D.Drennan "Tsavo Bridge"

This activity is a great team building activity as well as a great way to understand what leadership and working together is all about.  Perfect for upper grade levels!!  I have used it twice in previous classes.  A lot of what you will experience in building your model bridge is what Patterson experienced: conflicts among workers, problems with materials and equipment.   Subjects that would be easily taught using this enhancement is social behavior of animals, ethnic struggles, European history, colonization, modernization, railroad travel and many more.   If reading the book, this is a great introduction/beginning to the unit or a great way to visualize the story while being active readers. 

This activity would also be sample art to illustrate the theme of global connections that occur within art- where art is viewed from around the world that illustrate conflicts.  It is also a great representation of art illustrating human-environment interaction and geography of the land.   It would be a still-life and would also be a three dimensional model.

Materials used-one large white board, two flat pieces of shale rock, numerous popsicle sticks and tongue depressors, dowel rods of assorted sizes,  hot glue and gun, dead blackberry briars, blue construction paper, two toy lions, one toy train, 2 pieces of gravel

Procedure

1.        Turn white board over to corkboard side (opposite the side you mark on)  Put the blue construction paper under the bridge for the “river.”

2.       Glue the briars standing straight up on the “banks”.  Some greenery is okay too.  Glue the gravel in various places. 

3.       Glue the two flat shale pieces on opposite ends of the board where they are standing on end. 

4.       Glue sticks on these rocks to form a level surface for the bridge to sit on.  (see picture)

5.       Glue dowel rods together to span area between the two standing shale rocks.  You may want to glue a small stick at the joint for added support.  You will need two of these long fixed dowel rods. 

6.       Glue dowel rods to the rocks.  Be sure that you are not putting them to far apart.  Your tongue depressors must sit on these rods in order to make the bridge.

7.       Glue tongue depressors on the dowel rods all the way across.    Use a dowel rod of appropriate height to support bridge middle if needed. 

8.       Insert toy lions.  When the lions were on their reign of terror, the building stopped.  Take lions away to finish the process. 

9.       Glue sticks on the top of the bridge turned on their sides for rails.  Attach track by laying additional sticks on top in a segmented fashion. 

10.   Set the train on top of the bridge.  Your bridge is done!! 

In March 1898, John Henry Patterson arrived in Kenya to build a bridge 132 miles from the coast over the Tsavo River that was preventing Britain’s railroad and colonial expansion.  Patterson’s task was to coordinate over 1000 workers from African and Hindu descent in an effort to keep ahead of other European countries working to also take what part of Africa they wanted. 

Patterson had many trials, including religious differences among the men, lack of sufficient supplies and tools and the sharp thorn trees.  However, the two lions that ravaged the camp for the better part of a year were Patterson’s biggest obstacle in building the bridge.  At one point, all the workers save a few abandoned the bridge and Patterson.  The lions killed approximately 28 people working on the bridge in night raids. 

Patterson finished the bridge after shooting both lions.   His efforts earned him the Distinguished Service Order recognition in the Royal Court and he later sold the lion’s hides to the Chicago Field Museum for $5000.  15 years later, the Germans blew the bridge into oblivion in the early struggles of WWI.  His story is recorded in his book “The Man-eaters of Tsavo.”

ART 343 : SYLLABUS

MURRAY STATE UNIVERSITY

ART EDUCATION FOR ELEMENTARY/SPECIAL/IECE EDUCATION MAJORS

Course Syllabus

Department: ART & DESIGN                        INSTRUCTOR: SHANNON DUFFY

Course Number: ART 343                                             Fall 2011                                               Credit Hours: 3

Title:  Art Materials and Techniques for the Classroom Teacher

CATALOG DESCRIPTION:  A studio art education course emphasizing visual learning in all curricular areas of the elementary classroom.  This course provides prospective elementary classroom teachers, early childhood educators, and special education teachers with the necessary art experimentation, and manipulation of materials and techniques.  Class sessions include demonstration, experimentation, and manipulation of materials and techniques leading to reflective decision making as well as critical assessment of finished work.  Prerequisite: EDU 103 and full admission to Teacher Ed.

PURPOSE: The purpose of this course is twofold. It is designed to   1. Aid students in developing a better understanding of the four disciplines of art while increasing student’s self-confidence in the discipline of art production; and 2.  Introduce prospective teachers to a practical method of teaching art based on recent developments in the fields of developmental psychology, art education and educational reform.

COURSE OBJECTIVES: (New Teacher Standards indicated in parentheses)

As a result of participation in this course, students will:

A.      Expand their knowledge, understanding, and appreciation of art so as to recognize art as education. (NTS 7-9)

B.      Develop an awareness of health and safety issues in art relative to the public school setting. (NTS 2-3)

C.      Develop a basic understanding of the elements and principles of design. (NTS 7-9)

D.      Learn how to effectively use constructive criticism. (NTS 1-9)

E.       Develop an awareness of characteristics or traits of artistic development as they relate to children’s growth and behavior patterns. (NTS 1-9)

F.       Develop an understanding of the importance of various types of motivation as they relate to art learning. (NTS 1-9)

G.     Learn how to complement verbal instructions with the written word, visual displays, demonstrations, evaluative questions, and personal involvement. (NTS 1-9)

H.      Learn practical approaches to teaching art for children with special needs. (NTS 1-9)

I.        Develop an understanding of discipline-based art education as a combination of art history, art criticism, aesthetics, and studio production. (NTS 1-9)

J.        Develop an understanding of cultural diversity. (NTS 1-9)

K.      Gain a basic understanding of Kentucky Educational Reform Act, Commonwealth Accountability Testing System, and Kentucky’s New Teacher Standards. (NTS 1-9)

L.       Develop an awareness of the need for continuing study, self-evaluation, and professional growth. (NTS 5-9)

M.    Reflect upon their growth and development as a reflective decision-maker. (NTS 5-9)

N.     Demonstrate competency of file management and use of technology including Microsoft Word, Excel, PowerPoint, Internet Explorer, and Outlook Express to support instruction as well as access and manipulate data. (NTS 1-9)

INSTRUCTIONAL ACTIVITIES:

A.        Teacher demonstrations (Instructor Presentation)

B.         Students working and presenting in class (Acquisition, Integration, Application, and Collaboration)

C.         Outside assignments of curriculum journal, thematic unit, reading assignments (Extension, Collaboration, Refinement, Reflection)

D.        Introduction and review of specific vocabulary (Acquisition, Integration, Application)

E.         Quizzes (Acquisition, Reflection)

F.         Written assignments (Acquisition, Integration, Application, Reflection)

G.        Critiques (Collaboration, Refinement, Application)

H.        Attendance at art openings and/or visiting artist lectures (Extension, Professionalism)

I.           Technology Artifact (Technology, Extension, Application, Reflection)

Content Outline:

A.      Foundations and Goals for Art Education

B.      State and National Visual Arts Standards

C.      Children as Learners

D.      Content of Art

E.       Instruction, Curriculum and Evaluation

F.       Professional Development

G.     Use of Technology in Teaching

H.     Reflective Decision Making

TEXTBOOK AND REFERENCES: Wachowiak,F. and Clements, R.  Emphasis Art, 9^th Edition, 2010 and Serre,Camille, Recipe for Sculpture, 1^st Edition, 2011

BLOG POST:  All students are required to make one blog post during the semester.  This post will include photography and a step by step tutorial of an art project that has been researched or adapted from projects learned in this class.

FIELD AND CLINICAL EXPERIENCES:  Although clinical experience is not required in this class, field experience (teaching a structured art lesson to a group of early elementary children) is strongly recommended.

GRADING PROCEDURES:

A.      Evaluation of work is based on specific objectives of assignments.

B.      No individual extra credit is available.

C.      Mandatory attendance. Students will lose one letter grade after three absences.

D.      All assignments must be turned in on designated due dated to receive full credit.

E.       Final grade is based on total points accumulation according to following point distribution and scale :

1.       Class Studio Assignments                                                                     700

2.       Lesson Plan                                                                                             100

3.       Blog Post                                                                                                 100

4.       Chapter Summaries                                                                                50

5.       Responding to a work of art/critiques                                                50

Total:  1000         A = 930-1000

B= 840-929

C= 760-839

D= 680-759

E= 0-679

ATTENDANCE POLICY:

Points will be deducted for each class missed. (Miss 1 day –20pts: 2 days –40pts: 3 days –60pts: 4 days –80pts: 4 days or more you will be asked to drop or repeat the class)

                Example: If a student misses three class meetings, 120

points will be subtracted from the student’s score.

(Day 1 (20pts) + day 2 (40pts) + day 3 (60pts) = 120 pts.)

Health issues, a death in the family, and unexpected issues will be considered. However, upon missing several class meetings, students will be advised to withdraw or drop from the class.

 This course adheres to the policy stated in the MSU Undergraduate Bulletin.

ACADEMIC HONESTY POLICY:

This course adheres to the policy stated in the MSU’s 2007-2009 Undergraduate Bulletin, Page 9.

STATEMENT OF AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY:

Murray State University endorses the intent of all federal and state laws created to prohibit discrimination.  Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities.  For more information, contact Sabrina Y. Dial, Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).

 FLAG AND CONTINUOUS ASSESSMENT:

This item is unique to the College of Education. All ECE syllabi will include this verbiage: Student progress is continuously assessed throughout the teacher preparation program. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed. Positive and negative flags are submitted by faculty to Teacher Education Services and then presented to admissions committees. Negative flags are carefully reviewed to make a determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student's progress towards program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF ADMISSION TO TEACHER EDUCATION AND/OR STUDENT TEACHING.

TECHNOLOGY:  Cell phones and text messaging are STRICTLY prohibited during class. You will be counted absence if you are in violation of this rule.

CHAPTER SUMMARIES:  Chapter Summaries will be discussed in class the day they are due.  Read each chapter and develop two or four paragraphs or ten to twenty bullets summarizing the most important points presented in the chapter. Students will be required to read from these summaries out loud on the due date.  Please come prepared.

 Responding to a work of art and Critiques:  Students are asked to describe, analyze, interpret, and evaluate a work of art. Refer to handout.

 SCHEDULE:

 August 16^th: Classes begin (absences will be counted)

August 22^nd: Last day to drop class with no grade.

September 5^th:  No Classes / Labor Day

September 29^th and 30^th: No Classes/ Fall Break

October 10^th: Mid Semester

November 15^th: Last Day to withdraw from classes.

November 23^rd, 24^th, 25^th: No Classes / Thanksgiving Break

December 2^nd: Last Day of Classes

10 lessons the Arts Teach

(taken from the National Art Education Assoc.)

 1. The arts teach children to make good judgments about qualitative relationships .Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.

 2. The arts teach children that problems can have more than one solution and that  questions can have more than one answer.

3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.

4. The arts teach children that in complex forms of problem solving
 purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.

5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.

6. The arts teach students that small differences can have large effects. The arts traffic in subtleties.

7. The arts teach students to think through and within a material.
 All art forms employ some means through which images become real.

8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

10. The arts’ position in the school curriculum symbolizes to the young what adults believe is important.

 SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press.