Spring 2015 WAEA e art times

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ART TIMES Letter from the President

Jen Dahl, WAEA President

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Whoop! Whoop! We have made it to the end of another school year. I am excited about summer and the rejuvenation that time away from school brings to my soul and teaching. The WAEA board met in May to make plans for the upcoming year. Please see the end of this issue for important upcoming dates.

Newly elected or reelected board members include: Jen Dahl, President; Tiffany Beltz, President Elect and YAM Chair; Devon Calvert, Membership; Olivia Griepentrog, Student Representative; Randi Niemeyer, Middle Level Representative; Julie Adams, Secondary Level Representative; Christine Woywod, eArtTimes Editor; Frank Korb, Southeast Vice President; Dani Graf, Treasurer; Amy Kent, Advertising; Dustin Anderson, Elementary Representative; Ronnah Metz, Awards Chair; Rina Kundu, Higher Education Representative; and Danielle Penney, Northwest Vice President.

Board members concluding their service are Frank Juarez, Maria Mason, Liz Rex, Marcia Thompson and Lee Amborn. Thank you for all of your time and service to the art educators of Wisconsin!

This summer, I will be updating the wiarted.org website with intern Hannah, updating WAEA board job descriptions, planning the conference 2015 in Appleton with Tiffany Beltz, attending the NAEA Western Region Leadership weekend in Santa Fe, and updating our WAEA Mission and Vision Statements. Look for changes and updates this fall!

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New this issue! Midwest Artist Studios and Teacher as Artist features!

Spring 2015

Features

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5-9

10-11

12-15

New ! Teachers as Artists

Forum: Working with the new National Core Art Standards

New! Midwest Artist Studios Project

WAEA Events, Grants, and Membership Form

Calendar of upcoming events on the last page

Wisconsin Art Education Association Newsletter

Idea Exchanges

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Note from the Editor

Sister Rosemarita Huebner, SSND January 21, 1932-February 18, 2015

In 1954 Sister Rosemarita Huebner began teaching in the primary grades. In 1963 she was sent to get her Masters of Fine Arts and Masters of Arts at The University of Wisconsin in Madison. She taught at Mount Mary College in 1965 and continued for thirty-eight years. She had a hiatus from academia when she was elected to the School Sisters of Notre Dame’s provincial council for eight years, two terms. Rosie returned to the college and served as Art Department Chairperson for fifteen years. During this period, she developed several new majors: art therapy, graphic design and communication design. She helped get the interior design program national accreditation. She started Art for Youth, a children’s summer program, and the Layton Art Scholars Fraternity at the college. Her college service included many committees in which she was a valued member. Sister Rosemarita’s involvement in Wisconsin Art Education Association was extensive. She was a longtime board member and was chairperson of the 1975 Fall Conference at the Art Center, recipient of the 1981 WAEA President's Award and 2003 WAEA Outstanding Art Educator Higher Education Award. Sister Rosemarita Huebner will be remembered for her professional excellence in art and education, but deeply revered for her warmth, kindness and fun loving spirit.

An art scholarship has been established in the name of Sister Rosemarita Huebner at Mount Mary University. Donations may be mailed to 2900 N. Menomonee River Parkway, Milwaukee, WI 53222 or given online on the University website under Make a Gift. Please include her name.

Christine Woywod, Ph.D., Editor, WAEA Art Times

I am delighted to take on the role of WAEA e-Art Times editor for 2015-2017. Thank you to the 2013-2015 editor, Liz Rex, for her work for the last two years and a very smooth transition!

In this issue, WAEA board members share their thoughts on use of the new National Core Art Standards. Julie Adams, Julie Miller, and Sarah Higley offer glimpses into their schools and classrooms. Julie Palkowski shares her perspective from the Department of Public Instruction. Callie Spaltholz, Gretchen Solinger, and Tasha Newton all share their enthusiasm for the use of social media in the effort to contribute to professional dialogues and that help art educators continually improve their teaching practice.

New additions to e-Art Times that make their debut in this issue include the “Teachers as Artists” and “Midwest Artists Studios Project” features. I hope that each of these features can offer you and your students the opportunity to feel inspired and even engage in dialogues with practicing artists in our state.

“Artists are the essential nurturers of our collective imaginations, and as such, play a vital role in helping us shape a new vision of a better world.”

-Thomas Friedman, The World is Flat


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Teachers as Artists Featured Teacher as Artist:

Frank Juarez, 2015 WAEA Art Educator of the Year

In 2005, Frank Juarez committed his life to expose, educate and engage others on the importance of experiencing and supporting the visual arts. Organizing local and regional art exhibitions, community art events, facilitating presentations, and supporting artists through professional development workshops, use of social media and networking has placed him in the forefront of advancing and promoting local artists and attracting regional and national artists to interact, collaborate, network and exhibit in the Sheboygan community.

Juarez is the art department chair at Sheboygan North High School. He is actively involved in local, regional, state, and national arts organization such as the Wisconsin Art Education Association, National Art Education Association, Milwaukee Artist Resource Network, Arts Wisconsin, Cedarburg Cultural Center, and is founder/former director of the Sheboygan Visual Artists. In 2011, he has opened his first art gallery, EFFJAY PROJEKTS Gallery (now called the Frank Juarez Gallery), in Sheboygan. He has been presenting at local universities/colleges on the Business of Art | Art of Business. He founded two projects focused on Contemporary Art and art education called The Midwest Artist Studios and the 365 Artists 365 Days Project.

Top: Stack Series, No.1, 12” x 12“. Bottom: All Around Us, 20”x 16”.

Web resources: frankjuarezpaintings.com

knaakandjuarezstudio.com


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As end of the school year approaches, I am sure you are all dreaming of those endless summer days of relaxation and rest, right? We all know that along with a bit of rest, our profession requires continued planning, learning, and preparation for the next school year. The Wisconsin Art Education Association can ease some of the stress of planning and professional development for you. We’ve got some great opportunities for you to be energized, freshen up your curriculum, and tell other teachers about your favorite lessons. As you transition into the new school year and start to work with new standards and new expectations, consider attending or hosting an idea exchange!

What is an idea exchange? An idea exchange is an event where a group of educators come together to each share their favorite lesson with a group of people. Wisconsin Art Education Association members have hosted art idea exchanges all over the state for several years. Black River Falls has consistently had great success with their exchange in February every year. Teachers from Milwaukee, Madison, and Wisconsin Rapids have hosted other events. Participants bring copies of a lesson plan that they loved and share it with everyone at the event.

Trendy to Traditional: Idea Exchanges Offer One of a Kind Professional Development

Dustin Anderson, WAEA Elementary Division Representative

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Everyone walks away with many fresh new ideas and lessons from all grade levels. These are art lessons that can be adapted, reworked, or used as-is with your own students.

During a WAEA idea exchange, not only do art teachers get a file full of new, innovative lessons, but they also hear and discuss successes and challenges in the art room. Art idea exchanges build community and relationships among art teachers all across the state. For those districts that have one art teacher for the entire student population or a few teachers who get little time for shared planning and professional development, an art idea exchange can be a very important.

Watch for dates for the upcoming idea exchanges in both Central and Southern Wisconsin in early Fall 2015 and Black River Falls in the Spring of 2016. If you cannot attend a regional WAEA art exchange, think about hosting your own. There is very little time commitment and the end result can ease you into planning a successful new school year. If you have any questions about how to plan an art idea exchange please email [email protected]. I will gladly help you get started.

Left: Sample projects displayed during an exchange in Wisconsin Rapids.


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“Rigorous” and “engaging” are buzzwords I’ve heard from other art teachers, teachers, and administration. I am sure you have heard them too in your evaluations, educator effectiveness plans, or simply conversations with colleagues. What exactly do these words mean? When I ask, I hear differing opinions. The same goes for the National Core Arts Standards. If you’ve looked at them, studied them or applied them vigorously to all of your lessons, you have probably interpreted them in your own way and have your own opinions. As a veteran teacher, I feel I give my students what they need to become well-rounded citizens, be able to make decisions, and solve problems critically. But I am always looking at ways to improve and I feel these new standards are tools to help us question, experiment, and go back to the proverbial drawing board. It allows us to take our tried and true lessons and make them more engaging and more rigorous. This is what I have been doing with the new standards. I have been taking lessons and picking places where I can give the students more, like adding technology, or taking it away. I’ve asked myself, “Are my assessments clear, doable, and worded in a way to help the students get the most out of the lesson?” I’ve noticed a few lessons could use more collaboration, culture, and aesthetic choice. The possibilities are endless and a big part of what makes our jobs fun and exciting. Even with all that is going on in our state, focusing on the students and new creative adventures I can create for them keeps me positive. I’d love to hear your thoughts about the new National Core Arts Standards. Please email me at [email protected]. Also, if you’d like to comment on the new NLCB legislation to keep the arts in education, I’d like to hear about that too! (or anything else you’d like to talk about.) You can find links to the NCAS and read about the national legislation on the arts in schools at www.arteducators.org. As we approach the fall, watch for an e-blast about a mid-September idea exchange. I look forward to hearing from you and sharing ideas with you.

-Julie Adams, Secondary Level Representative

Forum: Working with the new National Core Arts Standards

“… these new standards are tools to help us question, experiment, and go back to the proverbial drawing board.”

Create. Present. Respond. Connect.

Creating, presenting, responding, connecting – these are the key concepts that the new National Visual Art Standards are based on. There were gaps in the old standards that needed to be filled in for art educators to be able to address the 21st century learning skills their students should be developing in art class. The new standards do a better job than the old ones did of identifying these skills, skills that can also be used across the curriculum as well as beyond the classroom.

Creating doesn’t just mean the act of putting a work of art together, but also the conceptualizing, planning, experimenting, elaborating and collaborating that goes into coming up with ideas for works of art. It doesn’t matter how proficient students are at using art materials if they aren’t able to come up with ideas to communicate through their art. Breaking down creating further into planning, developing and then refining also does a better job of covering the whole artistic process that students


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need to be aware of. I am constantly reminding my students that the future of the world is in their hands. If they want new computer programs, new video games, new fashions, new food sources, better government, whatever it takes to have their world continue to grow and thrive and be enjoyable, they have to train their brains now to come up with new ideas or learn to repurpose old ideas. The anchor standards on creating give me the framework to address these areas with even my youngest students.

Presenting is an area often overlooked and not considered important by some art educators. I, however, was very happy to see it included as one of the four pillars of the new standards. To me it is the final piece in the creating puzzle, a step that needs to be included to give closure to the project and the opportunity to tweak it to perfection. Here is where I feel the young artists get their chance to develop their artistic eye. It’s rather like if we are staying home where no one will be seeing us, we wear something comfortable, maybe sweats and some big slippers, and don’t worry about fixing our hair or putting on makeup. But for most people, going out in public means we take that a closer look at ourselves and clean up in case we run into someone we know. That’s how I tell students to scrutinize their work before it goes on display. Ask yourself, “Is it as good as it can be? What can I do to make it as good as it can be?” Like the simple black dress that needs just the right jewelry to make it a stunning outfit but would be overshadowed by an embroidered jacket, I tell my students to study their work and see what kind of matting or embellishment would take it from good to great, or from great to fabulous. They get practice not only figuring out what it takes to enhance their work, but also when to stop. They need to develop the artistic eye that tells them when to stop and not keep adding stuff to their work just because it’s their favorite color or maybe something glittery. They need to develop a sense that sometimes less is more. If the opportunity to present their work wasn’t there, students might well quit working on their art before it was done, before it was as good as it could be. They need that opportunity to get their work “dressed up” to go out in public. Some examples of artwork students enhanced with decorative mats that complement their artwork are to the left.

Responding to artwork is something that is unique to each individual. I just had some extremely interesting discussions with kindergarteners through 4th graders on the works of Kandinsky. We were preparing to create a school wide abstract mural inspired by Kandinsky’s “Squares with Concentric Circles.” I explained to the students that abstract art can be interpreted differently by each viewer because we have all had different experiences and have different images stored in our brains. The range of explanations the students had for what Kandinsky may have been trying to communicate with his various paintings really floored me. They jumped enthusiastically into abstract art with more ease than most adults. Everyone had a story for each painting and groaned when I moved on to the next picture if they hadn’t had the chance to share their story yet. The opportunities there for integrating art and literacy are fantastic as the students construct meaning in the artwork they are viewing.

Connecting, the final area of focus in the new standards also is a gateway to connecting art with literacy. The first objective for pre K says it all when it states students should “explore the world using descriptive and expressive words and art-making.” Here art is put on the same plane as language, as a way of communicating. Art is a universal language, so what we put into our art or view in the art of others, can connect us with cultures that we aren’t connected to with language alone. In this way, the standards dealing with connecting demonstrate another value of art education. Art helps students construct meaning in their world and guides them in creating their visual messages to send out into the world.

Art education is way more than just painting or drawing pretty pictures. I think the new standards do a good job of identifying the valuable components of what goes on in the art room before, during and after the pretty pictures are made. In this way they also validate the value of an art education and help secure a future for it in our schools.

- Julie Miller, Northeast Vice President


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Let’s talk. Standards are not new to Wisconsin. We have had Wisconsin’s Model Academic Standards (WMAS) in the arts as a resource to districts in most arts areas since 1997. In our efforts to build quality comprehensive arts education programming for our young people, I encourage us to continue talking about ideas to enhance student knowledge and skills in the arts. This includes the identification of standards and finding effective ways to support instruction and assessment through multiple ways with a multitude of effective resources for learning. While Wisconsin has not adopted standards written by the National Coalition for Core Arts Standards, National Core Arts Standards (NCAS), the NCAS standards can be a resource for teachers to use in defining what students should know and be able to do.

Several resources are provided below. These sites offer information about standards, instruction, and the alignment of these factors to give access of a quality comprehensive arts education to all students. School districts within our local control state are free to adopt standards on their own. Please continue to share your ideas. Thank you for your work in arts education.

- Julie Palkowski, Fine Arts and Creativity Education Consultant Wisconsin Department of Public Instruction

This forum contribution is based on an article from the April 2015 Wisconsin Fine Arts and Creativity Education newsletter. Portions of the article have been modified for the WAEA Art Times edition. To view the entire original April 2015 postings, visit http://cal.dpi.wi.gov/sites/default/files/imce/cal/pdf/fine-arts-newsletter-4-15.pdf .

Model Cornerstone Assessments - Pilot teams from across the US will be developing assessments in the arts. Learn about the project and future uses of this resource.

National Core Arts Standards conceptual framework

Media Arts is included within the newly launched core arts standards. Check this out!

Students with Disabilities and the Core Arts Standards


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I recently completed an integrated unit that incorporated many of the National Core Arts Standards. Since the standards are so open ended and project based, I was able to connect this unit with many of the standards in a meaningful way. The standards that I focused on during this lesson were: VA:Cn.10.1.5a > Apply formal and conceptual vocabularies of art and design to view surroundings in new ways. VA: Cr1.1.4a > Brainstorm multiple approaches to a creative art or design problem. VA:Cr3.1.4a > Collaboratively set goals and create artwork that is meaningful and has purpose to the makers. VA:Cr.1.4a > Revise artwork in progress on the basis of insights gained through peer discussion VA:Cr1.1.6a > Combine concepts collaboratively to generate innovative ideas. VA:Cr3:1:6a > Design or redesign objects, places, or systems that meet identified need of diverse users. The objective of the lesson was for groups of students to design a city plan. A fifth grade class at my elementary school worked with their homeroom teacher, myself, and a civil engineer from the community to complete this process. Each group consisted of four students who had specific roles to fulfill. Each student was either a City Planner, a Civil Engineer, an Environmental Specialist, or a Project Manager. With these roles in mind, each group began to design a city layout around existing geographical elements. Within their city they included residential, commercial and municipal zones. They also focused on creating a city that would allow its citizens a high quality of life. After completing the 2D design, students began to add color and create 3D cubes and other forms to represent buildings and houses. The final product was a dynamic and thoughtful city plan created through positive collaboration. While the students were developing their city models in art class, they worked with their classroom teacher to create a written persuasive proposal about their city plan. In the persuasive essays, the students reflected on their design decisions. They expressed the positive aspects of their cities as well as the possible issues. Their end goal was to present their persuasive argument to a ‘city council’ that would consist of their teachers, classmates, and the Civil

Engineer. Each group prepared professional presentations that summarized the important parts of their essays. After the group presented, they fielded questions from their peers. This unit gave students a real world connection. They learned about possible future careers and experienced how professionals collaborate to fulfill complex goals. The project was an ideal 21st century experience and was the perfect opportunity for me to dive into the new National Core Arts Standards.

- Sarah Higley, Southeast Vice President

“…the new standards do a good job of identifying the valuable components of what goes on in the art room… they also validate the value of an art education and help secure a future for it in our schools.”


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#wiartchat on Twitter

As an art teacher, I want to share with you why I love Twitter so much! It can be hard to develop your professional network if you are the only art teacher in your school and or even your entire district. While I have been on Twitter since 2012, I just discovered the infinite possibilities for professional growth this year. Through hashtags, I have been involved in many art education related chats and discovered a lot of great teachers to follow.

What is a hashtag you might ask? A hashtag (or pound sign) is a type of label that allows you to link that subject with anyone else that has added that particular hashtag to their tweet. You can then search for specific hashtags to see what other people have said in regards to that topic. Here are a few art education hashtags you might find useful:

#arted #artedri #artsed #ArtsEdChat

#artedri #artsint #arteacher

The art education chat that got me hooked was the #k12artchat. This chat is a great way to get started! It is moderated by Laura Grundler, an art teacher from Texas. As moderator, Laura coordinates a variety of great hosts and lots of excellent topics. It has been a great way for me to meet art teachers across the nation!

Inspired by this, I started the #wiartchat through the Wisconsin Art Education Association this spring. This has been a great way for art teachers to connect in the state of Wisconsin as well as across the nation.

I really hope you can join us for our next #wiartchat! If you need any help, advice, or have any other chats you would recommend, feel free to let me know.

-Tasha Newton, WAEA Historian

We are excited about the processes that the new Visual Art Standards will encourage us to incorporate in our own classrooms, and look forward to students creating, presenting, responding, and connecting with content. It is an opportunity for deeper, more authentic learning experiences.

Towards this end, we are excited to find emerging, contemporary, multicultural artists who create work based on meaningful, life-centered and share them with WAEA members through a new role in the board that allows us to connect with members, educators and students through social media outlets such as Facebook, Twitter, and Pinterest. We have plans to interview artists and share their stories with you so that you can incorporate them into your lesson planning as you work with the new standards. Stay tuned!

-‐ Gretchen Solinger and Callie Spaltholz Student Representatives


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Midwest Artist Studios™ Project Frank Juarez, WAEA Past President

The Midwest Artist Studios™ (MAS) Project’s goal is to connect contemporary art with art education through studio visits, curriculum development, and opportunities for educator outreach. What began as an idea to expose, educate, and engage my art students to a variety of local and regional contemporary artists has grown into a publication consisting of a catalog and a curriculum workbook. The catalog features the work of the Midwest artists as well as their full interviews. The workbook features lesson plans inspired and designed by the artists’ work. The lesson plan provides an overview of the artist, National Visual Arts Standards, literacy, differentiated instruction, technology implementations, and assessments. Via Skype session students are able to interact in real time with the featured artists. In addition, a series of videos and gallery of images have been created to provide educators with a meaningful and personal approach to connecting artists to students.

In this issue of Art Times, I highlight Milwaukee-based assemblage artist, Josie Osborne.

Josie Osborne writes, “Solace and quiet contemplation provide an antidote to our busy daily lives. We must seek out a balance between our fast-paced exterior lives and maintaining that rich interior life that brings together memory, imagination and a more poetic understanding of our daily experiences”.

In Osborne’s assemblage boxes and print collages the elements used and the organization or treatment of space references dreams, poetry, memory, architecture, and a neo-modernist language of color, simplicity, process, materials and mark-making. The works bring together various aspects of my experience (both internal and external) and reflect a pondering of the relationships of those two realities as they place the necessary openness to intangible experiences in parallel to that which we physically and more directly experience in the world.

Image courtesy of Midwest Artist Studios


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Josie Osborne is an artist and director of the First Year Program in Art and Design at UW-Milwaukee, Peck School of the Arts where she has taught for 6 years. She served for 12 years on the City of Milwaukee Arts Board and has received Mary Nohl Suitcase Fund support for an international studio residency and exhibitions of her work. She has curated and co-curated numerous exhibitions including Quiet at Walkers Point Center for the Arts, Miller and Shellabarger: Hiding in the Light at Inova Gallery and many others. For ten years, while serving as Director of Community Outreach at Milwaukee Institute of Art and Design, she co-founded and oversaw various award winning programs including the Creative Educators institute, Future Designers and the MOST Pre-College program. Osborne received her Master of Fine Arts in Graphics (printmaking) from the University of Wisconsin – Madison and her BFA in Painting and Drawing from UW-Milwaukee.

She has exhibited her work regionally and nationally. Select exhibitions include: Texture at Fredericksburg Art Center (VA), Fabulous Women Show and Top Drawer Prints (at Peltz Gallery in Milwaukee), In the Balance, (Walkers Point Center for the Arts), Thread (invitational at UNC-Charlotte); 5IVE (traveling exhibition: Walkers Point Center for the Arts, Milwaukee and Flagler College Carrera Gallery, Florida); Art Chicago (Hotcakes Gallery); Art Basel Miami (Hotcakes Gallery); Things Avian and Architectural (solo exhibition at Sharon Lynn Wilson Center for the Arts); Proscenium(solo exhibition at Wisconsin Academy of Science, Letters and the Arts), Wisconsin Painters and Sculptors Biennial, A Decade of Wisconsin Art (invitational, James Wattrous Gallery, Madison Overture Center), Diabolique (curated by Fred Stonehouse); UWM and MIAD Faculty Exhibitions. Osborne’s work has also been reproduced in literary journals and professional magazines, including The Cream City Review and the Madison Review.

Top two images courtesy of Pat Ryan. Lower image courtesy of the artist.


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WAEA Student Events Reflecting on the 2015 Visual Arts Classic (VAC) season, I find myself constantly coming back to the one thing that makes VAC successful: collaboration. A network of support and collaboration helps this program to be successful and grow with each passing year. For example, art educators volunteered their time and skills each year to lead teams and create an enriching program that

builds on the work done in their classrooms. Many of these art educators have even stepped into leadership positions! Art students are a part of the collaboration too. They contribute their creativity as they participate in the competition, but also contribute to the success of the competitions by running score sheets, stuffing envelopes and monitoring rooms. Art professionals donate their time to judge and critique the creative works of the students. Representatives at universities throughout the state open their doors and studio spaces generously to host our regional and state events. Together these people create a motivating event each year. I have no doubt that the impact of this event will inspire many student competitors to become future visual art leaders. I can never thank our volunteers enough, because without their generosity this event would not be possible. I hope the joy of experiencing our students in their creative element will encourage them to continue to donate their time in continued support of the arts and this program. Congratulations to all of our student participants with their individual successes as well as the 2015 Visual Arts Classic team winners!

Overall: Luck - Coached by Kyle Clemins; Lincoln - Coached by Dana Rice; Martin Luther - Coached by Jim Dietz

Quiz Bowl: Dodgeland - Coached by Lori Henthorne; Luck - Coached by Kyle Clemins;

Lincoln - Coached by Dana Rice Critical Thinking: LaCrosse Central - Coached by Lori Aschenbrener; Dodgeland - Coached by Lori Henthorne; Luck - Coached by Kyle Clemins Next year Visual Arts Classic will explore the theme of Art and Science. Planning is already in the works!

- Elizabeth Schleiger, Visual Arts Classic Chair


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WAEA Potawatomi Grant Program The Wisconsin Art Education Association (WAEA) offers three opportunities annually for members to apply for a $1,000.00 WAEA Potawatomi Grant to fund quality art experiences for art students. The WAEA Potawatomi Grant Program supports standards based projects that provide opportunities for students to gain in-depth art knowledge and skills in both school and community-based settings, because visual arts education programs play a pivotal role as the nation seeks to improve high school graduation rates, counter the achievement gap in urban and rural communities, and prepare young people to participate in a workforce dependent upon creative contributions. WAEA invites all members to submit a WAEA Potawatomi Grant application. Grant applications will be accepted for innovative and creative programming for visual arts education grades kindergarten through college. Upon completion of the project, grant recipients will be required to submit an article to the WAEA ArtTimes and/or present at the WAEA Fall Conference to share their project with other art educators. Grant applications will not be accepted to cover costs associated with the participation in WAEA sponsored events. Deadline: December 1, April 1, and September 1.

WAEA Hunziker Endowment Grant

WAEA invites proposals for the support of projects that promote the practice of art education in Wisconsin. Art education includes, but is not limited to, the instructional process; curriculum development and delivery; student assessment; classroom environment, behavior, management, or discipline; advocacy; or practices relating to instructional interaction and the achievement of student learning. Grants will be considered in the range of $250 to $750. The Trustees may award requests in totality or partially depending upon the number and quality of the grant proposals received. Award announcements will be made after a review of all applications by the Trustees committee. Recipients will be expected to submit a brief report about the project in the ArtTimes newsletter. This fund was established with a gift from Ernella S. Hunziker. This fund will support the goals of our mission and vision statements: The Wisconsin Art Education Association is an organization dedicated to promoting excellence in visual arts and design education. The Association provides professional growth opportunities for arts educators; advocates for the arts and acts upon vital education issues; and supports art and design education for children in the state of Wisconsin. Deadline: December 1.

Grant Opportunities for WAEA Members


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WAEA Board Members and state regions

Executive Board: President 2015-2017 Jen Dahl [email protected] President Elect 2015-2017 Tiffany Beltz [email protected] Treasurer 2015-2017 Dani Graf [email protected] Secretary 2014-2016 Leah Keller [email protected] Fine Arts and Creativity Consultant Julie Palkowski [email protected]

Regional Vice Presidents: North Central 2015-2017 Jill Fortin and Megan Sluyter [email protected] North East 2014-2016 Julie Miller [email protected] Southwest 2014-2016 Tim and Sarah Znidarsich [email protected] [email protected] Southeast 2014-2016 Frank Korb [email protected]

Northwest 2014-2016 Danielle Penney [email protected] West Central 2014-2016 Lynnae Burns [email protected]

Divisional Representatives:

Elementary 2015-2017 Dustin Anderson [email protected] Middle 2015-2017 Randi Neimeyer [email protected] Secondary 2015-2017 Julie Adams [email protected] Higher Education 2015-2017 Rina Kundu [email protected] Student Representative 2015-2017 Olivia Griepentrog [email protected] Museums 2015-2017 Cate Bayles [email protected]

Vacant:

Supervision Representative Retired Representative Private School Representative

Standing, Subcommittee Chairpersons, & Representatives:

Advertising Manager 2015-2017 Amy Kent [email protected] Youth Art Month 2014-2016 Tiffany Beltz [email protected] e-Art Times Editor 2015-2017 Christine Woywod [email protected] Awards 2015-2017 Ronnah Metz [email protected] Membership 2015-2017 Devon Calvert [email protected] Advocacy 2014-2016 Ann Shedivy Tollefson [email protected] Historian Tasha Newton [email protected] Visual Arts Classic 2014-2016 Elizabeth Schlieger [email protected] Visioneer Design Challenge Kathryn Rulien-Bareis Johanna Peterson [email protected]


WAEA Art Times

c./o Department of Art & Design P.O. Box 413

Milwaukee, WI 53201

The mission of the Wisconsin Art Education Association is to promote excellence in art and design education for all students.

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June 19-21: NAEA Western Region meeting in Santa Fe, NM

October 22-23: WAEA fall conference in Appleton, WI

November 13: Wisconsin Association of School Boards (WASB) artwork due

December 1: Flag designs for Youth Art Month (YAM) are due

January- February: Submit work for regional YAM exhibits

February 27: YAM set up at state capitol

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March 11: YAM Celebration at the state capitol

March 17-19: National Art Education Association Convention in Chicago, IL

April 8: Visual Arts Classic state competition in Madison, WI

April 22: Visioneer Design Challenge in Milwaukee, WI

Upcoming events

Above: Award winning artwork on display during the 2015 state

capitol YAM exhibit.

Documents

Spring 2015 WAEA e art times