| SUGGESTED UNITS OF CURRICULUM |
| The suggested Units of Currciulum for the Teaching of Regional Art and History are developed for use over a span of one year. They will be adopted for the grade levels using it. The timeframe should be determined by the classroom, art and/or history teacher, to allow proper time for student decision-making, research, art studio and institution visitation, artist-in-the school. |
| THE MATERIALS WILL BE ORGANIZED TO STIMULATE STUDENTS. |
| The materials and information are organized on internet for permanence and accessibility to stimulate teachers to instruct and students to analyze the historical and cultural contexts and technological developments of existing art forms as they relate to regional history and the region's artwork as it relates to 1) crafts and industrial design, 2) sculpture and 3) painting and printmaking. Each student will interrelate with artists and institutions that they may see in an entirely new way. This will be effected though interview and oral history, visitation and a school residency. An example might be the establishment of a relationship with the Cleveland Public Library and its branches and its regional art collection. Artists and artworks will be identified, researched in books and on the walls, and artists would be invited to come back to the schools. Other institutions and organizations that would meet the needs for research for historical relevance and context, student visitation for interview and of oral history sessions and historical and art research would be the Cleveland Institute of Art, Erie Ohio Canal Corridor Visitors Center, Cuyahoga Valley National Park Recreation Center, Goodyear Tire and Rubber Co. plant, Inventureplace Place/ Inventor's Hall of Fame, Little Tikes, Co. Nottingham Spirk, Design Inc., Rose Iron Works, Inc., Potter and Mellen, Inc. |
| BRAINSTORMING AND IMPLEMENTATION THROUGH BUILDING SKILLS |
- To brainstorm the different art forms through group and individual research and information gathering culminating in a focus on two artists/craftspersons each who have worked in this region over the last 100 years . (Sample classroom organization: A group of four students will research (using bibliography and internet) possibilities among the art forms and decide what art form interests them, and where they might go to see art work and visit a working artist. While some will probably need a parent with them because of transportation, others may use public transportation. At the very least, a student can visit their branch library to explore the regional artwork in that building. (The idea is that there may be more than one student interested in the same art form so they would have partners/peers in the development of the assignment. Also, some of these institutions would be valid for visitation by the whole class.)
- To develop language arts skills by group and individual discussion and decision-making, formulating questions for interviewing, writing journals, note taking, report writing. Writing and editing documents, using correct grammar and punctuation.
- To develop social skills in interrelating with artists and arts institutions by understanding the role of the inquirer, visitor, student, mentor, artist
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| The materials will provide an opportunity for students to grasp an understanding of artists in the context of our history, in the context of their work as artists, and of their own interest and potential in the arts. |
Crafts/Industrial Arts
Artist-in-residence at school
PAINTING
SCULPTURE
PRINTMAKING
PHOTOGRAPHY
MURALS
MIXED MEDIA |
