Mary Bell - Art
It is my goal that the students recognize Elements of Art and Principles of Design, be able to draw a likeness and to be comfortable with a variety of media.  We also study several artists each year and include art history from the Early Egyptians, through Greece and Rome to European and American artists.  Some multicultural art is included, particularly Native American and Asian Art in coordination with the Social Studies programs of various grades.  I try to develop both creativity and critical thinking.  Learning to visualize, development of fine motor skills and being able to follow visual and oral directions are other valued components of the art program, which have great carry-over to other subject areas. 

Love of God, a reverence for life and an appreciation of nature are part of our art classes.  One way we encourage love of neighbor, is our project for the homeless.  We learn to knit in the fifth grade and make the first hat for those at Long Island Shelter.  This has led to an awareness of those less fortunate and a collection of other necessary items for those in need.   

I plan classes to take into consideration the age and developmental level of the group.  Many young children have not developed fine motor skills; I try to work on those areas along with challenging their powers of observation.  As they become more capable of handling various media, I try to increase the challenge of the project.  Very simple printing in grade one or two becomes two-color printing and finally moves on in  seventh grade to reduction prinying.  Portraits of each other in First Grade continue with a study of Rembrandt in the second grade, and a painted self-portrait.  By fifth grade, we are using mirrors to study our own features and the eighth grade is creating a collage (i.e. Picasso) of features done in detail.

Other than to treat all with respect, I do not think there are any gender, diversity or cultural issues to be taken into account in the art program.  About the only time there is an issue is when a student asks me what color to use for skin.  My answer is usually to use whatever color or mixture of colors that you wish.  We do study artists from several different cultures.  Respecting the work of others, whether we are looking at a well know artist or that of another student, is an important “rule” in the art classroom. 

My assessment depends primarily on the student’s effort and thought process.  I consider each individual’s ideas, skills and ability.   

Technology plays little if any role in my teaching of art.  I use many books and prints, and have access to videotapes and slides (through my affiliation with the National Gallery in Washington, D.C.)  I also personally own an opaque projector that I use on occasion.   

Each student receives 40 minutes of classroom time per week.

One of the strengths of the art program is our ability to align the art projects with many other subjects in the regular curriculum.  Social studies is obvious, but I can, if asked, adjust the particular principle that I am teaching to most subjects that come up in religion, reading, literature, math or science.