Master Art Educators



Master Art Educators

Children change and therefore as educators we must morph and adjust to meet their needs and ensure they learn, grow, and become successful. To that end, MAE Has a FACELIFT! Because there are always things to learn — ways to grow — TAEA offers the tools in its series on the MASTER ART EDUCATOR.

The Texas Art Education Association offers its MASTER ART EDUCATOR Strand, created to provide members successful tools. The profile includes 10 essential attributes or topics. When these are absorbed, adopted and implemented as needed — in part or in whole — they will enable art teachers to find real success in their classrooms and real joy in their profession. They can also serve as examples to other content area teachers because educators in the fine arts are blazing the trail of authentic learning for children. This is true integration.

  • Are you a brand new art educator?
  • Are you an art educator with alternative certification?
  • Are you an art educator looking for a specific solution?
  • Are you an art educator in search of all the tools you can find?
  • Are you in need of rejuvenation?

If you answered "yes" to any of the above, come to the Annual Conference and thoroughly explore the depths of the Master Art Educator with us. There are 10 amazing Master Art Educators who will be guiding these sessions.

The 10 Attributes or Topics (and sessions) are:

  1. Fostering creative originality,
  2. Assessing authentically, fairly, creatively,
  3. Setting up room for success,
  4. Relating to students key to success,
  5. Making it real — relevance in the classroom,
  6. Powerful lesson designs,
  7. Special students and different learning styles,
  8. Collaboration,
  9. Expectations and engagement, and
  10. The Lifelong learner

So — come and explore this strand with us. It will lift you higher!

Jessica Jones Gonzales
1. MASTER ART EDUCATOR: Fostering Creative Originality

  • TEKS main focus and tenets
  • Students synthesize from original sources to meet competition standards
  • Design work for students to work conceptually rather than through mimicry so they work at the highest level
  • Artwork is original demonstrating student voice which is essential for college-readiness and an artistic future
  • Encourage, cultivate, and celebrate thoughtful creative process and creative problem solving skills
  • Concept-driven.
  • Student-guided and student-centered.
  • Student will independently demonstrate visual literacy by interpreting and creating artwork to communicate original ideas and concepts
  • Students observe their environment to reflect and demonstrate how art is part of everyday life.
  • Encourages students to approach concepts with a new perspective to stretch their artistic growth.
  • Gives positive feedback, support, and continues student mastery.
  • Promotes peer collaboration, critique, brainstorming and other strategies to foster independent learning
  • Project designs to guide students toward becoming risk takers, problem solvers, and creative thinkers.

Sarah Pagona
2. MASTER ART EDUCATOR: Assessing Authentically, Fairly, Creatively

  • Engages and learns technology (including apps & varied types of devices) from students and colleagues.
  • Teaches students to be Digitally Literate
  • Encourages creation of student digital portfolios
  • Creating effective rubrics and encouraging students to create criteria and rubrics for self-evaluation
  • Assessment varies from student to student and process to process; consider multiple methods
  • Merge district and campus requirements into effective authentic assessment
  • Competition as a form of art standardized assessment
  • Parent communication concerning standards and assessment

Paul Kretchmer
3. MASTER ART EDUCATOR: Setting Up the Room for Success    

  • Physical layout of the room is optimal for ease of movement and the encouragement of collaboration and collegiality.
  • Labeling of the room for student independence
  • Students given choices within the creative environment.
  • Offers the availability of different media/materials to expand their creative process.
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Shaun Lane
4. MASTER ART EDUCATOR: Relating to Students Key to Success

  • Demonstrate caring and love
  • Take care with verbal tones
  • Believe in the students and their success; be a coach and the art students are the team
  • Builds relationships with students
  • Collaborates with students to develop human commonalities
  • Is a facilitator in the student-centered classroom rather than a dispenser of knowledge
  • Relates to students through developing rapport
  • Student success is developed through mutual respect
  • Student interest in learning is supported and celebrated
  • Art room/studio allows communication- agreeing to disagree, exploring, discovering, creating.

Gretchen Bell
5. MASTER ART EDUCATOR: Making It Real — Relevance in the Classroom

  • Use apps & other technology students are interested in
  • Projects are relevant to the student
  • Student choice is allowed and encouraged
  • Student interest and activities are encouraged and supported by their teacher
  • Students are provided exploration time
  • Projects are student-directed, open-ended; which allows for exploration and discovery of vision
  • Students are encouraged to self-discover resulting in divergent outcomes
  • Students are encouraged to create artwork that connects to their lives and culture
  • Gives fresh ideas to keep learning clear and fresh
  • Stays current with students' interest
  • Career and college-readiness skills

Sarah Waggoner
6. MASTER ART EDUCATOR: Powerful Lesson Designs

  • Successful designs for all the TEKS media
  • Successful designs incorporating museum and community TEKS expectations
  • Artwork shows command of media, resulting in mastery of concepts
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Jen Holsinger-Raybourn
7. MASTER ART EDUCATOR: Special Students & Different Learning Styles

  • Participating in ARDS
  • Following IEPs
  • Accommodations for LEP and 504,
  • Differentiation for learning styles
  • Different teaching strategies are used: teacher demonstration, guest speakers, field trips, community resources such as museums, libraries, galleries, etc.
  • Promotes cross curricular thinking and learning
  • Encourages student participation through peer critique, team-building, and other student-centered strategies

Julie Smith
8. MASTER ART EDUCATOR: Collaboration

  • Teacher to teacher — inside content area and in other content areas
  • Campus team-player
  • Leads other content areas with fine arts integration strategies
  • Brainstorms strategies with colleagues to stretch imaginations and expands student creativity.
  • Advocates for the art student and program.
  • Promotes cross curricular connections through lessons/projects involving writing, math, science, reading, history, and research
  • Students promote fine art spirit events such as Big Art Day
  • Builds relationships with community

Cash Teague
9. MASTER ART EDUCATOR: Expectations & Engagement

  • Non-confrontational and effective discipline strategies
  • Verbal communication for encouragement and inspiration
  • Lesson designs that inspire full-time engagement for all

Lisa Miller
10. MASTER ART EDUCATOR: Lifelong Learner

  • Promotes art as a multifaceted career; making them aware of career choices
  • Continue to foster connections with community studios, local galleries, and contemporary artists
  • Demonstrates the use of innovative materials and techniques to build student artistic experiences
  • Promotes learning experience outside of the classroom day
  • Is a practicing artist and inspires students by example
  • Is an energized, passionate professional
  • Seeks opportunities and participates in the personal creative process
  • Seeks out and participates in problem-solving education
  • Participates regularly in professional development opportunities and stays ahead of the educational learning curve
  • Stays current in technology developed for art education
  • Writes grants for funding needs
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