Art teachers impact others through best practices

For Immediate Release

Sheboygan North High

Art Department

2926 N. 10th Street

Sheboygan, WI 53083

Contact Information

Frank Juarez, art department chair

fjuarez@sasd.net

Press Release

Sheboygan, Wisconsin – Local art teachers from the Sheboygan Area School District were selected from a pool of 120 art teachers from the state of Wisconsin to present at this year’s fall conference in Manitowoc, Wisconsin.

The Wisconsin Art Education Association (WAEA) conference runs from October 17 – 18, 2019 at Silver Lake College in Manitowoc, Wisconsin.  This conference brings over 300+ art educators from across the state to learn new teaching strategies, opportunities for networking, present on topics that are making a difference inside their art rooms, and to rejuvenate the creative spirit. This Fall, four Sheboygan Area School District K-12 art teachers will be presenting. They are Michelle Jorgensen (Sheridan Elementary), Frank Juarez (Sheboygan North High), Brian Sommersberger (Sheboygan South High), and Mary Starnitcky (Pigeon Elementay).

Michelle Jorgensen and artist, Erica Huntzinger, will be presenting on “Art Therapy Techniques in the Classroom”. They will be sharing the art therapy techniques that Huntzinger brought to the elementary schools during her artist residency at Sheridan, Washington, Lincoln Erdman, Pigeon River, Etude Elementary and Jefferson last school year. 

Frank Juarez will be presenting on “Social Networking via Skype”. This presentation introduces an innovative way to connect art students with professional contemporary artists from across the globe. Skype is a great platform to engage students in critiques, Q & A, virtual tours of artists’ studios, building art community, and so on. 

Brian Sommersberger will be co-presenting with local artist, Craig Grabhorn, on “Malibu of the Midwest” Surfboard Making”. This presentation will provide K-12 art teaches with a new perspective into the surf culture of Sheboygan and how it became known as the Midwest Surfing Capital! The presentation will feature the process of board making along with student and community experience. Cultural connections to the great lakes and the shores of Sheboygan will also be highlighted.

Mary Starnitcky will be presenting on “How to connect with your little artists”. This session will take art educators to new ideas and a few hands-on art projects to make art classes maybe run a little smoother.

About WAEA

The mission of the Wisconsin Art Education Association is to promote excellence in visual art and design education for all students by providing professional growth opportunities for visual art and design teachers, showcasing student talents and abilities supporting art and design as academic core disciplines, communicating with other art and design organizations, and offering lifelong learning opportunities acting on vital art and design education issues.

For further information, please email Frank Juarez at fjuarez@sasd.net.

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Introducing Kim Nugent, FA 2018 Artist in Residence

We are thrilled to announce that Kim Nugent is our ninth artist in residence (AiR) at Sheboygan North High School. She is our Fall 2018 Air artist. 

The 2018-2019 Artist in Residency Program is supported by a grant from the Wisconsin Art Education Association and Kohler Foundation, Inc.

About Kim

Kim’s method of journaling often involves utilizing a picture as a starting point to spark an idea. She chooses photos that she both likes and surprisingly, dislikes. Her purpose is to develop ideas, explore techniques, and to push her creativity. Working this way jumpstarts her imagination, rendering a visual journal page that would have been hard to conceive using merely a blank sheet of paper. 

“Visual journaling has become something that I feel compelled to do. It helps me to be calm, centered and focused. Through visual journaling I express myself with or without words. In my journals: I experiment with different mediums and techniques; document important events or simple daily happenings; express my thoughts and feelings; draw, paint or collage. I have no rules. ” – Kim Nugent

GALLERY 

Images courtesy of the artist

Sharing Student Success: Get Published in SchoolArts Magazine

In 2015, the Sheboygan North High art department had its first student artwork published in SchoolArts Magazine. We were so thrilled to see our student’s work published in a national art education magazine. Seeing the expressions on our students’ faces when we tell them that their work has been published is priceless. To date, we continue to have our students’ work published.

No matter what you teach, it is important to show the world the quality of student work that is being created inside the classroom. As professionals, it is our responsibility to seek out those opportunities to help our students shine. We will never know what type of impact it can have on a student unless we try. Make it happen. 

Welcome to the 2018/2019 school year!

How Does Art Unite Us

Drawing Intensive students were given the task of creating an 18″x24″ art advocacy poster addressing, “How does art unite us”. Students chose their own medium/a to turn their idea into reality. Each poster shares how they view art and their lives. 

The above prompt was issued by SchoolArts Magazine as part of an annual art advocacy poster design challenge. 

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Sheboygan North High IMC

Artist Spotlight: Megan Woodard Johnson, mixed media

newnhslogo_copyOn November 15, mixed-media artist, Megan Woodard Johnson visited period 7 Drawing Intensive artists. She talked about her work, her process, ideas, and inspiration. During her presentation they came up with a list of questions. Due to length of time allocated these questions were emailed to Megan for her responses. 

Art Student: How long do you usually take to get your artwork done?

Megan Johnson: I can usually finish a piece in 4-5 days. There is a lot of waiting in my process- for glue to dry, for paint to dry between layers, etc. But once I’m rolling, the image tends to evolve really quickly.

I also frame all of my own work- which can take as many days as the painting itself. I save a lot of money this way, and have control over the details- but it’s time consuming.

AS: How do you sell work? Where do you find buyers?

MJ: The first thing to know is that I sell work by being patient and persistent: I start by having it out in as many different venues as possible: group juried exhibitions and art fairs; art guilds and art center events; art-making demos, open studio tours, and giving workshops. People do not always buy work right away- but they become engaged with me and stay connected via email updates or following me on social media. If they like my work enough to follow me, eventually there is a piece they like enough to buy.

I currently have work in the two John Kohler Arts Center gallery shops and a gallery in Cedarburg. Both opportunities came about because the owner/buyer had seen my work in other venues, and I had struck up a friendly relationship with them, so was easy to find when they had space for new work.

I participate in a few summer art fairs- and have had to do a lot of research to find fairs in places where I think the customers will be interested in actually buying my work. So far for me, that means people in more urban areas, with an appreciation for art and the income for purchasing art for their homes. (For me, large, well advertised shows in Chicago have been great – but I didn’t figure that out until I suffered through some very quiet, local, non-juried art and craft fairs).

I post new work routinely on Instagram and Facebook, and keep my website up to date with work and prices, so have made a few sales through those channels (followers DM me or email me and we take it from there).

AS: Where do you get your inspiration from?

MJ: I find a lot of great art on instagram and even pinterest that inspire my color palettes and sometimes my mark-making and technique.

As for my content, I’m inspired by how intricately humans are linked together, across the globe and across time. I’m also inspired by the things that humans make for practical use- especially old things that show the impact of time.

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AS: Any doubts about your current career?

MJ: No. But that wasn’t true until 2 years ago- and I’ve been at this a long time: I graduated from college 20 years ago.

When I decided to stop doubting my work, I stopped doubting whether I was really deserving of the title ‘artist’. When I stopped doubting that, I stopped doubting whether I should put my work out into the world more, and take more chances with shows etc. When I stopped doubting that, my work began to find its audience.

AS: What is your favorite medium to work with?

MJ: There is no one favorite medium for me, and there is no working in one single medium for me- I love them all, but need to work with them all together to say what I want to say. I have found that I do not connect with photography or digital arts as a maker- I need messy hands and direct contact with my art. (But as an art appreciator and consumer- I love them!)

AS: Are you always proud of your work?

MJ: No way!!! I have made some ugly, awkward, awful and totally un-successful pieces – LOTS of them! I don’t resent them- but I also don’t frame them up and show or try to sell them.

AS: Do you feel that there are colors that you gravitate towards?

MJ: There does seem to be a pallette I pull toward- colors that have a faded, warmed-up quality. I love color in general, and have a very strong foundational knowledge of color theory. (Study color theory very seriously- I really believe it’s the underlying subtle element that will make your art work or not work.)

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AS: You already found your ‘art style’. Do you ever think about starting or trying to find a completely new style?

MJ: I’m 42 years old, and have been making art seriously in one way or another for 25 years. I have a style that in some ways has always been a part of how I make art. Look at college and High School work of mine you will see a combination of clean, almost architectural style drawing with very loose, gestural painting and scribbling. It’s a yin and yang for me- both qualities feel equally important in all parts of my life.

The series of work I’m currently working on- with the layers of collage, the house-shapes, etc. is what is happening naturally in my studio- but I know it will change and evolve. My approach in my own art is to follow a path or a series until it no longer feels comfortable. When I’m restless with what I’m currently doing, I know it’s time to let something new develop.

AS: Do you get nervous to present in front of classes?

MJ: Yes. For sure. I’m very happy talking one-on-one about my work, but a room full of people is a little daunting! You guys were a great audience 🙂

AS: What techniques do you use when making your art?

MJ: Basically, I start by gluing small pieces of vintage paper all over the paper to create a textural background. I slea that with clear acrylic matte medium, and then start painting. I paint with acrylics, then sometimes remove that paint with rubbing alcohol to get a washy effect. I’ll coat over the whole piece with matte medium several times throughout the piece- sealing down layers, and allowing me to then add different mediums on top of the paint: graphite, pastel, oil pastel, colored pencil, gold leaf. I’ll glue down more collage elements to help create the lines of the houses.

AS: What is the best part about sharing what you love?

MJ: I always love chatting with people about what they find interesting. When they find something that I’ve painted interesting, and want to know more about it- or tell me what they’re drawn to, it’s incredibly validating and heart-warming.

AS: How do you price your artwork?

MJ: I have a basic awareness of my material expenses, so I want to cover those for sure. And I want to be realistic not only about the hours that it takes me to finish one painting- but the years of experiences and training I have in this field, so I try to value my work in a way that respects that.

I look to work done that feels similar to mine in size, medium and the audience it might appeal to, to get a feel for how pricing is going in the world right now. I’ve also had good feedback from the galleries I’m with- in terms of letting me know if they think my prices are appropriate. And now, with 2 years of solid sales in this current series, I feel confident that my pricing is solid.

I very much want my work to be priced in a way that allows it to be attainable to buyers, but attainable does not mean cheap. Buyers in my target audience will spend $100 on a massage, a dinner out, a nice pair of shoes or a concert ticket and not bat an eye. Art for your home is something you purchase because it moves you, and it will be in your home for a lot longer than an hour or an evening or a fashion season, so I’ve tried to keep that in mind as I’ve priced my work.

About Megan 

img_2145Early in her art career, she fell in love with printmaking because she was enchanted by the way an image would evolve and build with each new layer of ink. Gradually work, family life, and relocations made access to printmaking equipment more difficult. Experimenting with new materials, she discovered that physically layering actual papers and bits of collected ephemera into paintings and drawings allowed me to make images with a depth that she had never reached with standard printmaking.

Her mixed media approach illustrates how a variety of moments define a total experience. The materials she uses carry the stories of learning, recording, and processing: vintage school books, ledgers, hand- written correspondence. The materials themselves each have a life and history, which is then woven into the stories she tells by adding expressive layers of paint and drawing media.

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The notion of the meeting place between private moments and shared or universal experiences is her constant inspiration. She loves watching the wide range of personal responses as viewers uncover layers in her work, recognizing book pages or documents from their youth, or finding memories pulled to the surface by familiar patterns and colors. These very personal connections for each individual actually turn out to be common shared experiences, as viewer after viewer recalls similar memories and responses.

Megan’s recent work examines the notion of creating private spaces: places, both literal and imagined, that provide a sense of refuge. She is interested in how the creation of a personal space must be unique to each individual, while at the same time the experience of having or claiming these spaces is almost completely universal.

 

About the Artist Lecture Series

The Artist Lecture Series is an in-school program at Sheboygan North High School that invites local and regional visual artists to share their journey as artists with the beginning, intermediate, and advanced art classes. Visiting artists present and expose art students to such as but not limited to: a digital portfolio, actual artworks, talk about about careers, and the opportunity to interact with the artists. This program is organized by the Sheboygan North High Art Department. 

 

A Qualitative Research Study of Arts Education and its’ Impact on Post-Secondary Success. Written by Jenny Sturchio.

This past school year I had the opportunity to work with Jenny Sturchio. She is a grad student at Wisconsin Lutheran College in Milwaukee. Her ideas for her Capstone Final was to research how secondary art education impacts post-secondary success. The Sheboygan North High Art Department was one of her subjects for this research. I found it interesting to read her perspective on secondary art education and her correlations to post-secondary education. It is always neat to read what others think about the arts programming, activities, and relationships that exist within a public high school art program.

Feel free to download this PDF. Courtesy of Jenny Sturchio. 

Here are some excerpts from her research. 

“I find we are presented with material in a very linear way and are expected to understand it in that way as well. By participating in the arts, it has given me the chance to explore ideas and come to the conclusions in a more fluid manner. Having space to work through things abstractly has been beneficial for someone with a right brain way of thinking” (Answer from survey participant, 2016.)

“By being involved in the arts, I was able to find my passion. Being exposed to and given the chance to dabble in artistic curriculum, it opened up doors that would not have been possible otherwise. In a society where math and science are deemed the only suitably successful careers, including arts is a more holistic approach at education. Art has given me more ways to problem solve, and overall another perspective to walk through the world with. I think it is important to keep the arts in secondary education because that is how we keep it in post-secondary, which is important in creating innovators of the world” (Answer from survey participant, 2016.)

“When dealing with a struggling student they refer to creative teaching techniques to create a platform for the student to find success”.

“Not only do they [teachers] consult with the art department for their own classroom integration, but it is observed that arts-active students are more deeply engaged in classroom activities than those who are not”.

“My recommendation would be for high schools to provide professional development for their teachers that covers arts-integrated education”. – Jenny Sturchio

About

J.Sturchio. A Qualitative Research Study of Arts Education and its’ Impact on Post-Secondary Success: This narrative research project was completed in partial fulfillment of the requirements for a Master of Arts in Education degree for the College of Adult and Graduate Studies at Wisconsin Lutheran College, Milwaukee, WI. 50pps.

Feel free to download this PDF. Courtesy of Jenny Sturchio. 

Design it Yourself Gallery Project: A deeper look into the 365 Artists 365 Days Project

Appleton art teacher, Elyse Lucas collaborated with Kate Mothes of Young Space inspires high school art students to research, collaborate, and design their own gallery. Mr. Juarez’s 365 Artists 365 Days Project provided students with a list of artists whose works were explored for the curation of the exhibitions that were organized within their own galleries. 

It is such a rewarding experience to see this project inspire students to look at the [art] world through a different lens. When this project was released on January 1, 2014 the primary intent was to introduce our readership to contemporary artists, studio cultures, and diversity in media from across the globe. It is neat to see this project implemented within a secondary art curriculum and to see the possibilities unfold. – Mr. Juarez, art educator and founder of 365 Artists 365 Days Project.

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Ms. Elyse Lucas’s unit: Design it Yourself Gallery Project

Unit and images courtesy of the teacher and used with permission. 

Objective: Design your own art exhibition in your own imaginary gallery. The artwork and gallery space must work together to invoke a common theme. Students may select any contemporary art pieces from the list of contemporary artists on Frank Juarez “365 Artists in 365 days” website. Students may design any space that the artwork will be hung. Student will create 3D models of their gallery space as well as an exhibition guide showcasing their selected artwork and describing their theme. Student will then present their ideas to professional curator Kate Mothes. Student will gain a greater understanding of contemporary art, art appreciation, art criticism, and the value to art in a community.

Requirements:

Research on Artwork

  • Select 8-12 pieces of contemporary art from Frank Juarez’s website “365 Artists in 365 Days”
  • Artwork must have common theme (aesthetically or message)
  • Describe artist’s intent with artwork (chart)

3D Model of Gallery

  • Must be made out of cardboard
  • Must be 3D and painted white
  • Must be laid out with where artwork goes and why

Exhibition guide for show

  • Must include mission statement about the show (intent or what message you want the viewer to observe)
  • Paragraph about each artist and description of their artwork

Presentation

  • About 20 minutes long
  • Re-state mission statement and intent with the show
  • Explain why you designed the space in a certain shape
  • Explain why you hung artwork in certain spots
  • Explain what you learned through this process

Standards:

  • Art Theory: Visual Thinking : Vocabulary Use (id:9968)
  • Art Theory: Visual Thinking : Interpretation/Evaluation (id:9969)
  • Art Theory: Visual Thinking : Formulates Opinion (id:9971)
  • Art Theory: Visual Thinking : Personal Opinion (id:9974)
  • Communication Arts 9. : Key Ideas and Details 2 (id:10151)
  • Communication Arts 9. : Production and Distribution of Writing 2 (id:10167)
  • Communication Arts 9. : Presentation of Knowledge and Ideas 3 (id:10177)

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Design it yourself Art Gallery: Research

Directions: Visit Frank Juarez’s website “365artists365days.com.” Click on the “Artist Database” link at the top and then “Download 2014/5 Artist Database” link. You can choose to look up an artist based on their medium (materials they used to make art) or theme/category they fall under. Visit the artist’s website, find images of their work, read about their intent/process. If you like an artist or think it works with a theme, add information to the chart below. Explore all sorts of artists, themes and mediums until you find one you appreciate/find aesthetic connection to. Collect 8-12 pieces for your show and print thumbnail picture of each piece.

Researching Artists-Artwork

Design it yourself Art Gallery: Research

Post-Research Reflection: Respond to the following prompts thoughtfully and thoroughly. Based on your reflection, write your show’s “Mission Statement” below.

  • What is similar about all these artists?
  • What mediums are the works made of? Where are the artists from?
  • What overall theme does the artwork have (aesthetics or meaning)?
  • Why will these works make a unified show?
  • What do you hope the viewer will take away from visiting your show?
  • What did you learn about your own aesthetics/taste in art through this research process?

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DIY Gallery: Community Engagement Piece

Directions: Design a community engagement piece to accompany your exhibition. What is something that will greet the public and encourage them to have a voice about your art show’s theme? Engagement piece should be something interactive that either remains in the gallery or people can take with them. Be creative and build off of your theme!

Requirements:

  • Piece should relate to the theme of your art show
  • Piece should be interactive
  • Prompt people to participate (see/feel the impact)
  • Remain in space or people take with them (memory)
  • Quick activity (less than five minutes)
  • Minimal supplies/mess

Ideas to build off of and adapt to your show:

  • Writing prompt (Kate’s show)
  • Collaborative drawing (Tedx talk)
  • Collaborative sticky notes mural (Tedx talk)
  • Take away card/gift/message (Felix Gonzalez Torres)
  • Be Creative!!! Think of your own!!!

Describe your community engagement piece below:

  • Describe the activity in 5-7 sentences (include a sketch as necessary)
  • What do you want people to take away from the activity?
  • What materials are necessary to the activity?
  • How does the activity relate to your theme?

Describe your community engagement piece below:

  • Describe the activity in 5-7 sentences (include a sketch as necessary)
  • What do you want people to take away from the activity?
  • What materials are necessary to the activity?
  • How does the activity relate to your theme?

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Design it yourself Gallery: Exhibition Guide

Directions: Create your own exhibition guide for your art show. Exhibition guide should walk your viewers through your art show and provide them with necessary information so they understand your theme/message of the show and layout of your gallery. Students may use Indesign or Publisher to create their 2-3 page guidebook.

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Requirements:

Exhibition guide with likely be a trifold or booklet and must include the following:

Title/Cover Page:

  • Title of your gallery
  • Title of your art show
  • Picture (one attractive piece of artwork that represents the show)

Information about the show:

  • Location (imaginary location-city, state)
  • Run time (imaginary dates-2 weeks, 2 months, other)   
  • Mission statement of show
  • Map of the gallery/digital Homestyler.com model

Information about the art:

  • Artist, Title, Date, Medium of every piece of art in show
  • Small paragraph/blurb about each artist and their piece
  • Selective photos of work (not for every piece but range of work)

Information about your gallery:

  • Who are the curators (that’s you!)
  • Why did you choose to design your gallery the way you did?
  • What future shows would you like to hold in your gallery?

Note: Please use an attractive layout, font, colors and visuals that all work with your art show’s theme and is inviting to the public.

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DIY Gallery: Model

IMG_7709Objective: Design a model of your gallery space that help articulates your gallery’s mission statement and showcases the selected artwork. One model should be completed digitally with http://www.homestyler.com. You will need to create an account with your school email for this site. One model should be 3D and made out of cardboard. Students should paint cardboard white and include a key for the model explaining where artwork will go. Research other art galleries and museums and consider their layout when designing your own. Consider traditional elements of a gallery including blank slate layout (white walls, wood floors, artwork as focal point). Consider sizing of artwork when planning what pieces go where (an instillation piece should have adequate space for viewer to walk around piece, 6ft painting will need larger wall so work has space, etc.)

Requirements:

  • 1 Model should be made digitally with homestyler.com
  • 1 Model should be constructed 3D
    • Made out of cardboard and hot glue
    • Painted white walls
  • Clear simple layout (complements the art)
  • Considerate arrangement of work (pieces thematically tell story)
  • Artwork sizing considered
  • Key/chart:
    • indication where artwork is hung
    • compass/label for bearings
    • title of the gallery
    • mission statement of gallery
    • thumbnail picture of art pieces (8-12)
    • statement explaining gallery design and layout (why pieces go where)

DIY Gallery: Model statement

Explain your thought process is designing the gallery space. Why did you choose this layout? How does the layout relate to your gallery’s mission statement and theme of the art show? What other art galleries/museums did you look at for inspiration for your gallery? What pieces needed extra consideration for placement? (7-9 sentences at least)

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Design it yourself Gallery: Presentation

Directions: Pitch your gallery idea to Kate Mothes and Ms. Lucas! Presentation should be 15 mins in length and both partners should be actively participating equally. Discuss all components to your gallery including the following: information about the show, art pieces/research process, exhibition guide, layout (digital and scale model), community engagement piece.

Information on show: (3 mins)

  • Title of gallery and exhibition
  • Mission statement
  • Theme of the exhibition
  • Describe artists and their pieces (artist, title, date, medium, meaning)

Research process: (3 mins)

  • Why did you pick the pieces you did?
  • What were some hardships with finding your artists?
  • Why were you drawn to the pieces?
  • What did you learn about your own taste in art through this process?

Exhibition Guide: (3 mins)

  • Why did you design your guide this way?
  • What hardships did you have when creating your guide?

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Layout of gallery (models): (3 mins)

  • Why did you arrange your model/gallery layout this way?
  • What hardships did you overcome in planning out the location of your pieces or what special considerations did your artwork require?

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Community Engagement: (3 mins)

  • What activity did you provide the public?
  • What are you hoping people take away from participating in activity?
  • How does your activity relate to your theme?
  • Why is it important to have a community engagement piece?

*** Note: This is a formal presentation. Please introduce yourself and conduct yourself professionally in front of our community members. Please rehearse your presentation with your partner in advanced so you meet time and response expectations. Please hold up/display model and guide when describing these pieces. Can provide powerpoint of enlarged images when describing art pieces if desired.

Presentation Feedback (see front of this sheet also):

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Project Feedback (see individual sheets also):

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Unit and images courtesy of the teacher and used with permission. 

Below is the article that was published on April 11, 2016 by The Post Crescent. 

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