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SEDU 346 FINE ARTS CONTENT & METHODS VISUAL ARTS EDUCATION DEPARTMENT Spelman College Professor Jehan Abdur-Rashid
2 Table of Contents Syllabus………………………………………………………………………………..3 Course Itinerary……………………………………………………………….…12 Activities…………………………………………………………………………....15 Classroom Management…………………………………………………….29 Stages of a Child’s Grasp…………………………………………………... 33 Stages of Artistic Development………………………………………….34 Controlling Messy Art Activities……………………………………..….37 Bulletin Board Tips…………………………………………………….……..38
3 SYLLABUS
4 SEDU 346 FINE ARTS CONTENT & METHODS VISUAL ARTS Spelman College EDUCATION DEPARTMENT Fall 2026 Course Syllabus Instructor Professor J. Abdur-Rashid Live Meetings via Zoom Tuesday & Thursday 9:25am- 10:40am Classroom Giles 17 Office Hours By appointment On-Campus Office Giles Building Phone 404 – 681 - 3643 Email Jabdurr2@spelman.edu
5 Course Description Fine Arts Content & Methods is an introductory course highlighting the practical development of teaching Visual Arts and Music. The first half of this course concentrates on Music, while the second half focuses on Visual Arts. This syllabus details the value, role, and application of Visual Arts in the contemporary elementary classroom. Additionally, this course is designed to have the Visual Art-focused student-educator to develop abilities related to the teaching of Art in grades P – 5, and to encourage the student teacher’s curiosity and personal artistic potential in the area of Art. Student candidates are expected to demonstrate content, lesson plan and delivery of interpersonal skills related to Visual Arts. The course also structures appropriate models of instruction in motivation, procedure, exploration, exhibition and assessment as applied in the general classroom. Course Objectives The purpose of this course is to: • Provide a framework for helping student-educators learn the characteristics of Visual Arts content by utilizing a variety of subject matters, media, symbols, meaningful images, and visual expressions, to reflect ideas, critical thinking, express emotions, and promote radical creativity. (Rule #31 GaPSC) • Evaluate the merits of their efforts through addressing objectives from the Georgia Professional Standards that promote the acquisition of content and fluency in new ways of thinking critically, solving problems, communicating, reasoning, and investigating concepts. (Rule #28 GaPSC) • Train student interns in the correct usage of classroom technology and its benefits in the field of Visual Arts. (Rule #30 GaPSC) • Manage student acquisition of ideas, skills, observations, dilemmas, and challenges encountered in the classroom through the Visual Arts. (Rule #28 GaPSC) • Encourage students to relate the Visual Arts to nature and career planning. • Inspire student teachers to create aesthetically pleasing and success-oriented activities in their lesson plans. (Rule #31 GaPSC) • Improve the student intern’s ability to describe, interpret, and evaluate through various media of the Visual Arts verbally and artistically. Through these efforts, students begin to understand the meaning and impact of the Visual Arts in this multicultural environment in which we live. (Rule #28 GaPSC)
6 Justification for Four Hours of Course Credit This course integrates specific content area material with professional pedagogy to provide an in-depth experience for students/pre-service teachers. In addition to in-class activities, students will engage in field experience activities as an integral component of the teaching and learning process. This course is offered for three hours weekly. To receive the mandatory fourth credit, you must engage in an outside activity that fulfills the goals of the class - generally 15 additional hours of out-of-class paralleled assignments. Student Learning Objectives At the end of this course, student candidates should be able to: • Describe purposes and value of art in the lives of teachers, professional artists, the public, and children from ages 3-12. • Discuss and analyze philosophies, methodologies, and teaching styles in art education. (Rule #28 GaPSC) • Make the best decisions regarding media and skill teaching, emphasizing art learning as creative problem-solving, discipline-oriented, and technique driven. (Rule #28 GaPSC) • Observe and prepare art lessons and materials helpful in assessing the needs and interests of various-aged, cultural and physically diverse students. (Rule #31 GaPSC) • Participate in lesson planning, preparation, and delivery in a school setting, including discovery processes, behavioral objectives (for teacher and students), problem-solving experiences, and evaluative/assessment means. (Rule #28 GaPSC) • Connect the Visual Arts with other disciplines in the curriculum. • Identify the National Art Education Association Standards at P – 5 level. • Discuss the purposes of behavior management in the P - 5 art classroom. • Acknowledge the need for and the benefit of reflection and self-evaluation while completing classroom assignments and projects. (Rule #28 GaPSC) • Utilize the specific evaluative methods in assessing children’s artworks. (Rule #28 GaPSC) • Demonstrate leadership and problem-solving skills relating to classroom organization and management. (Rule #28 GaPSC) • Adapt classroom management according to differences in media, children’s development, and cultural and disability diversity. (Rule #31 GaPSC) • Practice the use and care of classroom technology as it applies to Visual Arts such as the document camera, letter-cutter, promethean board and projector, opaque projector and overhead projector. (Rule #30 GaPSC) • Create attractive bulletin boards for group-assessment and aesthetic appreciation. • Prepare five electronic teaching lesson plans that incorporate Visual Arts in English Language Arts, Mathematics, Science, Social Studies and Visual Arts. • Teach one lesson plan in the student teacher’s field school. • Prepare a portfolio of TEN (10) K- 5 art activities, along with letter-cutting samples.
7 Assessment of Learning Objectives Student progress is evaluated by, but not limited to, exams, written assignments, artrelated activities, and class participation. This syllabus is subject to change by the instructor. Textbook Requirements Emphasis Art: A Qualitative Art Program for Elementary and Middle Schools, Wachowiak & Clements, ISBN 0137145829 Spices for Teachers, Abdur-Rashid, ISBN 9798314349564 Georgia Visual Arts Standards: https://case.georgiastandards.org/ed489b90-9c0d-11e8- 872d1f5e8db2771f/ed489b90-9c0d-11e8-872d-1f5e8db2771f Methods of Instruction: SEDU 346 Fine Arts Content & Methods course will meet for three hours per week. The first half of the fall semester covers Music instruction; and the second half of the semester comprises Visual Arts instruction. In the Visual Arts section of the course, some portions of class time will be devoted to lectures, PowerPoints and discussions, while others will be devoted to hands-on experiences. The lectures consist of discussions on relevant chapters from the required class texts, supplemented by occasional book and journal reviews, gallery, and/ or group reports on issues in Visual Arts Education. SLL and Canvas, Spelman’s assessment instruments, along with bulletin boards and display cases will be utilized throughout the semester as a repository for observational reflections, lesson plan submissions, and showcasing art projects/activities. Early in the semester you should verify that your SLL account is functioning. Assistance may be obtained at the Student Technology Assistance Center (S.T.A.C.) in lower Manley. If you do not have an SLL account, notify S.T.A.C. immediately.
8 Attendance Students are expected to attend in-person classes. A student may request an excused absence from the Dean of Undergraduate Studies only if she has a valid reason (e.g., college-sponsored activities, personal illness, death in the family, military obligation, jury duty or subpoena, religious holiday). A student who seeks an excused absence must do so immediately (see College Excused Absence policy). A student who requests a medical excuse due to personal illness will be expected to seek medical attention from either Health Services or a private physician. Any student who fails to produce acceptable documentation for an absence will not be excused from class. Excuses must be presented to the instructor within seven (7) days of the absence, or they will not be accepted. Students are permitted only two (2) unexcused absences for the semester. Each student is required to be prompt and on time for each class meeting. Repeated tardiness in excess of three (3) incidents will equate to one (1) day absent from class. Students with more than the allocated unexcused absences will receive an entire reduction in a letter grade or may be dropped from the course at the discretion of the instructor. It is the responsibility of the student to make up all scheduled work missed due to officially excused class absences. Absences from announced tests and other assignments may be made up at the discretion of the instructor in the case of extenuating circumstances. • Students are considered late to class 5 minutes after class starts. • Babies/children are not permitted to attend class. • Service dogs are permitted to attend classes with permission from the Office of Disability Services at: (404) 270-5289 in MacVicar Hall. Disability Statement Spelman College is sensitive to the special needs of students with disabilities. Any student who feels she may need accommodation based on the impact of a disability should contact the Office of Disability Services privately to discuss her specific needs. Please contact the Office of Disability Services at: (404) 270-5289 in MacVicar Hall to provide reasonable accommodation. Disabilities should also be discussed with your instructors to provide any necessary accommodations. Late Assignments All assignments submitted late will result in a one-letter grade deduction, unless officially excused by the Program Chair, Dean of Undergraduate Studies Office, or with the provision of a valid excuse to the instructor. Academic Honesty At the heart of Spelman College’s mission is academic excellence, along with the development of intellectual, ethical and leadership qualities. These goals can only flourish in an institutional environment where every member of the college affirms honesty, trust, and mutual respect. All members of the academic community of Spelman College are expected to understand and
9 follow the basic standards of honesty and integrity, upholding commitments to high ethical standards. Students are expected to read and abide by the Spelman College Code of Conduct (see the current Spelman College Student Handbook) and are expected to behave as mature and responsible members of the Spelman College academic community. Students are expected to follow ethical standards in their personal conduct and in their behavior towards other members of the community. They are expected to observe basic honesty in their work, words, ideas and actions. Failure to do so is a violation of the Spelman College Academic Integrity Policy. Violators will be subject to the sanctions outlined in the Spelman College Bulletin. Plagiarism is the use of another person’s words or ideas without giving credit to the source. Students should cite sources accurately and completely whenever they borrow works or ideas, including Internet sources. Some students may feel that the ease of “block” and “copy” and “paste” commands translate into “fair use” of articles found on the Internet. These sources should be quoted accurately and cited accurately, as should print or audio-visual sources. The penalty for plagiarism or any other form of academic dishonesty is quite severe, including a grade of “F” in the course. Students with questions should seek more detailed information from their professor. (Excerpt from 2007 First Year Advising Reference Source)
10 Course Outline The following topics are expected to be covered in this semester: • Defining Visual Art / Qualitative Theory of Art / Role of Art in Society & Schools • Basic Elements & Principles in Art • Teacher’s Role – Methods A (Motivating Learning, Management & Preparation) • Teacher’s Role – Methods B (Procedures & Behavior Management) • Creating Objectives using Standards / Evaluating Objectives & Reflection - Media Differences & Strategies • Construction of Art Lesson Plans that yield high success ratings • Integration of Learning Domains / Teaching using Prints and Pictures • Stages of Children’s Art Development • Integration of Art & Social Studies / Integration of Art & ELA • Integration of Art & Mathematics / Integration of Art & Science • Teaching Special Needs, Gifted and Culturally Diverse Populations • Art Curriculum for Kindergarten / Art Curriculum for 1st & 2nd Grades • Art Curriculum for 3rd & 4th Grades / Art Curriculum for 5th Grades • Assessing Artworks / Construction of Bulletin Boards • Using AI Technology • Utilizing Visual Arts and Manipulatives in Creating Assessments • Utilizing Visual Arts and Manipulatives in Planning Student Intervention Strategies
11 10 Art Activity & Videos Grading Criteria / Weights Art Portfolio (10 activities + 5 lesson plans - see #1 above) 65 points (10 activities + 5 plans) 10 Art Activities (see # 1 above) 40 points (4 points @ activity) 5 Lesson Plans (see # 2 above) 25 points (5 points @ lesson plan) One Written Assignment (3 above) 5 points Field Teaching of One Lesson Plan 10 points (Final Examination (4 above) (10 points) (exemption with perfect attendance) Classroom Participation 10 - 20 points (20 points includes perfect attendance) (includes attendance, preparation, positive attitude, cooperating with others) ______________________________________ TOTAL 100 points Grading Scale A = 95-100 C+ = 77-79 A- = 90-94 C = 76-71 B+ = 87-89 C- = 70-73 B = 84-86 D = 64-66 B- = 80-83 F = Below 66
12 EDU346 VISUAL ARTS ITINERARY FOR FALL 2026 DATES MATERIALS CLASSROOM ACTIVITIES MINI- LESSONS TEXT: EMPHASIS ART ASSIGNMENTS Letter rectangles Art notebooks Name Labels Info Cards Sample Line Design Drawing paper, pencils, markers Orientation of students & info card PPT Syllabus: EDU346 PPT Text: Chapter 1 Art Elements: Line Art Principle: Repetition I, T, L Line DESIGN Line Design Demo Text Chap 1: Defining Visual Art /Qualitative Theory & Importance of V.A./ Art Elements – Line Spices p.17, 18 1.Buy Art Supplies 2.Finish Line Designs Letter rectangles Sample Shape Design Geometric shapes, scissors, glue, contrasting paper Reflection article Display Line Design Due PPT Chap 2: Art Elements & Principles Art Elements: Shape Art Principle: Contrast UJ SHAPE DESIGNS Shape Demos Text Chap 2: Elements & Principles of Art – Shapes & Contrast Spices p. 69 & 70 1. Reflection on Visual Arts article 2. Finish Shape Design Letter rectangles Samples of Color Wheel & Still Life Color wheel template, watercolor paints, brushes, H2O & containers, towels, pencils, erasers Display Shape Design & Reflection Due PPT Chap 3: Organizational Strategies, Preparation & Teaching Strategies / Strategies for Management Art Elements: Color / Space Art Principle: Emphasis EF PAINT A COLOR WHEEL PAINT A MIXED COLOR DESIGN - FISH Painting a Color Wheel (to be completed in class) Text Chap 3: Teacher’s Role – Organizational, Mgmt., Preparation & Strategies Art Elements & Principles – Color & Emphasis Spices p. 82, 102 Paint a Mixed Color Design Drawing an Overlapping Design Demo Letter rectangles Sample of Poetry Art Drawing papers, pencils, brushes, watercolor, H20, towels. Display of Mixed Color Designs Due PPT Chap 3: Organizational Strategies, Preparation & Teaching Strategies / Strategies for Management Art Elements: Color Art Principle: Balance OCG WATERCOLOR DEMO / FINISH FISH ILLUSTRATIVE POETRY Watercolor Demo & Finish Fish Text Chap 3: Teacher’s Role – Organizational, Mgmt., Preparation & Teaching Strategies Spices p.39 Illustrative Poetry ELA Illustrating a Poem Letter rectangles Sample of Crayon Resists Pencils, crayons, H2O, watercolor, 3 drawing papers Display of Illustrative Poetry due PPT Chap 4: Motivating Learning Lesson Plans that yield high success ratings Art Elements: Color Art Principle: Contrast & Overlapping HA CRAYON RESIST white crayon /wht. / dk. colors on wht. Crayon Resist Demo Text Chap. 4: Motivating Learning Spices p. 28 Finish Crayon Resist Letter rectangles Sample of Contrast Designs Black & colored paper, chalk, oil pastels Display of Crayon Resists due PPT Chap 5: Creating Objectives w Standards of VA Lesson Plans / Assessments - Media Diff. & Strategies Art Elements: Form / Art Principle: Movement PRB CONTRAST DESIGN Contrast Demo Text Chap.5: Lesson Planning 1. Construct Lesson Plan #1 2. Finish Contrast Design Letter rectangles Samples of Vase Drawings Vase templates, Charcoal pencils, kneaded erasers, drawing paper, 2 construction papers Display of Contrast Design due PPT Chap 6: Integration of Three Domains PPT Chap. 21: Teaching using Prints and Pictures Art Elements: Value Art Principle: MW VALUE CONTAINERS Teaching Using Print Demo Text Chap 6: Integration of Three Domains Chap. 21: Teaching using Prints and Pictures 1. Construct Lesson Plan #2 2. Finishing Value Vase Shading Values Letter rectangles Precut sample of puppet Precut felt puppet form, eyes, scissors, scrap fabric, hot glue, feathers, & markers Playdough, number & letter templates Display of Value Vases due PPT Chap 12 & 13: Teaching Special Needs, Gifted and Culturally Diverse Populations Art Elements: Texture Art Principle: Emphasis VY PUPPET-MAKING Playdough letters & numbers MATH Text Chap 12 & 13: Teaching Special Needs, Gifted and Culturally Diverse Populations Spices p. 48 & 88 Puppets Spices p. 89 - 97 1. Construct Lesson Plan #3 2. 2nd Reflection: Assignment: Importance of Teaching VA to Disabled and Culturally Different Students 3. Finish Puppet Letter rectangles Sample of Clay Design Stickers & cube templates Clay, oil cloth, H2O, ceramic tools, trays, gloves Display of Puppets due & Reflection due PPT Chap 14: Stages of Children’s Art Development: Kindergarten SZ CERAMICS (in class) ROBOT SAMPLES Sticker Fun: ELA & MATH (Grammar) & MATH CUBE Text Chap 14: Stages of Children’s Art Development Kindergarten Spices p. 29 & 87 ELA Spices p. 71 & 87 MATH 1. Construct Lesson Plan #4 2. Constructing Robot Letter rectangles Sample Robot & Clay Designs Acrylic paint & markers, brushes, water & containers, towels, palettes, Mod Podge Ceramics & Robots due PPT Chap 15-16: Stages of Children’s Art Development: 1st -2nd Grades How to manage group projects (Project-based, etc.) DN PAINT CERAMICS & ROBOT Painting Demo Text Chap 15 - 16: Stages of Children’s Art Development 1st -2nd Grades Construct Lesson Plan #5 Letter rectangles Acrylic paint & markers, brushes, water & containers, towels, palettes, dried clay work & robot, Mod Po
13 Art Supply List Needed for first 3 class sessions Old shirt or smock Shoe box or container for holding art supplies Scissors (adult pair) Small Elmer’s white glue Glue stick Package or pad of white drawing paper (8”x11”) Scrap materials (yarn, fabric, beads, etc.) Multi-colored construction paper Crayons Watercolor set Tempera paint Acrylic paint Eraser Thin markers (assorted) Permanent markers Assorted printable cardstock (optional) Hot glue gun with hot glue sticks
14 ACTIVITIES
15 LINES: Letter Decoration Materials: Bubble letter template (Printed from Appendix or drawn with permanent marker using drawing paper) Watercolor, tempera color set or assorted markers Water container (if using watercolor or tempera paint) Water (filled to 1/3 of container) Fine tipped brushes (if using watercolor or tempera paint) Fine-tipped markers & broad-tipped markers Pencil Sketch paper or cardstock paper Name labels Newspaper Procedure: 1. Put name on labels and put aside. 2. Draw and divide the inside of a bubble letter 3. Draw designs inside of each section with pencil 4. Trace over all penciled areas with black marker. 5. Allow to dry and erase penciled areas. 6. Paint each section of the bubble letter with water color, tempera paint or markers. (Markers are ideal for small bubble letters.) 7. Apply dark colors next to lighter colors 8. Re[eat colors or line designs in each section 9. Allow to dry 10. Attach name label. Alternate Activity: 1. Trace a hand and draw designs inside of hand shape. 2. Using permanent marker, write a narrative about yourself filling all empty background areas. 3. If using a dark background, cut out hand or letter design and glue shape onto a dark background. 4. Then write the narrative using a white or yellow permanent marker filling up all empty spaces in background.
16 SHAPES: 1. . 2. . 3. . . .
17 COLOR: . . . . . . . . . . . . . . . . . . . . 3 . . . 3 1
18 MIXING COLORS: 1. . 2. . 3. . 4 4. . 5. 7 . . 6. . 7. . 8. . 9. . 10 . 3 . 11 . . 12 . .
19 ILLUSTRATIVE POETRY: 1. . 2. . 3. . 4. 5. . 6. . . . 468163323738932630 366621363324064001 3 0 22 9 65 6 22672
20 CRAYON RESISTS: 1. . 2. . . 3. . . 4. . 5. . .
21 CRAYON RESIST
22 CONTRASTING DESIGNS: 1. . 2. . 3. .. . . 409 2 8 3 2 2 3 0 1 1 5 3 1 00 2 1 1 2 3 2 2 0 8 3 3 1 2 4 1 2 55 5 20 9 2 2 24 2 1 1 5 3 2 3 5 0 3 0 2 1 2 2 4976 2 8 45 44 6 9 69 0002 999 4976 1 7 2 8 9 2 6 1 69 2 4 3 6 74 5 60 5 56 5 4 8 2 2 3 6 6 3 5 4 84 3 CONTRASTS WITH WHITE CHALK ON BLACK PAPER
23 VALUE VASES 1. . 2. . 3.. 4. . 5. . 6. . 7. . 8. . tt s: a ns e en lo t es flo e ase en ls a n
24 PUPPETS: . . 12 21864 237530000 0 4 1 7 5 30 3 0 05 80 6 5
25 CERAMICS:
26 SCRAP ART ROBOTS: . . . 200902833368720232 . . 873980489 92867513 . 1. 20 30 . 2. . 3. 4. . .
27 CLASSROOM MANAGEMENT: Preplanning A. Establish Rules and HOLD TO THEM! B. Whole Group Area - Carpet for sitting during motivation & evaluation. C. Small Group Areas - Designated tables, seats D. Supply locations (labeling). E. Chart of weekly rotating designated monitor assignments & center duties. F. Label all work (name, teacher initials – grade, table, age). G. Sensational Tasks (Art notebooks/3-D Constructions) for early finishers. H. Plan for WHAT-IFS Strategies for Teaching A. Capture their attention! a. Meet them at the door b. Start each day differently c. Surprise them (Dress in a costume; sing a song) d. Teach nonverbally – gestures only B. Motivation or Introduction – Keep it brief! a. Present the activity b. Use giant vocabulary cards c. Avoid boredom by group vocalization, asking individuals questions, changing your voice, gestures, a spontaneous song, bell, etc. C. Make the activity a successful one for all children a. Successful activities are: i. Easy for kids ii. Relevant to their interests iii. Exciting – looks good iv. Focus on successes rather than on student mistakes b. Demo entire activity step by step (teach one task at a time (Guide them before going on to another step) D. Teach nonverbally E. Prevent bad starts – show the expectation / make the actual project to determine student difficulties / turn errors into successes F. Praise & nurture creativity and imagination G. Encourage perseverance, patience, not rushing H. Make Cleaning-up & lining-up Exciting (Quiz & evaluate students on concepts learned/Sum up the day)
28 a. Establish Cleaning-up Rules BEFORE the activity b. Reiterate cleaning-up rules DURING class time c. Send small table groups to sink at a time to wash up d. Selected students or monitors to wash equipment after all students wash-up I. Evaluation: Use Rubrics: a. Student self-evaluation b. Peer evaluation (exchanging artwork) c. Class evaluation d. School exhibit or art show with a judge panel e. Teacher evaluation Management A. Tips: a. Organize room: i. Your desk ii. All art supplies iii. Class supplies iv. Demonstration table v. Board vi. Library / Books vii. Clothes line(s) for displaying viii. Bulletin boards ix. Art Element corner x. Principles of Design corner xi. Early Finishers area xii. Paper cutter xiii. Storage for student work & various classes xiv. Rules posted xv. Art History posted (optional) b. Circulation: i. Monitor supply area during distribution ii. Circulate among students during class
29 iii. Refer back to objectives or rubrics on board for student evaluation iv. Conduct short conferences during class time v. Be constantly MOBILE where you can manage the class vi. Unruly behavior 1. affects their artwork 2. diminishes their grade by one point (1/2 point) 3. denies students from participating in hands-on art privileges next time 4. increases their homework assignment. B. Limit student movement – to monitors during designated times C. Monitors: a. Obtain materials & tools b. Return materials & tools c. Wash materials d. File artwork e. Manages the Time f. Line Leader D. Minimize talking: positive reinforcements do help E. Discipline and redirect (hold up a student’s artwork occasionally to make a point a. List of rules posted b. Make eye contact c. Warn students of infraction d. Physically move to the area of agitation e. Use the student’s full name in a statement or constantly call on the student
30 f. Use the quiet signal g. Use body language (face and other parts) h. Use a timer for constant focusing i. Use attention-getters for interruptions j. Change the student’s seat k. Place student in time-out l. Talk to student PRIVATELY or tell student you will talk to him after class m. Follow through with threats (afterschool detention, etc.) n. Concentrate on a student’s strength’s rather than his weaknesses o. Talk to parents on phone, text or in conference F. Create a positive environment a. Praise often b. Evaluate often c. Be creative in your evaluation d. Respect students work e. Describe a section of the artist’s work/state your feelings G. PLAN FOR NO IDOL TIME IN THE LESSON
31 STAGES OF A CHILD ’S GRASP
32 STAGES OF ARTISTIC DEVELOPMENT:
33 VICTOR LOWENFELD : Lo enfel Sta es of a n e elo ent tt : lea n n es n o Po tfol o a e k a n t l
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35 CONTROLLING MESSY ART ACTIVITIES: 1. Isolate activity to a small supervised area of the classroom (preferably next to instructor) 2. Cover table and floor with newspaper and /or plastic. 3. Cover children’s clothes with aprons or smocks. 4. Assign monitors before starting activity. 5. Designate a drying area for finished or unfinished work. 6. Provide Handi wipes for wiping hands. 7. Pour SMALL AMOUNT of paint into small plastic containers with caps to seal OR… 8. Pour paint directly onto section of paper to be painted. 9. Supervise constantly with another adult or older student.
36 BULLETIN BOARD TIPS: 1. Personality of shapes of letter-shapes matters 2. Placement of letters matters (can be away from the board) 3. Establish a color scheme and stick with it 4. Use word cards after the title 5. Use large (preferably) 3D images for attention 6. Use catchy phrases (preferably kid-friendly) 7. Boarders are optional; although outstanding boards should resemble a billboard 8. Assessment test: a “Wow”moment!