Teaching Portfolio

Denise Laurin-Donatelle

Art Appreciation: Matisse Project

Art Appreciation: Matisse Project – Student ExampleThis example of student work incorporated digital tools. Students also use cut paper to design their compositions. They are asked to include a written rationale for their choices with the composition.

Outcomes: Students learn artistic process and are able to apply the visual elements and the principles of design.

Art History and Global Studies: Mind MapStudents of art history and humanities are given instruction on how to generate ideas about a subject visually and verbally in Mind-mapping projects. Groups of four are given a large sheet of paper, colorful markers and a topic.

Outcome: Students review the textbook, the internet, and collaboratively analyze a topic to gain greater in-depth understanding of it.

Art History Survey I: Architecture ProjectIn this project, students are asked to go out into the community to find a building that features attributes of Greek architecture. They are required to photograph the building and its details. In a short essay, students discuss their findings.

Outcomes: Students recognize Doric, Ionic, and Corinthian orders, pediments, friezes and other aspects of Greek architecture. Students understand first-hand the nearly 2500 year legacy of the Ancient Greeks on Western society.

Art Appreciation: Pollock ProjectStudents in Art Appreciation get hands-on experience understanding the work of Jackson Pollock and why his method was so uncon-ventional for the time.

Outcome: Students get the opportunity to exercise their own creativity, work with paints, and attain first-hand knowledge of Pollock’s process.

Art Appreciation: Pollock Project – Student Example

Art Appreciation: Grid Drawing ProjectEach student in Art Appreciation was given a five inch square piece from a larger photograph to draw. The subject of the image was not divulged beforehand. As the students completed the project, they assembled the pieces and guessed the subject. In this example it is Salvador Dali.

Outcome: Students get hands-on experience with drawing for the Drawing module of the course. They get insight into the work of artist Chuck Close who has made his career using the grid.

The Global Village: Humanities Loteria Game My students get the credit

for the inspiration for this Global Village game. It is a fun way to review the course material. Loteria is a Spanish version of Bingo in which pictures are used instead of numbers. I’ve substituted the pictures with images from the textbook. Points are earned when a student has a match and can correctly identify the object pictured. The game includes tabla and playing cards.

Outcome: Students have fun reviewing while correctly identifying the images and the corresponding cultures.

Art and Design Fundamentals: Cultural ProjectAt The Beekman School, each student in the art class developed a design representing his/her culture. I combined my students’ work into a printed poster. Seeing their work as part of a combined effort fostered self-confidence.

Outcome: Students explored the iconography of their own cultures and developed design solutions to express their cultures. Students worked individually, yet each student learned about the cultures of the other students. Their combined effort in this poster is featured prominently in the school which prides itself on diversity.

Art and Design Fundamentals: Cultural Project — Student Example

The Global Village and Non-Western Art History: Imaginary Journey

This project serves a dual purpose:1) to introduce students to the content of the course and 2) to help them visualize an actual trip to a distant place so that someday they will actually go. Students are asked to look in their textbook and choose a work of art or architecture that they would like to see in person. Then, using actual flights, hotels, and activities, create an itinerary with a realistic budget to this destination.

Outcome: Students learn how to plan a trip abroad and can see that they can actually do this if they really want to. They become familiar with the course content, and they learn to see the value in expanding their experience through travel to see art and culture.

The Global Village and Non-Western Art History: BAPS Temple

I have been hosting field trips to the BAPS Hindu temple in Bartlett since 2005. During Spring 2016, I brought together students from Waubonsee, Elgin, and my private students for a formal tour. The design of this “mandir” is based on the ancient “Shilpa Shastras”. The BAPS mandir in New Delhi is featured in Kampen O’Riley’s textbook “Art Beyond the West” 3rd ed.

Outcome: A trip to BAPS transports students to India right in their own backyards. They view a worship service and see Hindu architecture first hand. Most, if not all, report having transformative experience.

The Global Village: Eyewitness Account

For this Global Village project, students get to stretch their creativity by imagining they are investigative journalists reporting eyewitness accounts of either Pizarro’s conquest of Peru or Cortéz’s in Mexico. They can write from the perspective of the Spanish or the native leaders. They are required to write a headline, story and a tweet. The final version is submitted as an actual newspaper front page

Outcome: Students explore Pre-Columbian societies at the time of the Spanish conquest. In writing their accounts, they understand the motivations of the Spanish and the impact on native cultures. They also engage in learning creatively.

Student Testimonials

“I really enjoyed the class,

in fact, it was my favorite

this semester. Fantastic

teacher who’s passionate

about the subject.”

Art Appreciation

Great Teacher! She shows a great understanding of each subject and seems to really enjoy teaching.”Global Village

“This is the best art class I have ever taken.”

“I loved having her as my professor. She is very enthusiastic. I learned a lot from her and she motivates her students.”

Art Appreciation

“One of the best and most enthusiastic teachers I have had.”

Global Village