Quarterly Workshop 2: December 2015

December 15, 2015 by

Studio of Hyacinthe Rigaud (French, 1659-1743) Louis XV, 1715-1717 Oil on canvas, 70 ½ x 53 ½ in. Purchased with funds from the North Carolina Art Society (Robert F. Phifer Bequest), 1952 (52.9.132)

Thanks to everyone for your contributions to the second set of quarterly workshops. You will find links to the activities and topics covered in the AOC workshop below.

A reminder: If your lesson plan was in progress or soon-to-be implemented during the workshop, please email me (jill.taylor@ncdcr.gov) a copy of your lesson plan and reflection , so that we can provide you  with feedback in a timely manner.  All documents downloadable here

Workshop PowerPoint (Q2)

Describe, Analyze, Interpret: Sample Questions

Worksheet_Using Art to Model the Design Process:

El Anatsui packetLeong packetLipman (Bride) packetRabble (airplane) packetSultan (Venice) packet

8 Studio Habits Defined

AOC 2015-16 Student Progress


2015: Quarterly Workshop One Follow-up

October 23, 2015 by

Karl Schmidt-Rottluff (German, 1884–1976) Portrait of Emy, 1919 Oil on canvas, 28 5/16 x 25 3/4 in. (73.5 x 65.5 cm) Bequest of W. R. Valentiner, 65.10.58 © Artists Rights Society (ARS), New York/ VG Bild-Kunst, Bonn

Presentations and documents from the first round of quarterly workshops are linked below:

Workshop PowerPoint

Comprehension Strategy-Based Discussion Questions

Masking Tape Masterpieces: Math-based lesson plan for middle school using colored masking tape

Source for Draw Label Caption Activity: Learning Patterns by Steve Peha (page 6 and 35, according to table of contents)

Information on Degenerate Art in Nazi Germany

Lesson Plans:

Lesson Plan Template

Lesson Plan Checklist and Reflection


Co-Teaching Tips & Digital Age Tricks for the Classroom

August 24, 2015 by

AOC Teachers,

We hope your school year is off to a great start! As you continue to work with your AOC Teams on developing art-integrated lesson plans for the semester ahead, keep in mind ways to incorporate meaningful co-teaching opportunities. When teachers co-facilitate a lesson, students are encouraged to make interdisciplinary connections (plus it is pretty cool to see the math teacher being hands-on in the art classroom!). Check out the following link to learn more successful tips for co-teaching.

Co-Teaching for Rookies: Building Trust and Looking at the Big Picture

Consider enhancing your lesson plans by using a variety of digital media platforms. The article listed below lists five ways you can actively promote critical thinking skills and student self-assessment through the use of technology. Promote substantive research by having students conduct advanced searches on Google and Twitter.

Five Critical Skills to Empower Students in the Digital Age

We have also added two useful handouts which define the Elements of Art and Principles of Design. Links to both documents are located on the right side of the page and listed below.

Elements of Art

Principles of Design

Back to School Info

August 18, 2015 by

Welcome back to school. I wanted to make sure you have this information about Art of Collaboration that should be helpful in getting started. This is the blog post version for your archives in case your email gets deleted or lost. The blog also has links to word files of many documents that were in your workshop binders. Let us know if you cannot access the blog from your computer at school.

Information regarding meetings, field trips, and other project concerns are broken down into sections below. Please let me know if you have any questions.

Team List

Please let me know if there have been any changes or additions made to the teams so that I can introduce new teachers to the project.

Workshop Dates

Workshop dates are listed in the AOC Schedule.

Team meetings

Please designate a time in late August or September for project staff to attend one of your first meetings and let us know what role you would like us to take. At least one AOC project staff member will attend based on our availability. Please follow your county’s protocol for requesting substitutes for the art teacher to be able to attend team meetings during school hours.

Scheduling Field Trips

Remember to schedule docent tours to NCMA at least four weeks in advance by contacting Jen Coon (jcoon@ncartmuseum.org) and copying Jill and Angie. The field trip proposal form is accessible on the Art of Collaboration blog.

Workshop Stipends and Reimbursements

Please let us know if you have not received your check by the end of the month.

Substitutes and Field Trip Reimbursements Your county or school should send invoices for substitute and field trip travel expenses to:

Angela Faulk

NC Museum of Art

4630 Mail Service Center

Raleigh, NC 27699-4630

Supply and Technology Orders: $1500 budget

Desired supplies can be obtained through several methods.

  • Art Supply Companies: NCMA has an account with the art supply company Blick Art Materials. On their website (www.dickblick.com), you may create an online wish list that can be shared with us and we can order items directly from the list. You may also request a gift card from them. We can order from other companies such as Nasco or School Specialty if they have materials you cannot find elsewhere.
  • Gift cards: We can sometimes do gift cards to other companies such as Michaels, Lowes, or Hobby Lobby.
  • Reimbursement: If you choose to purchase supplies, we can reimburse you upon submission of a receipt. This process can take up to a month.

Technology orders: Most schools indicated an interest in supplies over technology. Please let us know if you decide you might want to order some technology.


Jill, Angie, and Kathleen

Concept Maps by AOC Teachers

August 4, 2015 by

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Last month at the AOC Summer Immersion Workshop teachers made connections between interdisciplinary concepts and works of art. Check out the gallery above to view the AOC teachers’ concept maps. To learn more about creating concept maps inspired by works of art visit ArtNC.org

Art of Collaboration Immersion Workshop 2015

July 21, 2015 by


Four new AOC teams from Cumberland and Wilson Counties kicked off the Art of Collaboration’s ninth season with a two-day immersion workshop at the North Carolina Museum of Art (July 15 – July 16). Teachers explored the museum’s diverse collections, modeled visual literacy techniques with NCMA Educators, created hands-on projects, and collaborated with their teams to identify and develop art-integrated lesson plans and co-teaching opportunities for the year ahead.

A documents page for 2015-2016 has been added on the right side of the page. Links to both the documents page and immersion workshop PowerPoint are listed below:

AOC Documents for 2015-2016

AOC Immersion Workshop 2015 PowerPoint

We look forward to working with our new AOC teams in the weeks ahead!

Lasers & Paint! Exploring Art Through Science

May 26, 2015 by

Conservators rely heavily on their knowledge of the periodic table and the visual arts when deciphering a work of art. By slicing a small cross-section from a painting and placing it under a microscope, conservators can gain a better understanding of the colorful pigments’ chemical makeup. In turn, this elemental information can provide incredible insight into the culture in which the painting was originally created. By literally digging deeper into a work of art, conservators can accurately date an artwork, see how pigments have chemically reacted to environmental changes over time, as well as discover any modern additions by detecting the use of synthetic paints.

Traditionally, conservators would cut a small cross-section of a painting, however, thanks to advances in science there is now a non-evasive means of studying the chemical makeup of a work of art. Physicists and chemists at Duke University’s Center for the Molecular and Biomolecular Imaging collaborated with the North Carolina Museum of Art’s Chief Conservator to explore the pigments of an early Italian Renaissance painting in the museum’s collection. By using laser technology they were able to make 3D cross-section images, allowing the conservator to study the chemical make-up of the pigments without causing any physical harm to the original painting. Formally called nonlinear pump-probe microscopy this type of laser technology was originally developed to create 3D imaging of the pigments found in human skin as a means to study skin cancer. Now this type of laser technology is also being applied to the study of paint pigments in art. Discover more about this fusion of science, technology, and visual art in the article Exploring Beneath a Painting’s Surface from the online periodical, American Scientist.

Art of Collaboration Celebration 2015

May 11, 2015 by

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Students, teachers, and families from Clinton City, Duplin, Henderson, Polk, and Sampson Counties gathered at the North Carolina Museum of Art on May 2 for the Art of Collaboration Celebration. This end of year reception highlighted art-integrated projects by students from grades K-7. Student docents from all six participating counties engaged with the public by sharing insightful information about works of art in the NCMA Collection. Students and their families enjoyed a variety of art-making activities and exploring the special exhibitions, Zoosphere and Field Guide: James Prosek’s Un/Natural World.  A huge “thank you” to this year’s talented AOC teachers and students, and to the over 370 people who traveled from across the state to join us for this wonderful event!

Jacob Lawrence and Painting the Great Migration

April 24, 2015 by

Jacob Lawrence’s Forward is a rich visual resource for teaching students about the Underground Railroad and the courageous life of Harriet Tubman. Lawrence was a prolific artist during the mid-20th century and created vibrant works of art which depicted some of the darkest periods in America’s history. His paintings evoke the fear, inequality, and haunting imagery of racism in the Antebellum and Jim Crow South. Lawrence was painting during the rise of the Civil Rights movement, and he used the power of his paint brush to make parallels between injustices in American history with those witnessed in contemporary culture.

A new Jacob Lawrence exhibition at the Museum of Modern Art in New York City, showcases the artist’s “Great Migration” series. Consisting of 60 individual paintings, the series provides a visual narrative of the millions of African Americans living in the South who migrated to cities in the Midwest and North during the early 20th century. Lawrence wrote a caption for each of the 60 painted panels, creating in the artist’s own words an illustrated “epic drama”. Check out the exhibition article here to learn more about Lawrence’s use of visual art and written text in portraying the Great Migration, and the impact this event had on the transformation of American culture.

*Please be advised that the article and coinciding audio file contain some mature content.

Features of Art-Integrated Lessons and Issues Related to Process

April 17, 2015 by

At our July 2014 workshop, AOC teachers offered characteristics that they felt were important in planning integrated lessons. We revisited the list at our March workshops and added additional characteristics and issues to keep in mind based on a school year’s worth of experience. The list has been organized into different categories. The original comments appear in black and new comments appear in green.

Integrating Multiple Subject Areas

Include a work of art in the lesson plan

Vocabulary that is relevant to all subjects

Work of art is a logical connection to lesson/subject (natural fit/authentic connection)

Essential question is relevant to both subject areas

Art Making

Consideration of standards (art)

Art is more than a token;  take into consideration the artistic process and a deeper order of thinking

Exposure to different types of media (duct-tape)

Making Connections and Promoting Relevance


Exposure to different forms of art (performance art, visual, etc) appeal to different learning styles

Art is a form of differentiation and inclusion for all students

Power of visualization and making visual connections

Collaborative Lesson Planning and Time Management

Obvious respect for both subjects

Incorporate both student and teacher reflection


Clear and concise objectives

Clear outcomes, expectations

Assessment linked to standards

Inquiry-driven; emphasis on student response

Practical Issues

Sustainable funding for field trips to art museum


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