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Utilizing Local Resources to Sustain
Art Appreciation for Chester-Upland Students
Kristin Swanson
EDGI 512: Globalization and Educational Change
June 5, 2013
Japanese Cloisonné Enamel
Vase (one of a pair) Meiji
Period (1868-1912) Unsigned
Action Plan Introduction
Art 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 Media
From Left to Right:
Pam Virgilio-Music
Kristin Swans0n-Art
Sandra 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 Widener’s 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”.
Preparation
Viewing
Production
Exhibition
Classroom
Discussion
and Art
Viewing
Trip(s)
to Widener
University
Art Gallery
Integration of
Discussion
and Widener
Art Viewing
into Student
Artistic
Experience
Student Art
Exhibition on
Media’s
Sidewalks
During
“Dining
Under the
Stars”
Specific Action
Interpret Japanese and American
paintings.
Expected Outcome
Students will understand that Japan is about
6,200 miles (10,000 km) from the West Coast
of the United States
Students will be able to explain similarities
and differences between Japanese and
American paintings.
Identify major geographical
features of Japan.
Interpret Japan’s 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
Specific Action Expected Outcome
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.
Specific Action Expected Outcome
Students 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
Specific Action Expected Outcome
Student 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.
 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.
 Widener’s 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
 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.
 http://smithsonianeducation.org/educators/lesson_plans/japan_imag
es_people/index.html
 http://smithsonianeducation.org/images/educators/lesson_plan/japan
_images_of_people/japan_images_people_lesson1.pdf
 http://www.tenthousandvillages.com/prokritee
 http://media.tenthousandvillages.com
 http://smithsonianeducation.org/images/educators/lesson_plan/japan
_images_of_people/japan_images_people_lesson2.pdf
 http://www.chesteruplandsd.org
 http://lessonplanspage.com/asianpacificamericanheritagemonth-
htm/
 http://www.metmuseum.org/learn/for-educators/lesson-plans-and-
pre-visit-guides/ceramics-in-china-and-the-near-east
 http://www.albrightknox.org/education/lesson-plans/lesson:create-
your-own-sculpture/
 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.

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EDGI-512 Presentation-1

  • 1. Utilizing Local Resources to Sustain Art Appreciation for Chester-Upland Students Kristin Swanson EDGI 512: Globalization and Educational Change June 5, 2013 Japanese Cloisonné Enamel Vase (one of a pair) Meiji Period (1868-1912) Unsigned
  • 2. Action Plan Introduction Art 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 Media From Left to Right: Pam Virgilio-Music Kristin Swans0n-Art Sandra Ben-Music
  • 3.  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 Widener’s 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”.
  • 4. Preparation Viewing Production Exhibition Classroom Discussion and Art Viewing Trip(s) to Widener University Art Gallery Integration of Discussion and Widener Art Viewing into Student Artistic Experience Student Art Exhibition on Media’s Sidewalks During “Dining Under the Stars”
  • 5. Specific Action Interpret Japanese and American paintings. Expected Outcome Students will understand that Japan is about 6,200 miles (10,000 km) from the West Coast of the United States Students will be able to explain similarities and differences between Japanese and American paintings. Identify major geographical features of Japan. Interpret Japan’s 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
  • 6. Specific Action Expected Outcome 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.
  • 7. Specific Action Expected Outcome Students 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
  • 8. Specific Action Expected Outcome Student 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.
  • 9.  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.
  • 10.  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.
  • 11.  Widener’s 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
  • 12.  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.
  • 13.  http://smithsonianeducation.org/educators/lesson_plans/japan_imag es_people/index.html  http://smithsonianeducation.org/images/educators/lesson_plan/japan _images_of_people/japan_images_people_lesson1.pdf  http://www.tenthousandvillages.com/prokritee  http://media.tenthousandvillages.com  http://smithsonianeducation.org/images/educators/lesson_plan/japan _images_of_people/japan_images_people_lesson2.pdf  http://www.chesteruplandsd.org  http://lessonplanspage.com/asianpacificamericanheritagemonth- htm/  http://www.metmuseum.org/learn/for-educators/lesson-plans-and- pre-visit-guides/ceramics-in-china-and-the-near-east  http://www.albrightknox.org/education/lesson-plans/lesson:create- your-own-sculpture/
  • 14.  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.

Notas del editor

  1. *Permanent collections at the Widener Art Gallery are rich with Asian pieces, European and American Paintings.
  2. Thanks!