C l i n t o n P. J a c k s o n

Po r t f o l i o

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Contact in Spain.

Address: Calle Malaquita 12, Soto del Real

Madrid, 28791

Spain

Phone: (+34) 600.598.603

Contact in the U.S.

Address: 17762 Eisenhower rd.

Leavenworth, 66048

Kansas, U.S.

Phone: 913-727-2602

E-mail: clintjackson1@live.com

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Objective:

Obtain an Art or ESL teaching position within a public school

Education:

- Bachelors in Visual Art Education from The University of Kansas- Lawrence, Kansas

- 21 Master credits in education from the University of Kansas 2008-09

- Masters in ESL from J.I.U.

Relevant Experience:

- 1 year as Elementary Art teacher at the American School of Madrid.

- 20 weeks of student teaching in the Lawrence public school district, USD 497.

- Worked 2 years as Language and culture assistant in Madrid public school system; Madrid, Spain.

- Proficiency with dynamic computer software and hardware including Photoshop, InDesign, Premier Pro, Google Sketchup, Final

Cut Pro, Classroom Response Systems (Clickers), and Interactive Whiteboards (Smartboards).

-1 Year as sponsor for after school photography, basketball, and ceramics clubs.

- Spanish communication skills.

- I volunteered my computer skills to layout and compile the school newsletter at “N. Señora de Valvanera.”

- Learned classroom management strategies during one year as teacher assistant at Brooke Creek Learning Center.

- Attended the 2008 “National Art Education Association” conference, learning contemporary teaching

techniques.

- Worked as member of camera and editing crew for “Localize Me” documentary.

- Completion of a one semester course involving website production.

- Four seasons as a very successful Snowboard instructor at Snow Creek Ski Area.

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Table Of Content :

Contact .........................................................................

Resume .........................................................................

Statement of purpose .......................................................

Student teaching .............................................................

Students working ............................................................

Technology integration ......................................................

Work experience (Spain) ..................................................

My work ........................................................................

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Statement of Purpose:

I chose to study education because I believed and still believe that it is one of the most efficient ways of making a positive impact in the world. I feel that the best way to ensure progress toward a better future, is to fill it with educated, confident and open minds. The idea that those in a position to do so, have the obligation to contribute positively and give back to society; is something passed on to me through my family. Teaching is one of the few opportunities in which one has access to literally hundreds of lives/minds a day, on which to make an impact. Specifically I chose to study how to teach art, because I see its value in shaping minds to better deal with the future. In a time when one’s ability to think critically and problem solve is highly valued, the study of art in schools, is indispensable. When a child is creating or interpreting art he or she is exercising and strengthening his or her cognitive abilities. Because of art’s lack of certain and easily achieved answers and con-cepts, a child is challenged in ways that many subjects do not offer. Creating art requires a mind that can solve problems in new ways. Studying art involves the interpretation and consideration of the thoughts and opinions of others. It also provides the opportunity to learn about other cultures, which is integral for the minds of the future. An often overlooked benefit of art in schools is its role as a confidence builder. Very often academically challenged students (and not) su-ffer from a lack of self confidence. This lack of self confidence can trap students in a cycle of low achievement, which can solidify any self doubts. Art has the ability to break this cycle. Student artists create art that is reflective and representative of who they are and can be highly valued and appreciated by other students, parents and faculty. Art can act as a means of successful and respected communication for students suffering from a lack of confidence due to difficulties expressing thoughts and feelings in other ways. Besides creating art for the sake of having it to enjoy in daily life, there are a plethora of benefits to making art and an equal number of reasons to keep art as an integral part of a child’s education. Although it is my belief that the study of art holds enough merit on its surface, it is important not to overlook its deeper potential for improving a student’s learning experience. When taught well, art can benefit any student and any school.

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Student Teaching

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High School

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Title: Junk Safari

Key Ideas: -Art can consist of a combination of media. -Art can involve collaboration and team work with other artists. -Selection of medium and materials alone can communicate a message. -Lulls in Creativity can often be overcome by simply actively creating.

Objectives: 1. Students will consider the qualities of different media especially photography. 2. Students will work in teams to solve problem of representing a given idea with given materials. 3. Students will consider artwork that blends media. 4. Students will produce an 8x10 printed image. Standards: 1: Understanding and applying media techniques and processes BM 1-Pro: Compares and contrasts different types of materials, tech- niques and processes. Ind 2: Intentionally takes advantage of a given media, technique, and or process. BM 4-Pro: Analyzes media techniques and processes to create spe- cific effects that intentionally communicate through works of art. Ind 2: Intentionally takes advantage of the qualities and characteris- tics of art media, techniques and processes for enhancing com- munication and experiences and ideas. BM 6-Exe: Consistently and independently takes responsibility for all materials and equipment used. Ind 2: Models responsibility in the art studio environment.

Critical Questions: -(~Q: How did you find Skoglunds work to be interesting, or different than other artists?) -(~Q: What kind of artist would you consider her to be?) -(~Q: Why is it important to select one medium to work with?/Why is it not important) -(~Q: When you watched “The Cocktail Party” Skoglund was not working the camera, in this case who was the artist?) -(~Q: How could something you saw or read during this activity be incorpo rated into your own art?) -(~Q: The Warhol essay that I attached points out that Warhol had specific reasons for choosing his medium, what was the reason and what was the medium?) -(~Q: What makes photo different from other medium?) Materials: LCD projector. Digital cameras. Inkjet printer. Large variety of building materials gathered from junk yard and recycle center. “Sandy Skoglund” worksheet. “Why take a Photo” worksheet. “What’s That” worksheet. Printing paper. Memory cards 256mb or higher. Vocabulary: Medium: a means or instrumentality for storing or communicating information, art materials paint, photos, stone, etc.

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Period 1 - 60min.

(50min) Students will use this class period to work on a pre-vious assignment. These 50 min. will be a “work” day. (10min) The instructor will distribute two handouts one entitled “Sandy Skoglund” and the other entitled “Why take a photograph.” These handouts will be due during the following class period. Students will also be instruc-ted to clean up.

Period 2 - 60min.

(10min) Class will begin with LCD projector ready to go with Sandy Skoglund website up. Students will enter the classroom and be asked to sit in a way to allow for easy, open discussion. Sandy Skoglund’s videos of her work process “The Cocktail Party” and “The Wedding,” will be viewed. Skoglund’s work will be discussed in regards to her use of three dimensional elements like sculpture and actors, represented by two dimensional photographs. Skoglunds direction of the photography work will be dis-cussed, specifically addressing the fact that she does not actually work the camera in one video but does in the other. (5min) The “Why take a photograph” activity will be discussed. Students will be asked to list some qualities of photography that are unique to only to photography. Stu-

dents will then discuss how acknowledging the qualities of the medium can help in their creation of art. (15min) Students will be given information regarding the following class period’s activities. This information will include their need to arrive in class ready to work outside, in groups and with building materials. They will also be reminded that they will need to check out a digital camera or bring their own. The class together with instructor will complete the “What’s That” worksheet out loud. The instructor will use animal examples similar to the one found on the “What’s That” worksheet. An elephant or other animal with distinctive features will be used in order to demonstrate how little information the mind needs to recognize an object. (30min) Students will be given this time to work on jo-urnal assignments. The instructor will use this time to check for “Sandy Skoglund” and “Why take a photo” assignment completion.

Period 3 - 85min

(5min) Period will begin with the classroom set up for quick digital camera check out. A list of student teams of two will be displayed. Various scrap building materials will be placed in an open area outside of the building. Students will enter the classroom. The instruc-tor will prompt them to find their team mate and check out a digital camera if needed. Each student team will

be assigned an animal. The teams will be given either a figurine or photograph of an animal. The teams will also be given a pair of work gloves. (70min) Students will be led outside to the arrangement of building materials. Students will have 70 minutes to work in their teams to create sculptures and produce pho-tographs. Students will be encouraged to take as many photographs as they wish and to change their sculpture as much as they would like. (10min) Students will be instructed to clean up, decons-truct their sculptures and return building materials to one location. Students will return to classroom to check in di-gital cameras, return gloves and animal figurine or photo. The instructor will load student images onto computer hard drive before the next period.

Period 4 - 60min

(45min) Students will use a computer lab to access the hard drive and edit down their images. Students will create a digital contact sheet of their top 15 photos using a laser printer.(15min) The instructor will help to narrow down stu-dents’ selections to one photo. The instructor will print all selected student photos on the laser printer. Select student photos will be printed using the ink jet printer. Select student work will be matted and displayed.

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Student Work from “Junk Safari” Lesson

Digital Photo inspired by eagle Digital Photo inspired by eagle Digital Photo inspired by armadillo Digital Photo inspired by giraffe

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My “big idea” is: aging I am interested in it because:

everyone has to go through it. When someone views my photo I would like them to think: how

age affects your body

My “big idea” is: expression shown through dance I am interested in it because: Dancers have a unique way of expressing themselves through the fluidity of their movement and showing their physi-cal strength in leaps and turns, as well as balance. Some use the art of dance as an outlet to express

their emotion. I wanted to capture the dancer’s movement and show the expressions they reveal.

My “big idea” is: isolation I am interested in it because: it is a part of every- day life and most interesting objects can stand alone When someone views my photos: I want them to feel lonely for the object in the photo. I also want them to wonder how the object got there and how it fits into the “big idea”

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Students keep journals in which they plan, brainstorn and reflect.

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Middle School

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Title: Blobs to Art Grade: 7th/8th Time allotted: 6, 40 min. class periodsLesson Description: Free association will be used to create foam sculptures, inspired by the work of Joan Miro.

Big Idea: Surrealism

Key Ideas: - Surrealist artists often use free association to inspire their artwork - Joan Miro used biomorphic forms in his artwork - Artwork can be created intuitively Objectives: 1. Students will practice and use free association to create a work of art. 2. Students will learn about artist Joan Miro and his work as a sculptor. 3. Students will define biomorphic forms. 4. Students will create a foam sculpture using free association and biomorphic forms. Kansas Curricular Standards: Standard 1: Understanding and Applying Media, Techniques, and Processes Benchmark 1: The Student explores a variety of art media, techni-ques, and processes. Indicator 2: Uses a variety of techniques, such as modeling, painting, drawing, coloring, cutting, gluing, printing.

Standard 3: Creating Artworks Through Choice of Subjects, Symbols, and Ideas Benchmark 2: the student selects, organizes, and employs images, subjects, and ideas in works of art to express meaning. Indicator 2: Intentionally manipulates images, subjects and ideas to change the purpose or meaning.

Standard 4: Understanding the Visual Arts in Relation to History and Cultures Benchmark 1: The student conceptualizes and documents the effects of history and culture on art.

Indicator 2: investigates the relationships between art styles/move-ments and social influences.

Resources:1. Miro’s People, Scottish National Gallery of Art 2. Joan Miro 1917-1934, Centre National D’art et de Culture Georges Pompidou3. Joan Miro: Metamorphoses des Formes, Foundation Maeght4. Miro Theatre of Dreams, BBC 5. Scholastic ART: Working With Fantasy

Supplies:1. Worksheet 2. Great Stuff Foam Pieces 3. Acrylic Paints4. Paint Brushes5. Teacher work examples 6. Wire7. Paper8. Glue 9. Styrofoam Balls 10. X-acto Knives 11. Toothpicks12. PPT

Vocabulary: -Free Association: Unfiltered thoughts, stream of consciousness -Biomorphic: Resembling or suggesting the forms of living organisms -Surrealism: A 20th-century literary and artistic movement that attempts to express the workings of the subconscious and is characterized by fantastic imagery and incongruous juxtaposition of subject matter.

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Period 1)The instructor will introduce Surrealism, specifically, Joan Miro, his artwork, and processes. The instructor will define with the class biomorphic forms and free as-sociation. The instructor will use cloud watching as an illustration. Students will complete a free association drawing exercise. Exercises will be kept in notebooks. Students will clean up. Period 2)The classroom will be set up with acrylic paints, paint-brushes and paint treys available. Students will be given two foam forms and one foam sphere. The students will be instructed to free associate while looking at the three forms together. The students will write down 15 ideas. When the student has written 15 ideas he/she will be given permission to gather painting supplies and begin

painting their forms. Students will use plastic wrap to save paint for the next period. Students will be instruc-ted to clean up. Period 3) The classroom will be set with painting and sculpture supplies on the counter. The instructor will give a short demo of how to use different materials and how to cut the foam. Students will refer to their lists 15 of free associa-tion ideas. Students will be given time to rethink ideas or add to the list. When one is chosen they may begin using sculpture materials. If the student has not finished painting they may finish. Students will be instructed to clean up. Period 4) The classroom will be set up with sculpture materials on the counters. Students will be given the class period to

create sculptures. Students will be instructed to clean up. Period 5)The classroom will be set up with sculpture materials on the counters. The instructor will give a short presenta-tion regarding titling work and its importance. Students will be given a titling worksheet to complete when their sculptures are finished. Students will be given the rest of the class period to finish work. Students will be ins-tructed to clean up. Period 6)The classroom will be set up with sculpture materials on the counters. Students will be given the class period to finish the titling worksheet, evaluation sheet and if nee-ded their sculptures. Sculptures will be turned in with paperwork. Students will be instructed to clean up.

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8th grade Student Sculpture inspired by flower. 6”

8th grade Student Sculpture inspired by human figure. 6”

Student Work From “Blobs to Art”

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8th grade Student “Extreme perpestive treehouses” 2´

8th grade Student “Extreme perpestive treehouses” 2´

9th grade Student Paper Lantern inspired by Elements of modern architecture.

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Elementary

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Title: Inventive InventionsGrade: 5th Time allotted: 3, 40 min. class periodsLesson Description: Art’s role in technology will be explored with reference to Leonardo da Vinci. Students will describe problems and create plans for imaginary machines to solve them.

Big Idea: Invention

Key Idea: -Creative thinking has lead to advancements for human kind. -Art can be used to communicate thoughts and ideas. -Leonardo Da Vinci’s art includes illustrations for inventions that solve pro-blems.

Kansas Curricular Standards: Standard 1: Understanding and Applying Media Techniques and Processes Benchmark 6: The student shows responsibility in organization and clean-up of materials. Indicator: Maintains a positive attitude toward the art room environment.

Standard 3: Creating Art Works Through Choice of Subjects, Symbols, and Ideas.

Benchmark 1: The student differentiates among ideas, subjects, styles, and symbols used to communicate in art. Indicator: examines the ways human experiences influence development of specific art works.

Standard 3: Creating Art Works Through Choice of Subjects, Symbols, and Ideas Benchmark 3: The student applies the problem-solving steps* to the creative process. Indicators: 1. proposes a problem to be solved visually 2. proposes a visual solution to a problem Supplies:1. Inventors of the World: Leonardo da Vinci, video2. Worksheet 3. Glue sticks 4. Machine parts papers 5. Scissors 6. Pencils7. Teacher work examples 8. World map or globe 9. Felt tip pens 10. Heavyweight paper cut to various sizes 11. DVD viewing equipment

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Period 1)The classroom will be set up for the viewing of a DVD movie. When the class enters they will be instructed to take their seats. (10min.) The instructor will begin with a brainstorm session regarding what the class already knows about Leonardo Da Vinci. (~Q: Who knows anything about Da Vinci?). (~Q: Where was he from?), (~Q: Is his last name really Da Vin-ci?) (~Q: What is he most famous for?). When it seems that all information has been exhausted from the students’ current knowledge the instructor will ask if any of the students knew that Leonardo was also an inventor. (20 min.) The instructor will pass out the Leonardo video questions, then start the video Inven-tors of the World: Leonardo da Vinci. The students will answer the questions on the worksheet during the video. (7min.) The students will be instructed to use the remaining time to complete the “Problem and Solution” portion of the worksheet. The instructor will remind the students that many of Leonardo’s machines could not have been built at the time because certain technologies did not exist. The instructor will encourage the students not to get hung up on the fact that their machines may not actually be able to be built. (3min.) The Instructor will tell students to make sure their name is on their

sheets and to place them inside of their group folders. The room inspector will be announced. Students will line up. Period 2)(5min.) The class will be set up with group folders on their corresponding tables and machine part pages. Various sizes of heavy weighted paper will be lain out on the counter. Teacher examples of the project will be displayed for students to see. The instructor will explain that the students will be creating plans for the problem solving machine they described on their works-heets using the supplied parts pages, drawing and wri-ting. Students will be reminded to cut out and arrange the machine parts and finish any drawing before gluing anything down. (20min.) Students will be instructed to begin working. Before the first student chooses a base paper, the ins-tructor will explain that they should choose a paper size that does not leave a great deal of empty space. (~S: If you are making a very large machine use a large piece of paper and if your machine is small use a smaller piece). The instructor will distribute envelopes for each student and explain that they are to put their name on it and store any machine parts in them then place them in their group folders.

(5min.) The room inspector will be announced. Stu-dents will be instructed to clean up. The room inspec-tor will call tables to line up when they are ready. Period 3)(5min.) The room will be set up with student folders placed on their corresponding tables, various sizes of heavyweight base paper on the counter and teacher examples displayed. After students have entered the room and taken their seats, the instructor will explain that after their machines are finished they will title their work with the name of their machine using their felt tip pens. The instructor will also demonstrate that the lower half of their worksheet that includes their machine description will be cut out and glued to the back of their work. (30min.) The students will be given time to work. (5min.) The room inspector will be announced and students will be instructed to clean up. After the room inspector has allowed each table to line up the class will be asked some questions about Leonardo da Vinci. (~Q: Where did Leonardo live most of his life?) (~Q: Can anyone point it out on the class map?) (~Q: Can anyone point out where we currently are on the map?).

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5th grade Student Invention to Solve Problem inspired by Leonardo Da Vince

5th grade Student Invention to Solve Problem inspired by Leonardo Da Vince

Student Work From “Inventive Inventions” Lesson

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Kindergarden Symmetrical Pattern Printing4th Grade Homemade Notebook with Notes for Art Quiz

5th Grade Design for Animal inspired Functional Clothing 3rd Grade Tent Lansdcape Watercolor

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Students working

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Technology Integration

A Resort for Menorca

Minorca or Menorca (Catalan: Menorca/Spanish: Menorca is one of the Balearic Islands located in the Mediterranean Sea belonging to Spain. It takes its name from being smaller than the nearby island of Majorca. Minorca has a population of approxi-mately 94,383 (2010). It is located 39°47’ to 40°00’N, 3°52’ to 4°24’E. Its highest point, called El Toro or Monte Toro, is 358 m/1174 ft. above sea level. Sandstone is a traditional building material. The people of Minorca have worked hard to preserve the natural beauty of the island and its beaches. Tourism is a large source of income for the island. The tourists come to the island for the beautiful beaches but there are very few places to stay near the water. The people of the island have agreed to allow a large resort to be built near the water as long as it does not obstruct (block) the view of the ocean. Your challenge as an architect is to design a large resort hotel that attracts tourists but meets the demands of the local people. Make 3 quick sketches on paper.

1. How will your design meet the demands of the local people?They will meet the demands because the resort is made of glass, so they can see the sea through it.

2. How will your design attract tourists?It has a playground for children, a tennis court and a pool.

3. What materials will you use? Glass, bricks, wood and metal.

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Work experience in Madrid, Spain

2nd Grade Student Trip to Madrid National LibraryStory Illustration for the Blind

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My Work

Traditional photographic print

Digitally enhanced photograph 5’ mixed media sculpture

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4, 4 1/2’ iron and hand dyed fabric sculptures 6’, metal, carved and lathed wood, figure sculpture

Digitally enhanced watercolor Series of 7 rings using mokume gane technique

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2.5’x1.5,’ acrylic painting 2.5’x2.5x,’ acrylic painting

1.5’x3,’ weaving Digitally enhanced watercolor