and enthusiastic art educator seeking a teaching position where I can become an active member of the school and provide an extraordinary environment where students will learn to recognize their full potential as members of a community.
Education
2003-2007 Rowan University, BA in Psychology
Glassboro, NJ, Major: Psychology Minor: Visual Art GPA 3.502
Dean’s List 2003-2007, Graduated Cum Laude
2007-2009 Burlington County College, non-matriculated coursework
Pemberton, NJ, GPA 3.938
2008-2009 University of the Arts, MAT in the Visual Arts
Philadelphia, PA, GPA 3.956
Certification & Clearances
Praxis Tests: Praxis I (Comprehensive Score): 543
Praxis II Art Content Knowledge: 184
Fundamental Subjects: Content Knowledge: 186
2010 New Jersey Certificate of Eligibility with Advanced Standing, Art K-12
2010 Pennsylvania Teaching Certificate, Art K-12
2006 New Jersey Substitute Certificate
Teaching Experience
2/10-Present
Tutor, Club Z!, Marlton, NJ
Plan and develop activities and lessons for students based on their individual needs, Provide differentiated instruction to make lessons more effective, Develop a professional rapport with students and parents.
12/06-Present
Substitute Teacher, Rancocas Valley Regional High School, Mount Holly, NJ
Responsible for classes of 30 students from grades 9-12, Follow teachers’ lesson plans for up to 5 classes per day, Administer planned assignments to students and organize completed work, Maintain a professional rapport with both students and faculty.
10/09-12/09
Student Teacher, William Penn Charter School, Philadelphia, PA
Taught 3 ceramics courses for students 9-12 including a lesson on Japanese pottery and cultural traditions and a lesson in which students built 12” coil pots that incorporated movement. Helped team-teach a course for 9th grade students incorporating fine, performing and digital arts.
9/09-10/09
Student Teacher, Haddon Township School District, Haddon Township, NJ
Taught 7 original lessons to grades K-5. Among my favorite lessons were my Romare Bearden and the Harlem Renaissance lesson during which students created a self-portrait in the style of the artist using self-decorated papers, as well as a lesson on creating life-size scarecrow sculptures. Maintained a safe and effective learning environment for 500 students per week.
11/08
Teens United for Peace Conference Assistant, Philadelphia Museum of Art, PA
Students from high schools in the Philadelphia area read original poetry and short stories surrounding the theme of anti-violence and tolerance. Students also presented films in which they starred, directed, and wrote.
Responsible for overseeing student areas and assisting with student exhibitions.
10/08-12/08
Teaching Assistant, Philadelphia Museum of Art, Philadelphia, PA
Assisted visually-impaired students in completing sculptures for a book release held at the museum, Assisted in teaching lessons created for adult students with visual impairment, Prepared materials and a safe and welcoming learning environment for students, Gained valuable experience with a special needs population, Assisted museum tours and teaching lessons based on current exhibitions for students ages 3-5, Prepared and exhibited student work.
1/08-4/08
Art Teacher, Samuel Powell Elementary School, West Philadelphia, PA
Taught original art lessons in the theme of African countries to 125 students per week, Planned and budgeted art supplies for one semester of lessons, Independently managed classes and taught several different multidisciplinary and multicultural lessons per visit.
1/07-5/07
Art Therapist Intern, Behavior Counts Therapy, LLC
Created therapy tools for sessions, Designed web ads and invitations for art therapy workshops, Made house visits to assist with therapy sessions for children with Autism.
Exhibitions/Honors
Rowan University
May 2007 Graduated with Honors- Cum Laude
2003-2007 Dean's List
2007 Research published on Cyberbullying in High Schools
2007 Juried Art Show- Westby Gallery
University of the Arts
May 2010 Dianne Foxman Award for Achievement in Teaching and Learning in Art Education
May 2009 “Wish You Were Here Exhibition” President Buffington's office
November 2009 “Teaching with Students with Special Needs” Workshop
Skills
Classroom: Classroom Management, Multitasking, Multicultural Studies, Written and Verbal Communication
Creative: Ceramics, Drawing, Painting, Sculpture, Photography (Digital and Film), Various Crafts, Basic Graphic Design, Printmaking, and Gallery Installation (experience in teaching all of the mentioned areas)
Technical: SmartBoard software, Mac/Windows, MS office (Word, Excel, PowerPoint), QuarkXPress, Adobe (Writer, Photoshop, Illustrator)
Sunday, May 23, 2010
Friday, October 24, 2008
Philosophy of Art Education
Art is a medium with which anyone can communicate. It is this fact that has influenced me to direct my career toward art education. I believe that students should be given the tools to interpret and manipulate their visual experience so that they can use art to express their emotions, creativity, and ideas. The world we live in today is increasingly visual, and a complete art education should equip students with the necessary knowledge to interpret our society’s culture. Students should discover perspectives unlike their own and learn to be tolerant of views that they may not have ever considered. Art education is a critical component of a child’s development and must not be ignored. I believe that a child’s development cannot be complete without proper exposure to the arts. My feeling is that if these goals are met, students will develop the necessary knowledge to interpret the visual world in which we live.
Thursday, October 23, 2008
eLecture: Andrew Goldsworthy
ANDREW GOLDSWORTHYin his documentary "Rivers and Tides"
Today, it seems that everyone is “going green”. For Andrew Goldsworthy it is more than just a trend, it is the motivation behind his art. Andrew Goldsworthy is a sculptor, photographer, and environmentalist living in Scotland. He is best known for his non-permanent sculptures in nature, but he does permanent pieces as well. In this eLecture, we will discuss Andrew Goldsworthy, his artwork, and the inspiration behind his art.
(Be sure to click on the links and refer to the 'Vocabulary' section if needed!)
"Iris Leaves with Rowan Berries"Andy Goldsworthy is considered an environmental artist. Environmental art became popular in the late 1960’s and is becoming popular again today. Environmental artists generally aim to improve their own, and possibly others’, relationship with nature. Environmental art can be two-dimensional or three-dimensional. It can be made from any material. However found objects (such plastic bottles) or other natural materials are most common.
Another Example of an Environmental Artist:
John Dahlson, environmental sculptor, made pieces from found objects and natural materials.
Example 1
Example 2
Click on the link and Read "In His Own Words" (toward the bottom of the web page).
"Rowan Leaves & Hole"EPHEMERAL SCULPTURES
Goldsworthy uses only his natural environment to create his temporary sculptures. He never brings outside materials with him to incorporate into these pieces. Ice, sheep’s wool, leaves, bark, stones and twigs are common materials used in his art. He does not use scissors, glue, tape, or even paint to alter the natural materials. This means that his only tools are those found on his body. His hands, nails, teeth, and sometimes his tongue!
He must deal with the frustrations that will inevitably take place because of the unstable natural environments in which he works. When using leaves and other light objects, his materials can get easily out of place by wind or animals that may be lurking on site. Therefore, because his works are assembled in unpredictable environments, his sculptures are often short-lived.
A photograph is always taken once a temporary piece is completed. Photographs serve as documentation. Each photograph includes the date and location of that particular piece. Sometimes Andy is the only person to ever see the actual sculpture. He allows the environment to naturally break down his art and recycle it back into the earth. Sometimes he will watch the work that he just completed be destroyed naturally. He has said, "There's so many works I've made that the thing that will bring it to life is the very thing that will cause its death."
"Rivers and Tides" documentary clip. Click to see Andy in action!
PERMANENT SCULPTURES
Andy’s recent sculptures have been permanent. He uses tools on some of his permanent sculptures to get the desired shape and consistency that he is seeking. He must alter his materials somewhat because he is creating these to last.
"Roof", 2005"
"Stone Houses", 2004
“Stone Houses” 2004
MORE ARTWORK
"Dandelions & Hole"
"Lying down on dry earth while rain begins"
"Autumn Cherry Leaves"QUESTIONS FOR DISCUSSION
Some of Andrew Goldsworthy's work is never seen by anyone but him, except for in photographs. Which is art? The photograph or the actual sculpture? Why?
Do you think that he should make all of his sculptures permanent? How would that change his message?
Goldworthy's temporary sculptures are made in rural locations. How do you think his materials would change if he began making art in New York City? What would he use? What would you use? Why?
ACTIVITY
Andrew Goldsworthy has sculpted nature-inspired pieces all over the world. In doing so he has had to work with whatever materials that were available in the environment in which he was working.
Create your own sculpture “Goldsworthy style” using found objects in your own environment.
Your sculpture must be at least 12 inches in diameter. You may use ONE tool that is not found in nature.
Directions:
1. Brainstorm.
• GO OUTSIDE! The best inspiration for environmental artists is in nature!
• What do you find a lot of in your area?
2. Collect your objects.
3. Evaluate your findings.
• Do any of your objects communicate anything about where you live or what you value?
• Are your objects soft? Hard? Long? Short? Sturdy? Fragile?
• Do you want your sculpture to be temporary or permanent?
4. Sketch some ideas for your sculpture.
Pick your favorite. Then…
5. Begin work!
“A lot of my work is like picking potatoes; you have to get into the rhythm of it”
-Andrew Goldsworthy
EXTRA CREDIT:
• Don’t use any tools that are not found in nature. Work like Andrew Goldsworthy!
• Take pictures to document your progress including a photo of your finished sculpture.
VOCABULARY
Ephemeral- temporary, lasting a short time
Found Objects- A natural object or an artifact not originally intended as art, found and considered to have aesthetic value
Environmental Art- art that helps improve our relationship with the natural world. It is made to disappear, transform, or remain constant. Almost always, environmental art conveys a message of preservation or education about natural processes.
REFERENCES
Inspiration for Vocabulary Definitions
"Rivers and Tides" Documentary clip
More Information on Andrew Goldsworthy- "In His Own Words"
What is Environmental Art?- The Green Museum Website
Wikipedia- Andrew Goldsworthy
Andrew Goldsworthy @ the Metropolitan Museum of Art- Stone Houses, 2004
"Rivers and Tides" - Documentary Review
Monday, October 20, 2008
WebQuest:
ROMARE BEARDEN
INTRODUCTION
Romare Bearden lived from 1911-1988. His life’s work earned him great success. His peers have said that he was an incredibly intelligent man who loved art, literature and music. He is known for his unique style of art that was made famous during the Harlem Renaissance. His interests were some of his greatest inspirations.
Romare Bearden was influenced by music, his experiences and his culture. His art is heavily influenced by the jazz music he loved so deeply. He listened to it while he created his art.
3 Folk Musicians, 1967“I listened for hours to recordings of Earl Hines at the piano. Finally, I was able to block out the melody and concentrate on the silences between the motes. I found this was very helpful to me in the placement of objects in my paintings and collages. Jazz has shown me ways of achieving artistic structures that are personal to me.”
-Romare Bearden
Everyday life in Harlem was also a source of inspiration for Romare Bearden. He worked as a social worker for about 30 years. During this time, he was a ble to get a honest representation of the people of Harlem.
Card Players, 1982
New York City is the birthplace of several artistic movements that have changed the way we look at art. One such movement was the Harlem Renaissance. The Harlem Renaissance lasted from the 1920’s to the mid 1930’s. During this time, African American writers, artists, and musicians gained international recognition. It was the first time in American history that African American art was taken seriously. This was also the time period when jazz music began gaining recognition throughout the country. Jazz originally developed in New Orleans, Louisiana and combines both European and African components.
TASK
The student will be able to experience the creative process used by Romare Brearden during the Harlem Renaissance. They will create their own music-inspired composition using collage techniques. The finished product will reflect the student’s interpretation of their own personal influences.
How do you make a collage or what is a collage, you ask?
PROCESS
Review these websites:
Read this article.
Collage art (click on at least 10 titles to view)
Answer the following questions:
What genre of music did Romare Bearden use to inspire his art?
How did it affect his art?
Can you see the musical influence when you look at his work?
If so, where? How do you know?
Think of your own personal musical taste.
What kind of music affects you?
(Play it while you brainstorm.)
How does it affect you emotionally? (Laughter? Tears? Etc.)
As you branstorm, jot down notes to keep in mind:
Think about where you like to be while you listen to your music. (outside, in your room, lost in your thoughts, etc.)
What colors come to mind? Shapes?
What did Romare Bearden use to interpret his music and how can you translate those techniques into your own style?
Collect materials to assemble a collage.
Think outside the box if you wish. (magazines, foil, lace, screen, or 3D objects may be used)
Play the same music choice the whole time you create your collage.
Lightly sketch your composition on your paper before you begin.
Begin cutting, arranging and attaching pieces to create your collage.
EVALUATION
Each student will earn their score based on the following aspects of their performance:
-completion of assignment
-effort demonstrated
-content, organization, and originality
-neatness and craftsmanship in all aspects of work
CONCLUSION
Internet navigation and utilization is a valuable resource to enrich the learning process.
Upon completion of this WebQuest has given you background knowledge of the Harlem Renaissance and exposed you to a major contributor to African American art history. You have also experienced a technique used by a famous artist, and have created an original piece of art inspired by that experience.
My hope is that you have learned about the art-making process and will continue your research independently! ☺
CREDITS
MET Museum of Art- Look and Listen: Romare Bearden
Bearden Foundation- Biography
Romare Bearden Foundation HomePage
NPR- Article on Romare Bearden
More on the Harlem Renaissance
How to Collage
Tuesday, September 2, 2008
"Wish You Were Here" Lesson Plan
Teacher: Lauren Norcross
Grade Level: 9
Title: "Wish You Were Here"
Brief History: This lesson is based on William Wegman’s postcard art. William Wegman is an artist that uses postcards as a foundation in the creation of his paintings. He expands beyond the limits of the postcards to add his own interpretation and creative expression.
Standards:
Pennsylvania Academic Standards for the Arts and Humanities
9.1.9 A Know and use the elements and principles of each art form to create works in the arts and humanities
9.1.9 B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.9 C Integrate and apply advanced vocabulary to the arts forms.
9.1.9 E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
9.1.9 H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
9.1.9 J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
9.2.9 A Explain the historical, cultural and social context of an individual work in the arts.
9.2.9 E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts
9.2.9 F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.9 L Identify, explain and analyze common themes, forms and techniques from works in the arts
9.3.9 B Determine and apply criteria to a person’s work and works of others in the arts.
9.3.9 C Apply systems of classification for interpreting works in the arts and forming a critical response.
9.4.9 A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.
9.4.9 B Describe and analyze the effects that works in the arts have on groups, individuals and the culture.
Goal: Students will create a 2D representation of their "special place”
Objectives:
Students will
• express what they know about the idea of "home" and what a home can be
• improve their ability to unify a composition
• interpret and identify emotions that they experience while in their special place
• create a 2D representation of their "special place”
Resource Materials/Visual Aides:
-One or more different examples from teacher's "home" using different media.
-Postcards, pictures, etc for inspiration/ examples of the use of the word "home"
-Allow students to explore website: http://soundsofthecity-scentofthesea.blogspot.com/
Materials:
-postcard, pictures, text, and/or other memorabilia provided by the students
-additional "extras" provided by teacher (tissue paper, magazines, wall paper, etc)
-glue
-tape
-markers
-paint
-paint brushes
-water cups
-construction paper
Teacher Preparation: Teacher should supply enough materials for each student. Supplies should be put out for students to take at will. Teacher should also make an example of the project applied to his/her own life.
Teaching
Introduction: "Close your eyes. Think of your favorite place in the whole world. How do you feel while you're there?"
Discuss further.
Show examples of artists’ work
Show examples of teacher's work
Answer questions
Directions:
1. Lay out "home" memorabilia
2. Brainstorm thumbnails of composition and consider materials
3. Be experimental. Once you choose your layout, attach your memorabilia
4. Continue by applying other materials such as paint, magazine clippings,
wallpaper, etc. to make your special place into a 2D environment. See teacher’s or Wegman’s examples for additional reference.
5. When finished, write evaluation of your work.
• Why did you use those images?
• What if any significance does the media have to your work?
• What would a stranger think that your composition communicates to others? Is that what you intended?
Critique/Evaluation/Assessment: Students will be evaluated based on adhearance to assignment guidelines.
Students will write a 2-3 paragraph explanation of their work and why they used the media, elements and composition that they chose.
Time Budget: 3 45-minute class periods.
Class 1
25 minutes- introduction, directions, and examples
15- time to brainstorm. make lists, drawing sketches of their favorite places, and listing emotions that these places evoke.
Class 2
5 minutes- review/discussion of materials
35 minutes- Studio time
5 minutes- clean up
Class 3
20 minutes- Studio time
5 minutes- clean up
10 minutes- voluntary discussion/exhibition
Vocabulary:
Collage- the combination of pieces of material to create a composition.
Context- A set of interrelated background conditions (e.g., social, economic, political) that influence and give meaning to the development and reception of thoughts, ideas or concepts and that define specific cultures and eras.
Elements- Core components that support the principles of the arts.
Multimedia- The combined use of media, such as movies, cd-roms, television, radio, print and the internet for entertainment and publicity.
Technique- Specific skills and details employed by an artist, craftsperson or performer in the production of works in the arts.
Safety Concerns: Unsupervised Internet usage. Be aware of websites that students are viewing during their research process.
References:
Blog site with Wegman’s work and students projects
Lenora Oppenheim- photography collages of places
More Wegman from the Sperone Westwater Gallery
Lauren Norcross’s Blog
Grade Level: 9
Title: "Wish You Were Here"
Brief History: This lesson is based on William Wegman’s postcard art. William Wegman is an artist that uses postcards as a foundation in the creation of his paintings. He expands beyond the limits of the postcards to add his own interpretation and creative expression.
Standards:
Pennsylvania Academic Standards for the Arts and Humanities
9.1.9 A Know and use the elements and principles of each art form to create works in the arts and humanities
9.1.9 B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.9 C Integrate and apply advanced vocabulary to the arts forms.
9.1.9 E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
9.1.9 H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
9.1.9 J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
9.2.9 A Explain the historical, cultural and social context of an individual work in the arts.
9.2.9 E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts
9.2.9 F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.9 L Identify, explain and analyze common themes, forms and techniques from works in the arts
9.3.9 B Determine and apply criteria to a person’s work and works of others in the arts.
9.3.9 C Apply systems of classification for interpreting works in the arts and forming a critical response.
9.4.9 A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.
9.4.9 B Describe and analyze the effects that works in the arts have on groups, individuals and the culture.
Goal: Students will create a 2D representation of their "special place”
Objectives:
Students will
• express what they know about the idea of "home" and what a home can be
• improve their ability to unify a composition
• interpret and identify emotions that they experience while in their special place
• create a 2D representation of their "special place”
Resource Materials/Visual Aides:
-One or more different examples from teacher's "home" using different media.
-Postcards, pictures, etc for inspiration/ examples of the use of the word "home"
-Allow students to explore website: http://soundsofthecity-scentofthesea.blogspot.com/
Materials:
-postcard, pictures, text, and/or other memorabilia provided by the students
-additional "extras" provided by teacher (tissue paper, magazines, wall paper, etc)
-glue
-tape
-markers
-paint
-paint brushes
-water cups
-construction paper
Teacher Preparation: Teacher should supply enough materials for each student. Supplies should be put out for students to take at will. Teacher should also make an example of the project applied to his/her own life.
Teaching
Introduction: "Close your eyes. Think of your favorite place in the whole world. How do you feel while you're there?"
Discuss further.
Show examples of artists’ work
Show examples of teacher's work
Answer questions
Directions:
1. Lay out "home" memorabilia
2. Brainstorm thumbnails of composition and consider materials
3. Be experimental. Once you choose your layout, attach your memorabilia
4. Continue by applying other materials such as paint, magazine clippings,
wallpaper, etc. to make your special place into a 2D environment. See teacher’s or Wegman’s examples for additional reference.
5. When finished, write evaluation of your work.
• Why did you use those images?
• What if any significance does the media have to your work?
• What would a stranger think that your composition communicates to others? Is that what you intended?
Critique/Evaluation/Assessment: Students will be evaluated based on adhearance to assignment guidelines.
Students will write a 2-3 paragraph explanation of their work and why they used the media, elements and composition that they chose.
Time Budget: 3 45-minute class periods.
Class 1
25 minutes- introduction, directions, and examples
15- time to brainstorm. make lists, drawing sketches of their favorite places, and listing emotions that these places evoke.
Class 2
5 minutes- review/discussion of materials
35 minutes- Studio time
5 minutes- clean up
Class 3
20 minutes- Studio time
5 minutes- clean up
10 minutes- voluntary discussion/exhibition
Vocabulary:
Collage- the combination of pieces of material to create a composition.
Context- A set of interrelated background conditions (e.g., social, economic, political) that influence and give meaning to the development and reception of thoughts, ideas or concepts and that define specific cultures and eras.
Elements- Core components that support the principles of the arts.
Multimedia- The combined use of media, such as movies, cd-roms, television, radio, print and the internet for entertainment and publicity.
Technique- Specific skills and details employed by an artist, craftsperson or performer in the production of works in the arts.
Safety Concerns: Unsupervised Internet usage. Be aware of websites that students are viewing during their research process.
References:
Blog site with Wegman’s work and students projects
Lenora Oppenheim- photography collages of places
More Wegman from the Sperone Westwater Gallery
Lauren Norcross’s Blog
Monday, September 1, 2008
Lesson: "Don't Peak Pandora!"
Teacher: Lauren Norcross
Grade Level: 4th
Title: Don’t Peek Pandora!
Brief History: Many Greek myths are stories that explain the phenomenon of everyday life. One very famous story is about Pandora and a wedding gift from Zeus, Prometheus, and Epithetheus. In Greek mythology, Pandora was the first female mortal character, made by Zeus, Prometheus, and Epithetheus to marry the only man. She was given many gifts when they created her. She was beautiful, she spoke well, and she was a talented musician.
However, the most important gift that she received was a wedding gift from Zeus, Prometheus, and Epithetheus. It came with instructions that it was to remain inside the box, never to be opened, under any circumstances. Pandora was unable to tame her curiosity and opened the box, releasing all of the things inside. Cruelty, sickness, jealousy, war, and all of the terrible things in the world, were released. However, there was one thing left in the box, hope. Hope came out of the box and went forth into the world so that the people of the world can bear all of the terrible things that live among us.
PA Standards:
9.1.5. A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.5. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5. C. Know and use fundamental vocabulary
9.1.5. E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
9.1.5. H. Use and maintain materials, equipment and tools safely at work and performance spaces.
9.2.5 A. Explain the historical, cultural and social context of an individual work in the arts.
9.2.5 G. Relate works in the arts to geographic regions
9.2.5. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts
9.3.5. E. Describe and use types of critical analysis in the arts and humanities.
9.3.5. F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.
9.4.5 A. Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities
9.4.5 C. Identify the attributes of various audiences’ environments as they influence individual aesthetic response
9.4.5 D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Goal: Students will create a Pandora-style box filled with all the things they think are terrible.
Objectives
Students will:
1. interpret experiences of a Greek mythological figure to their own life experiences.
2. improve math skills.
3. learn how the use of symbolism can be used to convey information in artworks.
4. express individuality through the contents of their box.
5. create a Pandora-style box filled with all the things they think are terrible.
Resource materials/Visual Aids:
Lesson Board or Power Point with images of Pandora and her box, and possibly its contents. Also have books and other resources for students to explore.
Supplies/Materials:
• Drawing paper
• Crayons
• Magazines
• Glue
• Scissors
• Markers
• Construction paper
• Metallic paper or foil
Teacher Preparation: At least one week before the lesson, ask students to bring in a box (shoebox or smaller) on the day of the lesson. The teacher may need to bring in a few extra boxes in the case that a student may have forgotten.
Teaching
Introduction: Have students individually make a list of things that they wish would disappear. Explain Pandora’s box.
Directions:
1. Think about what a box would look like that held all of life’s terrible things
2. Take out your box and cover it with paper by measuring the dimensions of each surface of the box and lid, cutting the paper to fit each side.
3. Glue pieces onto box
4. Decorate the box.
5. Create symbols that represent the things that you wish Pandora would have kept in the box. Example: Brussels sprouts, homework, etc. Remember: Don’t use words!
6. Place symbols inside the box and close the lid.
7. Consider: does the box have a lock? Why did you choose the symbols that you did? What do they mean to you? Would anyone disagree with you?
Closure: Students will volunteer to participate in a discussion of their own Pandora-style box. Students can explain why they chose the style and elements that make up their piece.
Critique/Evaluation/Assessment: Students should have created symbols to place inside of their version of Pandora’s box that depict things that the student doesn’t like. No words should be used in the making of their symbols. Students will be evaluated on their effort and their display of craftsmanship.
Time Budget:
1 45-minute class period
10 minutes- introduction
20 minutes- studio
10 minutes- critique
5 minutes- clean up
Vocabulary:
Myth- A traditional, typically ancient story dealing with supernatural beings, ancestors, or heroes that serves as a fundamental type in the worldview of a people, as by explaining aspects of the natural world
Moral- teaching or exhibiting goodness or correctness of character and behavior
Safety Concerns: Always use caution when handling scissors.
References:
Greek Myths, “In the Beginning Pandora’s Box” p.9-14
Pandora Myth
http://www.geocities.com/una_sorella/stories/pandora.htm
Definitions
www.thefreedictonary.com
Grade Level: 4th
Title: Don’t Peek Pandora!
Brief History: Many Greek myths are stories that explain the phenomenon of everyday life. One very famous story is about Pandora and a wedding gift from Zeus, Prometheus, and Epithetheus. In Greek mythology, Pandora was the first female mortal character, made by Zeus, Prometheus, and Epithetheus to marry the only man. She was given many gifts when they created her. She was beautiful, she spoke well, and she was a talented musician.
However, the most important gift that she received was a wedding gift from Zeus, Prometheus, and Epithetheus. It came with instructions that it was to remain inside the box, never to be opened, under any circumstances. Pandora was unable to tame her curiosity and opened the box, releasing all of the things inside. Cruelty, sickness, jealousy, war, and all of the terrible things in the world, were released. However, there was one thing left in the box, hope. Hope came out of the box and went forth into the world so that the people of the world can bear all of the terrible things that live among us.
PA Standards:
9.1.5. A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.5. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5. C. Know and use fundamental vocabulary
9.1.5. E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
9.1.5. H. Use and maintain materials, equipment and tools safely at work and performance spaces.
9.2.5 A. Explain the historical, cultural and social context of an individual work in the arts.
9.2.5 G. Relate works in the arts to geographic regions
9.2.5. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts
9.3.5. E. Describe and use types of critical analysis in the arts and humanities.
9.3.5. F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.
9.4.5 A. Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities
9.4.5 C. Identify the attributes of various audiences’ environments as they influence individual aesthetic response
9.4.5 D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Goal: Students will create a Pandora-style box filled with all the things they think are terrible.
Objectives
Students will:
1. interpret experiences of a Greek mythological figure to their own life experiences.
2. improve math skills.
3. learn how the use of symbolism can be used to convey information in artworks.
4. express individuality through the contents of their box.
5. create a Pandora-style box filled with all the things they think are terrible.
Resource materials/Visual Aids:
Lesson Board or Power Point with images of Pandora and her box, and possibly its contents. Also have books and other resources for students to explore.
Supplies/Materials:
• Drawing paper
• Crayons
• Magazines
• Glue
• Scissors
• Markers
• Construction paper
• Metallic paper or foil
Teacher Preparation: At least one week before the lesson, ask students to bring in a box (shoebox or smaller) on the day of the lesson. The teacher may need to bring in a few extra boxes in the case that a student may have forgotten.
Teaching
Introduction: Have students individually make a list of things that they wish would disappear. Explain Pandora’s box.
Directions:
1. Think about what a box would look like that held all of life’s terrible things
2. Take out your box and cover it with paper by measuring the dimensions of each surface of the box and lid, cutting the paper to fit each side.
3. Glue pieces onto box
4. Decorate the box.
5. Create symbols that represent the things that you wish Pandora would have kept in the box. Example: Brussels sprouts, homework, etc. Remember: Don’t use words!
6. Place symbols inside the box and close the lid.
7. Consider: does the box have a lock? Why did you choose the symbols that you did? What do they mean to you? Would anyone disagree with you?
Closure: Students will volunteer to participate in a discussion of their own Pandora-style box. Students can explain why they chose the style and elements that make up their piece.
Critique/Evaluation/Assessment: Students should have created symbols to place inside of their version of Pandora’s box that depict things that the student doesn’t like. No words should be used in the making of their symbols. Students will be evaluated on their effort and their display of craftsmanship.
Time Budget:
1 45-minute class period
10 minutes- introduction
20 minutes- studio
10 minutes- critique
5 minutes- clean up
Vocabulary:
Myth- A traditional, typically ancient story dealing with supernatural beings, ancestors, or heroes that serves as a fundamental type in the worldview of a people, as by explaining aspects of the natural world
Moral- teaching or exhibiting goodness or correctness of character and behavior
Safety Concerns: Always use caution when handling scissors.
References:
Greek Myths, “In the Beginning Pandora’s Box” p.9-14
Pandora Myth
http://www.geocities.com/una_sorella/stories/pandora.htm
Definitions
www.thefreedictonary.com
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