Monday, October 31, 2011

resources for needlework

My favorite needlework,
sewing basket is from Mexico.
      Needlework is a broad term for the handicrafts of decorative sewing and textile arts. Anything that uses a needle for construction can be called needlework. The definition may expand to include related textile crafts such as a crochet hook or tatting shuttles.
      Similar abilities often transfer well between different varieties of needlework, such as fine motor skill and a knowledge of textile fibers. Some of the same tools may be used in several different varieties of needlework. For instance, a needle threader is useful in nearly all needlecrafts.

1. Needle lace (also known as needlelace or needle-made lace) is a type of lace created using a needle and thread to stitch up hundreds of small stitches to form the lace itself.
      In its purest form the only equipment and materials used are a needle, thread and scissors. This form of lace making originated in Armenia where there is evidence of a lace making tradition dating back to the pre-Christian era. Turkish needlelace is also very popular around the world. This form however arose separately from what is usually termed needlelace and is generally referred to as knotted lace. Such lace is very durable and will not unravel if one or more loops are broken.
      Beginning in the 17th century in Italy, a variety of styles developed where the work is started by securing heavier guiding threads onto a stiff background (such as thick paper) with stitches that can later be removed. The work is then built up using a variety of stitches - the most basic being a variety of buttonhole or blanket stitch. When the entire area is covered with the stitching, the stay-stitches are released and the lace comes away from the paper. See reticella.
      Needle lace is also used to create the fillings or insertions in cutwork.
2. Quilting is a sewing method done to join two or more layers of material together to make a thicker padded material. A quilter is the name given to someone who works at quilting. Quilting can be done by hand, by sewing machine, or by a specialist longarm quilting system.
      The process of quilting uses a needle and thread to join two or more layers of material to make a quilt. Typical quilting is done with three layers: the top fabric or quilt top, batting or insulating material and backing material. The quilter's hand or sewing machine passes the needle and thread through all layers and then brings the needle back up. The process is repeated across the entire piece where quilting is wanted. A rocking, straight or running stitch is commonly used and these stitches can be purely functional or decorative and elaborate. Quilting is done to create bed spreads, art quilt wall hangings, clothing, and a variety of textile products. Quilting can make a project thick, or with dense quilting, can raise one area so that another stands out.
      Quilt stores often sell fabric, thread, patterns and other goods that are used for quilting. They often have group sewing and quilting classes, where one can learn how to sew or quilt and work with others to exchange skills. Quilt stores often have quilting machines that can be rented out for use, or customers can drop off their quilts and have them professionally quilted.
3. In its broadest sense, an appliqué is a smaller ornament or device applied to another surface. In the context of ceramics, for example, an appliqué is a separate piece of clay added to the primary work, generally for the purpose of decoration. The term is borrowed from French and, in this context, means "applied" or "thing that has been applied."
      Appliqué was first discovered when clothes ripped and needed fixing so they used to sew over the top of the rip patches of different material otherwise known as patch work.
      In the context of sewing, appliqué refers to a needlework technique in which pieces of fabric, embroidery, or other materials are sewn onto another piece of fabric to create designs, patterns or pictures. It is particularly suitable for work which is to be seen from a distance, such as in banner-making. A famous example of appliqué is the Hastings Embroidery.
      Appliquéd cloth is an important art form in Benin, West Africa, particularly in the area around Abomey, where it has been a tradition since the 18th century and the kingdom of Danhomè.
      Appliqué is used extensively in quilting. "Dresden Plate" and "Sunbonnet Sue" are two examples of traditional American quilt blocks that are constructed with both patchwork and appliqué. Baltimore album quilts, Broderie perse, Hawaiian quilts, Amish quilts and the ralli quilts of India and Pakistan also use appliqué.
4. Embroidery is the art or handicraft of decorating fabric or other materials with needle and thread or yarn. Embroidery may also incorporate other materials such as metal strips, pearls, beads, quills, and sequins.
      A characteristic of embroidery is that the basic techniques or stitches of the earliest work—chain stitch, buttonhole or blanket stitch, running stitch, satin stitch, cross stitch—remain the fundamental techniques of hand embroidery today.
      Machine embroidery, arising in the early stages of the Industrial Revolution, mimics hand embroidery, especially in the use of chain stitches, but the "satin stitch" and hemming stitches of machine work rely on the use of multiple threads and resemble hand work in their appearance, not their construction.
5. Crochet is a process of creating fabric from yarn, thread, or other material strands using a crochet hook. The word is derived from the French word "crochet", meaning hook. Hooks can be made of materials such as metals, woods or plastic and are commercially manufactured as well as produced by artisans. Crocheting, like knitting, consists of pulling loops through other loops, but additionally incorporates wrapping the working material around the hook one or more times. Crochet differs from knitting in that only one stitch is active at one time (exceptions being Tunisian crochet and Broomstick lace), stitches made with the same diameter of yarn are comparably taller, and a single crochet hook is used instead of two knitting needles. Additionally, crochet has its own system of symbols to represent stitch types.
6. Knitting is a method by which thread or yarn may be turned into cloth or other fine crafts. Knitted fabric consists of consecutive rows of loops, called stitches. As each row progresses, a new loop is pulled through an existing loop. The active stitches are held on a needle until another loop can be passed through them. This process eventually results in a final product, often a garment.
      Knitting may be done by hand or by machine. There exist numerous styles and methods of hand knitting.
      Different yarns and knitting needles may be used to achieve different end products by giving the final piece a different color, texture, weight, and/or integrity. Using needles of varying sharpness and thickness as well as different varieties of yarn can also change the effect.
7. Tatting is a technique for handcrafting a particularly durable lace constructed by a series of knots and loops. Tatting can be used to make lace edging as well as doilies, collars, and other decorative pieces. The lace is formed by a pattern of rings and chains formed from a series of cow hitch, or half-hitch knots, called double stitches (ds), over a core thread. Gaps can be left between the stitches to form picots, which are used for practical construction as well as decorative effect.
      Tatting dates to the early 19th century. The term for tatting in most European languages is derived from French frivolité, which refers to the purely decorative nature of the textiles produced by this technique. The technique was developed to imitate point lace.
8. A lucet is a tool used in cordmaking or braiding which is believed to date back to the Viking and Medieval periods, when it was utilized to create cords that were used on clothing, or to hang useful items from the belt. Lucet cord is square, strong, and slightly springy. It closely resembles knitted I-cord or the cord produced on a knitting spool. Lucet cord is formed by a series of loops, and will therefore unravel if cut. Unlike other braiding techniques such as kumihimo, finger-loop braiding or plaiting, where the threads are of a finite length, lucetted braids can be created without pre-measuring threads and so it is a technique suited for very long cords.
      Archaeological finds and a literary description of lucets strongly suggest that its use declined after the 12th century, but was revived in the 17th century. Its use waned again in the early 19th century.
      A modern lucet fork, like that pictured, is normally made of wood, with two prongs at one end and a handle on the other. It may also have a hole through which the cord can be pulled. Medieval lucets, in contrast, appear to be double-pronged, straight-sided implements, often made of bone. Some were shaped from hollowed bones, left tubular, presumably so that the cord could be drawn through the centre hole.
9. A braid (also called plait) is a complex structure or pattern formed by intertwining three or more strands of flexible material such as textile fibres, wire, or human hair. Compared to the process of weaving a wide sheet of cloth from two separate, perpendicular groups of strands (warp and weft), a braid is usually long and narrow, with each component strand functionally equivalent in zigzagging forward through the overlapping mass of the others.
      The simplest possible braid is a flat, solid, three-strand structure in some countries/cases called a plait. More complex braids can be constructed from an arbitrary (but usually odd) number of strands to create a wider range of structures: wider ribbon-like bands, hollow or solid cylindrical cords, or broad mats which resemble a rudimentary perpendicular weave.
      Braids are commonly used to make rope, decorative objects, and hairstyles (also see pigtails, French braid). Complex braids have been used to create hanging fibre artworks.
      Braiding is also used to prepare horses' manes and tails for showing, polo and polocrosse.
10. A tassel is a finishing feature in fabric decoration. It is a universal ornament that is seen in varying versions in many cultures around the globe.
11. Tapestry is a form of textile art, traditionally woven on a vertical loom, however it can also be woven on a floor loom as well. It is composed of two sets of interlaced threads, those running parallel to the length (called the warp) and those parallel to the width (called the weft); the warp threads are set up under tension on a loom, and the weft thread is passed back and forth across part or all of the warps. Tapestry is weft-faced weaving, in which all the warp threads are hidden in the completed work, unlike cloth weaving where both the warp and the weft threads may be visible. In tapestry weaving, weft yarns are typically discontinuous; the artisan interlaces each colored weft back and forth in its own small pattern area. It is a plain weft-faced weave having weft threads of different colors worked over portions of the warp to form the design.
      Most weavers use a naturally based warp thread such as linen or cotton. The weft threads are usually wool or cotton, but may include silk, gold, silver, or other alternatives. (Wikipedia)

Needlework Artists:
Needlework Articles, Exhibits, Tutorials, and Instructions:
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teaching textiles and sewing to young people

      Preschool and Kindergarten sewing activities that will improve eye-hand motor skills are a must. Below, I have listed the most common supplies that even a homeroom teacher may adapt for quiet time use with her small charges. Teachers should only supply large, plastic, round-tipped needles to children this young!
  • Lacing Cards
  • Stringing Giant Beads
  • Sew'n Sew (wooden sewing block)
  • Stringing cereal
Sewing activities for first through third graders may be similar to the above suggestions only slightly more complicated in nature.
  • Two-sided felt animals with pre-cut holes. Teachers can also craft projects like these using paper.
  • Stringing small beads
  • Stringing dried fruit or candy as a gift for a parent
  • Sewing decorative threads to pre-printed holiday cards
Sewing for fourth graders and up! Although there are many children younger than nine or ten who can sew, we suggest that teachers wait until fourth or fifth grade to introduce kids to sewing projects in the classroom. This is because sewing with sharp needles requires some mature accountability on the part of a student. Teachers need to be in charge of any artistic activities that involve this kind of risk taking. A sewing needle can seem harmless enough, but, there are many health risks involved when open wounds are probable, even when the wound is the size of a pin prick. So proceed with caution and write a note home or send an e-mail to your student's parents explaining that their child will be expected to conduct themselves appropriately with sewing materials in your classroom.

What should be included in a young student's first sewing kit?
  • A needle threader - Small fingers and inexperienced eyes can not always keep a needle threaded properly so, keeping a needle threader on hand is a very good idea.
  • A pincushion is sometimes included in a fancy little sewing basket. But, no matter what type of kit your student chooses, he or she should have a small pincushion included in it. Many teachers choose to assign a pincushion first before all other projects are considered. This is a traditional introductory lesson for any person learning to sew.
  • I prefer tiny scissors to a seam riper for children. A seam riper in a beginning sewing class or workshop for young children, is an accident waiting to happen!
  • A small variety of threads - Threads come in very small quantities at sewing shops. It is easy to find tiny spools of thread even in the grocery store. Black, white, navy, red, yellow, pink and pale blue cotton thread are all quite common in these small packs.
  • Sampling of buttons - Students will use odd buttons for decorative purposes or for practice in a beginning sewing class.
  • Her own needles - Students should never share their needles with each other under any conditions what-so-ever! Make this a class rule. The teacher may keep extra needles at her own desk for those students who forget their own. Students should not return the needle to the teacher after using it. In order to prevent the transfer of illness this rule must be reinforced in the classroom.
  • A white piece of chalk is needed for marking fabric. There are also fancy marking pens that older students may wish to purchase.
  • A small tape measure - This is a must even for little kids because it incorporates basic math skills into their sewing projects. Teachers may wish to print and cut these out to help save money on the kit supplies.
  • Band-aids are a must for a kit.
  • Antiseptic spray or an anti-biotic cream is also very important as well inside of any sewing kit. Those needle pricks will occur and they heal up fast with medicine on the spot.
  • A thimble
A simple plastic container with a lid may
be used by students learning to sew.
What should a sewing kit look like? A student's first sewing kit could be a simple basket, preferably with a lid or a small plastic container. Sometimes teachers prefer to purchase plastic containers all at once for a discount. This also guarantees that the kits will be of uniform size and appearance. Teachers may choose to stack kits neatly on a shelf during the school day. Some students are too forgetful to be trusted with bringing a sewing kit to class when it is needed. Boys can also be a bit self-conscious about packing a sewing kit into their backpacks as well. Personally, I prefer to give the task to the student of "scouting out" their own sewing kit. I believe that individuality and personal choice should be rewarded to a child's artistic pursuits whenever possible. Encourage the girl who wishes to purchase a small attractive basket or an unusual box for her first sewing kit. Have examples of many small kits on hand to show your students the possibilities. Make sure that several of these samples are not too feminine in appearance or very expensive to collect.
      Here is a linking list to several versions of sewing kits that parents may acquire for their children to use. These kits make wonderful birthday gifts for a young girls. I've also included a few links to historical versions of sewing kits as well.
      If you are a parent homeschooling your children and wish to teach sewing skills, you may consider gifting a child with a kit designed for sewing fishing lures. A bait and tackle box is an excellent alternative for a child who prefers this form of entertainment. Sewing skills need not be about clothing. This would also be an excellent winterum course for middle school students after Christmas break in a private school. These brief courses are usually taught for fun and faculty members are always on the look out for new ideas. Girls frequently gravitate to small needlework or quilting classes. However, for those students less inclined to sewing garments or fancy work, bait and tackle boxes have fun possibilities. These make great gifts for a dad if sons or daughters don't fish. If you intend to teach this type of course make sure that you acquire a good quantity of feathers and specialty products along with a basic manual before starting. There are actually films available that give instructions for crafting lures as well. Make sure that you have some "fish stories" and other fun activities to mix in with the threading or your student(s) may take a nap, well, it is fishing.

"Prickly Pins" is my new textile teaching blog

Popular Fiber Magazines:
Who publishes quality fiber resources:
Textile Suppliers for artists:
Textile Suppliers for teachers:
Great Pattern Resources Online:
Great Blogs for Sewing Ideas:
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teaching elements and principles with worksheets

For many years teachers taught the elements and principles of design with
worksheets. These were collected inside folders that students were
encouraged to decorate. Sometimes, I think worksheets can
be helpful, but I believe that these should be used only if they do
not replace "human contact." Students really do prefer to be given one-
on-one attention in the art classroom. Worksheets can be very helpful
for substitute teachers and I do like them if students use these for
organizational purposes, but, worksheets should never replace slide shows,
demonstrations, lectures and private conferences. Above is a student example
of a decorated folder. I found this former student work tucked into an old
file cabinet where I did some of my student teaching along with the
following worksheets. These worksheets were assigned to ninth graders.
I can tell this student was a bit bored with this exercise.
I will need to come up with something much more
entertaining than this. Teens are not at all like college
students when it comes to art projects. They must be
tempted in order to see more positive results. It is never
enough for them to simply want to improve their own
abilities. They must be motivated with a challenge that
at least appears to be fun on the surface.
The ever present color wheel exercise. Actually, I don't
mean to be picky but, of course, I am. The blue on this worksheet
is a cerulean blue; it should be a cobalt blue in order for the
colors to be mixed properly for a color wheel exercise.
I've never met an art teacher who didn't begin a two dimentional
art project by assigning a two point perspective worksheet like
this one.
This line worksheet is a bit young for ninth graders.
Students in this age group can easily be made to feel as though
they are being patronized. Don't dumb down agenda too much.
Students in this ninth grade design course were
encouraged to draw thumbnails of their own ideas
for a larger project. This is an excellent way to promote
mapping and planning of a design concept.
These were the preliminary thumbnail sketches for the
black and white ink drawing below.

This shading exercise is relatively standard and sometimes
a worksheet with three dimensional objects is assigned
as well. Below is an example of the 3-D object examples.

I needed a one point perspective worksheet like this one
for a fifth grade art project during my student teaching
at an elementary school once. Next
time I will try to remember that I have it on file!
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elements of art: art journal pages


       The following pages are from a journal created by my child when she was in seventh grade. Her teacher was Alvina Becker. Mrs. Becker taught her art students from a manual that she wrote herself, “Elements of art: a practical  approach for teaching art in the upper grades:  step-by-step projects for one full year."
       The first example is the cover page of her "Elements of Art" art journal. I have included only a few of the sample pages but, I think most of these will give teachers some ideas about what is normally assigned to this particular type of art journal.

In this journal, she was required to take notes
about the elements of design and then complete
simple projects demonstrating these elements;
space, light, color, line, shape, and texture.
After the completion of the project, students
were then required to include a few design
pages to demonstrate the use of materials.



This page and the one just above demonstrate
the use of positive and negative space. I did
not include the notes among these pages for
obvious reasons. Should I ever need to give
a similar assignment, I want my students
to write their own answers, instead of copying
what they may find here.



I think this magazine collage demonstrating a "textured
landscape is my favorite page.



Texture is experimented with again in this
rubbing.


This is her texture duplicate page. Those of you
who are art teachers know, texture must be assigned
several times in order for the student to demonstrate
both literal texture and implied texture. This
was her implied texture page.



Here is her exploding shapes page. This is fun
for students to experiment with, I think.



Here is her light source page. This is her first
attempt at shading, I'm happy to report that
Natalie became much better at this process
over time!



This is perhaps the most difficult page her art teacher assigned, the
reflective light page.



This is the paper strip design demonstrating line.



Above is a crazy quilt design showing monochromatic
color relationships.



This design shows the use of oil pastel medium.
I believe students were required to demonstrate analogous
and complimentary colors in at least three of the
squares above. What I like most about these
art journal pages is that students were encouraged
to "show case" the aesthetic qualities of the
art elements. My daughter's journal included
notes but these were even written attractively.

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Sunday, October 30, 2011

the benefits of assigning student art journals

"An art diary, art journal or visual journal is a daily journal kept by artists, often containing both words and sketches, and occasionally including Mixed media elements such as collages. Such books will frequently contain rough workings, in cartoon form, of ideas later to appear in finished works, as well as acting as a normal diary, by allowing the artist to record their day-to-day activities and emotions. These diaries not only give art historians a valuable opportunity to explore the creation process of these finished works, but they are a useful biographical tool." (Wikipedia) 

 Types of art journals used within the context of a fine arts course include:
  • Art journals may be created to address specific subjects or themes about art in general. The  elements and principles of design is probably the most common art subject assigned to student journals. Click here to view a seventh grade journal about the elements of design. I've also posted worksheets that were used to teach the same material to ninth graders. There is a very distinctive difference between the two assignments. One of them is definitely more pleasing to look at. Don't forget, young people also want their work to look attractive!
  • Journal themes may also closely relate to the course of study for the specific class in which the assignment is made. Sketch books in a fashion design course, for instance, are frequently assigned to students. Fashion sketch books become art journals when additional notes and written entries are also included among the pages of these visual documents.
  • Journals may be a collective work addressing a wide variety of questions that the student is required to reflect upon throughout an entire year or semester. Bell questions may be assigned to students as soon as they enter a classroom in order to promote attendance, class participation and discipline. Art instructors may choose to include these bell questions within the pages of an art journal along with a selection of short stories, biographies and research papers designed to teach students about art appreciation. 
  • Art journals are also very helpful when integrating a specific subjects into student art activities such as: zoology, botany, literature, poetry, history etc... Students may be assigned additional reading or research that coincides with art projects that address specific topics that their art teacher is either very familiar with or trained in professionally. 
      Requiring art students to keep journals promotes excellence in the fine arts. This is because much of the student's free time must be spent thinking and researching how art becomes important to different communities, both professional and novice artists, and to themselves. This reflective practice stretches the brain and offers yet another venue type for students to achieve goals dedicated to comprehension, interpretation, and literacy. By these means, art teachers may also be able to assess whether or not their students are understanding the concepts necessary to the completion of art projects.
      Art journals are also excellent replacements for final or midterm exams in an art class because these diaries are the accumulative proof of the students participation in the classroom. If kept under lock and key within the room, art teachers will soon discover this to be the case. However, in order to teach through journaling, art instructors must be prepared in advance to assign pages to the class on a regular basis.
      I prefer to require a mix of pages that not only assign art methods but also the reading of short articles and reflecting upon the content found in them. (approx. 150 words) Once students become familiar with the process, many of them learn to look forward to it. Do not make the pages too difficult. Students should be encouraged to share their own opinions and not to fear censure for them. As long as they are responding with genuine care or enthusiasm, this can be a very successful assessment process.
      There are also many disciplinarian benefits that may be derived from this activity, benefits such as: the productive use of time, the use of technology for research, the active necessity of participation, and the creative interpretation of events or written materials.
      Free time in the classroom after the early completion of art projects may be used for journal entries and so may the few minutes at the beginning of each class period. This teaches students to use their time wisely and to also direct their attention to a task at hand until it is completed.
      Teachers may include research to be performed in the library or computer lab in order to complete assignments or they may also design a reflection dependent upon outside visits to museums or sculpture parks. It is important for students to actively respond to a project that requires physical research and discovery. This form of discipline builds self confidence and independence. Give students a task to perform in order to fulfill an assignment outside of the classroom. They will discover that art is a part of life on a much grander scale.
      Not every page should include written reflection of an event. Sometimes the pasting of brochures, tickets, or photographs of a visit to a play, park or museum may suffice. Encourage the discipline of creative interpretation. Not every page needs to represent "written words." There are multiple forms of communication in art, so require students to think differently about how they produce material for the journal. For example, if they should choose to produce video for a page assignment, play their alternative "page" for the class and develop a fun discussion around the topic. Help students copy their video for their journal on a CD. Cut and paste an envelope to hold the CD on a journal page. This encourages students to see their journal as a record of their school experiences as well. Your students may treasure their art journal above all other mementos by the time they graduate; don't be surprised by their concerns for it's safety.

Artists from the past sometimes kept journals: Many famous artists are known for their art diaries - the sketchbooks of Leonardo da Vinci are probably the best known example. More web pages:  Da Vinci's Secret's * Joseph Mallord William Turner * John Constable * Conrad Martens * Vincent Van Gogh * David Hockney *
More opinions from teachers about student journals:Why Should Students Journal? * Reflective Journals * Encouraging Students to Keep a Nature Journal * Instructional Strategies Online * Learning Journals * Academic Reading Journals *
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Friday, October 28, 2011

Cut and paste Halloween sucker sleeves

Construction paper samples of
the design templates below.

       These Halloween sucker sleeves will surely please any small student in your classroom this year. The Bats, owls, and even a friendly ghost are simple design templates that any student or teacher can trace, cut out and glue together. Add a few wiggly eyes and some delicious suckers too!

Supply List: black, white, and brown construction paper, white glue, stapler, suckers, templates, wiggly eyes, and scissors

Directions:
   1. Download the templates below, print and cut out the designs.
   2. Trace around the Halloween critters and cut out two of each design.
   3. Glue together a front and a back side for each design and let the glue dry completely before inserting a sucker. Leave the bottom edge of each design unpasted.
   4. Add additional trims like wiggly eyes, bows, silly expressions etc...
   5. Carefully insert the sucker up through the bottom edge of the design and staple it firmly in place.

Additional Suggestions: These patterns may also be crafted with felt and sewn together.
Friendly ghost for Halloween sucker sleeve template.
All of these templates may be downloaded and sized in a
word document to fit the above measurements.
Read the Terms of Use before using it folks.

Owl template for Halloween sucker sleeve.
Bat and moon template for Halloween sucker sleeve.

Kids can decorate their suckers for Halloween.
From Sugar Bee Crafts.

More Halloween Crafts:
All patterns and photographs by Grimm copyrighted 2024.
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observing a local school board meeting

"A board of education or a school board or school committee is the title of the board of directors or board of trustees of a school, local school district or higher administrative level. The elected council helps determine educational policy in a small regional area, such as a city, county, state, or province. It usually shares power with a larger institution, such as the government's department of education. The name of the board is also often used to refer to the school system under the board's control." (Wikipedia)

      I was required to attend a Saint Louis area school board meeting during my certification course work. Below you will read the list of questions I was given to answer during that meeting by my professor. It is important for preservice teachers to learn just what is involved in the practice of maintaining school policy so that they will be better prepared for their future employment.

School Board Meeting Report
1.     What is a school board and what is its purpose? A school board is a policy making body of the school district that performs many services such as: hiring school personnel, determining administrative policy and also raising money for schools through taxes.
2.     Explain the general structure of a school board. A school board consists of a president, a vice president, a secretary, treasurer, and two or three directors.
3.     How are the members of a school board selected and when does membership end? School board members are most frequently elected by the citizens of their local district. Members typically serve either a two-year term or a four-year term, depending upon the district they serve in.
4.     How does a school board make decisions? They must review data and make informed decisions based upon that research. Policies may only be instituted when the majority of elected board members have agreed upon them.
5.     What types of questions are discussed and decided upon by a school board? The salaries of educators, tax revenue, how to balance the district’s budget, property management and the kinds of programming offered by the district are just a few of the kinds of questions discussed among board members.
6.     Indicate date, place, and time of the meeting and the school district. I attended the school board meeting at Lindbergh High School, 4900 South Lindbergh Boulevard, St. Louis, MO. at 7:30 p.m. in room 323 on March 10, 2009.
7.     What is the specific make up of the school board of the school district you attended (i.e., how many members; gender and race distribution; general professional background of each member; etc)? There are seven members of the Lindbergh district school board, two of them are women and all of them are white. I was unable to find specific information of their previous experience on the school district web site.
8.     What issues were discussed and what decisions were made during the school board meeting? The issues covered a wide agenda during this particular school board meeting. Topics such as student awards, payroll warrants, revised budgets, budget cuts, local merchant tax laws, the sale of real estate and Lindbergh building programs were all a part of the discussions through out the course of the evening. The board decided which of two bids from food suppliers to accept for 2009. They agreed to cut back on summer arts education programs. They decided to flip an architectural draft of a new building proposal and where a new parking lot would be in relationship to the changes made in the plan. Board members also agreed not to give teachers the salary increases they were asking for. I believe also that the sale of several bonds was agreed upon in order to avoid budget problems for 2009.
9.     To what degree was the school board complete—were any of its members missing? There were two school board members absent.
10.  Estimate the size of the public that attended the school board meeting. There were approximately seventy five people in attendance, many of whom were teachers.
11.  Briefly describe the level of participation of each school board member in the general discussion of the agenda items. At the start of the meeting, all board members seemed to participate together in order to welcome the teachers and public. As the meeting progressed, budget adjustments became the second of three major topics discussed at length by the board. During this discussion, the treasurer, Mark Rudoff discussed budget cuts, food service bids and the sale of bonds for approximately an hour. During the third hour the board listened and questioned a representative from an architectural office. The architect was primarily questioned by President Kenneth Fey. Their discussions concerned energy initiatives and building plans. During these resolutions the rest of the board members quietly listened to the conversation.
12.  Briefly describe the level of participation of the public in the school board meeting. The public came to this particular meeting to celebrate the awards given to local students through “Glory of Missouri Awards,” to discuss and show their concern for the continuous support of gifted education programs and to support their local teachers from Lindbergh High School protesting the nominal salary increases for 2009. The meeting was heavily attended for approximately an hour. The board members were polite and gave the public ample time to voice their opinions. Although the meeting lasted approximately three hours, the general public did not stay for the discussions involving budget agendas and the interview with an architect, who came to propose two possible rough drafts of a new building project (Prop-R 2008 ECE Flipped Design Review).
13.  Was the school board meeting and its outcomes covered by the local media (i.e., print, radio, TV)? I believe newspaper reporters were present several rows behind myself. I sat next to the reporter from an internet media resource, watched her take notes and made casual conversation with her.
14.  Do you think that it is important to become a member of a school board? Explain. I do believe that it is very important to serve on a school board if you are politically minded and understand the issues and needs of your education community. School board members must be trained in specific interests, however, not every person is qualified to be a school board participant.
15.  Would you volunteer to be a candidate for a school board? Explain. I would not volunteer to be a candidate for a school board because I feel my skills are that of an artist. I do not believe that I would have the qualifications needed to be an excellent school board member.
16.  Do you think that it is important to attend school board meetings as a member of the community? I do think that it is very important to attend meetings both as a teacher and as a member of the community in order to better understand the policies and needs pertaining to the education of your community’s children. I might also add that it is also important to know how your taxes are spent on local education. If you attend a school board meeting, you will better understand how all of these issues are affected by legal obligations and why particular choices concerning teachers and students are made.
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