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Utilizing Local Resources to Sustain Art Appreciation for Chester-Upland Students Kristin SwansonEDGI 512: Globalization and Educational Change June 5, 2013

Japanese Cloisonn Enamel Vase (one of a pair) Meiji Period (1868-1912) Unsigned

Action Plan IntroductionArt forms represent aesthetics that are characteristic of specific cultures and embody experiences that transcend limitations of language and time. Art is a powerful way to ignite student understanding and appreciation for global perspectives. Creating a global action plan, that is rooted in personal teaching experience and networking with former colleagues, increases the likelihood of fulfilling the goals while making the process much more meaningful for everyone involved. It was during a recent lunch, on May 28th, with former teacher friends from Chester-Upland School District that I learned visual arts and music were cut from the C.U.S.D curriculum back in 2010. It is with the intent that students from this district can still maintain regular access to quality visual art, with an emphasis on Japanese ceramics/block printing and Asian art, that I present the following outline. A cooperative association with the gallery of Widener University will be necessary for pre-scheduled tours and viewings of upcoming exhibitions.

At Aizi Restaurant in MediaFrom Left to Right:Pam Virgilio-MusicKristin Swans0n-ArtSandra Ben-Music

Prospective students are selected within the Toby Farms Intermediate School from 5th -6th grades. Grade level, special subject teachers, and counselors from Toby Farms will have the opportunity for Widener University Art Gallery field trips based on attendance, exemplary personal conduct, maintaining good grades, and interest or talent in the visual arts. Gallery presentations will be conducted by Widener staff and supervised by grade level/special subject teachers, volunteer parents, and volunteers from Wideners School of Education.Cooperation from the parties of the 10,000 Villages Store, in Media, will allow an area of the sidewalk, in front of the store, to be used for a student exhibition of work during one of the evenings designated as Dining Under the Stars.

Participants, Actions, and Related Expected Outcomes

*Permanent collections at the Widener Art Gallery are rich with Asian pieces, European and American Paintings.3

Conceptual Structure of Action Plan

Implementing Action Plan-Phase IClassroom PreparationIdentify major geographical features of Japan.

Interpret Japans geographical location with reference to the United States.

Students can label major cities and islands on an area map of Japan.

Fishermen's Cottages Jonas Lie (1880-1940) oil on canvas Widener University Collection, Gift of A. Carson Simpson and Mrs. Peggy Simpson Carpenter, 1952

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Implementing Action Plan-Phase IIViewing Pieces From The Widener Gallery

Evaluate paintings as sources of cultural and historical information.

Students can decipher visual clues that provide information about the culture and time period of the art work.

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Implementing Action Plan-Phase IIIStudent Art ProductionSpecific ActionExpected OutcomeStudents will render a watercolor painting or create a ceramic piece that reflects some of the eastern stylization, seen in Asian collection, from the Widener Art Gallery.The final student art work will show Asian/Japanese influence in at least two aspects and students will be able to explain how the work depicts these features to the viewer.Japanese Carved Elephant Ivory Figure of a Hawk Trainer Meiji Period (1868-1912) Unsigned

Implementing Action Plan-Phase IVStudent Art ExhibitionPotentially Sponsored By 10,000 Villages in MediaSpecific ActionExpected OutcomeStudent watercolor paintings and ceramic pieces are displayed for public viewing on the sidewalks of Media during an evening of Dining Under the Stars.Students will gain recognition for visual arts appreciation, be able to answer questions about their work, and receive positive feedback, encouraging them to continue to make art gallery visitations a lifelong pursuit.

The duration of the plan would be six months (with monthly art gallery trips), from April to September, to allow for outdoor exhibition of student art work. During this time, the students, families of the students, Widener University, and Media business community would learn the value of preserving culturally rich art experiences for this youth population. Donations and private funding that could arise from the networking would help cover the expense of art supplies and insure the continuance of some or all phases of art viewing, production, or student exhibitions.Evaluation of Completed Project

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Viewing and discussing art work from around the world, provides a starting point for understanding and valuing people and ideas that children may not ever come into contact with through any other context.Opportunities to listen to and ask questions of visiting artists exist at both Widener University and 10,000 Villages. Students can hear personal experiences of what life is like in other countries. The concept of fair trade, for artisans in developing countries, is the basis for all sales at 10,000 Villages. This plan is sustainable because it incorporates local populations, resources, and business. Relationship of Action Plan to General Concepts of Globalization

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Wideners art gallery is in close proximity for the children of Chester furthermore, the permanent collections there provide chances to view several European paintings, Asian ceramics, enamel ware, and vases. By working in conjunction with 10,000 Villages to showcase student work, children can learn about the varied cultures of the people who make the art and home goods for the store.

Recently Visiting 10,000 Villages

Gloria Chonay, Mayan artisan & leader of a cooperative of basket makers from Xeaboj in the Western highlands of Guatemala, will be with us for an informal meet & greet to tell us her fair trade story over afternoon tea. The cooperative of women with whom she works produces woven baskets for Mayan Hands, a fair trade non-profit organization that provides the children of the artisans with school supplies. Join us for a basket weaving demonstration and bear witness to one of the ancient traditions of these humble and talented women,and learn what you can do to support their work. Relationship of Action Plan to General Concepts of Multiculturalism/Interculturalism

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The Philadelphia Art Museum and The Smithsonian offer on-line lessons, art viewing, guided webinars, and various other resources that can be used in conjunction with any of the background information that is used to enhance the gallery trip. Opportunities for technological integration especially exist during Phase I of this Plan where teachers are providing background information on countries, people, time periods, and varied art forms. Relationship of Action Plan to General Concepts of Technology

http://smithsonianeducation.org/educators/lesson_plans/japan_images_people/index.htmlhttp://smithsonianeducation.org/images/educators/lesson_plan/japan_images_of_people/japan_images_people_lesson1.pdfhttp://www.tenthousandvillages.com/prokriteehttp://media.tenthousandvillages.comhttp://smithsonianeducation.org/images/educators/lesson_plan/japan_images_of_people/japan_images_people_lesson2.pdfhttp://www.chesteruplandsd.orghttp://lessonplanspage.com/asianpacificamericanheritagemonth-htm/http://www.metmuseum.org/learn/for-educators/lesson-plans-and-pre-visit-guides/ceramics-in-china-and-the-near-easthttp://www.albrightknox.org/education/lesson-plans/lesson:create-your-own-sculpture/

Resources, References, and Comments

Recent experiences provided me with a source of inspiration for this plan. It is my sincere hope that I have the time, resources, and encouragement to put this plan into work. With the assistance and connection of these women, who each dedicated close to 30 years of service to C.U.S.D, you may just see student artwork on the sidewalks of Media.

Reflective Learning

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