Teacher, Secondary School - Fine Arts, Media Arts & Language Arts

Teachable Subjects

• Media Arts - Photography, Graphics, Film & TV, Animation, Yearbook
• Visual Arts - Painting, Drawing, Collage, 2D/3D Constructions
• Language Arts - English, Writing, Drama, Communications
• Business Electives - Marketing, Publicity, Event Management, Office Administration
• Planning 10 and Transitioning from High School

Some quotes from School Associates and SFU Faculty Associate in Final Evaluations

• Carol-Anne is a thoughtful and very caring teacher who puts the needs of the students first. She made daily attempts to connect with each student.
• She is comfortable with teenagers and interacts with them in a friendly, yet professional manner without attempt to dominate. She is available to listen to their views and was genuinely interested in their comments and concerns.
• She has extensive knowledge in the arts and developed fine curriculum materials that were appropriate, creative, intellectually challenging and engaged the students both academically and creatively. She both brought in and developed many good resources and learning tools.
• Carol-Anne is passionate about art and her enthusiasm is evident in her lessons.
• She takes on each challenge with determination.
• She is open to other possibilities and her willingness to try something outside her comfort zone is commendable.
• She was always interested and curious about her students' lives, interests and dreams.
• She followed up with parents and counsellors around issues, remaining respectful but working towards positive change.
• Carol-Anne went out of her way for many students in order to ensure their successful completion of work, always being available to students during her prep time and until 6:00 pm on most days.
• She often selects exemplary work to praise during class, or put up for exhibition in the halls. She demonstrates a genuine enthusiasm for excellence."

Education & Professional Development

• 2004-2007 - Post baccalaureate Degree, Education, Simon Fraser University, British Columbia, Canada (30 Education credits in addition to teacher training). 26 credits in Language Arts Education and English Literature
• 2005-2006 - 15 Credits of Drawing course work, Emily Carr Institute of Art & Design, Vancouver, British Columbia
• 1988-1992 - BAA, Media Arts, Film & Photography, Ryerson University, Toronto, Ontario
• 2006 - Professional Development courses in Ceramics at the Shadbolt Centre for the Arts and False Creek Community Centre (12 classes each), Burnaby, British Columbia
• Artworks! 2006 Annual Conference for Art Teachers (student teacher member of BC Art Teachers Association)
• 2006 – Chapbook Production & Performance Poetry Workshop (2-day)
• 2006 – Choral Singing lessons with Colleen Savage (approximately 36 hours of training in vocalization and harmonies)
• BCCT New Teachers Conference – February 29-30, 2008
• Non-violent Crisis Intervention - Whole-day workshop – April 24, 2008

Other Relevant Training

• 2001-Present - Foster parent to teenagers since 2001. Many hours of associated training
• 1999-2004 - Vancouver Crisis Centre - Volunteer teacher of Suicide Awareness workshops (approximately 50 classes) for Grades 8-12 throughout Lower Mainland, North Vancouver and West Vancouver. Also completed 200+ hours volunteering on the Crisis Line

Teaching Experience (Practicum & Volunteer)

• Fall 2007 - Final Practicum – Dr. Charles Best Secondary, Coquitlam. Subjects: Photography 11, Drawing & Painting 11/12, Graphics 11/12 (semester system)
• Short-term Practicum – Kitsilano Secondary, Vancouver. Subjects observed/assisted: Graphics, Animation, Yearbook, Photography, Art 8, 9/10 and 11/12. Mini units/lessons taught in acrylic lifts, introduction to manual SLR camera, packaging design, George Littlechild portraits
• 2005-2007 - Volunteer – Sir Charles Tupper Secondary, Vancouver. One day a week, often one and a half days a week. Volunteered with Media Arts, Visual Arts and Language Arts teachers. Taught mini units in media literacy, restorative justice, school code development, Midsummer Night’s Dream, essay writing. Helped with a lot of marking/assessment of writing for Language Arts teacher.
• 2002-2004 – Volunteer teacher for Suicide Awareness workshop with secondary students through the Vancouver Crisis Centre (see above)
• Tutoring (as a parent) three foster children

Work History (Selected - Relevant to Teaching)

• 1998 to Present - Vancouver Coastal Health, Community Mental Health Services - Office Management/Administration Support, Vancouver Community Mental Health Services, Vancouver Coastal Health. Have office managed two large community teams and three smaller units having an Adolescent and Child & Youth treatment mandate: Central Intake for Child & Youth (first point of contact for referrals to mental health in Vancouver for youth, often dealing with school and area counsellors), the Early Psychosis Intervention Program for Vancouver and Richmond (client age 13-30) and the Alan Cashmore Centre, which offers an alternative pre-school program for children experiencing developmental delays as a way to prepare them for the public school system.

Arts Administration & General Management

• 1994 to 2004 - Many years experience in publicity and marketing capacity for organizations and arts groups such as the Vancouver Art Gallery, Firehall Arts Centre, Workshops in the Performing Arts, Vogue Theatre, Exposure Gallery, Telepoetics, CelticFest Vancouver (Board of Directors)
• 1997 - Vancouver Cultural Alliance - 1997 Coordinator for Bravo Vancouver, a Vancouver-wide arts marketing campaign involving producing public performances, art exhibitions and public art competitions

Marketing, Communications & Publicity (non-Arts)

• 1995-1996 – Product Coordinator – MacMillan Bloedel Building Materials, Vancouver
• 1992-1993 – Marketing & Merchandising Coordinator, Molson Breweries Head Office, Toronto
• 1987 - Design & Promotions Assistant – Hill & Knowlton (PR firm), Toronto

Units & Lesson Plans – The “Play List”

Visual Arts

- Elements and Principles of Design (EPAD) – a few E&P will be integrated into each project as part of both learning outcomes and assessment. My thinking is to begin each new class with an overview/review of EPAD - Impressionism - Class Mosaics. Each student produces one piece of total picture by Canadian Group of Seven artist, i.e., Tom Thompson. Particularly good for junior grades with respect to skills building and/or developing class community. - George Littlechild Family Portraits. First Nations artist, particularly good for EPAD of line, shape and colour. Particularly good for junior grades; an “easier” artist to emulate. Also very good for story telling and use of text elements. - Colour wheel and mixing from primary colours - Still life (contour lines, shading, perspective, tonal value) - Altered texts (this lends itself more to a senior class as an alternative to a sketchbook). A good cross-curricular project for Language Arts - Found Poetry. Also cross-curricular project for Language Arts - Contour lines with totem poles designs. Can build project into working with background/completing a landscape - Masterpiece emulation or modernization - Portraiture – using various methods and techniques, i.e., accurately drawing the human face and figure, abstract, etc. - Matisse-like figures - “drawing with scissors”. Excellent cross-curricular with Grade 8 mythology unit - Art Deco – could be part of bigger unit on architecture and/or design - Collage techniques (landscape or portraits using torn-paper techniques and mixed media, layers, integration, adding texture - Mixed Media - incorporating sculptural or 3D elements into the 2D - Wire sculptures (Alexander Calder) - Life drawing - The human figure using students and teacher as models

- Design an Interior Space - One-point Perspective (the “vanishing point”) - Surrealism/Fantasy/Dream landscapes (Salvador Dali, Rene Magritte) - Drawing with Patterns – (Gustav Klimt, William Morris, 70s Psychedelia) - Impressionism – Using Light - Excellent tie-in from Colour Theory - Alternative Self-Portrait – Drawing favourite “things” to stand in for facial features, i.e., donuts for eyes - Skills Building - Contour Line & Negative Space – Blind Contour Portraits and/or Still Lifes - Abstraction - Simplified animals. Good teaching of EPAD of simplification, reduction, abstraction, magnification. Finish off with more working with backgrounds - Public Art (really good opportunity for inexpensive field trip to tour public art in Yaletown area) - Mark-making – Exploration of alternative tools and materials to make marks (i.e., plants, toothbrushes, fingers). EPAD focus is concept of adding/depicting texture/relief; semi-sculptural - The Human Face – Drawing and/or Mask Making - Tessellations/Mandela – Patterns & Repetition (artist to look at: Escher) - Art History - Found Sculpture/”garbage art”/environmental art - Critiquing Art

Language Arts & Drama - The Novella (Steinbeck’s The Pearl) - The Short Story - Poetry/Spoken Word - Found Poetry - Writing, writing and more writing! Both creative and academic genres. I have a large amount of curriculum and learning strategies for writing. - Reading, reading and more reading! As much reading aloud to each other as possible. - 5-paragraph "academic" essay - Journaling - Grammar - To Kill a Mockingbird - Shakespeare (the 12th Night, Hamlet, Othello, Romeo & Juliet, Midsummers Night Dream, Macbeth, King Lear) - George Bernard Shaw, Major Barbara - Oscar Wilde – The Importance of Being Ernest - Play-building - Mask Theatre – Greek, Commedia dell Arte - Improv techniques, Drama Games - Drama Games for building community

Photography (Film & Digital) (Sub-specialty)

- The manual SLR camera - Developing negatives - Printing negatives - Pinhole camera - Photograms - Journalistic images - Landscape - Portraiture - Narrative - Abstraction/Formalism - Multiple images (Serialization) - Studio Lighting - Digital images (colour, digital presentations) - Hand colouring BxW photos - History of the Photograph - Elements & Principles of Designs/Compositional Strategies - Critiques

Graphics

- Magazine Cover & Table of Contents - Greeting card - Personal logo/symbol - Newsletter - Advertising & Product Labels - Package Design - Student Agenda cover - Yearbook Cover & End Sheets - Cartoon Strip - Stencils (“low-tech” screen printing) - Linocuts - Print-making (“low-tech”, i.e., mixed media with cardboard cutouts and yarns for contours and shapes) - Design an Interior Space - One-point Perspective (the “vanishing point) - Tessellations/Mandela – Patterns & Repetition (artist to look at: Escher) - Public Service Announcement (PSA) Poster - CD Cover - Computer graphics software (have some facility with PhotoShop but will need to do just-in-time-learning and preparation depending on district and school specific software)

Yearbook

- Cover design and theme - “Standard” sections (grad, sports, arts, etc.) - Timelines and deadlines – the order of events - Team and roles: editor, co-editors, photography editor, graphics, copywriting, page design - Fundraising and advertising

Film & TV

- TV journalism/newscast - Interviewing Skills - Public Service Announcements (PSAs) - Advertising - Media Literacy - The “language” of Film and TV (camera shots, materials, personnel and the various roles - “Experimental” film (non-narrative, video “poems”) - Narrative script writing - Project treatment proposals - Story boarding - Documentary, montage, personal journal/portraits

Planning 10/Portfolio/Transitions from Grade 12 - Resumes and Covering letters - Career Explorations - College/University Applications - Self-awareness and Other-awareness; personality and temperament types and styles – Kiersay, Myers & Briggs, multiple intelligences (Gardner) - Life skills – Budgeting, Banking, Home Life

- Community building - volunteer work projects - Sexuality - Suicide Awareness - Recreational Pursuits - Stress Management - Mental Health Awareness - Restorative Justice

Animation - Flipbook - “Cut-out” animation (similar to collage technique in visual arts, but with movement) - Claymation - “Traditional” cell (drawn) animation - Working with backgrounds

Ceramics (Using hand-building techniques. Skill with throwing on the wheel is not strong enough yet. Professional development also needed with firing and glazes)

- Technique Overview – Hand-building with Clay – Methods of building, attaching, slab-making - wall “pocket” vases - Sculpture: masks, human figures, animals, furniture, etc. - vases - hanging ornaments - bowls and platters using molds and hand-built techniques, i.e., basket weave - mugs - Ceramic instruments (rattles, bells)