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Archive for the ‘global cultural resources’ Category

1. There is a great book called “GLOBAL ART: Activities, Projects, and Inventions From Around the World” by Mary Ann F. Kohl and Jean Potter. This book has great artistic ideas that can help you teach about culture, science, etc.

2. Another great book is “Teaching Art with Books Kids Love” by Darcie Clark Frohardt. If you need a book that will help you remember the basic elements and principles of design…this is definitely the book to get! The lessons are a bit biased, but you can also alter them quite easily to make them fit your lesson plan.

3. Here is a link that I know you guys will enjoy. Another link is of IIlana Yahav’s work. I think instead of a lightbox, you could use dark sand on top of white paper. For kids who enjoy using their hands, although sand is quite messy, it would be quite a fun project to do depending on the colors they had for a background and the way it would be documented.

4. LESSON PLANS! I have never gotten so many good ideas just from one site! CHECK IT OUT PLEASE!

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Friere

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Little Dragon – Twice  (shadow puppets video)

How to make shadow puppets video

Puppet Uprising

http://puppetuprising.org/html/links.html

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The Redeye posted a whole list of creative ways the periodic table has been reimagined. I loved the Periodic Table Printmaking Project and wanted to share it with all of you. What a great idea for a collaborative, interdisciplinary class project! One of my favorites is Neptunium:

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“Sadako and the 1000 Paper Cranes” by
-A story about a young girl who fell ill from the after math of the atomic bomb dropped in Hiroshima. In hopes to fight the battle against Leukemia, she embarks on a mission to create 1000 paper cranes to be granted a wish, the wish to live.

Orizuru: Loosely translated as “paper crane”
Ori: to fold
kami: paper

Artist: Satoshi Kamiya
Title: Ryujin 3.5

History of Japanese Origami
-The origins of Origami in 1962 derived it’s name during the Showa period. However, during the Edo period, pertaining to certain texts found during this era, the act of manipulating paper were seen as being already prevalent. “Kirigami” (paper cutting) and “Kumigami (paper assembly) are two ways in which paper manipulation became a key component in Japanese culture, some claim this to be true for particular religious practices or festivities.

Artist: James R. Ford

Artist: James Roper
Title: Devotion (10,000 origami flowers)

Artist: Hellenwhite
Title: “Wild Garden”

Artist: DIOR

Lesson plan ideas:
1. Folding in memory of a sick/dead individual
2. The power of numbers
3. Landscape paper sculptures
4. War + People

Origami Book:
“Everything Origami” by Matthew Gardiner

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The gugggg.ppt

For my second presentation, I talked about the Guggenheim Foundation. There are many interesting stories regarding the various collections of the Guggenheim museums, I will share a few, but it is a rich topic to discuss. There are FIVE Guggenheim museums placed throughout the world, in New York, Bilboa, Venice, Berlin, and the not-yet-open Abu Dhabi Collections. I find it fascinating the different architectural styles that have been employed in the designs of these museums:

The gugggg.ppt-1
When the NYC Guggenheim (modern and contemporary art) was first planned, many artists objected to the building. Architect Frank Lloyd Wright designed a winding staircase as a main part of the fantastic interior –this had short pathways, and little room for natural light. Many artists signed a petition refusing their work to be shown in these conditions. Ultimately (obviously) FLW won out, but interesting none the less.

Bilboa
My personal favorite, is Frank Gehry’s Guggenheim Museum Bilbao. It’s structure, comprised of titanium, glass, and limestone, is recognized as one of the most important architectural designs in existence.

Abu Dhabi.ppt
The newest museum, not yet operating, is off the coast of Abu Dhabi, on an island called Saadiyat. It is another design of Frank Gehry, and is expected to open in 2010. It is the largest Guggenheim in the world, will have global art, exhibitions, and education programs with particular focus on Middle Eastern contemporary art.

The other museums –the Peggy Guggenheim Collection in Venice, and the Deutsche Guggenheim are smaller museums. Follow the links to check them out.

The Guggenheim collections are impressive, and vast. They house some of the most important works in existence, as well as being some of the most important works in existence.

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http://www.cacegypt.org/www08/index.php

at the Cairo American College in Egypt where I attended High School.

“The CAC high school curriculum is dynamic by nature both in its scope and in the depth of its offerings. And while we are justifiably proud of our curricular offerings, perhaps the aspect that gives our curriculum the most significance is what we teach beyond the classroom walls. It is through programs such as CAC’s Week Without Walls: Classrooms of the World where students learn to partake in service and become engaged in experiential learning, which is one of the essential components in the development of the “whole child” and one of the major building blocks in helping each student reach his or her personal potential.”

I also found that some schools around the world have Week Without Walls Day, where students are partenred up with college students or graduate students and spend the day outside of school observing their area of interest. For example, spend the day at a hospital or at a hotel, or with an artist at the museum.

I was part of Week Without Walls at the Cairo American College for two years. I had the priveldge of going on a Fine Arts trip to Thailand and studying Thai art for a week in 11th grade. My senior year I went to Australia on a camping trip in Western Australia.

WWW Objectives:
• Enrich and expand the cognitive and affective aspects of the CAC curriculum by providing the students with diverse educational experiences.
• Ensure that each student (beginning with the class of 2009) will select at least one service learning course during their time at CAC.
• Allow students the opportunity to forge stronger links between the classroom and the wider world.
• Foster academic and personal growth through writing, research, and exploration.
• Reinforce self-esteem and provide a sense of achievement.
• Create positive interactions/relationships among students in mutli-age groups, faculty, and other tour leaders in unique settings.
• Provide opportunities for service learning, adventure and curricular and cultural experiences.

The trips are categorized: Adventure  or Cultural and Curricular or Service Learning

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