February/March 2012 - Laramie County School District #01

10 • February 2012 Public Schools’ ChronicleStudents connectArt &MusicJonathon Scott, a ninth-grade student from Central High School, interpreted Arturo Marquez’s Danzon No. 2 with this watercolor painting of atrumpet.“I interpreted Marquez’s piece DanzonNo. 2 by using a violin and working with watercolorand pastels. Watercolor has the abilityof capturing the layers, patterns and feelings ofthe melodies and harmonies of music. I wantedto highlight the tranquility but also contrast thetension of music. My watercolor is meant todemonstrate the different emotions of harmonyand pandemonium that music contains.”—Julia Dickie, 9 th Grade, Central High School(artwork is shown on this month’s cover)More than 250 artists’ statements,such as the one in the aboveparagraph, hung next to artworkon display at the Cheyenne Civic Center. Thepopular event center was empty, except for agroup of three judges who were busy evaluatingthe pieces. Lynn Newman, art coordinatorfor Laramie County School District 1, was onhand to lend his expertise and answer questionsas they arose.The group had devoted an entire aftern oonto evaluating student art entries for “Art inMusic,” an annual collaboration and celebrationof the arts between the Cheyenne SymphonyOrchestra and LCSD1.“This event has been a great fit for the communityand for us,” Newman commented.“We can’t expect the public to come into ourschools or in a classroom but they have a rightto know what we’re doing; so here’s a snapshot.”He explained “Art in Music” is the theme ofthe district’s quarterly art assessment. Studentsin all art classes between grades eight through12 are required to put together a demonstrationof their understanding of the conceptsthey’ve learned during the quarter using thistopic.“From our state and national standards, oneof the things we are asked to do is essentiallyconnect art with other disciplines,” Newmansaid. “So, in this case, we’re obviously connectingart and music and also dance.”While the overarching charge is to makethese connections, each teacher decides howthis will be done. For example, one teachermight use nature and ask students how aflower is like music. Students then show theirknowledge through their artwork and a writtenstatement describing their piece. Thus,Newman said students are graded on how wellthey demonstrate the concepts taught duringthe first semester through the art and accompanyingstatement.“The statement is really a clarity piece,”Newman said. “We’ve got to have that in placein order to really account for what the studenthas learned.”Newman said teachers who wish to participatein the art contest are encouraged toenter their students’ work. It is then judged bya panel of professional artists and a musician.First- through fourth-place awards are givenin every category from eighth- through 12thgradein both two-dimensional and three-dimensionalartwork categories. In addition, onepiece is selected as Best of Show and another ischosen as the Reserve Best of Show honor.Students were invited to attend the CheyenneSymphony Orchestra’s concert, titled“World of Dance,” Saturday, Jan. 28 to receiverecognition for their awards onstage. Duringbreak, student artwork received extra attentionas 1,500 concert goers milled throughout thelobby looking at the colorful creations.Newman said it’s fun to watch people look ata piece of art, read the statement and then lookat it again with a renewed understanding of itsmeaning. He explained this is extremely engagingfor students who hang out for the entireevent to see people’s reaction to their work.“How do we know the rigor is there?” Newmanasked. “It’s because we’ve aligned this tostate and national standards and we’re usingthe exact litmus test that professional artistsuse and the community is using when theylook at art. I don’t have to be an art historianto say, ‘oh, I have a better understanding ofhow this person is interpreting art,’ and in thatprocess people become engaged.”—Photo & text by Mary Quast