Hello. I’m Mrs. Hansen, the art specialist for Forbuss Elementary. I have been employed with the Clark County School District since 1992. I graduated with Honors from a high school here in Las Vegas; earned a B.A. in Education as well as a B.A. in Art in 1992. After earning a Master’s degree in Education in 1999, I continued my studies and completed an additional thirty-eight credit hours in education courses.
I'm licensed to teach elementary general education as well as Visual Art. I'm 'Highly Qualified' to teach visual art. The approach to the visual arts program is student-centered. The purpose of the program being to educate, inspire and empower. Students are provided with a wide variety of art media, information and experiences. The curriculum is strongly referenced from the following discipline-based resources: “Discover Art Kindergarten”, “Experimenting with Art”, “SmArt Curriculum” and the CCSD Curriculum Essentials Framework for Visual Arts(as well as other CEF academic areas).
* Assessment for grading is based upon predetermined criteria.
* Student artwork will be displayed at the school throughout the year in order to honor their efforts and educate all on the value of the arts on society.
COMMUNITY ART EVENTS !
I will post art enriched events that I think your family might enjoy if/when I hear about them. Parents, it is up to your discretion whether or not to attend. I am not affiliated with nor control these events. It is up to you to further research the event prior to attending.
DONATIONS
Budget cuts make donations essential. Items most beneficial for student use:
* paper (even if printed on one side; but must be child appropriate content)
* artificial flowers
* yarn
* glue (stick and liquid)
* posters, calendars and other visual imagery
(child appropriate)
* beads (even old beaded car seats!)
* feathers, sequins, buttons and other baubles
* facial tissue
* holiday decorations
* plastic containers (plastic shoe box size ideal)
* organizers
* costumes (for musicals)
* anything else you think they may be able to use!
FUNDRAISER FOR ART SUPPLIES
Original Works
This fundraiser has ended for this schoolyear.
I am currently conducting a survey to see who prefers this fundraiser for either Fall or Spring. Email me your preference.
NOTE: If you order, move, and cannot pick up your order from the school, you must provide me with your new address and pay shipping charges to have the items mailed to you.
VISUAL ART ASSESSMENT RUBRIC
The following generalized assessment rubric was developed using data obtained from: CCSD SmArt Curriculum; CCSD Curriculum Essentials Framework; Nevada State Art Standards; “National Art Education Association: Portfolio Evaluation” Spring 1993 issue; "Exemplary Art Assessment Practices and Strategies" by Dr. Beattie; and many years of educational studies.
Participation(learner behaviors) is weighted heavily for the cumulative trimester grades.
Performance and skill assessments are based on developmental/ability levels scientifically studied and identified by highly regarded and accredited professionals (Lowenfeld, Freud, Piaget, Gardner, Erickson, Brittain, Hurwitz, Day, Blos, Wallace, Levinson, Laslow, Beattie, Bloom and Levick).
Data for assessment is obtained by me via observations of and communications with the students; assessing their performance and formal qualities of their work.
=====================================
LEGEND
Exceeds standards = E
Meets standards = S
Does not meet standards = N
Note: “+” or “-” may not be used.
=====================================
Exceeds standards criteria:
* masters self-control and encourages others to do the same
* encourages kindness and consideration
* attempts appropriate participation with little or no prompting
* never or rarely breaks class rules
* engages in appropriate social interaction
* persistent to meet/complete goals
* works effectively with little or no prompting
* engages appropriately in verbal contributions with little or no prompting
* uses art terms in correct context
* works independently or with very minimal assistance
* demonstrates a thorough comprehension of concepts and data
* formal qualities of artwork is above expected developmental/ ability level for the child's age/grade
* masterful to highly effective application, control and use of media
* internally motivated and independently investigates concepts, data and media using acceptable behaviors
Meets standards criteria:
* exhibits self-control most of the time
* attempts appropriate participation with minimal prompting
* occasionally breaks a class rule
* engages in social interaction with minimal unacceptable behaviors
* completes a substantial amount of work
* meets most goals
* works effectively with minimal prompting
* engages in moderate to minimal verbal contributions with prompting
* possibly indicates opinions and comprehension non verbally
* relies on prompting to elicit appropriate/acceptable responses
* demonstrates moderate to minimal comprehension of concepts
* formal qualities of work is within expected developmental/ability level for the child's age/grade
* substantially to minimally effective application, control and use of materials/media
* substantial-minimal success in using art terms in correct context
* moderately to minimally investigates concepts, data and media
Does not meet standards criteria:
* makes minimal or no effort to participate; gives up
* engages in unacceptable behaviors (examples: harms,harasses,destroys,vandalizes,steals,antagonizes, disrupts,conceals)
* rarely practices self-control; severely lacks self-control
* inconsistent to follow class rules; breaks class rules frequently
* contracts and other interventions inconsistently or don't improve the student's actions
* inconsistent to or does not complete work
* inconsistent to or does not sign work
* inconsistent to comply with class/school rules; rarely complies with class/school rules
* belligerent attitude/refuses to comply with class/school rules
* rare or no contributions are made by student
* irrelevant comments are made during conversations
* considerable assistance is needed
* maximum prompting rarely or does not elicit a response
* formal qualities of work is inconsistent (sometimes “at level”, other times not)for the developmental / ability level expected for the child’s age/grade
* formal qualities of work is markedly below expected developmental/ability level for the child's age/grade
* rare or no success in the use of art terms in correct context
* comprehension of concepts or data is inconsistent or not evident
* rarely/ inconsistently or does not investigate concepts, data or materials
* inconsistent or markedly ineffective application, control and use of materials
* rarely or does not complete work when adequate time / assistance is given
* inconsistent or does not follow-through with responsibility of signing/storing work
* inconsistent with caring for work (sometimes vandalizes or destroys)
* vandalizes or completely destroys own work
Rules, Rewards and Consequences Rules:
1. Listen when Mrs. Hansen speaks
2. Follow directions
3. Whisper voices (when appropriate)
4. Respect people and property
5. Work and clean safely
6. Keep hands, feet and objects to yourself
Rewards:
1. You earn Excellent grades
2. Parents are proud
3. Teachers are proud
4. You are proud
5. Class is proud
6. You earn privileges
Examples of privileges: “special” art projects, assisting the teacher and more art projects
Consequences:
Students are assigned a number. Numbers are located on the back of each chair in the art room. This number corresponds to their set of behavior cards in the behavior chart. It is expected that students will be responsible and help maintain a safe and productive classroom environment.
Green card = Exceeds standards / E
If a student breaks a rule, they pull a card behind their student number on the behavior card chart.
White card = Meets standards / S
Yellow card = Approaching standards/Inconsistent / N
o Student signs behavior log and loses privileges *
o Teacher contacts parents after two incidents at yellow "N" within a trimester
Red card = Does not meet standards / N
o Teacher contacts parents
o Student signs behavior log and loses privileges *
* Examples of privileges: walking around the room, using materials, talking in class, sitting with peers and being in art.
Rights and Responsibilities in Art
You have the right to a safe environment.
You have the responsibility to follow safety rules.
You have the right to voice your opinion.
You have the responsibility to respect the opinions of others.
You have the right to use schoolbooks, materials and equipment.
You have the responsibility to take care of them all.
You have the right to fair treatment.
You have the responsibility to treat others fairly.
You have a right to a good education.
You have the responsibility to do your best.
Art Enrichment Ideas
* Interact with your child during art activities.
* Encourage independent thinking.
* Supply a variety of art materials.
* Involve your child in decisions about home decor.
* Use page protectors or laminate coloring book pages to be used as tracing pictures to increase your child's visual vocabulary.
* Ask your child HOW they created their work to encourage recall of sequential processes.
* Play school & direct your child's art activities OR allow them to teach you !
* Use empty cardboard boxes as building blocks and help them create architectural structures.
* Ask your child to create a picture to show their idea, thoughts, etc.
* Have your child cut out things for you (ie. coupons, articles, images) and increase their cutting, manipulative skills.
* Bring your child to a park or other scenic area and draw with them.
* Modeling clay helps build strength and manual dexterity in their hands.
* If they wish to do so, enter your child’s artwork in contests.
* Create cards and gifts for special occasions instead of buying them.
* Ask your child what they are doing in art at school !
Long Range Lesson Plans 2008-2009
Art SmArt Falcons
Art history, artists, cultures, elements and principles of design will be emphasized during investigations. Other academic areas are naturally integrated into the visual art program (social studies, mathematics, language arts and science). Students will learn various art terms, concepts and techniques. They will increase their artistic abilities, visual art knowledge base, as well as increase their confidence in the ability to create based on ideas and thoughts.
August:
Kinder-5th grade: Introductions to the Art room (procedures, seating assignments, rules, etc.)
Kinder-2nd grade: Art-oriented story, idea for artwork derived from the story, visual-spatial relations reviewed (corner, middle, vertical, horizontal)
3rd-5th grade: create journals, design the cover
September:
Original Works Art Fundraiser begins this month
Featured Artist: Brunelleschi
Featured Elements & Principles of Art: Lines, Shapes, Color, Balance, Space
Kinder –1st grade: Fish (organic shapes, design)
2nd grade: Honeybees
3rd grade: Butterflies (organic shapes, bilateral symmetry)
4th & 5th grade: Drop dye (color, design, radial symmetry)
4th grade: One-Point Perspective (Brunelleschi) & Architecture
5th grade: Two-Point Perspective (Brunelleschi) & Architecture
October
Hispanic Heritage Month
Featured Artists: Robbie Owen (muralist for our school!), Johan Gutenberg
Featured Elements & Principles of Art: Color, Proportions, Space
Kinder-2nd grade: Printing: Leaves (rubbings & Mono prints)
Kinder – 2nd grade: Paper Mola Designs (South American origins)
3rd grade: Anatomy Study- Falcon mascot (use of shapes to render an image)
3rd grade: Printing: Leaves
4th grade: One-Point Perspective (Brunelleschi) & Architecture
5th grade: Two-Point Perspective (Brunelleschi) & Architecture
Art Club: backdrops and props for December musical
November
American Indian Heritage Month
Featured Artist: Leon Battista Alberti, Maria Martinez
Featured Elements & Principles of Art: repetition, space
Kinder –2nd grade: Architecture (use of ruler, directional lines, geometric shapes)
Kinder: Clay pinch pot
1st grade: Clay pinch pot w/ texture
2nd grade: Clay Flowers (nature and art)
3rd grade: Amate bark painting (Central American origins)
4th & 5th grade: Grid Drawing: Falcon Logo (“Alberti’s Grid”)
Art Club: backdrops and props for December musical
December
Featured Artist: Maria Martinez, Vincent Van Gogh and Henry Moore
Kinder & 1st grade: Painting (proper brush and paint care)
2nd grade: Painting (proper brush and paint care)
4th: Vincent Van Gogh & Post Impressionism style, “Starry Vegas” (Oil pastels)
5th grade: Henry Moore & Free Form Sculpture (multimedia)
5th grade: Anatomy Study and Proportions (using wood mannequins)
January & February
Mask Making (Multicultural Art Form)
Black History Month is February
K-3rd grade: Painting continued (technique, procedure and processes)
Kinder - 2nd grade: Mask (railroad board, tracing, cutting, pasting, symmetry)
2nd grade: Mask w/ unique contour shape (railroad board, tracing, cutting, pasting, symmetry)
3rd grade: Mask: construction paper (emphasizing symmetry; tracing, cutting, pasting)
4th & 5th grade: Mask: half face (paper mache)
March & April
Youth Art Month is March
Featured Artist: Leonardo da Vinci, Faith Ringgold
Kinder-5th grade: various Still-Life (more painting technique, procedure and processes)
Kinder - 2nd grade: Anatomy Study- Humans from Head to Toe; Bending Body
3rd grade: Paper Pulp: paper making, Paper Pulp: relief molds
4th grade: Clay-slab construction, hieroglyphics
4th grade: Animation
April:
1st-5th grades: Warm and Cool Colors (emotional & symbolic reactions to color)
1st-5th grades: Earth Tones
Kinder –2nd grade: Weaving paper (beginner)
5th grade: Clay-slab construction, slump mold, in-the-round vessels
5th grade: Oil pastels (techniques and applications)
May:
Asian-Pacific American Heritage Month
Kinder-5th grade: Sumi-e Painting (style & techniques)
3rd grade: Paper Pulp-handmade papers, relief molds and 3-D molds
June:
Asian-Pacific American Heritage Month continued
K - 2nd grade: Australian Aborigine dot painting, circle designs (techniques and design)
3rd grade: Australian Aborigine dot painting: hand motif (painting techniques and design)
4th & 5th grade: Australian Aborigine dot painting: animal motif (painting techniques and design)
July:
K – 3rd grade: Anatomy Study (portraits/facial proportions)
3rd - 5th grade: Anatomy Study (portraits/facial proportions/symmetry)
3rd - 5th grade: Anatomy Study (proportions with mannequins)
August:
Kinder-5th grades: Foreground, Middle ground & Background (Depth of Field illusions)
3rd-5th grade: Careers in Visual Art research (video & careers ‘hand outs’)
** Note: Lessons at any grade level are subject to change without notice due to.
--current events in our world
-- teachable moments
-- special requests by administration
-- special requests for school events
-- situations beyond control of the teacher (ex. waiting for supplies)
-- adaptations by the teacher
ART CONTESTS
Art contests occur throughout the school year.
Participation is voluntary.
Contest data is available via flyers posted in the art room.
If a submission needs to be sent through school mail, I must receive it at least one week prior to the deadline.
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