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The major grade in ART390 is this "Art Packet."  The assignment will be a compilation of 15 or more pages as carefully described and outlined in the links below.  This Packet serves to reinforce topics discussed in lectures and should evidence student understanding of terms/ideas relative to teaching and learning via the visual arts.


The packet will be turned in either as a digital file OR as a hard copy.  Note:   the due dates for the differing formats are slightly different - see syllabus.  


The content in the packet must be:

  • Typed

  • Font should be easily readable and no larger than 12 point    

  • Overall, the packet should portray a sense of professionalism and cohesiveness.  

  • Do not plagiarize information. 

  • Watch spelling and grammar.  

  • Be sure you understand all of the words and concepts discussed. 

  • Include page numbers.  

  • Put pages in cover sheets if presenting in a binder.


In the end, it helps to think about this Packet as an opportunity to amass valuable resources for your "future Self."  If put together well, your Art Packet might serve as a document to hand to a future employer during an interview session.  It will show Principals your interest in, and ability to, create lessons for a multitude of learners.


ART 390 Art Packet cover page.

You may design the front cover as you wish, just be sure to include your name and at least one graphic.  The graphic can be a photograph, artwork, or text/poster that you create.

NOTE:  As you begin your paper, remember to insert page numbers at the bottom of your pages.  This front cover is your page #1.


Table of contents.

List the page numbers and the page contents of each item in this file.  


(Examples on the Table of Contents link below are not meant to serve as mandated content, it merely serves to emphasize the structure of the paper.)


Please watch this video:  http://www.jodipatterson.net/art-packet-vts  

In the video, a teaching method called "Visual Thinking Strategies" (VTS) is described and modeled.  


Here is another resource about VTS for you to read: http://www.jodipatterson.net/vts 


You have learned that when teachers employ VTS in their classrooms, they generally abide by a protocol.  Page #3 is an opportunity to help reinforce and remind readers of the protocol:


1.  List/describe the steps (protocol) of VTS.


2.  Discuss actions the teacher/leader should make, and the overall conversational responsibilities he/she has while implementing VTS.   


(Some of you may enjoy watching this video, too (not required):  https://www.lynda.com/Education-K-12-Education-tutorials/Visual-Thinking-Strategies/181465/191577-4.html?utm_medium=integrated-partnership&utm_source=slideshare )


This page provides time for readers to learn about the background/history of Visual Thinking Strategies and then contextualize how and why a teacher might wish to employ VTS in his/her classroom.


1.  Read the linked PDF file found here.


2.  Watch a video about what some Spokane area teachers think about VTS: https://www.youtube.com/watch?v=2rw65hjgeWA


3.  Write an overview of the history of VTS.  The discussion might revolve around:  Who invented it?  Where is it used?  How does VTS hone visual literacy and why is this important in today's world?

4.  Provide a general description of how/why you feel Visual Thinking Strategies (VTS) might be (or not) a useful teaching strategy for teacher's to employ.  (Do not reiterate your statements from page 3 or in #1 above.)

[The official VTS website may have relevant content (but it keeps changing, so I'm not sure if it will be here)  www.vtshome.org].   


Scan  the “An Eye for Art” text and look for two images you might try to use for a VTS session in your future classroom.  The images should be of interest to children, have enough details to spark ongoing conversation, and be child-friendly.  Ideally, they might serve as a "spark" to a future learning unit. 


Insert the images on this page (you may need to find them on Google).  List the CHAPTER, page numbers, names of the artists, artwork titles, dates, sizes, and media (acrylic, graphite, etc.) of each work.

Briefly describe why you chose each image for possible VTS use.

(The text is presented via seven PDF chapters titled Studying Nature, Exploring Places, Examining Portraits, Telling Stories, Observing Everyday Life, Questioning Traditions, Playing with Space.)


Let us practice looking at art in a more formal manner.  

1.  Please watch this video:  http://jodipatterson.net/vocab

Note the general vocabulary (elements and principles of art) relevant to the art field.


2.  Now let us practice formally looking/talking about art.  Scan the online  “An Eye for Art” text to find an image that interest YOU.  


3.  List the chapter section, page number, artist name, artwork title, date, size, and media (acrylic, graphite, etc.) of the image you like from the text.


4.  Look at the image slowly and carefully for at least 2 minutes.  


5.  After taking time to look, write a paragraph that outlines what YOU see in the image.  These descriptors are the "elements" of design (line, shape, color, texture, form).  


6.  Next, look how the image is composed - what is being repeated?  Where does your eye go first?  Are things balanced symmetrically or other?  These types of words are your PRINCIPLES of design.  


7.  Underline the elements and principles of design in your descriptions.


8.  Lastly, reflect upon how you felt (or what you learned) about spending quiet time looking carefully at an artwork.  


(The text is presented via seven PDF chapters titled Studying Nature, Exploring Places, Examining Portraits, Telling Stories, Observing Everyday Life, Questioning Traditions, Playing with Space.)


1.  Peruse the Washington State Learning Standards for VISUAL ART described in the beginning of this video:  http://jodipatterson.net/vocab  


2.  Scan over the Visual Art Standards found in the linked file.


3.  Now focus on the Standards most relevant to the grade-level you hope to teach some day.  Find one Anchor Standard and write out that standard (be sure to reference the #). Next, discuss how you might be able to implement/assess that standard in your class someday.   This is an open reflection with no real right/wrong answer.  I need to see you are aware of the Standards more than anything else.  

 (Pg. 5 of the linked "Art Standards" document below this note helps summarize standards/processes.)


On the first day of class, we learned "art integration" is a method of teaching "with" and "through" visual art.  The goal of page #8 is to provide you with the opportunity to solidify this concept (and find more examples of it) with the following activities:


1.   Define art integration using the Kennedy Center's official definition:    https://artsedge.kennedy-center.org/educators/how-to/arts-integration/what-is-arts-integration                                                                                     

2.  Next, spend time perusing this website for information that can help you fully grasp the concept of art integration.  Here are some links to check out: 


--  lesson plans (try to focus on VISUAL art)  https://artsedge.kennedy-center.org/educators/lessons 

--  "how-to" guides:  https://artsedge.kennedy-center.org/educators/how-to  ---  support links:  https://artsedge.kennedy-center.org/educators/how-to/series/supporting-individual-needs ).

-- here is a segment our "first-day" lecture with some links embedded in the file


3.  After scouring the website, discuss how you've come to  believe art integration may (or may not) be a useful approach to learning. Insert at least TWO QUOTES from this (or other) website to back up your statements.  (Be sure to provide links to outside resources).


[Here is a great definition file of Art Integration:  SEE HERE]

PAGES #9 - #13

After learning about what art integration is and what it offers both teachers and students, now it is time to create some inspirational and useful art integration ideas for you to use in your classroom someday.


Your job is to find FIVE great VISUAL art integration ideas that you are likely to use in your future classroom. These ideas may be published and/or come from your own thoughts. Create the integration ideas to suite the grade levels AND content area/s you find to be most relevant to your perceived needs. Maybe you just want to focus on art and math; or perhaps art and multiple content areas -- it is up to you. (See more criteria at end of this post).

NOTE:  In your search for five great ideas, you will likely come across several other good/great ideas.  It is recommended that as you come across extra resources/ideas, you jot them down and store them in the Appendix of this packet.  The items outlined in the Appendix do not need to be formally presented -- a mere annotation is fine.




Design five art integration ideas to link learning/assessing a general education concept via visual art.


On each page from #9 to #13,  write an explanation for ONE art integration idea per page.  View these files to see past pages submitted by ART390 students:  SPACE example  and FOOD CHAIN example.


  • Search the Internet, art ed. closet (open during class sessions), Kennedy Center website, textbook "Eye for Art", and the library for art integration ideas. 


  • Think about your own future classroom needs/ideas.


  • After doing some research, design five (5) art integration ideas. The ideas you include on these pages must NOT be copied verbatim from other sources. Rather, take what is useful and then adapt content to fit your own personal needs and comfort levels.  The goal is to find art integration ideas that YOU WILL USE in your future classroom - with the majority of the ideas likely being unique to your paper.  Compile the information for all five ideas using the following categories for each idea:   


1.  SUMMARY.  Briefly, describe the activity and the goal of it.


2.  DEFINITION.  Define any terms required for learning to occur.  Do not assume the reader already knows a term.   


3.  MATERIALS.  List the materials needed for the lesson/project.


4.  OUTLINE STEPS.  Outline the steps needed to make the project.


5.  INCLUDE IMAGE/S.  Image/s may include a final product and/or steps needed to make the product.  (If more images are needed to explain/show a process, add these to the Appendix in the back of the paper.)


6.  INCLUDE RESOURCES.  Links, books, etc.




  • All information should be formatted to fit the summary, definition, materials, steps, and image on one page. Additional information (extended how-to diagrams, more photos, etc.) can be housed in the Appendix at the back of the book.


  • Lesson ideas must be dynamic, useful, affordable, versatile, and age-appropriate.


  • Content must NOT include plagiarized resources, worksheets, dot-to-dot, color-by-number, items presented by the professor of ART 390, or other reproducible assignments.  The end product must result in an open-ended answer rather than an absolutely known outcome that doesn't allow students to think for answers/make artistic choices on their own.


  • Content must revolve around VISUAL ART (not music, acting, dance, etc.) 


  • The purpose of the activity must clearly align to a learning/assessing goal stated in the summary.  This means there is a learning purpose for the activity (example: learning to count, make patterns, understand condensation).  Though these five projects do NOT need to include a specific WA state (or Common Core) learning standard, you are welcome to add this information in the Appendix.

PAGE #14

Look through the integration projects you found.  Pick the one that you consider to be the "best idea."  MAKE the project associated with that idea.   Construct this project very carefully.  Consider it to be a model that you might use in the future.  


Take a photo of your "best" art integration idea project and fill this page with the image. (See example in link below.)   To make the project:


a.  The object made should be carefully constructed, show attention to detail, and exhibit quality craftsmanship.


b.  Students may borrow supplies from the Art Education closet to complete the artwork.


All students will bring this object to the last class of the quarter to share with other students.   


All students will ALSO bring 21 photo-copies of the instructions for the assignment (should be from one of pages 9 - 13) on the same day you bring your home-made art object to the class.   Students will distribute their best idea page/s to the class when he/she shares the object made.  Students do NOT have to print and share this page (#14) with the class (however, an image of the project must be included in the handout shared with class.)

How do you pick a "best idea"?  

It should be an idea you are certain students and teachers will be intrigued with.  This project will positively:

--  enhance learning,

--  be visually interesting,  

--  have some fairly detailed/involved construction,

--  is versatile (has room for adaptations, creativity, etc.),

--  be doable and affordable (using child-friendly materials), and,

--  it will be something you likely have not seen before.  



PAGE #15 -->


Students who wish to go above and beyond the basic requirements may submit more items in this section.  Ideas might include art advocacy items, more integration ideas, class notes, links of resources, and/or general research.  This is not mandatory but, since it is worth 5 points, it can be the difference between an "A" vs a "B".

This is also the area where you can insert additional "how-to" diagrams, standards,  and other images to further elaborate on any of the integration project ideas listed in pages 9 - 13.


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ART 390

      Art for the Elementary Teacher



This is not a syllabus.

Information below contains an outline of the content requirements for the ART PACKET assignment.