Camille+Dempsey+(Visual+Arts+&+Tech+Specialist)+&+Tom+Ferraro+(Visual+Teaching+Artist)

=5.9.11= Camille Dempsey (Visual Arts Specialist) met with Tom Ferrari (Visual Teaching Artist) during the Cambridge Springs Elementary residency 4th quarter residency.
 * 1) Review residency progress, questions about residency progress
 * 2) Technology documentation
 * 3) Howard Gardner's Theory of Multiple Intelligences
 * 4) Viktor Lowenfeld stages of development
 * 5) Constructivism
 * 6) Cognitive, affective and psychomotor domains
 * 7) Art & science
 * 8) Assessment in Art Education (ideas for student assessment - Donna Beattie "Assessment in Art Education," p. 29; "Postcards to a Friend," p. 73; "Journal Probes,"Discussion Rating Scale," p.?; "Characterizing" and "Observation Game," p.?; "Most Note Card" and "Three-Person Dialogue, p.?; "Half-Minute Note Card," p.?; "Annotated Artworks," p. 74; "Plan of Attack" and "Attitude Scale," p. 99.
 * 9) Talking with beginners about their work (i.e. Doing Art Together, Muriel Silberstein-Storfer, p. 51-52)
 * 10) How to use reproductions (i.e. Doing Art Together, Muriel Silberstein-Storfer, p. 52-54).
 * 11) Experimentation versus representational work, (i.e. Doing Art Together, Muriel Silberstein-Storfer, p. 54-55.

=4.11= Email correspondence about Tom's lesson plan (suggestions for science, language arts connections, SAS-related items)

=3.21.11= Camille Dempsey (Visual Arts Specialist) met with Tom Ferraro (Visual Teaching Artist) prior to the start of the Cambridge Springs 4th quarter residency.
 * 1) Brief review of literature dealing with artistic developmental characteristics of children and psych development & appropriateness of visual arts materials matched to student age groups. Talked about how much this is missing in visual arts education... How many art teachers just choose cool projects to do rather than constructing lessons that have big ideas and essential questions behind random product-driven art projects. Also discussed that the way children learn needs to be at the center of the work we do.
 * 2) Brief conversation about SAS and the need to include math and reading eligible content (as well as other content areas), the need for lesson plans in curricular alignment and leadership within the local teaching artist network. Will focus on this at the next meeting (navigating through the SAS site). We will explore connecting elementary arts learning to other content areas.
 * 3) Spent overview time on how to edit wikis and Tom's page: http://artinaction.wikispaces.com/Tom+Ferraro He will be experimenting and exploring with content and tools for his page.
 * 4) We also discussed a few free web2.0 tools out there that can support visual arts work and show in progress work with students. Also talked about the idea of doing visual arts critiques using tools such as Voicethread (see examples).>
 * 5) Shared [|Delicious] tags on visual arts, arts education and art & technology resources: []
 * 6) Where do we go next?
 * 7) More on lesson planning, SAS and resources, planning for Visual Arts residency meeting at Cambridge Springs.

=3.14.11= Camille Dempsey (Visual Arts Specialist) met with Tom Ferraro (Visual Teaching Artist), Holly Nowak and Melinda Meyer
 * 1) Tom discussed his visit to Philadelphia to work with the Philadelphia Mural Alliance during their recent community mural day.
 * 2) All talked about project, visual arts residency planning session coming up.
 * 3) Holly reported that the 2 books Camille requested for the project have been ordered: [|Observation Drawing for Children: A Framework for Teachers (Nancy Smith)]and [|Experience and Art: Teaching Children to Paint]

=**3.7.11**= Camille Dempsey (Visual Arts Specialist) met with Tom Ferraro (Visual Teaching Artist).
 * 1) Spent time getting to know background information, residency info., the wiki.
 * 2) Discussed Philadelphia Mural Project and Tom's current residency work in the city of Erie.
 * 3) Tom shared his background as an artist and businessman. He is the president of the Northwestern PA Artist's Association.
 * 4) Camille shared some of her background as a former teaching artist/art teacher/professor of art education as well as current work in instructional technology & arts education as well as teacher professional development work.