MC ILLUMINATIONS by Marlene Rellinger Chapin
National Core Art Standards
The side menu titled Creating compares two pieces from seven students showing development in their choice-based artwork.
Presenting involves the selection of three related pieces that identifies and critiques a student's strengths. Chronological works from four students are represented with supportive feedback.
Responding is student planning that follows a line of inquiry, communicating their intent. An AP Studio Art portfolio is shown with comments on the development of the student's idea.
Connecting helps students graft their work into previous art genres and movements. Three students are represented along with suggested artists to research as their work progresses. Knowing what came beforehand gives them a sense of how their work is similar and different from other artists.
I invite you to send me via email any student work you are puzzling over! I will return a critique about the work, the student's strengths and future directions. Criticism and art history were my highest scores on the National Board Exams...we all have gifts to offer our students, keep doing what you do best!
RHYME to REASON thru RUBRICS: Testing for the Arts in Education
Rhyme to Reason thru Rubrics, my first book, began as a standardized test for art education. However, marking student work with scratches above or below their peers, on the proverbial carrot stick, was not successfully measuring artistic thinking. The model in this book begins with choice-based student work and reverses the grading process.
Rather than starting with a predetermined teacher assignment, evaluation occurs as individual students reach standards through their own decision-making. The past fifteen years, resulting in this book, is an effort to change the trajectory of testing so authentic artistic thinking can be measured in our schools. The book includes rubrics and lesson plans for documenting student artwork as well as sample choice-based portfolios.
Born and raised in Ottoville, Ohio, I received a B.S. and M.A. in Art Education, respectively, at Bowling Green and Kent State Universities, Ohio. As a twice Nationally Board Certified Teacher in art education, my thirty year career spanned rural, suburban and city school districts in Pennsylvania, Ohio and Wisconsin.
PRISM, the Pittsburgh Research-Based Instructional Supervisory Model, was instrumental in forming my theory, practice and subsequent book on art education. In addition, Chagrin Falls Exempted Village Schools, OH, and Janesville School District, WI, gave me opportunity to teach all grade levels including AP Studio Art and AP History of Art.
My husband Dale and I are retired at Lake Oconee, Georgia, much closer to grandchildren Noah, Madeline and Luca.
Feel free to contact me at firstname.lastname@example.org.
As a calligrapher, I became interested in making 'illuminations', scriptural texts painted with metallic gold inks. These verses when written upon our hearts reflect God's light in the world. The commissioned work that followed led me to iconographic images, from early Christian art, as a reclamation of my own faith in Christ.
The pastels and prose are Jungian in the sense that they are sympathic responses to an inward experience. Pure elements of art can reveal the divine image of God hidden in all of us.
The pencil drawings were inspired by the move of my in-laws, in their eighties, leaving their home after sixty years. The drawings are interspersed throughout a scrapbook of photos capturing the warmth and feel of a home where so many found refuge, faith and love.
My work can be viewed at: https://fineartamerica.com/art/marlene+chapin