ARTTIMES
SPRING 2009
ISSUE 3
WIARTED.ORG
WISCONSIN ART EDUCATION ASSOCIATION NEWSLETTER
Task Force on Arts and Creativity in Education:
Action plan sets creative pace for Wisconsin
ANNE KATZ, EXECUTIVE DIRECTOR, ARTS WISCONSIN
I
nvestment in the artistic and creative energy of
Wisconsin students throughout their education is the
over-arching recommendation of the Wisconsin
Task Force on Arts and Creativity in Education
final report and action plan, unveiled at the
Creative Wisconsin Summit in Madison on Friday,
January 9.
The 36-member task force, appointed in March
2008 by State Superintendent Elizabeth Burmaster
and Lt. Gov. Barbara Lawton, was charged with
examining state-level policies and local practices to determine their impact on the scope
of, and access to, quality arts education
opportunities in Wisconsin. To develop
its recommendations for strengthening
arts and creativity education in
Wisconsin, the task force conducted
nine public forums and reviewed
the status of arts education in
Wisconsin and research done
by experts in the field.
“Every child has
tremendous creative
capacity; it is our responsibility to develop and harvest it,”
Lawton said. “Wisconsin's competitive
edge in this global economy will be a
workforce well-prepared to think boldly and
work innovatively, with that risk-taking confidence
of an entrepreneur.”
“The arts have a potent effect on student achievement and
engagement in school,” Burmaster said. “Despite clear research that
shows how vital the arts and creativity are for all students, access to the
full range of the arts is continuing to decline in Wisconsin. Revitalizing
our arts education programs and infusing creativity throughout the
curriculum is critical for our students’ success.” A common definition
of creativity, which describes the creative process as a combination of
imagination, creativity, and innovation to produce something unique
that has value and meaning, provides the foundation of the task force
recommendations.
The group’s plan for action addresses four areas. The first three,
Legislative and State Policy, Creativity in the Classroom, and
Community Involvement, focus on strengthening arts education
in Wisconsin schools. The fourth, Business and the Creative
Economy, focuses on engaging the business community—
especially those on the leading edge of the creative
economy—to propel business growth and economic
development and to help strengthen arts and creativity
programs for students.
Specifically, recommendations call for:
• Revising standards and assessment to infuse
creativity development into class work;
• Ensuring that every Wisconsin school
uses an interdisciplinary curriculum
that systematically integrates creativity
development into class work;
• Ensuring that all students have
access to education in the full
spectrum of the arts taught by
qualified instructors and
abundant opportunities to
develop creativity
throughout the
curriculum;
• Identifying best practices and
models for arts and creativity
education as well as methods for sharing
successful practices;
• Increasing professional learning opportunities
and support for school staff to implement creative
processes in the classroom;
• Continuing outreach to communities, business, and educational
and arts organizations to foster partnerships and collaboration that
strengthen arts education and the development of creative potential in
all students;
• Fostering a climate of creative inquiry and innovation in the state
through business partnerships and endorsements that support the arts
and arts education; and
• Improving the arts and cultural environment-through state-level
continued on page 9
PRESIDENT’S MESSAGE
LYNN JERMAL
Creativity: a sustainable resource
I. A Little
Art Education
History
T
his ArtTimes
issue and our
next conference
at MIAD is
dedicated to
CREATIVITY, a word often used
in the arts, though not always
carefully examined or understood.
In a recent graduate course full of
art and music teachers I asked
everyone to define “creativity” and
describe what they would look for
in order to assess creativity in a
product of student work. Thus
generated a rather involved
discussion. Many were not sure
how to describe their understanding of creativity and were
rather vague in identifying qualities
of a creative product. This was
disconcerting for the teachers, as
many had been working in a
“creative” field for many moons—
some up to 25 years. Why had they
never carefully examined that
term?
I think some of the answer lies in
different teaching models
promoted in art education over the
last 100 years. This is my brief
interpretation of that history for
our field.
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F SPRING 2009
Progressive Education (Dewey),
promoted at the beginning of the 20th
century, was very interested in
examining knowledge through
education in a holistic and studentcentered model. The field of art
therapy has roots in this movement, as
well as a close relationship with art
education, as it built its own
theoretical base in the 1930s.
The work of Lowenfeld in the
1940s produced a pervasive art
education model widely considered
“child-centered self-expression” but
which also valued the importance of
the teacher in assisting personal
growth through deep creative activity.
This fueled growth for art education
in the 1950s and ’60s as our schools
and populations of children
burgeoned. Art in the schools was
perceived as a balance to more structured curriculum areas, offering
freedom of expression and creative
exploration, an area of study “outside”
the basics. But it also, inadvertently,
created the autonomous “artist’s
garret” many art teachers happily
occupied, away from the core of the
school curriculum and culture.
Art education was therefore
vulnerable when all disciplines began
to identify their “knowledge bases” in
the 1960s and ’70s, and we were not
able to clearly define ours. An
undefined disciplinary concept base
would surely result in un-assessable
learning, not the boat to be in as we
slid toward a deep recession in the
1970s. In educational settings, what
was not assessed was cut. I started
teaching in that climate and probationary teachers were given the pink
slip automatically each spring and
rehired in August if the budget
allowed. Uneasy times, déjà vu?
However, we responded by
defining our field and creating the
Discipline-Based Art Education
model. As a new teacher who learned in an era of Lowenfeld but
trained in the era of Eisner, I was prepared to teach in a DBAE
model and did so even as the field of education was slow to accept
it. By time DBAE was prevalent in the 1990s, the culture was interconnecting everyone and everything at such a breakneck pace we
could not help but ask, “How do we keep up? How do we address
the visual as it changes by the second before the eyes of children?”
My PhD program was a metaphor for the discourse that pushed
and pulled the field during that time, as I worked simultaneously
with a Getty scholar deeply advocating DBAE and a new scholar
vigorously building Visual Culture theory. They rarely spoke.
However, the siren call of creativity was never far from my door
because, as an artist seriously involved in developing and showing
my own studio work, I intuitively knew that delving into personal
vocabulary and creative process was not easily done nor could it
be shut out of the picture of art learning. I began to develop a
hybrid model for teaching visual arts that nods to all the models.
I call it the “Art House” model, but that is another column. My
model does value understanding what we know about creativity in
the educational setting: I teach a course in it, I teach about it in
every class and I do in-services and lectures on it. I am glad we
are, again, addressing it directly.
The thing is, the arts teachers in my class did not really know
how to speak eloquently about what we understand about
creativity because it was not promoted in art education in the last
25 years. It was heavily RESEARCHED for all these years in
other fields. Ever since Guilford broached the question to the
APA in 1950, “What do we know about creativity?” researchers
have been trying to discover how to develop, nurture and
recognize it. This research may have started in order to put a man
on the moon, but it has continued because looking into the person,
process, product or environment of high creativity is fascinating
and revealing. Not surprisingly, we now know a great deal about
creativity and this is put to use widely in business and psychology,
to name just two arenas.
It’s time we examine creativity again, bringing it into art
education without throwing out our knowledge base or turning a
blind eye toward contemporary visual culture.
The arts have always been our first choice in times of stress,
grief or celebration. The arts are center stage on any occasion of
gravity (note the poem, quartet, painting of Yosemite at the
luncheon and dancing at the recent Presidential Inauguration), yet
they are still considered peripheral to core learning in American
schools. Today we face an economic recession again. Is art in the
schools at risk as we face shrinking school budgets? This time
around there is a national climate addressing sustainable resources.
Now creativity has been identified as both a sustainable and
renewable resource, and one that may save Wisconsin’s economy.
Unfortunately, the arts do not have “dibs” on the only place that
enhances creative behavior or produces creative products.
However, we can be a school leader, stepping out of the “garret”
and offering to guide the core learning in creativity identified as
necessary in this century. You can make this new national and state
interest in examining creativity work for you as a teacher to both
save and enrich your art education program.
First, find out more. Read the Wisconsin Task Force on Arts
and Creativity in Education Report (www.creative.wisconsin.gov).
It is a good summary of what you need to understand to promote
creative activity in your school, classroom and community. Bring
up the topic at your school. Promote it to administrators for your
next in-service or all school meeting. Find out what creativity
means to the well-being of your region. This recession, we have an
ace-in-the-hole, CREATIVITY; don’t pass up the opportunity to
be informed and use it!
Stay tuned to WAEA to help you navigate this new initiative and
explore this age-old topic. Use what CREATIVITY has to offer to
defend the importance of art for every Wisconsin student. And
celebrate your students’ creativity by participation in VAC, YAM,
and VDC this spring! It will give you the credibility you need in
the conversations I am encouraging. WE KNOW these programs
promote art’s visibility and enhance creativity—get involved!
Left:
Margaret Nelson helps
groups prepare for
a group installation of
bound triangles.
Creative Collaborations
University of Wisconsin–River Falls art education students are experimenting
with developing art lessons that include learning about public art and working
collaboratively while modeling sustainability and environmental awareness.
Here are some snapshots from their work in the schools.
At left: Rachael Anderson installs
tiles that spell out “Welcome to
Battle Creek” in 3 languages with
earth, air and water themes over
the school entrance.
Below: A detail of the installed
ceramic mural.
Below: An installation quilt of natural materials with a border
of nature collages by each student.
Students plan their
nature installation in
the classroom
before assembling it
outside outside.
Right:
Peter Odlaug and
Mary Perrizo-Peterson
help a class install
small group mandalas
made of collected
natural materials.
Far right:
Detail of a
nature mandala.
ARTTIMES
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3
FROM THE EDITOR
TERI MARCHÉ
A
s you can see, this issue is full of
references to Creativity, once again
rising to the top of art education
awareness. Like some others in this
organization, I recall the last time it
was the key focus of the field. I studied in the
1960s under a Lowenfeld student using Viktor
Lowenfeld’s book. Creativity and creative selfexpression were the hallmarks of that period. In effect, we were taught not
to actually teach art, but to present opportunities for students to make art
and to avoid any adult influence.
Since then I have learned a lot more about teaching art, and about
creativity. In my historical studies of art education it became clear that our
understanding of the word has changed over time. In the field of
education, during the late 19th century and very early 20th century,
creativity meant the simple human urge to make things.
As time went on and the art world embraced Modernism, the fine arts
provided an extra layer to the meaning, the layer of new, different, neverbeen-seen-before. We called it “avant garde” and it functioned within an
art historical context. That fine arts definition has gotten mixed up with
the earlier concept that was typically applied in education. By the 1960s
the fine art definition was pretty well accepted everywhere.
Forests were felled to support research on this brand of creativity. Tests
for it, and means of fostering it, were proposed, studied, and applied with
limited results.
Meanwhile, the world changed: Sputnik was launched in 1957; the
National Defense Education Act (NDEA 1958) was passed, and in
American Education math and science reigned supreme. A disciplinary
approach was adopted across the rest of the curriculum, but it wasn’t until
1965 that a discipline-based approach was advocated for the arts at the
Penn State Conference.
However, in actual art education practice, the creativity model, with its
fine arts definition, still ruled. When the economy began to falter in the
1970s, art education was on shaky ground, and losing support. We could
not show what students were learning because, in the name of creativity,
we were not teaching. I really do not want to go down that path again.
If we are going to hitch our bandwagon to that star again, there must be
real substance to it. We need a clear idea of what we are teaching (and it
must be something that not just anyone can teach), what students are
learning, and why it matters. First of all, we need a good definition of
creativity, and the challenge is to avoid circular definitions that employ any
form of the word create. I would also urge that we consider whether the
fine arts definition is at all realistic or appropriate for our students.
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WISCONSIN ARTS
BOARD NEWS
ANNE PRYOR, FOLK AND TRADITIONAL ARTS SPECIALIST
Creative Communities – Arts in Education Grant
Thinking about a special art project that could use extra funding? Then
consider applying for an Arts in Education grant from the Wisconsin Arts
Board. The grant program, “Creative Communities,” has a designated Arts
in Education category to support projects submitted by schools, PTOs, or
other educational nonprofits. Bring in an artist for a residency, host a
community arts-making event, or develop professional development for
your faculty with WAB funds. The deadline for applications is March 16,
2009 for projects that would occur in the 2009-10 academic year. Go to
http://artsboard.wisconsin.gov/static/ccp.htm for guidelines and details
on applying.
Finding Community Artists
Wisconsin has a number of resources that can connect educators with
artists who can do school programs or residencies. Wisconsin Folks from
the Wisconsin Arts Board highlights traditional and ethnic artists in all
twelve CESA districts: www.wisconsinfolks.org. The Touring and Arts in
Education Artists listing from the Wisconsin Arts Board lets you find
fine artists ready for schools: http://artsboard.wisconsin.gov/static/
tour-aie/intro.htm. Seeds of Knowledge from the Oneida Nation Arts
Program provides funding to support bringing the Native American artists
on their roster to schools: www.oneidanationarts.org/index.php?option
=com_content&task=view&id=33&Itemid=64.
Arts@Large will soon unveil their new website, Milwaukee Arts
Education Directory, which will let educators easily find Milwaukee
teaching artists: www.artsatlargeinc.org.
Take your students
on a cross-cultural journey
with this bestselling program
on textiles
from around
the world.
Kaleidoscope of Cloth
Includes units on molas,
tapa cloth, kente cloth,
and Hmong cloth along
with six beautiful prints.
To order or request a 2009 catalog call 1-800-913-8555,
or visit www.crizmac.com for our online marketplace.
CRIZMAC Art & Cultural Education Materials, Inc.
P.O. Box 65928, Tucson, AZ 85728
Wisconsin Task Force on Arts and Creativity in Education:
A Plan for Action
What is creativity and what role should it play in education? This
was the central question that a 36-member task force explored through
statewide conversations during 2008. Convened by State Superintendent
of Public Instruction Libby Burmaster and Lieutenant Governor Barbara
Lawton, the task force held public listening sessions around Wisconsin to
explore the essential role of arts education in the K-12 curriculum and
how to develop students’ creative capacities to ensure they reach their
full potential. The task force positioned arts and creativity education as
an animating force in our state’s economy and as critical for a high quality
of life in Wisconsin communities. To read the report, go to
www.creative.wisconsin.gov.
Wisconsin Teachers of Local Culture’s Making It Home Tour
Many K-12 art teachers have treasured their participation in one of
WTLC’s annual cultural tours of Wisconsin. This summer will be the
fourth consecutive year that WTLC has offered a cultural tour. This year’s
tour will feature the local culture of southwest Wisconsin’s beautiful
Kickapoo Valley. Look for details and how to sign up for the tour on their
website, http://csumc.wisc.edu/wtlc.
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FALL CONFERENCE 2009
JILL LAGRANGE
K
ick off the 2009-2010
school year by attending
the WAEA Fall
Conference 2009,
Creative Exploration
and Innovation, Teaching Art and Design
in the 21st Century. It will be hosted
October 29-30, 2009 at the Milwaukee
College of Art and Design (MIAD). In
addition to offering a variety of workshops
and presentations, the conference team has
planned a block of great keynote speakers!
THOMAS MANN has been an active participant in
contemporary American craft movement for the past thirty
years as an artist, gallery owner and lecturer. He describes
himself as an artist working in the medium of jewelry and
sculpture. The primary design vocabulary which he employs
in the making of jewelry objects combines industrial
aesthetics and materials with evocative romantic themes and
imagery. He calls this design system Techno-Romantic. Though it is not the only
design mode in which he works, it is the one for which he and his work is best
known. Thomas Mann lives and works in New Orleans where he oversees a
jewelry design and production studio, a sculpture studio, and gallery. He currently
exhibits his jewelry and sculpture with some 250 galleries and stores in the US
and abroad, and at the premier craft events around the US.
DR. MARTIN RAYALA is assistant professor of art
education at Kutztown University of Pennsylvania. He is
the former State Art, Media and Design Education
Consultant for the Wisconsin Department of Public
Instruction. Dr. Rayala is on the Editorial Board of The
Journal of Media Literacy and the Education Committee
of the Smithsonian’s Cooper-Hewitt National Design
Museum in New York City. He is editor of the online magazine and DESIGN
at http://andDESIGNmagazine.blogspot.com.
JOHN CARUSO, instructor at the Milwaukee Institute of
Art and Design, earned a Master of Fine Arts from the
University of Illinois at Chicago and a Bachelor of Fine Arts
from the College for Creative Studies in Detroit. He has been
an assistant professor in the Department of Art, Art History
& Design at the University of Notre Dame and has also
held positions at the University of Illinois at Chicago and
Germany’s Fach Hochschüle fur Gestaltung-Pforzheim. John’s professional
background includes sustainable website and resource development for IDSA,
development partner in the use and specification of bio-based plastics at Eastman
Chemical Plastics and consulting work at Utilimaster Corporation.
BARBARA LAWTON said, “Every child has tremendous
creative capacity; it is our responsibility to develop and
harvest it. Wisconsin’s competitive edge in this global
economy will be a workforce well-prepared to think boldly
and work innovatively, with that risk-taking confidence of an
entrepreneur,” at the Task Force on Arts and Creativity in
Education Summit. A Wisconsin native, she graduated from
Waterford Union High School, summa cum laude from Lawrence University and
earned a master’s degree in Spanish from UW-Madison. In 2008, she received
an Honorary Doctorate of Laws from Lawrence University and an Honorary
Doctorate of Fine Arts from the Milwaukee Institute of Arts and Design. She and
her husband, Charles “Cal” Lawton, have two children and four grandchildren.
Both of their children are graduates of Green Bay East High School and
Macalester College. The family lived in Green Bay for over 30 years; their
permanent home now is near Algoma. She took office as Wisconsin’s 43rd
lieutenant governor on January 3, 2003 and was re-elected in 2006.
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CREATIVITY
ON DISPLAY
FALL CONFERENCE
MEMBERSHIP EXHIBITION
ELSA LENZ KOTHE
Creative Exploration and Innovation
WAEA Member Exhibition
MIAD Entrance and River Level Galleries
October 23-30, 2009
T
ake the opportunity to let your creativity shine! Art educators
will have the opportunity to exhibit their own artwork in
MIAD’s Entrance and River Level Galleries as part of the Fall
2009 WAEA Conference. Explore your own creativity through innovative
processes, media, or content that you have used in your own work or in
your classrooms while considering the exhibition theme of “Creative
Exploration and Innovation.” All educators, from early childhood and
retired educators to museum and higher education are invited to submit
packets for consideration in the juried exhibition. Use the exhibition as
motivation to get back into your own studio space in order to share your
creative expressions with your colleagues. Key information includes:
• Submission packet, including $15 entry fee, CD or DVD with
images, artist’s statement and entry forms, is due June 1, 2009.
• Exhibition will be on display October 23-30, 2009.
• All media are welcome.
• Recommended size limitations are 24 x 36 inches for 2-D,
and 24 x 24 x 24 inches for 3-D.
Visit WAEA website, www.wiarted.org, to download complete
exhibition guidelines and entry forms.
DODGEVILLE, WI
MEMBER STUDENT ART
DIGITAL EXHIBIT
MICHELLE VELASQUEZ-KLOPP
S
how off the work of your students! The 2009 WAEA Fall
Conference Committee is seeking images of student work for a
digital exhibit to be broadcast through MIAD’s closed circuit TV
during the conference. All entries should be in jpeg format.
• Title each jpeg file with:
– Student’s First Name (NO LAST NAMES)
– Grade
– Title
– Medium
– School/School District
– Member Teacher’s Full Name
• Email files to Michelle Velasquez-Klopp at kloppm@ecsd.k12.wi.us
• Deadline for entries is June 26, 2009.
Note: The Conference Committee reserves the right to omit any images
deemed of poor quality.
Bringing beginners to advanced clay lovers and guest
artists together to use a state of the art ceramics facility
with 30 electric wheels, two slab rollers and clay extruders,
along with gas, electric, Raku and wood fire kilns.
Communing With Clay
Session I June 14-19
Session II June 21-26
Session III August 9-14
Family Clay Camp
July 17-19
Professional Studio
July 19-24
Wisconsin Woodfire 2009
July 24th-July 26th
Kiln Firing July 26-August 1
Visit BethelHorizons-ArtVentures.org
for details and enrollment
ARTTIMES
F SPRING 2009 F
7
be seen.
Summer Art
Studio Camps
Middle School Art Studio
June 15-19, 2009
For students
entering grades 6-9
Day Camp Only
(Monday-Friday)
High School Art Studio
June 21-26, 2009
For students
entering grades 8-12
1-800-892-2118
uwgbsummercamps.com
www.
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Wisconsin Task Force on Creativity
continued from page 1
government, business, cultural, and professional organizations-as a tool
for economic development, employee attraction and retention, and
competitive advantage in the global marketplace.
“This task force assumed a leadership role nationally with its vision to
essentially transform schools to more effectively prepare children for this
complex and fast-changing world we live in today,” Lawton said.
"Creativity is the renewable energy in a 21st century global economy; this
well-wrought plan maps Wisconsin’s course toward a sustainable and
prosperous future.”
“All students can develop their creative
capacities if they have access to rich
learning opportunities in environments that
nurture and support their creative development. These task force recommendations
set a creative pace for our efforts to use
arts and creativity education to increase
academic achievement and provide our
students the 21st century skills they need
for success in our interconnected world.” —Elizabeth Burmaster
Arts Wisconsin and the Wisconsin Alliance for Arts Education
presented an advocacy session at the Summit, attended by nearly 100
enthusiastic artists, educators, business leaders, and civic activists. Arts
Wisconsin has also contacted each of the candidates for State
Superintendent of Public Instruction about the Task Force report and
recommendations. The organization has invited the current candidates for
State Superintendent of Public Instruction to review the report and
provide their reaction to it as well as their sense of how the recommendations would fit into their priorities. Arts Wisconsin will publicize the
candidates’ responses before the February 17 primary, and after the
primary, will survey the two general election candidates before the
election on April 1.
Finally, there will be a presentation on the Task Force and its work at
Arts Day, March 4, 2009, at the Monona Terrace Community and
Convention Center and State Capitol. On Arts Day, hundreds of representatives of Wisconsin’s extraordinary arts community come together for one
day to:
• Celebrate all that's happening in the arts across Wisconsin
• Connect with old and new friends
• Educate legislators about the importance of investing in the arts,
to strengthen Wisconsin’s economy, educational system, and social
infrastructure.
The Wisconsin Alliance for Arts Education and 25 other statewide
arts, education, business and civic organizations are sponsors of this
annual legislative day for the arts and arts education. This is a critical
year to speak up for the arts and arts education, so all arts educators are
urged to attend. Register today at http://artswisconsin.org/events/
artsday2009.cfm.
Learn more about the arts, arts education and advocacy at Arts
Wisconsin’s website, www.artswisconsin.org. Learn more about the Task
Force, and download the report, at www.creative.wisconsin.gov.
DEPARTMENT OF CHILDREN
AND FAMILIES TO SPONSOR
YOUTH ART MONTH AWARD
ROCHELLE ROBKIN
T
he Wisconsin State Department of Children and Families is
sponsoring an award that will recognize student artists, whose
work will be exhibited in their office suite. This spring, work will
be selected from the Southwest YAM show. In subsequent years we will
choose from different regions (Milwaukee being a separate region). Work
will be framed, hung in the Department and returned.
In addition, we will be selecting large collaborative works for
celebration and exhibit in the Department’s conference rooms. Because
collaborative works are usually not part of competitive exhibitions, this
is a unique chance to share the works of classroom collaborations in
multiple curricular areas, as well as projects involving children and
communities. Past projects have included: quilts celebrating the history of
De Forest produced by children and senior citizens; and banners
celebrating Earth Day that involved whole classes of fourth graders that
were displayed in schools and then essentially “disappeared.” They
deserved a wider audience.
We are hoping that this award will be a way of continuing to celebrate
and showcase such collaborative works of students and communities. All
works will be returned after display. For more information, please contact
Rochelle Robkin at 608.355.3940 or rrobkin@baraboo.k12.wi.us; if you
have a collaborative work that fits the criteria, please include an image of
the work in your email.
ARTTIMES
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MEMBERSHIP UPDATE
AMY NOONAN
I
10
F
Notice new membership address and online registration is now available!
RENEW TODAY!
want to take the time to
thank all the members
of our organization,
especially those who
have newly joined or
have chosen to renew and make a
commitment to personal growth and
support of WAEA. I hope you see this
organization as an opportunity to
connect, outside of your own school
district and local community with
other art teachers and opportunities
around the state. Membership does
come with benefits. In addition to the
quarterly issues of WAEA’s ArtTimes
and the National Art Education
Association’s journal, Art Education,
you received a reduced price at
regional workshops and our annual
state conference. This year the NAEA
Conference will be in Minneapolis, so
it is easily accessible as well. As a
ARTTIMES
member, your students have access to a variety of arts experiences
including our YAM (Youth Art Month) exhibit at the state capitol,
VAC (Visual Arts Classic) and Visioneers Design Challenge.
I also want to take this opportunity to announce that this will be
the last article I write as WAEA membership coordinator. Though
I am leaving, I can assure you that my replacement, Maria Mason,
is both highly motivated and very capable. Maria, an artist and art
teacher in the La Crosse area, is currently involved in WAEA at
the state, regional and local level. She has a wealth of energy and
has already come up with several ideas to better connect with you
and improve this organization. Thanks to her for stepping in and
making a difference.
Please remember to keep your card and membership number
in a safe location, so you are able to access them when needed. If
you do lose your card and need to know your membership
number or expiration date, please contact NAEA’s membership
Services Department at 1.800.299.8321 for assistance. Also please
note that if you move, you need to contact Maria or the national
membership people to insure uninterrupted delivery of ArtTimes,
as it is 3rd class bulk delivery and not automatically forwarded
with your first class mail.
Mary Kay Olson,
15520 Pomona Road, Brookfield, WI 53005
Send to: NAEA, 1916 Association Drive, Reston, VA 20191-1590
F SPRING 2009
Online Renewal and New Membership: www.naea-reston.org
Please welcome our
newest members:
Jeanne Archiquette
Broderick Barrett
Theodore Beauchaine
Brianna Bedessem
Marlene Chapin
Kelley J Coon
Carrie Crase
Kathleen A Drew
Ellen Edge
Barbara Friedman
Ashley Glodowski
Catherine Haase
Peggy Henke
Patricia A Koehn
Nina Louise Koenig
Heather Kollmansberger
Rose Lange
Mira Lopez
John Miller
Debra Moore
Peter Odlaug
Darrelyn D Olson
Mary Perrizo-Peterson
Sheila Ramminger
Zachary Roush
Denise Schraufnagel
Suzanne M Sivertson
Gail M Tomasello
Camilla A Weinstock
IN MEMORIUM
WAEA Regions:
Not sure which you
belong to? Here are
the counties in
each:
NW
REGION
NC
REGION
NE Sheboygan,
Dodge, Fond
WC
du Lac, Brown,
REGION
Kewaunee,
NE
REGION
Door, Calumet,
Manitowoc, Green
SE
Lake, Winnebago,
REGION
SW
Outagamie, Waupaca,
REGION
Shawano, Oconto,
Menominee, Florence, Forest, Marinette, Langlade
NC Vilas, Oneida, Lincoln, Marathon, Wood, Portage,
Adams, Waushara, Marquette
NW Douglas, Bayfield, Iron, Ashland, Iron, Price, Sawyer,
Washburn, Burnett, Polk, Barron, Dunn, St. Croix,
Pierce
SE
Milwaukee, Racine, Washington, Ozaukee, Kenosha,
Waukesha
SW Vernon, Richland, Crawford, Columbia, Iowa, Grant,
La Fayette, Green, Rock, Walworth, Jefferson, Dane
WC Monroe, Clark, Eau Claire, Trempealeau, La Crosse,
Juneau, Jackson, Chippewa, Rusk, Taylor
Dr. Ronald Wayne Neperud passed away at
home with his family on Monday, Nov. 17, 2008,
after a long and courageous battle with cancer.
Born Jan 16, 1929, he received his master's degree
from Willamette University in Oregon and his
doctorate from University of Oregon - Eugene in
art education. He started his teaching career in
Salem, Oregon and then taught at EWSC in
Cheney, Wash. He returned to Wisconsin in 1967
for a long career at UW-Madison as a professor of
art education before retiring in 1995. He was
passionate about his art and his work as an art
educator. He received many awards in his career as
an educator and his writings were published in art
journals and books. His students became
professors of art education around the world and
have touched many lives. He had a passion for
many things: travel, nature, art, fishing/hunting,
gardening, and animals. One of his most recent
"hobbies" was raising a herd of registered polled
Hereford cattle on his farm, Sugar River Pastures,
in Belleville, WI. Ronald will be greatly missed by
his family, friends, colleagues, and students.
Experience
Art Education...
Up Close and Personal
Earn a Master of Science in Art Education
in just over two years during the traditional
school year or in four of our six-week
summer sessions.
For more information, contact
Dr. Gaylund Stone at 262-243-4242
or gaylund.stone@cuw.edu
W W W. C U W. E D U / G R A D U A T E
CUW3463 Art Times SumFall09.indd 1
Summer 2009
Modern Practices in Art Education
Glass - Forming
Metals
Teaching Art with Art
Technology in Art Education
Methods for Teaching/Learning
in the Art Classroom
Fall 2009
Historical Bases of Art Education
Contemporary Readings in Art Education
Art and the Spiritual
Great Books in Art Education
ARTTIMES
F SPRING 2009 F
12/10/08 3:58:49 PM
11
12
F
ARTTIMES
F SPRING 2009
LET’S GET BUSY WITH
AWARDS NOMINATIONS
ANN KOHL-RE
A
wards nominations are due
on May 15, 2009. Now is
the time to download the
nomination form and start the process
for a worthy Wisconsin art educator.
You may also consider nominating
an administrator, business person or
parent who has been an active
advocate for your art education
program. All members are encouraged
to work on nominations. Being
nominated for a state level award can
draw positive attention to our
students, districts, schools, universities and programs. We know who is
doing meaningful work—let’s broaden
the spotlight on our outstanding
members!
I am here to support and assist
anyone in the nomination process.
Our website, www.wiarted.org, also
has the form and awards categories
for you to download or review. Read
about our 2008 awardees on the
website for inspiration and encouragement. Give yourself a timeline.
Perhaps you need to focus on YAM
right now. When those events
conclude, and before you head off
to Minneapolis for NAEA convention
in April, set aside an hour to fill out a
nomination form and write a letter on
behalf of an excellent art educator or
advocate. You will not regret the effort.
AWARD CATEGORIES FOR NOMINATING
Nominations are solicited from members for the WAEA
and NAEA Awards. Current WAEA Board members are not
eligible to receive awards.
Concerned Citizen for the Arts
To be given to an individual (not an educator) from
industry, business, politics or private life who has made an
outstanding contribution to the arts. Nominee does not need
to be a WAEA member to receive this award.
Wisconsin Art Educator of the Year
Awarded to a WAEA member who has significantly
demonstrated a long-term contribution to the WAEA and art
education on the local, state and/or national levels.
Outstanding Art Educator: Division Awards
Awarded to a WAEA member from each division who has
significantly contributed to the individual’s division in art
education (elementary, middle, secondary, higher education,
supervision/administration, private education, retired and
museum education) on the local, state and/or national levels.
Outstanding Art Education Student Award
Awarded to a WAEA member student currently enrolled
in an art education program in any Wisconsin higher
education institution. He/she must be a junior or senior with
a minimum G.P.A. of 3.0. The student must demonstrate
leadership and commitment to the art education field.
WAEA Members,
Don’t Forget!
MAY 1
ArtTimes articles due
for Summer issue—
Send your lesson ideas
or articles to the
Editor, Teri Marche
MAY 15
Awards Nominations Due
JUNE 1
Fall Conference
Presentation
Proposals Due
Membership Exhibit
Packet Due
JUNE 26
Digital Student Exhibit
Packet Due
Outstanding Beginning Art Teacher Award
Awarded to a WAEA member teacher in his/her first five
years of teaching. He/she must show evidence of supporting
state and national art education initiatives, demonstrate effectiveness in the classroom and in the school community, and
show leadership and commitment to the art education field.
James A. Schwalbach Award
Awarded to an institution or school district that has made
an outstanding contribution to art education. Please send
nominations for this award to Dr. Mel Pontious at the
Department of Public Instruction.
Distinguished Service Award
Awarded to an individual outside the profession for
outstanding achievement and contributions to art education
on the local, state and/or national levels. Nominee does not
need to be a WAEA member to receive this award.
ARTTIMES
F SPRING 2009 F
13
VISUAL ARTS CLASSIC
JUDY GROCHOWSKI
T
his year’s Visual Arts
Classic, themed “Art
and Social Issues,”
is about to start up!
The theme is
provocative and the students are
excited as they face their individual
choices! The selected artists the teams
are studying are:
• PWAP (Public Works of Art
Program) & WPA (Works Progress
Administration—a Federal Arts
Program)
• Kathe Kollwitz
• Jacob Lawrence
• Lewis Hine
• Maya Lin
• Diego Rivera
• Honore Daumier
• Magdalena Abakanowicz
• Sue Coe
• Patty Warashina
• Gordon Parks
• Spike Lee
Many of us are already participating in, or preparing for, upcoming
VAC events, beginning with seven
Regionals around the state:
The La Crosse Regional took place
on Friday, February 27, and the
Lodi/Baraboo and Mauston Regional
took place on Wednesday, March 4.
The Southeast Regional will take
place on Friday, March 7, and the
Northwest, Stevens Point and
Milwaukee Regionals will take place
on Friday, March 13. If you are interested in observing a regional, please
go to the WAEA website to find the
contact information for the Regional
Chair to get in touch.
14
F
ARTTIMES
F SPRING 2009
Milton High School 2007 Team, Tish Parker, Coach
There are over 60 teams registered around the state to compete
this year. The State Meet will take place in Madison at the
University Humanities Building on Friday, April 3. This is a
terrific venue and the 7th Floor Art Gallery is a centerpiece for
the day, as the long term first place pieces are re-scored and
displayed there!
The invitation is again made to any Wisconsin secondary art
teacher to come and observe this dynamic competition, at either a
Regional or State level meet, where students compete individually
or as members of a team. The energy is positive and contagious!
If you want to try a new experience to jump-start your art program,
contact any of us and please come see for yourself.
For those who will be joining us, consider inviting administrators or school board members to visit and observe your
students engaged in this very worthwhile activity. This bit of
advocacy can reap benefits. I know of one teacher who feels that
due to her students’ involvement in VAC at the State level, her job
has been saved in a district where deep cuts are being made.
Coming home with a trophy can make that kind of an impact on
administrations which value teams earning State level trophies.
Sincere thanks to many volunteers who work on VAC selflessly;
especially Mark, Nancy, Jim, Bob, Quentin, Rebecca and Marty
for hosting each Regional and Teri and Doug for hosting us at
State. All of the behind-the-scenes work is done graciously by
every one of these individuals to make the day flow smoothly.
Please thank these hosts when you see them.
Finally, if you are interested in taking on a more involved role
with VAC, any of us will be happy to chat with you about it. We
will help you find something that fits your schedule and you will
have the pleasure of expanding your network of art friends around
our state!
YOUTH ART MONTH
OBERON LESLIE
M
arch it is!
Leprechauns hiding
gold, bunnies
running around
bringing Easter
baskets, and YAM volunteers madly
hanging student artwork, recording
names and checking for spelling,
sending letters to smiling children and
parents, driving to Madison to haul
display panels and hang student work
at the Capitol Rotunda, and still
finding the time to teach their classes
Monday through Friday.
I would like to take the time to
thank and acknowledge these hard
working art teachers who find the time
to teach their classes and direct the
Youth Art Month celebrations in their
regions as well as hang their portions
of the state capitol display: Patricia
Larsen of NC Region, Vicki Kralapp
of NE Region, Debra Heermans of
SE Region, Maria Mason of WC
Region and Nancy Hagen and Jen
Goodnough of SW Region.
I know they have other people who
have been helping within their regions
and a big thank you goes out to them
as well.
In the first week of January we tried
something new by doing an electronic
vote for the flag design. It was a
difficult task for the Board as they
were impressed with the quality and
creativity of the 292 designs submitted
by the 11 teachers from the 13
different schools. The vote had a
smooth transition from paper ballot to
electronic ballot and now it is possible
to set a definite timeline that can be
adhered to every year since the voting
process will not have to be centered
on the winter Board meeting, which
changes yearly.
As I am writing this, Barb Valle of
Montreal, Wisconsin, is assisting with
the final stitches on the flag so it can
be mailed off to Washington, D.C. for
the ceremonies.
As all of you partake in your
local, school district, or regional
YAM exhibits, please remember to
send me any YAM activities
occurring in your areas. I need a
description of the event or activity
and if it received press coverage and
the name of the newspaper or
television/radio station. Also let me
know if your events are on a
website so I can go and check them
out, and, if you feel so inclined,
digital photographs are always
appreciated.
As soon as all the YAM celebrations come to a close, it will be time
to start compiling the scrapbook for
national submission in June.
Anyone wishing to send me
materials can do so at
yam08waea@gmail.com or P.O.
Box 132, Hurley, WI 54534.
YAM Flag Travels
from Coast to Coast
in 2009
The 2009 Wisconsin YAM flag
will begin its tour in Washington,
D.C. The student designer, along
with her family, and their U.S.
Representatives will be invited to
attend the ‘flying’ ceremony.
From the nation’s capital, the
flags will travel to Minneapolis for
the National Art Education
Association Convention being held
April 17-21. The flag will be
displayed at the “YAM Museum”
located in the main exhibit area of
the convention center. Plans are
being made to open the NAEA
general session with a procession
of all state YAM flags! What a
colorful opening ceremony that
will be.
Next stop will be the National
Art Materials Trade Association
(NAMTA) Convention in Reno,
Student winners in the YAM flag contest and the winning entry.
Nevada in May where all of the state flags will be on display in a
special Youth Art Month exhibit.
In June, the Wisconsin flag will come home to roost at the school of
the student designer, La Crosse Central High School.
The 2009 Wisconsin YAM flag designer is Ashley Pataska, and her
art teacher is Mai Chang Vue.
Twelve Honorable Mention flag designers were also chosen:
Emilee Miller, Monroe Middle School, teacher Kristin Preboske
Carson Dockham, Central High School, teacher Mai Chang Vue
Nick Olson, Central High School, teacher Mai Chang Vue
Sadie Swenson, Monroe Middle School, teacher Kristin Preboske
Austin Murphy, Monroe Middle School, teacher Kristin Preboske
Michaela Geiken, Monroe Middle School, teacher Kristin Preboske
Kao Ah Khang, Grove Elementary School, teacher Patricia Larson
Teagan Larson, Edgerton Middle School, teacher Jamie Prahl
Lauren Lenz, Northland Pines Middle School, teacher Bev Niehaus
Yee Leng Thao, Grove Elementary School, teacher Patricia Larson
Laura Laidlaw, St Martin of Tours Parish School, teacher Sandy Blazek
Candace M. Pash, Central High School, teacher Mai Chang Vue
Congratulations go to all!
ARTTIMES
F SPRING 2009 F
15
REGION REPORTS
NORTH CENTRAL
NORTHEAST
PATRICIA LARSEN
I
t’s that wonderful time of year when young
artists have the opportunity to showcase
their talents. Dedicated art specialists are
preparing their students’ work for district,
regional, and state art shows. We know why the
arts are so important. Art programs make
learning interactive and interdisciplinary.
Students who struggle in other academic areas
succeed and even excel in the visual arts. A
student’s self-esteem grows in the right creative
environment. The visual arts are often a place
for students who struggle in other areas to be
motivated to succeed.
In today’s economy, schools are struggling to
meet budgets. As art teachers, we need to put
the intellectual, and emotional success of our
students in the public eye. Art has the unique
complexity to develop higher-level thinking,
which is a valuable and indispensable part of
our nation’s future. Our administrators can help
us with professional development that is collaborative with faculty and gives classroom
teachers knowledge of the art curriculum and
instruction. Our job as art specialists is to
publicize our arts programs and the successes
our students have, intellectually and
emotionally, in an area that emphasizes the
unique strengths of our learners. Celebrate
Youth Art Month in your schools. It does
require a substantial amount of time and energy
but the reward is well worth the effort.
16
F
ARTTIMES
F SPRING 2009
VICKI KRALAPP
I
n contrast with our cold weather, things in
our area are heating up when it comes to
student art. March, which is Youth Art
Month, is just around the corner. Our region is
hoping for a big turnout this year, in keeping
with our great tradition of talent and creativity.
This year’s regional show is being held in
downtown Green Bay at the Art Garage. This
business is a non-profit studio/gallery designed
to help local artists and organizations such as
WAEA create and display their work. Our
show will be open to the public from Tuesday,
February 17 through Saturday morning,
February 28, with a reception being held on
February 21 from 1:00 until 3:00 p.m. Because
of limited space, we will be hanging only the
work that has been chosen for the state exhibit.
I am looking forward to seeing all of you there!
SOUTHEAST
DEBRA HEERMANS
I
hope that you are all staying warm and
busily preparing for the upcoming YAM
and spring art shows in your communities.
I look forward to seeing all of my regional art
members at our YAM exhibition and
celebration at Centennial Hall on March 29.
Thank you to all who responded to my email
request. I hope this will help us to communicate
ideas more effectively. I am currently putting
together a list of art classes and camps for your
students as well as art classes/workshops for
teachers this summer. Please email me with any
ideas you have to include in the listing. Check
out the Mount Mary website by the end of
February for two exciting art camps for kids,
INSIDE/OUT (a two week art camp for grades
k-12) and Art/Fashion BOOT CAMP (a precollege art intensive camp for high school
students only) Also watch for some exciting
workshops and art studios for teachers.
At our WAEA board meeting in January,
we decided to address the topic of creativity
for our articles this month in preparation for the
upcoming Fall Conference on the topic. As art
instructors, we all know what creativity is.
However, I often wonder, do our students?
Do they simply go through the actions to get
to an end result, or are they aware of those
magical, wonderful moments in between when
the creativity evolves? One way that I have
addressed this question in my own classes is
through the use of a process journal. Unlike the
traditional sketchbook, the process journal
involves documentation of the steps taken from
the introduction of the art problem to the
critique of the solution.
I feel that documenting artistic process is
valuable to students because it gives them
insight into the workings of their own minds.
It helps them to record how they think and
directs them to pay attention to this individual
process. I have found that using the journal
ultimately helps students develop self exploration and self awareness.
The documentation process should be as
individual as the student’s work itself. Some
students work intuitively and the content and
development of ideas occur at the same time.
Other students like to rely on pre-planning
through sketching and note taking. I suggest that
my students divide their journals into units
based on each exercise we do in a class. For
each unit the student includes:
• a statement of the problem/theme
we are exploring
• notes given in class
• idea exploration (notes, brainstorming,
sketches, etc)
• research: artists who have explored the
theme/problem, cultural inspiration, found
visual sources, written sources (words,
articles, books, personal writings/poems)
documentation and reflection of the
process through notes, sketches,
photos, etc.
• photo/sketch of the solution/product
• written critique of the completed work
I allow my students to select the type of
journal that best fits their needs and one that
they can take with them on a daily basis. Several
have opted to use a binder so they can insert
handouts, use different colored pages for
documenting and can add inspirational pages as
they find them useful. Some students have
created altered book/journals while others have
even put loose pages into a box and created
their own personal storehouse of ideas.
Students are required to personalize the
exterior of the journal to reflect their own
interests. Each class period I allow 10-15
minutes at the end of class to record in the
journal. What I have found is the students
become so attached to these journals that
they don’t even leave them in the classroom!
I have used the process journal for junior highcollege, but it can easily be adapted to younger
grades with your own creative touch. The
results are very personal and it aids the
student/artist in developing a deeper insight
about themselves and their world.
The following books and websites are good
resources for you:
• Drawing From Life: The Journal as Art by
Jennifer New
• Artists’ Journals and Sketchbooks by
Lynne Perrella
• Journal Revolution by Linda Woods
• www.visualjournaling.com
• www.jeffcoweb.jeffco.k12.co.us/isu
/art/sketchbook.html
• www.daisyyellow.squarespace.com/articles
I am a collector of quotes and have found the
following quote by Alan Alda to be an inspiration to me:
“The creative is the place where no one
else has ever been. You have to leave the
city of your comfort and go into the
wilderness of your intuition. What you’ll
discover will be wonderful. What you’ll
discover is yourself.”
WEST CENTRAL
MARIA MASON
R
eady, Set, GO! It’s spring and as we all
know too well, it doesn’t stop until
school’s out for the summer. This is our
busiest time of year as art specialists. We are
celebrating Youth Art Month. We are sending
work out for contests. We are getting students
and their portfolios college-ready. This career
choice is done out of passion and love for what
we make: art. In all this hustle and bustle, take
time to enjoy an exhibit in your area, relax or
unwind by making art.
Here are some of the great things going on in
our West Central neck of the woods!
While you were sleeping
we were making ART!
This exhibit by the Black River Falls School
District Art & Design Faculty Show (Tiffany
Beltz, Jen Sweeney, Lee Amborn Kathryn
Hammond, Mary Perry and Laura
Reichenbach) ran January 6-29, 2009 at the
Black River Falls Public Library. The freezing
rain didn’t hold too many back from attending
the reception, either. Jen Sweeney said, “The
reception went well!” Congrats on a great show!
On Friday, February 27, Viterbo University
hosted the Visual Arts Classic.
Students from West Salem, Viroqua, Black
River Falls, Onalaska, Cashton, Tomah and
Two Rivers were all there on that day. All in all,
the total of students was around 84! Great
turnout for VAC!
The arts were hoppin’ on February 21 in our
region. Black River Falls art faculty hosted the
25th Annual Art Teachers’ Idea Exchange.
Artists brought copies of their favorite art
lessons and a “teacher tip” to share. A light
breakfast and lunch was provided.
Thanks to the Pump House Regional Arts
Center for hosting the Regional YAM exhibit
this year. An artist reception was held on
Saturday, February 21, revealing the artwork
that advanced to state.
Please remember to use the WAEA and
NAEA websites as they are valuable resources!
You will find National, YAM, VAC, and
advocacy information and more! Here’s
something I found at NAEA’s site…
Shape the future in 5 minutes. I did this and
you can too. Take the NAEA survey at
www.naeasurvey.com and you have a chance to
win $500 for your classroom! The best thing
about this survey? I knew all the answers! Enjoy
your spring!
LIMITED FREE
VIDEO RELEASE
The award-winning production
company Getting to Know, Inc.
(www.gettingtoknow.com) is making
70 VHS copies of its animated
Claude Monet biography available to
WAEA members for only the cost of
shipping and handling ($5).
This video is adapted from popular
children’s author Mike Venezia’s
Getting To Know The World’s
Greatest Artists series. In it, Monet
narrates the story of his life and talks
about many of his masterpieces. The
American Library Association has
awarded the production their Notable
Children’s Video Award.
To get your free copy, just send an
email to freevhs@gettingtoknow.com.
They’ll send back a form to fill out
and mail in with your $5. Remember,
there are only 70 copies available, and
they will fill requests in the order that
mailed-in forms are received.
ARTTIMES
F SPRING 2009 F
17
DIVISION REPORTS
ELEMENTARY
EDUCATION
MICHELLE VELASQUEZ-KLOPP
Fostering Creative Thinking Skills in
the Elementary Classroom
A
child’s very first tool for understanding
and finding their way though the world
is visual thinking.
A child sees before he or she can walk, talk
or read, so it makes sense that children come to
school with a mind full of observations and
ideas. All children come to school fully
equipped with all the necessary tools for being
creative thinkers, no matter what “baggage” they
bring with them. Our role as teachers is to help
them discover these skills within themselves
and give them opportunities to show them.
The art classroom is the ideal place for this
to happen, but it does not excuse the regular
classroom teachers from developing and using
strategies to help students evolve their creative
capacities. Many of the methods that seem to
come along naturally in an art room can easily
be utilized in the regular education classroom
as well. Thinking skills such as observation,
making inferences, elaboration, revision,
reasoning, divergent thinking, and drawing
conclusions from visual clues are some
examples.
When one imagines what the environment
is like in a classroom that nourishes creativity,
images of chaos may spring up, but I have found
that a student’s creativity is not necessarily
suppressed in a well-structured classroom. One
can run a “tight ship” and still inspire a wealth
of imaginative ideas. A classroom where
creativity abounds does not necessarily mean
students have a free rein in the supply closet
either. Sometimes the best way to draw out
creative skills is by setting limits, guidelines
(criteria), or problems to be solved. Giving only
a few materials to work with to develop their
ideas or a limited palette of color is one
example. Give students only chenille stems and
ask them to create a bouquet of flowers, or
paint a picture with only red and blue paint.
Eliminate certain words from their writing
assignments. Have the class describe a pumpkin
without using the word orange. “The pumpkin
is round and the color of the afternoon sun
when it shines through the clouds.” Write about
18
F
ARTTIMES
F SPRING 2009
Examples of children’s
creativity and imagination
abound from a found-object
dragonfly, a drawing of a
“Candy Coot” and a sculpted
mythical winged creature to a
fanciful “vision maker,” flying
ballerinas and a foil archer.
And sometimes, itfinds
expression in using common
found objects to create
stunning patterns.
your favorite food and don’t use the word like
or love. This limiting of options creates an
opportunity for students to think up creative
ways to meet the challenge or criteria and solve
the problem within the limitations to produce
an outcome they like.
When my classroom seems to swell with the
creative juices of my students, I notice that there
are great conversations going on between
students. This is possible because of the time
spent front-loading an activity with group
discussions and criteria building from examples
and exemplars. They have drawn and written
ideas and plans in their sketchbooks, and are
ready to go. I will use the analogy of a trip with
myself as their tour guide. I point out highlights
and let the students make discoveries, and then
ask questions to get them to go deeper. I
redirect those that get off track. I lag back and
model strategies with those who fall behind on
our journey. I show enthusiasm for new ideas
and provide the reliable structure needed for
everyone to feel safe jumping on board.
Once the students set to work on a particular
project we (mostly they) have already had
conversations about a multitude of ideas,
possible solutions, and knowledge of what a
finished product entails and how to know when
they’re done (avoiding the “Am I done yet?”
routine). Satisfied with their results and able to
assess if they met all the criteria for a successful
outcome, students feel a great accomplishment.
At that point, I step back and let them work.
I quietly move about eavesdropping on the
conversations, offering a kind “push” when
needed. If you could really see those light bulbs
over the childrens’ heads, the classroom might
resemble Las Vegas. With that said, you as the
teacher need to also know when to step back
and let the students be independent and free
to explore their ideas, make mistakes and
creatively solve them, finally achieving a result
they are proud of. Not just for the end product,
but also more importantly for the journey they
took to get there.
To go back to the trip analogy, if you help
pack each students’ suitcase with knowledge,
enthusiasm, confidence, and courage, they will
be set to take their creative journey in your
classroom and through life.
SECONDARY
EDUCATION
LEAH ROBERTSON
R
eccently a colleague of mine, Jason Van
Roo, organized a “college portfolio
day” at Oconomowoc High School. It
was similar to the well attended and popular
college portfolio day that MIAD hosts every
fall in Milwaukee except that it was for our
students. Jason set it up with the informative
presentations targeting our junior and senior art
students first, followed by interested students,
signing up for the colleges they were interested
in and having them review their portfolios. It
opened the opportunity for both committed art
students and other students who aren’t quite
sure about an art career to see and talk to
people from a variety of art schools.
Are you becoming aware of how invasive
technology has become in our daily lives? It is
no longer just a television with a VCR it has
spread into LCDs, DVDs, Black berries,
i-Phones, i-Movies, laptops, cellphones,
Smartboard, Blackboard and, well you know.
Recently when I was at a safe haven, the
bookstore—which is currently being invaded by
Kindle—I caught sight of a magazine entitled
Artful Blogger: Visually Inspiring Online
Journals (www.stampington.com). Wow, a
magazine that is embracing a niche for artists to
blog! This got me thinking about how we, as
educators, can look to technology to aid in best
practice within our classrooms or studios?
Then I remembered a few of my colleagues had
already done just that. Some of my peers have
used technology in brilliant and creative ways.
One English teacher used a MySpace
account to post creative story writing. In turn,
she and her students could read and edit them
from home on-line! The kids loved it, they
were done earlier than the due date
(IMAGINE THAT!) and had the highest
percentage of completion that she has ever had.
Another teacher was having students take
photographs with their cellphones to document
their science experiments.
One of the art teachers I work with, Mrs.
Cara Mooney-Glatkowski, was suddenly shorthanded on paper for her digital photo class and
decided to set up a blog site where the kids
would upload their images rather than printing
them all out; it ended up saving money as well
as time and again, the kids loved it. In addition,
other students outside of our district saw the
images and even responded. Cara set it up so
that only our students could submit images, but
anyone could critique the work. The students
would go back and forth with each other on
“A child is
not a vessel
to be filled,
but a lamp
to be lit.”
Hebrew Proverb
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F SPRING 2009 F
19
their free time critiquing one another. There
weren’t one or two people who dominated or
swayed the conversations and this new
approach gave a voice to normally quiet people
in the class. Having the extra time to think about
the images made for stronger more accurate
comments overall as well. Even in school
during large group critiques, it saved time not
having to pin work up and the images were
much easier to view on the large screen from an
LCD projector. Cara said it was one of those
accidents that happen and later you realize it
was the best way to approach things. If you are
interested in this inventive new way to display,
critique and share digital imagery, check out
their blog site at: photo2OHS.blogspot.com.
Congratulations, Cara!
Watch and mark calendars for Youth Art
Month. Do something to celebrate the creative
spirit with your students and share it with the
entire staff and school board. For ideas,
Oberon Leslie has complied some great suggestions on the WAEA website that might help to
get you started. Also in March is the Visual
Arts Classic (VAC). Judy Grochowski and her
team will begin competing locally and then for
state competition at UW-Madison (more on
our website as well).
Finally, it is NOT too early to start planning
to attend or, even better, give a presentation for
the 2009 WAEA fall convention. This year
MIAD is hosting us and there will be the
excitement of seeing the Calatrava addition at
the Milwaukee Art Museum, Discovery World
and the Betty Brinn Museum. Not to mention
the gallery district within walking distance of
the school. It is a great venue. Please consider
getting involved in one or ALL of these to
demonstrate the strength and power of art and
youth! Have a terrific spring!
PRIVATE
EDUCATION
JODI BRZEZINSKI
o matter what the department, we all
seem to have one thing in common –
no money. Art is a perfect resource to
help raise money and make cross-curricular
connections. Our theater department is doing
the musical Once Upon a Mattress this spring.
They want to make t-shirts and sell them to
help pay for the costs of building the set,
printing tickets and playbills, and other never
ending costs. I have brought that t-shirt design
idea into my design class. They not only have to
come up with visual ideas but they have to work
with a “client” to meet specific qualifications.
The top design will be silk screened onto the
N
20
F
ARTTIMES
F SPRING 2009
t-shirts and sold at the performances to help put
money back into the theater account.
I recently participated in a fundraiser for the
Eisner Museum of Art and Advertising and
found it to be a great idea for my department as
well. They asked local artists to come get a precut board to take home and “make art” on. The
boards are returned finished from the artist and
are put on display during a fundraiser evening.
The boards are bid on by the guests and top bid
gets to take the 12”x12” board home, almost
pure profit for them. I have so many kids who
are not in an art class this semester or who can’t
make it to Art Club and desperately want to
make art. This is a perfect opportunity for them
to make art and then show it off at a public
event for the school. Parents, friends and
alumni are proud to take home a piece of art
that the students created. You can set up a
theme or leave it more open ended, depending
on the evening or event planned. With a
fundraiser like this the kids get to display their
talents as well as give back to the school and Art
Department.
HIGHER
EDUCATION
I
LIA JOHNSON
t was the first warm weekend: Super Bowl
game, and the ice melted some outside
my door. Yippee! Lovely. Even the cat
went out. Probably noted by those who actually
went to the meeting last month in January, is the
new report out from the Wisconsin Task Force
on Arts and Creativity in Education. The report
is called “A Plan for Action” and it can be
found at www.creative.wisconsin.gov. This is a
report that was generated from the meetings the
task force had with educators, and artists,
parents, business persons, and the communities
of our fine state. These folks want to do things,
and no matter how or what you think about it,
here it comes. I think. I wonder how this will
look. How will it feel, this initiative to infuse
creativity into schools, into our society?
I am so happy that finally the word is being
used again, but these days I am always
conscious about how we are using it. When I
was an undergraduate I was fortunate to study
with Dr. Bill Lockhart. At that time in the late
1970s and very early ’80s, he was still using the
language of Viktor Lowenfeld, his mentor at
Penn State. Creativity was the word of the day.
As I got my first job and began my graduate
school journey that changed. In those days I
called it magic, and today as a “professor” I
know that it is true, although I never actually
use that word. Creativity is magic or a magical
and amazing adventure. It takes you places you
never thought you would go and you can lose
yourself and find yourself. We never really
talked about it, about what it meant, or what
happens when one creates. We never discussed
traits of creative people or discussed theories of
creativity, we just believed everyone had it. As
times changed and the art education landscape
evolved toward DBAE I learned just to keep
my thoughts on creativity to myself because no
one talked about creativity in conjunction with
DBAE. Maybe they inferred it but they didn’t
talk about it, not in my world anyway. That
didn’t change either with post modern trends
or visual culture. So I went about my business
teaching art and living in the world. My interest
in the magic didn’t really go away, it just got
quiet while I listened to what others told me.
Creativity was one of my hidden agendas, so I
learned to couch it in different language. Later
I began to read about it a lot. I read Sister
Corita Kent , used ideas from Nicholas Roukes
and George Szekely in my K-12 teaching,
and bumped into the early work of
Csikszentmihalyi while researching in grad
school. There was no lack of books on the
topic then, and there are even more today.
The creativity bug [and word] has definitely
worked its way back into our culture in the last
10 years or so. Creative society. Creative
culture. Creative class. Today I can use the word
again: “Creative! Create!” although I actually
don’t use it often. My training made me very
suspicious about language that can and does
mean almost anything to anyone. As all of you
know, ART is such a word. The majority of the
students who walk into my room [mostly nonmajors but I am not sure art majors are exempt,
except that they might know the internal part.]
have some incredible misconceptions about
creativity. They think anything can be creative;
creativity is something one is born with; they
think it takes no thinking,or that just giving kids
materials and telling them to be creative will do
the trick. Generally non-major students
represent the greater society as a whole, so I try
to get them to unpack this word, to experience
creativity, and to reflect on what this might
mean for their future audience of young
children. It is tough. We analyze, read, laugh,
play, break rules, make, share, think, struggle,
fail, succeed, problem solve, problem find, play
some more, and all because, bottom line, I
think creativity is critical for our humanness as
well as our creative economy. They leave class
knowing more, but I am not sure if it is enough
more, and I don’t know if they get it. So this
plan for action is meant to infuse creativity into
all subject area content standards. It is so
wonderful that someone realizes that creativity
is not owned by or limited to the arts, we
merely have an easier time getting around our
content to get there. This document doesn’t go
much into or include higher education in this
plan, outside of the fact that higher education
should better prepare general education in the
ways of fostering creativity in their classroom.
Shouldn’t higher education start that conversation with everyone on campus? This was
going to be the topic of my article today. Oops.
What are we doing in higher education for all
students to benefit from creative teaching? Are
you doing anything on your campuses in terms
of discussing infusing creative learning experiences and teaching into all of our degree areas?
I am told other countries are working toward
this, and it does seem if one wants a creative
economy, then everyone needs to “get it” better,
most especially the students who are emerging
from academe.
We have a handful of folks on campus who
take an interest in creative teaching and
learning. Creativity and higher thinking skills
are written into our strategic plan at UW Eau
Claire. There is some lip service to the concept.
Call me cynical but if feels like everyone just
thinks we are doing that already, or they think it
doesn’t involve some community building
around it, or it is just a non-topic in the climate
we have and as busy as we are. I get it. I do. I sit
and swim in much the same soup. How do you
even start? I guess you just do and you keep on.
If there is anyone out there in higher education
feeling an excitement on campus over the
creative movement, I would be encouraged to
hear about it. Write. Email. Call. Tell me about
it. Or let’s get together and talk about it at the
conference in the Fall. That’s Milwaukee; don’t
forget. I really think higher education can,
needs to, and has something to offer to the
community of folks rallying around this for our
kids and our future.
For those of you who have read this far, you
should know that my goose isn’t quite cooked
and despite any concerns I have, and despite
any bumps in the road that I anticipate, I am in
for the long haul on this one. I am digging my
heels in and aiming for the magic.
ART EDUCATION
STUDENTS
MUSEUMS
STACEY CLUPPERT
ELSA LENZ KOTHE
W
hat a relief! Another semester
over and a new one beginning. I
always get so excited for the start
of the semester. I feel so refreshed and ready to
tackle new projects, organize events, and even
write the forbidding ten-page papers. I like to
believe that as future art educators, we are a
little more motivated to be CREATIVE!
So what is creativity or being creative? Many
teachers seem to grade their students work on
things such as color, composition, craftsmanship, and of course creativity. But what
makes one work of art more creative than
another? If all the students are limited in a fairly
generic project, how are you encouraging
creativity?
These are very logical questions, and I’m not
sure that I have all the answers nor do current
art educators. According to Webster’s
Dictionary:
Creative (kre-- -a-’-tiv) adj. 1. creating or able
to create 2. inventive 3. stimulating the imagination
So seeing that “creativity” is the new buzz
word in art education, we need to fully understand the ramifications. I encourage students
and teachers alike to check out the website
www.creative.wisconsin.gov/. There you can
find the Wisconsin Taskforce on Arts and
Creativity in Education: A Plan for Action.
I may not have all the answers, but this will give
all of us a start.
One way for us to boost our creativity and
motivation is to attend the National Art
Education Association Conference in
Minneapolis, Minnesota, April 17-21. Let me
know if you’re going and don’t forget to look for
student specific workshops.
T
here is still time to plan a visit to a
museum in the area before the end of
the school year. The following exhibitions will be on display through the spring and
will offer multiple entry points for all grades
and ages.
HAGGERTY MUSEUM
www.marquette.edu/haggerty/
Current Tendencies
Ten Artists from Wisconsin
March 12–June 14, 2009
Current Tendencies will present works in
diverse mediums by emerging, mid-career and
established Wisconsin artists. The featured
artists include; Jennifer Angus, Peter Bardy,
Anne Kingsbury, Colin Matthes, Shana
McCaw, Brent Budsberg, T. L. Solien, Sonja
Thomsen, George Williams Jr., and Xiaohong
Zhang. For this exhibition, the lower level of
the Haggerty Museum will be divided into 10
separate galleries, giving each artist (or pair of
artists in the case of McCaw and Budsberg)
his/her own space. Site-specific installations
will be created for Current Tendencies by
McCaw and Budsberg, Matthes and Angus.
Never before seen large-scale stainless steel
sculpture by self-taught artist Peter Bardy
will also be featured. In addition, the exhibition
will showcase photography by Thomsen;
paper-cuttings by Zhang; fibre/bead work
by Kingsbury; and paintings by Solien and
Williams.
J. M. KOHLER ARTS CENTER
www.jmkac.org
All Over the Map
Through May 10, 2009
Maps conjure up the explorer in each of us
by transporting us to new lands with exquisitely
detailed geography and beautiful designs often
rendered in vibrant colors. Objects such as road
atlases, thought diagrams, or celestial charts
simultaneously expose the landscape of our
world and lead our imaginations on a fantastic
journey. Representing both real and imagined
places and plotting shifting social and cultural
forces, maps function as a metaphor for
journeys and allow us to view the world in new
ways. Utilizing these inherent qualities of
cartography, the artists whose work is featured
in All Over The Map use this format as a point
of departure—literally and figuratively—to
powerfully transport us to another place.
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F SPRING 2009 F
21
Ilija: Journeys In the Imagination
Through April 19, 2009
Known largely by his first name, Ilija
Basicevic-Bosilj was born on the Day of St. Ilija
in 1895 in what is today Serbia. Growing up in a
war-torn region, combating poverty and ill health,
Ilija took up painting, mining the rich stories he
heard as a child and processing the horrors of
war in brightly colored, dream-like images.
Kahn & Selesnick: Worlds Discovered
Through April 26, 2009
Artists Nicholas Kahn & Richard Selesnick
(NY) take viewers on two marvelous journeys
through their panoramic photography. First, a
60-foot panorama depicts astronauts on their
long voyage to the moon and back. The second
journey is to Eisbergfreistadt, a fictional town
forced to build on an iceberg. Based on the true
events of a massive iceberg that ran aground on
the Baltic seaport of Lubek in 1923, the images
and artifacts from Eisbergfreistadt tell the story
of life in this frigid settlement.
Martin & Muñoz: Wayward Bound
March 1–May 31, 2009
Artist team Walter Martin & Paloma Muñoz
(NY) use the medium of snow globes to create
dark narratives and strange situations that
straddle reality and dream worlds. Through
odd human interactions, alienating pilgrimages,
and hostile situations, these tiny microcosms
relate to the human condition and our experiences as we travel through life
Online teacher newsletter for tour and
workshop information available at
www.jmkac.org/TeacherNews
WOODSON ART MUSEUM
www.lywam.org
Quilt National 2007:
The Best of Contemporary Quilts
Through March 29, 2009
Quilters around the world vie to be selected
for the Quilt National, organized biennially by
The Dairy Barn, Athens, Ohio. Fifty examples
from the 2007 competition demonstrate that
time-honored traditions are thriving and being
expressed in new forms as today’s artists rise to
meet the challenges of new techniques and
materials. Quilters must adhere to several
imposed rules – but it is beyond these imperatives that stitching becomes art.
Craig Nutt: Wood Transformed
Through March 29, 2009
Craig Nutt is known for whimsically carved
wood sculpture and furniture that often
reference vegetables as a source of inspiration.
Although many of his artworks are functional
furniture, they are first and foremost sculpture
that incorporate bold designs and bright colors
and highlight the artist’s wit.
22
F
ARTTIMES
F SPRING 2009
Wrapped in Tradition: Dale Chihuly Glass
and Indian Trade Blankets
April 4–June 14, 2009
Renowned glass artist Dale Chihuly began
collecting Navajo blankets and trade blankets
after studying weaving and textiles in the early
1970s. Among his earliest glass pieces were
cylinders “wrapped” in designs inspired by the
intricate and colorful motifs found in these
historic trade blankets. Wrapped in Tradition
presents eighty blankets along with fifteen
Chihuly Navajo Blanket Cylinders that, when
presented together, deliver extraordinary visual
impact.
An Art of Inner Necessity:
Expressionist Works from MMoCA’s
Permanent Collection
Ongoing
This exhibition examines the expressionist
tradition in modern and contemporary art.
Expressionist style is representational in its
visualization of recognizable subjects. However,
unlike realist approaches, it plays upon the
evocative power of exaggerated color, distorted
shape, and diffuse form. These transformations
proceed from the artist’s personal need or
“inner necessity” to make tangible his or her
feelings toward the subject. Artists in the
exhibition include, among others, Max
Beckmann, Jim Dine, Erich Heckel, Käthe
Kollwitz, José Clemente Orozco, Georges
Rouault, and Joan Snyder.
CHAZEN MUSEUM OF ART
(UW-Madison)
www.chazen.wisc.edu/home.htm
Writing with Thread: Traditional Textiles
of Southwest Chinese Minorities
January 31–April 12, 2009
Writing with Thread offers exquisite and rare
costumes and jewelry from Southwest China, a
region inhabited by 31 of the country’s 56
ethnic groups. The 500 splendidly woven and
embroidered textiles and costume pieces
represent work of the finest quality and historic
significance by fifteen ethnic groups and nearly
one hundred subgroups. These include entire
ensembles of adults’ and children’s regalia, baby
carriers, quilt covers, and silver ornaments, as
well as a loom and other tools. The exhibition
is organized by the University of Hawai'i Art
Gallery and the Evergrand Museum, Taoyuan,
Taiwan. Madison is the only showing in the
Eastern US. A free pre-tour teacher guide to
Writing with Thread, with illustrations, is
available on request for teachers who visit the
exhibition with their students.
Something Wicked This Way Comes
Through April 12, 2009
The title of this exhibition, a warning uttered
by one of the three witches in William
Shakespeare’s Macbeth, sets the stage for a
presentation of evil as visualized by modern
and contemporary artists. Drawn from
MMoCA’s permanent collection, the paintings
and works on paper, which date from the early
twentieth century to the present, afford an
opportunity to reflect upon how evil has been
understood and represented in our time. In the
visual arts, the theme of evil cuts through all
styles and movements of the modern and
contemporary traditions. This can be seen in
the unusual gathering of artists in the exhibition
that includes, among others, Leonard Baskin,
Leon Golub, Käthe Kollwitz, Claes Oldenburg,
Ed Paschke, Georges Rouault, William Wiley,
and H.C. Westermann.
MADISON MUSEUM OF
CONTEMPORARY ART
http://mmoca.org/
Barbara Probst: Exposures
Through March 8, 2009
This exhibition is comprised of groupings
from Barbara Probst’s series, “Exposures,”
which she began in 2000 and continues to
expand. The series dissects the relationship
between the photographic “moment” and
perceived reality by showing a single action
from numerous points of view.
This exhibition is organized by the Museum
of Contemporary Photography in Chicago, and
will be installed in MMoCA’s State Street
Gallery.
Young at Art
March 15-May 17, 2009
Young at Art presents works of art by
Madison Metropolitan School District students
in kindergarten through Grade 12. The
exhibition is the result of a long-standing
collaboration between the museum and the
school district’s fine arts department. In
preparing for the exhibition, each of Madison’s
public school art teachers is invited to submit
up to three works created by his or her students.
This process yields a full range of technique,
subject matter, and media, including drawing,
painting, collage, photography, sculpture,
jewelry, ceramics, fiber, and computergenerated art.
OFFICERS AND BOARD
2008-2009
EXECUTIVE BOARD
SOUTHEAST (’07-’09)
Debra Heermans
PRESIDENT (’07-’09)
Mt. Mary College
Dr. Lynn Jermal
2900 N. Menomonee River Pkwy
545 Sunset Ln
Milwaukee WI 53222
Hudson WI 54016
414.771.4531 (H)
715.386.6406 (H)
414.258.4810 (W)
715.425.3375 (W)
southeast_vp@wiarted.org
president@wiarted.org
SOUTHWEST (’07-’09)
PRESIDENT-ELECT (’07-’09)
Nancy Hagen
Jill LaGrange
3505 Halvorson Rd
1020 East Quarles Pl
Stoughton WI 53589
Fox Point WI 53217
608.873.1943 (H)
414.540.2229 (H)
606.877.5195 (W)
414.759.6550 (C)
southwest_vp@wiarted.org
president_elect@wiarted.org
WEST CENTRAL (’07-’09)
PAST PRESIDENT (’07-’09)
Maria Mason
Jean McCulloch Harper
2906 S Meadowlark Ln
N3289 County Rd D
Holmen WI 54636
Clintonville WI 54929
608.783.8039 (H)
715.823.2731 (H)
608.792.3976 (C)
past_president@wiarted.org westcentral_vp@wiarted.org
SECRETARY (’08-’10)
DIVISION
Vacant
secretary@wiarted.org
REPRESENTATIVES
TREASURER (’08-’10)
ELEMENTARY (’08-’10)
Ruth Phillips
Michelle Velasquez Klopp
1425 Moline St
401 South 3rd St
Stoughton WI 53589
Evansville WI 53536
608.877.9006 (H)
608.882.5181 (H)
608.877.5476 (W)
608.882.3128 (W)
treasurer@wiarted.org
elementary@wiarted.org
FINE ARTS CONSULTANT
MIDDLE (’08-’10)
Mel Pontious
Elizabeth Ptaschinski
PO Box 7841
727 Mound St
Madison WI 53707-7841
Baraboo WI 53913
608.836.4764 (H)
608.669.8808
608.267.5042 (W)
middle_schools@wiarted.org
608.266.1965 (Fax)
SECONDARY (’08-’10)
melvin.pontious@
Leah Robertson
dpi.wi.gov
S77 W15730 Woods Rd
Muskego WI 53150
REGIONAL
262.679.1661 (H)
VICE PRESIDENTS
262.560.3100 (W)
secondary@wiarted.org
NORTH CENTRAL (’07-’09)
Patricia Larsen
PRIVATE SCHOOLS (’08-’10)
Washington Elementary
Jodi Brzezinski
2911 Washington St
3505 S Ellen St Apt 2
Wisconsin Rapids WI 54494 Milwaukee WI 53235
715.424.3139 (H)
414.489.0275 (H)
715.422.6130 (W)
private_schools@wiarted.org
northcentral_vp@wiarted.org
HIGHER EDUCATION (’08-’10)
NORTHEAST (’07-’09)
C.W. (Lia) Johnson
Vicki Kralapp
UW-Eau Claire
417 Margaret Lynn Ave
PO Box 4004
Algoma WI 54201
Eau Claire WI 54702-4004
920.487.3897 (H)
715.836.2910 (W)
920.487.7001 x2216 (W)
715.830.1355 (H)
northeast_vp@wiarted.org 715.836.4882 (Fax)
higher_ed@wiarted.org
NORTHWEST (’07-’09)
Vacant
ART ED STUDENTS (’08-’10)
Stacey Cluppert
SCHOOL:
1008 Elmwood Ave Apt D
Oshkosh WI 54901
HOME: W283 Cty RD JJ
Markesan WI 53946
920.602.0839 (C)
art_ed_students@wiarted.org
SUPERVISION (’08-’10)
Kimberly Abler
5225 W Vliet St
PO Box 2181
Milwaukee WI 53201-2181
414.483.4716 (H)
414.475.8050 (W)
414.475.8277 (Fax)
supervision@wiarted.org
MUSEUMS (’08-’10)
Elsa Lenz Kothe
John Kohler Arts Center
608 New York Ave
Sheboygan WI 53081
920.458.6144, x126
museums@wiarted.org
RETIRED (’08-’10)
Vacant
STANDING AND
SUB-COMMITTEE
CHAIRPERSONS
ADVOCACY/PUBLICITY
Deb Bartelt
424 Sunnybrook Dr
Oshkosh WI 54904
920.232.1558
advocacy_publicity@
wiarted.org
ARTTIMES
MANAGING EDITOR
Teri Marché
6241 Humanities
455 N Park St
Madison WI 53706
608.835.2653 (H)
608.263.7327 (W)
608.265.4593 (Fax)
arttimes_editor@wiarted.org
ADVERTISING MANAGER
Ruth Vander Horck
5103 Arrowhead Dr
Monona WI 53716
608.222.4019 (H)
608.663.4130 (W)
advertising_manager@
wiarted.org
ARTTIMES
LAYOUT AND DESIGN
Jim Ottney
OpenWindow Design
217 W Washington
Stoughton WI 53589
608.873.3147 (H/W - M,W,F)
ottnjam@edgewood.k12.wi.us
AWARDS
Ann Kohl-Re
1009 Tumalo Tr
Madison WI 53711-3024
608.630.8336
awards@wiarted.org
MEMBERSHIP
Maria Mason
2906 S Meadowlark Ln
Holmen WI 54636
608.783.8039 (H)
608.792.3976 (C)
membership@wiarted.org
NOMINATIONS
Dr. Lynn Jermal
545 Sunset Ln
Hudson WI 54016
715.386.6406 (H)
715.425.3375 (W)
lynn.m.jermal@uwrf.edu
VISUAL ARTS CLASSIC
Judy Grochowski
Greenfield High School
Greenfield WI 53220
414.541.5678 (H)
414.281.6200 x8301 (W)
vac@wiarted.org
YOUTH ART MONTH
Oberon Leslie
PO Box 132
Hurley WI 54534
715.561.2942 (H)
715.862.0369 (C)
yam@wiarted.org
NW
REGION
NC
REGION
WC
REGION
NE
REGION
SE
SW
REGION
REGION
The State of Wisconsin is divided
into regions. Each region has a
Regional Vice-President. Contact
your representative with concerns
and successes. Your Regional VP
writes about your region and needs
your input. See the membership
page in this newsletter or visit the
WAEA website, www.artedwi.org, if
you are uncertain of the region to
which your school belongs.
REPRESENTATIVES
TO THE BOARD
VISIONEERS (’07-’10)
Kathy Rulien Bareis
4950 S Lowes Creek Rd
Eau Claire WI 54701
715.839.9915 (H)
DeLong Middle School
2000 Vine St
Eau Claire WI 54703
715.852.4923 (W)
visioneers_rep@wiarted.org
HISTORIAN
Vacant
WEBMASTER
Send information to:
Jean McCulloch Harper
webmaster@wiarted.org
LIASON TO
HUNZIKER COMMITTEE
Jean McCulloch Harper
N3289 County Rd D
Clintonville WI 54929
715.823.2731 (H)
jmcch@frontiernet.net
ADVERTISING
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files with any supporting
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ARTTIMES
F SPRING 2009 F
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www.wiarted.org
Wisconsin Art Education Association
1425 Moline St
Stoughton WI 53589
MOVING?
WAEA CALENDAR
March 4
March 7
March 7
March 20
April 3
April 17-21
April 24
May 1
May 15
May 30-31
June 1
June 25-28
June 26
2009
Legislative Day for the Arts, Madison
YAM Capitol Exhibit Set-up 9 AM-12 PM
WAEA Board Meeting, 2-5:30 PM (after YAM set-up)
Wisconsin Center for Music Education
1005 Quinn Drive, Waunakee
YAM Capitol Rotunda Reception, 12-1 PM; Take down Capitol Exhibit, 3-4:40 PM
VAC State Competition
UW-Madison
NAEA Convention
Minneapolis MN
Visioneers Design Challenge State Competition
Peck School of Art, UW-Milwaukee
ArtTimes Deadline (Summer Issue)
Awards Nominations Due
WAEA Board Meeting (Annual Reports and Long Range Planning)
Hotel Mead, Wis Rapids
Sat 9 AM-Sun 2 PM (Fri Art Social, 7-10 PM optional)
Fall Conference Membership Exhibit Packet Due
Grand Rapids, Michigan
NAEA Western Region Meeting
Fall Conference Digital Student Exhibit Packet Due
Please be sure to
notify WAEA of your
new address when
you move. Even if you
have filed a change of
address form at your
local Post Office,
Third Class mail like
this newsletter will
NOT be forwarded,
only your Priority or
First Class. To continue
receiving WAEA
mailings, you must
contact the WAEA
membership person
with your new
address!