1. Faces: A Thematic Exhibit Based Upon Educationally the Interpretive Exhibit Children’s artwork in the School District of Clayton, Missouri. *Section D Pedagogical Exhibitions and Advocacy “The objective of the exhibit was to illustrate the cognitive development of children and how it manifests itself in their artwork.” Donahoe ES Central Office Exhibit 2006 A Thematic Exhibit “Portraits” 1st- 5th grades.

2. The Interpretive Model VS The Traditional Model of Exhibiting Student Art Interpretive Model- Involves students thought process in art making. Included in this process is writing as a form of expression that accompanies the visual piece. This approach is intended to help people understand the relationships between thinking and the creation of visual art. Traditional Model- Selection of the “Best of the Best” which represents project objectives. Focused more on the “End Result” of the art project. Works are viewed on formal qualities. What do we use as art teachers? This chapter poses the question/ statement relating to the traditional exhibit- “The only reason to have children and adolescents to engage in art activities is to learn how to make attractive visual images. Reflection time. Donahoe ES Central Office Exhibit 2006 “ Portraits” 1- 5th grades.

3. The Use of Writing in the Exhibit The addition of journal entries, quotes or comments from children in response to their artwork contributes to a deeper reflection. It also adds another level to the exhibit that contributes to the depth and visual impact of the exhibit and how the audience reacts and responds to the artwork.

4. The four “Realities” of Drawing. ( Wilson and Wilson 1982) Common- Familiar and everyday perceptions Archeological- The discovery of awareness of self. Who will I become? What will I become? What am I? Normative- what is good and what is bad. Wrong VS right,just or unjust. Prophetic- Anticipated future, future events. Donahoe ES Central Office Exhibit 2006 “Portraits” 1-5th grades.

5. Comments/ Reflection Thematic school wide approaches to exhibits. Gets whole school involved and connected Staff, parents and faculty and children in different grade levels.. Take a different approach to art projects. Use Interpretive Model Integrate development and process Include a writing component