Art is Essential: Art Education Exhibition

1. Art is Essential: Art Education Exhibition Art Is Essential: An Art Education Exhibitionwas a collaborative show featuring works by students from First Ward Creative Arts Academy, South Charlotte Middle School, Independence High School, and their teachers. The opening reception was May 4, 2013 at UNC-Charlotte’s Rowe Gallery. Music by J.S. Bach/Jethro Tull (1969).

2. South Charlotte Middle School Student work

3. Scribble Gesture Drawing: Grade 6-8 • KimonNicholaides book The Natural Way to Draw introduces a method called "scribble gesture" to help capture the motion of a figure in action. I demonstrate this technique to the class and then show some of my earlier drawings using this method. Students view images of figures in action on the overhead projector, making two or three minute scribble gesture drawings of tennis players, dancers, boxers, gymnasts and other athletes. The objective is to be able to convey the motion of the figure in a quickly made drawing. Essential Standards: • 2.03 Differentiate among techniques and processes for working with each material. • 2.04 Discover the expressive potential of various media and techniques. • 4.04 Convey meaning through original imagery that does not rely on copying, tracing, patterns or duplicated materials.

4. Sword Fight (scribble gesture) Kaylie Brooks Grade 8 Graphite pencil on paper

5. Short Track Speed Skaters (scribble gesture) Kaylie Brooks Grade 8 Graphite pencil on paper

6. Man (Scribble Gesture) Cullen Harmon Grade 7 Colored pencil on newsprint

7. Stick, Ink and Watercolor Drawing and Painting:Grade 6-8 • The objective of this lesson is for the student to be able to create achromatic and polychromatic watercolor drawings that demonstrate a broad value range, representational accuracy and dynamic composition with a well-chosen and rendered area of emphasis.Many artists and art teachers (although not this one) believe that a necessary condition for being a successful visual artist is being able to draw accurately the world we see.Drawing occupies a significant place in most Art school curricula. This lesson is the final part of a unit dedicated to giving students the tools to draw well and thus further their art training. It is also an assessment of drawing abilities thus far gained in the course, as well as an introduction to painting, which some might argue begins when the artist moves from a dry to a liquid medium. Students also experiment with an Impressionist palette which omits black from their color choices. Essential Standards: • 3.03 Apply diverse original solutions in the problem solving process.3.04 Apply intuitive perceptions in the problem-solving process.

8. Still Life with Study of Space Jamie Ku Grade 8 Black watercolor on watercolor paper

9. Still Life with Fruit Samuel Shoemaker Grade 7 Black watercolor on paper

10. Still Life with Bowl and Fruit Clara P. Link Grade 6 Graphite on newsprint

11. Still Life with Fruit (Lost and found edge study) Gordon Rogelberg Grade 7 Black watercolor on watercolor paper

12. Still Life with Bottle, Cup and Fruit Riley Outen Grade 7 Black watercolor on watercolor paper

13. Still Life with Vase, Stick and Fruit Michelle Zheng Grade 7 India Ink on watercolor paper

14. Still Life with Fruit (Impressionist Palette) Macy Shelton Grade 8 Watercolor on copy paper

15. Still Life with Fruit (Impressionist Palette) Jamie Ku Grade 8 Watercolor on copy paper

16. Still Life with Fruit (Impressionist Palette) Lindsey Lanier Grade 8 Watercolor on watercolor paper

17. Still Life with Bottle and Fruit (Impressionist Palette) Elizabeth Strassenko Grade 7 Watercolor on copy paper

18. Clay Vessels and Sculptures:Grade 8 • This is the first and only clay project of the semester but it builds on previous lessons students have likely had over the years. All CMS programs require at least one clay project per course. The objective is that the student be will be able to execute the “score and slip” method of attaching clay pieces, basic coil construction required for hand-building vessels, and to make a vessel or sculpture that represents their values or can hold tiny objects that represent their values. Essential Standards: • 8.V.2.3 Create original art that conveys one or more ideas or feelings. • 8.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. • 8.V.3.1 Apply knowledge of safety and media to maintain and take care of the work space and art. • 8.V.3.2 Use a variety of media to create art. • 8.V.3.3 Evaluate techniques and processes to select appropriate methods to create art.

19. Well Christina Duverglas Grade 8 Cone 5 clay, underglaze, acrylic polymer

20. Egg Brian Moo Grade 8 Cone 5 clay, underglaze, acrylic polymer

21. Shoe Jamie Ku Grade 8 Cone 5 clay, underglaze

22. Birdbath Megan Morales Grade 8 Cone 5 clay, underglaze

23. Whale Rachel Methner Grade 8 Cone 5 clay, underglaze

24. Animus Maxwell Rousso Grade 8 Cone 5 clay, underglaze

25. Winter Landscapes:Grade 7-8 (Honors) • The objective of this lesson is for students to be able to create a landscape painting that creates depth by utilizing several painting techniques such as atmospheric perspective, object placement on the picture plane, and diminishing object size. Students also incorporate important principles of art such as emphasis, contrast, pattern and unity. Essential Standards: • 3.02 Explore and apply the elements and principles of design used in an aesthetic composition.

26. Winter Landscape Andrew Tiedeman Grade 8 Black and white water color on toned paper

27. Winter Landscape ToriDonelson Grade 7 Black and white watercolor on toned paper

28. Silhouettes and Shadow Puppets Show:Grade 7-8 • The silhouette works of African-American artist Kara Walker is our inspiration for creating shadow puppet shows. The objective is for students to be able to create a dynamic shadow puppet show with scenery made of silhouettes and which deals with an important and relevant ethical issue such as bullying, substance abuse, eating disorders, loneliness, peer pressure, or sportsmanship. The performance playing on the monitor in the exhibit explored issues faced by a young girl who’s over-protective and intolerant parents force her to use her resourceful and clever intellect to find freedom in her life. Essential Standards: • 8.V.2.3 Create original art that conveys one or more ideas or feelings. • 8.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. • 8.V.3.1 Apply knowledge of safety and media to maintain and take care of the work space and art. • 8.V.3.2 Use a variety of media to create art.

29. Wings and Feathers Amanda Feldsberg, Ismael Garcia, Andrew Gardner, Claire Goldstone, Caroline Hausler, Juan Diego Garcia Martinez Grade 8 Video-taped puppet performance

30. Abstract Drawing and Painting:Grade 7-8 • The objective of this lesson is for students to be able to create an abstract drawing or painting. The inspiration for the lesson is the work of Jewish artist and Holocaust survivor Samuel Bak. As a child, Bak lived in the Vilna ghetto whose population was almost entirely obliterated by the Nazis. After experimenting with several contemporary abstract styles as an adult, Bak settled on an abstract style of painting more akin to one used by famous Renaissance painters. He believed it was the best technique for keeping the Holocaust alive in our consciousness and conscience. My students, inspired by Bak’s life story and technique, abstract the elements of form, line, texture, color, pattern etc. from several different objects and combine them into a new, abstract creation. This exercise prompts excursions into other types of abstraction. Essential Standards: • 1.04: Understand and discuss that ideas from reality and from fantasy may be used to create original art. • 3.02 Explore and apply the elements and principles of design used in an aesthetic composition. • 4.01 Use visual arts to persuade and communicate ideas. • 4.04 Invent original imagery to convey meaning. • 4.05 Explore how artists develop personal imagery and style. • 6.03 Explain how other's work and ideas are unique expression of themselves.

31. Paintdrops and Brushes (Abstraction) Madilyn Brewer Grade 8 Watercolor, marker on watercolor paper

32. Wolf (Abstraction) MadelaineKuwada Grade 7 Watercolor on watercolor paper

33. Untitled (Abstraction) Katherine Darden Grade 8 Watercolor, colored pencil on watercolor paper

34. Abstraction YajieCai Grade 7 Watercolor, colored pencil on watercolor paper

35. Gears of Time (Abstraction) James Teague Grade 8 Colored pencil on watercolor paper

36. Disintegrating Apples (Abstraction) Cullen Harmon Grade 7 Colored pencil on watercolor paper

37. Color (Abstraction) Connor Ager Grade 7 Watercolor on watercolor paper

38. Palette Knife and Spherical Object Painting:Grade 7-8 (Honors) • The objective of this lesson is for students to be able paint the colors they actually see. To this end, students incorporate the Impressionist techniques of eliminating black from the palette, optical mixing and simultaneous contrast, rendering the planes of objects as distinct colors rather than shades or tints of a “local color” and using a palette knife to paint. Painting colored blocks and spheres is a common practice in the American Impressionist tradition, a prerequisite for landscape, figure, and portrait painting in this style. Essential Standards: • 8.V.2.Apply observation skills and personal experiences to create original art.    • 8.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. • 8.V.3.1 Apply knowledge of safety and media to maintain and take care of the work space and art. • 8.V.3.2 Use a variety of media to create art. • 8.V.3.3 Evaluate techniques and processes to select appropriate methods to create art.

39. Block and Spherical Object (Colorist Study) DaminRyu Grade 7 Acrylic paint on canvas paper

40. Colorist Still Life with Fruit Hannah Tuckman Grade 7 Acrylic paint on canvas paper

41. Colorist Still Life with Fruit Michelle Zheng Grade 7 Acrylic paint on canvas paper

42. Colorist Still Life with Fruit Lindsey LaBoyne Grade 8 Acrylic paint on canvas paper

43. Ted Cooke works

44. Ted Cooke – Artist Statement My Art is an expression of my inner search. More than anything else, I want my art to work with my philosophy to pull me closer to reality and my true nature. Sharing this inner journey will always be the ultimate point of my teaching, philosophy and art. My training in Art and Art Education is very different from most others in these professions. I did not discover my love of Art until later in life. As a boy, I lived near the Silvermine Art Guild in Connecticut. My mother walked us there to see new exhibits and discuss them outside by the pond. Those experiences were formative. The schools I went to, however, offered very little Art instruction, so Art was not a part of my life until my late twenties, when I began to teach myself to draw. When I was twenty-seven, just beginning my doctoral program in Philosophy at Marquette University, I purchased a copy of Betty Edwards’ book Drawing on the Right Side of the Brain. My interest was originally philosophical because I wanted to understand how the unity of consciousness was fractured in people who underwent cerebral commissurotomy. As I read on, however, I began to view successful drawing as a localized brain function. The book, with its various techniques of immobilizing the left hemisphere of the brain and activating neural pathways on the right side of the brain, helped me to draw. In my spare time, I worked through the drawing exercises in her book. When I graduated from Marquette, I took a Drawing course at the Milwaukee Institute of Art and Design and from there onward art became a constant in my life. Philosophy is the love of wisdom, the desire for a logical understanding of the fundamental nature of the world and our place within it. Having taught Metaphysics, Ethics and Modern Philosophy at the university level for over twenty years, but taking Art courses all the while, I came to understand Art as one way of world-making, no less valid, important or exciting than Philosophy. Art and Philosophy, through their respective heightened perceptual and conceptual rigor, connect us to distinct modes of reality. Art and Philosophy work together to uncover what neither grasps entirely on its own. My deepest desire is to know myself through philosophy and art. Yet, every inner plunge leads back to my role as a teacher, father and husband, and to the people I love. My art begins introspectively, but unfolds into expressions of love for my wife and family and for sublime nature. This inner pursuit is empty unless I share it with my students. Like my philosophy and teaching, my art is always a pointing to within.

45. Windyrush Trail Ted Cooke Oil on panel

46. Votive Ted Cooke Metal

47. States of Mind Ted Cooke Wood

48. Embryonic Ted Cooke Conte` crayon on paper

49. Penny Ted Cooke Pastel on Wallis paper

50. Ted Cooke and Family