Assignment 1Museum PaperThis assignment was designed to prompt you to visit an actual art museum and identify the concepts of medium, content or subject matter, style and formal elements in actual works of art.The museum I choose is : National Gallery of Art, 4 th and Constitution Avenue NW, Washington, DC Directions:1. You will then write a minimum 3-page paper onTHREE art works from the museum you visit. (National Gallery of Art, 4 th and Constitution Avenue NW, Washington, DC )2. Your paper must include proper identification of each of the three art works; a discussion of: - the style/movement each work fits into and explanation- a discussion of 2-3 formal elements related to each work you discuss3. Your paper must also include an introduction and a conclusion, a heading and proper grammar/spelling/sentence structure. Please use the "Art 100 Museum Paper Grading Rubric" (attached above) as a checklist as you write your paper to ensure that ALL required information is included in each section of your paper.Please read these directions and the "Art 100 Museum Paper Grading Rubric" (attached above) before visiting your museum of choice. Format/Style: 10 pointsPaper must be typed, double spaced, at least 3-4 pages in length, include a heading with name, date submitted and the course name and number (Art Appreciation/ART 100).Grammar, spelling and sentence structure must be checked and not impede comprehension.Titles of art works must be italicized or underlined (not in quotation marks!).Sources must be cited properly, if used.Content/body:Introduction: 10 pointsInclude name of museum and date of visit.Identify artist, title (in italics!), date of work and medium.Describe the content and/or subject matter (describe what you see when you look at the work). ( For example: " Agnolo Bronzino's Eleanor of Toledo from 1544 is an oil on wood portrait of a mother seated with her young son standing on her right side. The mother is wearing an elaborate dress with black and gold details. The child has blond hair and is wearing a dark blue jacket and is smiling slightly.)Identify a style or movement the work is associated with; use your Preble's textbook to place the work in its style category. Explain how it fits into this particular art movement. ( For example: "Eleanor of Toledo was completed during the beginning of the Mannerist art movement, which took place in Italy beginning in the 1520s. This painting is characteristically Mannerist because the figures in the painting have exaggerated and elongated proportions-especially fingers-and are painted with rich colors used to imply texture.")Give your personal reaction to the three works you chose (what you liked/did not like).Describe how this assignment expanded your appreciation of art.Identify a commonality or theme between the works (this could be a similar medium, subject matter, art period/movement, color or other formal element, etc.).THREE WORKS: 90 points (30 points per work-complete these steps for EACH work you include in your paper):Identify 2-3 formal elements (define each formal element using your textbook; identify each formal element in the art work).( For example: "The dress depicted in Bronzino's Eleanor of Toledo demonstrates the artist's use of texture. Texture is the perceived surface quality of an object. In the painting the fabric of the mother's dress appears to be silk with velvet details and shiny pearl and gold beads…")Conclusion: 15 pointsAssignment 2A popular debate is whether art should be returned to its cultural homeland. There are numerous legal cases involving this debate. The question is whether museums should be required to return their art and artifacts, especially if acquired during conquests and wars. One of the most infamous cases commonly referred to is that of The Elgin Marbles.1. Please review the following: British Museum’s argument for keeping these infamous pieces of Greek artwork:ohttp://www.britishmuseum.org/about_us/news_and_press/statements/parthenon_sculptures.aspxThe idea of “Cultural Property” is discussed in this article on the same topicohttp://www.bbc.co.uk/history/ancient/greeks/parthenon_debate_01.shtml2. After reading both articles, do you believe The Elgin Marbles should stay in London or should they be returned to Athens? Why or why not? Provide at least 5 complete sentences to justify your opinion with ample reasoning.

Answer the following question: At what age is it appropriate, ethical, and legal for a student to be part of the IEP development process? What would your response be if a parent requested that his or her child be excluded from the IEP development process?Answer student discussion:1. (EL)I teach students with moderate to severe disabilities. Students are 10 - 12 years old and are functioning between 4 months - 2 years old. Most would not be comfortable sitting through a long meeting and most parents actually prefer that they do not attend due to behaviors or risk of being disruptive. Several students have attended annual IEPs before and they were on an electronic device to pass time. I”m not sure that my students would fully comprehend or be aware of what is being discussed at IEP meetings. My students are well acquainted with the IEP team, which consists of parent(s), teacher, service providers, school psychologist, and our SPED director. Even if there is someone new on the IEP team, most of my students would probably not notice amongst all the others in the room.My students really do not express much verbally to the development of their IEP. Many changes and adjustments are made after we implement the IEP and observe the reaction and progress of the student. There are clearly things that students like and don’t like and we take those into considerations, especially for goals. Even for my student who is in an academic inclusion setting for part of the day, the desire to participate a grade level class was recommended by parent and not by student.According to Rothstein and Johnson (2014), the IEP team consists of Gen. Ed. teacher, Special Ed. teacher, parent(s) or other person acting as a parent, other individuals the parent or agency deems to have appropriate knowledge (usually service providers), and the student, in appropriate circumstances (p. 148). For the majority of Special Education, I would think it’s appropriate and ethical for students of any age to participate (even in part) in the IEP development process. However, for the students I teach, I don’t see any benefits or drawbacks to inviting them to be a part of the process. I think it’s up to parent’s discretion and most would rather not “put their child through that.''Reference:Rothstein, L. F., & Johnson, S. F. (2014). Special Education Law (5th ed.). Thousand Oaks, CA: SAGE Publications.2. (Monica) Last year I was a part of a team that audited folders and worked on middle and high school IEP folders and the students that were 14 or older, could attend and to be a part of the IEP meeting. The folders showed that it varied with the student on if they attended the meeting, by if it was appropriate for them to attend and if they could actively participate and contribute to the meeting.The students I teach in my self-contained class would not be able to be an active participant in the IEP meetings due to their cognitive disability and many being non-verbal. I would agree with one of my parents if they requested their child not attend the IEP meeting because they would need care during the meeting and not be able to contribute to the meeting. I really think it is a case-to case decision on whether the student be allowed to attend or be excluded from the IEP process and meeting. If the student is cognitively able to attend and can make contributions, then they should be allowed to attend and be part of the decisions for their education.3. (Kris)s a middle school special education teacher, we are the first ones to dive into the transition process of the IEP development. It is legally mandated for a student that is entering 8th grade, or 14 years old during the length of the IEP to be included into the IEP development process and complete the transition process. We usually begin with a transition questionnaire, and sit down with the student 1:1 asking questions about their future college, living, and career goals. We are required to complete at least two different types of surveys, questionnaires, or interviews. After completing these questionnaires, the teacher will then develop their goals and activities to reach those goals. These goals are then discussed with the parent during the IEP meeting. For the students with more severe disabilities, our separate school has developed modified questions that are incorporated into their IEP. Many of our students begin attending the IEP meetings during the 7th grade year, but still left as optional. In 8thgrade, it is highly encouraged for the students to participate as they plan their schedules for high school during their IEP meeting.During the IEP meetings, it is usually explained to the parents that students begin to attend the IEP meetings and be an active participant in the process. This begins in 7th grade, and it is usually left up to the parent if they agree to have the student join. In 8th grade it is asked to the parent for the student to participate, if the parent disagrees, it is then explained that they should join at the end of the meeting to discuss high school transition plan and scheduling. Parents will usually agree to this. Parents have expressed reasons to exclude as they do not want them to hear evaluation results, or they may not be interested in sitting during the meeting, or they will not understand. Ultimately, it is the right of the parent to have the child in the meeting. For audit reasons, it needs to be documented within the IEP documents if the student is of transition age and if they did not attend.Read "Evidence-Based Practice for Special Educator Teaching Students with Autism," by Marder and Fraser, located on the Johns Hopkins School of Education website.URL:http://archive.education.jhu.edu/PD/newhorizons/Journals/specialedjournal/MarderandFrasereview the Code of Ethics.URL:http://www.naset.org/2444.0.html