Posts Tagged ‘Children’s Art’
Comments Off on Reminder Children’s Born To Draw Saturday Morning Art Classes
Course Proposal and Syllabus:
Born to Draw: A Children’s Drawing Program
The Born to Draw program is designed for children in grades K-6th. The Children’s Spring Workshop will be for children 7-11 years of age. The course is designed to teach observational drawing though shape relationships. The students will learn formal elements of drawing such as mark making, line, shape, placement, angels, textures, value, color, and perspective. Session A runs from January 26 to March 2, 2013
Each class is geared for the child to complete a drawing within the allotted 40-50 minutes or less time frame. The Born to Draw Step-by-Step Drawing program features animals and still life. Children should know basic shapes of the square, triangle, circle and oval. I encourage parents to have their children attend both sessions. Session B runs from March 23 to April 27
The classes will be offered for two 50-minute sessions with a five-minute break and time for set up and clean up included in the class. Total length of class time is 2 hours.
Drawing and Art Techniques
Depending on the age and the child’s development and skill levels, it is possible to evolve into another session for a continuum of developing drawing skills. Throughout the class the children will experiment with different media that include watercolor, color pencil, pen and ink.
Painting by Cezanne Still Life – 1890-94 oil on canvas
Drawing Still Life
Drawing from 3D objects increases your children’s knowledge of the effects of light on form, volume and line. Observational drawing teaches one to learn to see. Students will work with still-life setups, start with simple materials and compositions, then move to more complicated media exploring textures and concepts. This is a great class to begin studies in art or to improve drawing skills.
Painting of Giorgio Morandi Modern still life
In this session the students will be introduced to great master artists like Cezanne, Matisse, Morandi, O’Keeffe and Steir.
The second session builds on the first session, however, all beginning drawers are welcome. Beginners who have not had the Born to Draw classes’ prior will start with the curriculum of the first session.17544 Born to Draw: A Children’s Drawing Program (ages 7-11), Section A Tuition: $160.00 Saturday 10:00 am – 12:00 pm; 6 sessions starting January 26, 2013, ending March 2, 2013 Location: CE South Building Instructor: Cimino Materials Cost: $0.00 Available Discounts Available 11/26/2012 17544 Born to Draw: A Children’s Drawing Program (ages 7-11), Section B Tuition: $160.00 Saturday 10:00 am – 12:00 pm; 6 sessions starting March 23, 2013, ending April 27, 2013 Location: CE South Building Instructor: Cimino Materials Cost: $0.00 Available Discounts Available 3/23/2013
Comments Off on Happy Holidays
Happy Holidays From Elaine Cimino Studios!
Comments Off on Universal Concern that Creativity is Suffering at Work and School
See the www.borntodraw.com website Let me know how we might be able to create a space where we can roll out the Born to Draw® art curriculum.Universal Concern that Creativity is Suffering at Work and School
SAN JOSE, Calif. — April 23, 2012 — New research reveals a global creativity gap in five of the world’s largest economies, according to the Adobe® (Nasdaq:ADBE) State of Create global benchmark study. The research shows 8 in 10 people feel that unlocking creativity is critical to economic growth and nearly two-thirds of respondents feel creativity is valuable to society, yet a striking minority – only 1 in 4 people – believe they are living up to their own creative potential.
Interviews of 5,000 adults across the United States, United Kingdom, Germany, France and Japan expose surprising attitudes and beliefs about creativity, providing new insights into the role of creativity in business, education and society overall.
Workplace Creativity Gap The study reveals a workplace creativity gap, where 75% of respondents said they are under growing pressure to be productive rather than creative, despite the fact that they are increasingly expected to think creatively on the job. Across all of the countries surveyed, people said they spend only 25% of their time at work creating. Lack of time is seen as the biggest barrier to creativity (47% globally, 52% in United States).
Education Concerns More than half of those surveyed feel that creativity is being stifled by their education systems, and many believe creativity is taken for granted (52% globally, 70% in the United States).
“One of the myths of creativity is that very few people are really creative,” said Sir Ken Robinson, Ph.D., an internationally recognized leader in the development of education, creativity and innovation. “The truth is that everyone has great capacities but not everyone develops them. One of the problems is that too often our educational systems don’t enable students to develop their natural creative powers. Instead, they promote uniformity and standardization. The result is that we’re draining people of their creative possibilities and, as this study reveals, producing a workforce that’s conditioned to prioritize conformity over creativity.”
Creativity Rating: Japan Ranked Most Creative The study sheds light on different cultural attitudes toward creativity. Japan ranked highest in the global tally as the most creative country while, conversely, Japanese citizens largely do not see themselves as creative. Globally, Tokyo ranked as the most creative city – except among Japanese – with New York ranking second. Outside of Japan, national pride in each country is evident, with residents of the United Kingdom, Germany and France ranking their own countries and cities next in line after Japan.
The United States ranked globally as the second most creative nation among the countries surveyed, except in the eyes of Americans, who see themselves as the most creative. Yet Americans also expressed the greatest sense of urgency and concern that they are not living up to their creative potential (United States at 82%, vs. the lowest level of concern in Germany at 64%).
Generational and gender differences are marginal, reinforcing the idea that everyone has the potential to create. Women ranked only slightly higher than men when asked if they self-identified as creative and whether they were tapping their own creative potential.
Four in 10 people believe that they do not have the tools or access to tools to create. Creative tools are perceived as the biggest driver to increase creativity (65% globally, 76% in the United States), and technology is recognized for its ability to help individuals overcome creative limitations (58% globally, 60% in the United States) and provide inspiration (53% globally, 62% in the United States).
About the Adobe State of Create Study The study was produced by research firm StrategyOne and conducted as an online survey among a total of 5,000 adults, 18 years or older, 1,000 each in the United States, United Kingdom, Germany, France and Japan. Interviewing took place from March 30 to April 9. The data set for each country is nationally representative of the population of that country.
http://www.seanse.no/default.aspx?menu=180&id=153THE WORLD´S FIRST INTERNATIONAL TEACHING ARTIST CONFERENCE SEANSE ART CENTER is proud to present the first international conference to focus on TEACHING ARTISTRY. We invite artists, arts educators, administrators and interested professionals from all over the world to join us for an unprecedented three days of inquiry into this worldwide phenomenon, this rich opportunity, this growing trend. WITH: ERIC BOOTH (USA), ANNA CUTLER(UNITED KINGDOM), GIGI ANTONI (USA), GRACE GACHOCHA (TANZANIA), AMANDINA LIHAMBA (TANZANIA), HILARY EASTON (USA), SARAH JOHNSON (USA), JUAN FELIPE MOLANO (COLOMBIA), JUAN ANTONIO CUELLAR (COLOMBIA), MARIT MOLTU (NORWAY), ANNE BAMFORD (UNITED KINGDOM), BRAD HASEMAN (AUSTRALIA), JOHANNES JONER (NORWAY) AND MARIT ULVUND (NORWAY) The conference will take place at: The House of Literature August 29 -31, 2012 Oslo, Norway → Read more
This oil painting resulted from a computer generated image that I designed for the Born to Draw Children’s Art Drawing Program. The computer image was to be a demo from the Matisse cut-out project that teach color and shape relationships to 3rd grade -6th grade children.
The composition of the piece had to fit an elongated format of the slab door without looking like a montage of two pictures juxtaposed.
There were objects changes from the original sketch. The paint is drying now and after completely dried I would like to apply to the painting a non-yellowing and UV protect varnish. There is not enough time to do that and allow the painting to completely dry before the artist reception. The painting was completed on a slab door 30″ by 80″ in oil. The sides and back ofhte painting is stain natural and has a hand wax and polished finish.
I hope that whomever purchases “When Life Serves You Lemons…” enjoys the painting for a very long time.
By Noreen S. Ahmed-Ullah, Chicago Tribune reporter
Arts programming was a factor leading to improved standardized test scores at three schools in Chicago over three years, according to a report released today by the educational arts non-profit Changing Worlds and Loyola University.
The study is just the latest calling for more arts education in Chicago Public Schools. With the district moving to a longer school day next year, the Chicago Teachers Union and parent groups like Raise Your Hand have called for more time devoted to enrichment classes like music and art and less time devoted to test preparation.
Researchers at Loyola University’s Center for Urban Research and Learning tracked test scores of 95 children enrolled in Englewood’s Goodlow Elementary Magnet School, Pilsen’s Whittier Elementary and Rogers Park’s Boone Elementary. The students were all participating in Changing Worlds’ Literacy and Cultural Connections program.
Goodlow had a predominantly African-American student body, Whittier was largely Latino, and Boone had many ethnicities within the school building.
The study found that fourth graders who started with the program in 2009 saw an 11.5 percentage point gain in composite test scores meeting or exceeding state standards by the time they finished the arts program in sixth grade in 2011. They also scored on average more than 11 percentage points higher than fourth through sixth graders at the same school who did not take part in the program, according to the study.
“As it relates to the expanded school day, the need for the arts is critical,” said Mark Rodriguez, executive director of Changing Worlds. “It’s a fact that there’s still schools within the district where art is not a common experience for all young people. But if you look at the research we’ve done and others have done, engagement in the arts has a greater impact on student academic outcomes.”
As part of its program in a dozen CPS facilities, Changing Worlds provided a literacy specialist and art teacher to each school. The art program, which lasted up to 15 weeks per year, began with students exploring their own identity and culture, then interviewing community residents and relatives, and finally delving deeper into world cultures. Along with producing visual art, dance and drama from their findings, students also submitted written pieces.
CPS says 82 percent of schools have a dedicated arts teacher, but arts advocacy groups argue that many are not certified art teachers and the arts programs offered in some schools can be as little as a once-a-year field trip.
In adopting the longer school day, CPS officials have suggested that 140 minutes should be devoted to enrichment activities like the arts, physical education and intervention or acceleration programs for first and second graders. The district has not stipulated how much extra time needs to be devoted to art and music, however, CPS recommends that time be dropped to 90 minutes for third through fifth graders and then bumped up to 120 minutes for middle schoolers.
CPS spokeswoman Becky Carroll said schools will have the discretion to use the extra time in a way that best meets the needs of their student body, which is why those decisions are being left to school leaders.
CPS has offered $100,000 grants to schools that come up with innovative ways to fill the extra 90 minutes of instruction. Rodriguez said two schools have approached his group about using Changing Worlds to add and assess arts programs within the school.
firstname.lastname@example.org www.chicagotribune.com/news/education/ct-met-cps-arts-20120228,0,2307593.story chicagotribune.com Copyright © 2012, Chicago Tribune
We invite you to read the NYT article by Nicolas Kristof. There have been other studios that Elaine Cimino Studios has been working with who have seen the Born to Draw iBooks and have commented on the environmental aspects of the books and said they would not want to stress these type of issues in their children’s educational programming. I am glad to see that this article was published and that it gives others the courage to teach sustainability in their classrooms.
I am teaching children how to draw by shape relationships emphasizing aesthetic valuing, perception and creative expression. Showing children the historical and cultural context of how different peoples come to their beliefs systems enables children to grasp the world around them and prepares them for their uncertain futures. The affects that climate change will have on future generations is substantial and they will have their challenges to overcome because our generation will have failed them by not raises our voices to the problems all humanity faces.
Yes! we can change the world by changing our communities right where we live and teaching our children they do have a voice. There is nothing so radical as teaching a child how to draw a Koala Bear, Bottle-nosed Dolphin, or African Elephant! After Recess: Change the World By NICHOLAS D. KRISTOF
A BATTLE between a class of fourth graders and a major movie studio would seem an unequal fight.
So it proved to be: the studio buckled. And therein lies a story of how new Internet tools are allowing very ordinary people to defeat some of the most powerful corporate and political interests around — by threatening the titans with the online equivalent of a tarring and feathering. http://www.nytimes.com/2012/02/05/opinion/sunday/kristof-after-recess-change-the-world.html?_r=1
Take Ted Wells’s fourth-grade class in Brookline, Mass. The kids read the Dr. Seuss story “The Lorax” and admired its emphasis on protecting nature, so they were delighted to hear that Universal Studios would be releasing a movie version in March. But when the kids went to the movie’s Web site, they were crushed that the site seemed to ignore the environmental themes. → Read more
I completed my presentation to the schools, teachers and parents and now working on collateral materials. When the new Web site is finished this will be a stellar art education website that will hopefully be of value to teachers, students and parents. Please follow me on Twitter @ciminostudios and on our Facebook page. Elaine Cimino Studios and on www.borntodraw.com and Facebook Born to Draw Children’s Art Education. And where ever you can please like us to your Facebook Friends. Thanks for your support.