A few things I need to work on...

TEACHER VOICE!!@! ... I need to find my teacher voice.

I also need to make what I'm trying to say more clear for all to understand. 

I know speaking louder will allow me to find a part of my teacher voice, but there's more than that. I need to be more comfortable with the silence of students when I ask questions. Any tips?

Bulletin board!

I forgot to add the bulletin board Lauren and I had for our lesson, Responding to the News!
Here's what we had up in the hallway of Smiley Art Building... 

We gave visual examples of the Artist's we used, our teacher examples, the lesson overview, and the definition for hybridization.

Lessons in ARE 303

So today was the last of our class presenting their first lesson of their Unit. Everyone did a great job and I think this was a great opportunity for me and I'm sure other students as well, to think about different ways of approaching lessons in the future.  There was a good variety of themes and lessons, which I truly appreciated.  Great job everyone!

Responding to the NEWS!

A few weeks ago Lauren and I presented our first lesson from our unit to the class. Over all, it went really well! There will definitely be some changes if this lesson would be used in the future, but it's a good start. Here is our lesson overview: This lesson asks students to respond to a news publication while using the influences of Faith Ringgold and Robert Rauschenberg to create a hybridized artwork on newspaper.

We started off with an open discuss of the two artists we used, showing their work and explaining to the class how their work relates to hybridization. Two examples we used were Monogram by Rauschenberg and Who's afraid of Aunt Jemima by Ringgold.

We then had the students pick an article that they were going to respond to from a pile of articles we provided for each table. A table of five had at least twenty articles to pick from, so there was a good variety of subjects for the students to relate to one, if not more.

We reminded students they had to pick an artist to focus on : Ringgold who had personal, community,  and cultural connections to her work or Rauschenberg, who was more about current events and politics. We also asked for students to use text, whether it was making words that stood out to them in the article visible or adding their own.

The class seemed to really enjoy the materials provided while exploring and responding to their chosen article.  I wish I documented everyone's work! But it really was a great experience doing this with our class.

Here are my teacher examples:

Soon We'll be found music video

This is a video my ASL teacher showed my class, I wanted to share it with you! it's great. It shows different artistic qualities during her music video while playing with materials, lighting, color, and movement. It could be something shown in the classroom for both ASL students and English students to follow along with. I remember in Art for the Exceptional with Alice, of her showing examples of lesson plans that were done with students with disabilities that I see similarities to this video... For example the shadow puppets and the light tracing to create art. Maybe this can give you an idea for future lesson plans?! or it can be for your enjoyment!


                                                           TAKE A LOOK!

Speed Painting

Here's a link one of the teachers for my fieldwork placement at Beacon High School showed his class when introducing water color to his students. They were amazed by it and so was I!


CHECK ME OUT!


He talked about how to:

• start with contour lines to give yourself a guideline
• to add cool colors for shawdows and warm for highlights
• how much water is needed
• the gradient scale > dark to light

Assessment

Reading all those chapters in Assessment in Art Education was a little overwhelming, but I did find things helpful. Although, I wish this topic was emphasized more in class ( besides the PowerPoint provided in class) because it is important for all us future teachers to know. Also, this is something we will be tested on in the ATS-W state exam in order for us to get our teacher certification. ( I'll be taking mine next weekend- Nov 12th, wish me luck!) 

In class we talked assessment, project plans and lesson plans. Important information to keep in mind are the:   

• title
• objectives
• establishing purpose and context
• worksheets 
• teacher examples
• slide shows/ PowerPoint
• using the blooms taxonomy
• teacher activity/ student activity
• assessment
• formative assessment or summative assessment

In the book, Beattie talks about different ways to assess students. Portfolios are very common and effective in a way to show evidence to teachers, parents and administrators of student learning. They can include process and products of art work to show progression, brainstorming ideas, students sketch book, journals: their thoughts and ways of problem solving a specific project their working on.  Some teachers make students keep a journal, diary or log for their daily use which is useful in all four visual arts disciplines as both teaching and assessing tools. Another way is having integrated performances in the classroom. Here, students are given a task to complete and are told to role-play it by written form or presenting. Another way was "postcard to a friend",  Take a look at the example on page 29 in our book, it's pretty interesting. Group discussions, rating scales, and rubrics are another way to assess students.

So much more to learn!

Presentation- Hybridization

Well, we finally got the presentation finished and presented to the class. Overall it went well. There are some things we could have done differently like allowing the class to have more time to respond to the questions we were asking about that specific work. Making the connection between hybridization to the artists work should have been done more frequently. As well as for me to make better eye contact and to speak up a little louder.

A few changes occurred which I am happy about. Our artists stayed the same : Faith Ringgold and Robert Rauschenberg but our theme changed to hybridization. We felt the artist had a better connection with this theme then juxtaposition. 

We started off with asking what hybridization meant to the students and we made an example of a hybrid car where it uses both gas and electric. We then gave the definition which was: mixing diverse cultural influences into a single artwork. We explained what Barrett's principles we used ( using narratives and mix media) because we felt they related to our artists. After, we showed a picture of both artists and finally getting into the art works and questions. 

• Our first image was by Faith Ringgold, Who's afraid of Aunt Jemima?

• Second image: The Flag is Bleeding by Faith Ringgold

• Third image: Signs by Robert Rauschenberg

• Forth image: Hot Shot by Robert Rauschenberg

The first image was my turn to present. I asked "What do you see?" "What colors, shapes, textures do you notice?" "Do you think it tells a story?" 

• bright primary colors resemble African American cultural colors
• shapes provided is the style of traditional African American quilts
• quilts were important to faith, it was a common interest with her and her mother. Before her mother passed away, she taught faith how to quilt.
• story of the image: grandma and grandpa Blakely buy their way out of slavery, set up a family business, migrate to Harlem and serve in the armed forces in Korea, all while to ensure that each generation finds itself an improved circumstance.
• the four generations work together to be unified and bring peace to the future to each generation

For the third image I asked "What figures do you see?" "What's the relationship between all of these figures?" "Overall, what is Rauschenberg making a statement about?" 

• figures: wounded American soldiers in Vietnam, JFK, Robert Kennedy, Janice Joplin at a concert, Martin Luther King in his casket, Buzz Aldrin in space suit. In his visor reflects the moons surface, the lunar module and Armstrong walking on the moon.
• relationship: is the time period, it was the present time when this was created.
• opposites such as peace and war coming together as one
• he illustrates popular cultural, iconography to capture the tragedies of the 60's.

We allowed some time for students to gather their thoughts and answers before telling them the answers based on my research. 

Art investigation worksheet- revised

So after going over our worksheets in class by having another student answer the questions provided, and being able to revise them a few changes were made to mine. Here is the new one...

 

The format is better now because the students have the space to write and there is nothing distracting them from the images or questions. I also changed the placement of the where the students name and class period would go. Originally I had it on the bottom right corner, which didn't make sense because it should be the first thing students see, not last. But now it is in the upper left corner, where it should be. I elaborated on some of the questions as well.

-In the first image, the questions are : Examine the movements, why is the women being pulled? to where is she being pulled? what significance does the cubical spiral bring to the composition? 

-For the second image, the questions are: What is the large green paint can referring to? what type of message is it sending? do you agree with the message? what is the woman doing? why? what's the relationship between her and the paint can?

-Third image, questions are: Describe what you see. Identify what is closest to you. why is there only one large eye facing the viewers direction? what meaning is it providing? 

By doing this worksheet made it easy for me to think about how to do critques in a classroom.

Critiques

Critiques is the one thing I've always dread doing... But I know it is necessary with students. Our reading assignment for this week covered two articles about how to use critiques in the K-12 classroom. Nancy House, the author of " Using critiques in the K-12 classroom" stated some of the purposes of having a critique with students. It provides students and the instructors with: a chance to evaluate work, an assessment of fulfillment of project objectives, practice for practice, a means for developing critical awareness, learning from everyone and gives students a focus. Building vocabulary is also another reason, and a reason for them to use the vocabulary words they have learned previously.

I think a good way for students to open up and let go of the embarrassment of stating what they feel or see is to go around the room and ask the students to say something about someones work. It could be what they notice, what they like and why, if they don't understand something or even a criticism. Then the students can talk about their own project. I think it's important to build with this as the year goes on. This process can be done many ways: to have a written critique rather than oral about their reaction to the work or to answer questions provided. Another way could be to have students follow vocabulary index cards to help them practice words related to art, that way they might be encouraged to speak up with the words in front of them. There are many ways to do this, and it is important for the teacher to know what that specific class is most comfortable with. Most importantly, there needs to be a balance of interaction between the teacher and the students.

Accordion Book

For this assignment, we were to pick a postmodern principle and use principles of art and design while referencing to "Principles and Elements Panorama Abstract Art Book". On that sheet were materials listed for the project and the steps of creating it. 

Here's my Accordion Book!

 

 

And here's my materials and steps for creating this...

Principles and Elements Panorama Abstract Art Book

Materials:

·       Construction paper

·       Magazines

·       Glue

·       Scissors

·       Colored media (colored pencils, paints, etc.)

·       Tissue paper

·       Objects from nature

·       Scrap book paper

Choose two contrasting shapes. This will bring unity to the piece. Make three of these with the choice of cutting them out of magazines or free hand them on tissue paper. Unity is created because the same basic shape is repeated throughout the composition; Unity is often created by repetition of art elements.

By using the contrasting chosen shape, repeat it ten times using a different color. Vary the size and shape. Vary the proportions of the sides of the shapes. Make some variations as dramatic as possible. Create contrast. Variety and interest are attained by making variations of the basic shapes.

Arrange the shapes that to create a sense of movement and rhythm. A good idea to do so would be to stretch the movement along the entire book going horizontal. By doing so, will create balance.

Create emphasis by adding one to three shapes in a different color. Consider using a complementary color from the previous shapes.

Create emphasis and contrast by adding a new kind of shape in the same or different colors. Make them relate though. Add as many as you would like, just remember to maintain a sense of unity and overall style in your composition.

By mixing media, add lines that will enhance the sense of movement and emphasis in your piece. You have the choice to use colored pencils, paint, pastels, markers or crayons.

Enhance the composition by creating areas of pattern and texture through repetition of points, lines, or shapes.

Consider the entire composition. Does it have symmetrical or asymmetrical balance? Add whatever it needs to be a completed accordion book.

Add multiple sets of unity along the nature’s movement in a 3 dimensional form. This form should be a representation of something seen in nature.

Using another mix media, enhance the process of the 3 dimensional representation made previously.

Add elements from nature to the composition.  Repeat the element multiple times along the book.

Finally, add a different mix media around the book in a movement that makes you think of nature.

Finish book by making an “About the Author” page and a cover, which displays your knowledge of a wide vocabulary of visual art elements and principles as well as postmodern concepts.

As one can see, I used representation. I also used the elements of movement, contrast, pattern, variety, repetition, balance, texture and mix media.

Hybridizing

So Lauren and I are to pick a postmodern theme and two artist to make a presentation to the class. This would be a discussion as the introduction of our paired lesson plan. We can use postmodern principles and elements as well. Things are still up in the air, but were thinking Juxtapostion, which is bringing together different contexts. Our artist choices are : Robert Rauschenberg, Faith Ringgold or maybe Meret Oppenheim. Were thinking mix media and using narratives.





.... We still have a lot of thinking to do.

Adjusting Reality to Fantasy lesson plan.

Adjusting Reality to Fantasy:

For my first lesson plan, I decided to have students play with surrealism where they will collage by experimenting various techniques to explore ways to form their fantasy by chance reality. Here is my LESSON OVERVIEW: This lesson asks students to think of ways to explore fantasy, chance and a variety of ecosystems of nature to recreate their reality using negotiating skills, collage elements and mix media. As an example I will be providing two works I created... along with showing works of art by Salvador Dali - “Metamorphosis of Narcissus” and Dietrich Schuchardt- “ Passage to the Underworld"

Students are to cut 15 images out of magazines or photographs from home that they believe relate to nature. Images can include: landscapes, textures and patterns they see in nature, animals, plants, trees, sea life, humans, etc. 

Students then negotiate the images they have in small groups. They want to place images into it's right ecosystem or place the image where they believe it goes.  

Students will then make a college composition using their related original and traded images. They will also have the choice of which mix media to use (markers or paint) to make their piece a strong work of art. 

This lesson provides children the opportunity to build upon the process of working together while thinking about the environment and their fantasy life.

The new way to analyze artwork in a classroom.

Finding the meaning of an artwork has always been difficult for me, and I think for many others as well. We might not know exactly what the artist was thinking or what his or hers intention was for their work but we can get one step closer to understand their thoughts about creating. After looking at " looking at art using blooms taxonomy" and the M.C Escher worksheet, it gave me more confidence to analyze works of art because there are questions being broken apart to get meaning rather than just one question " what does this painting mean?".  For our class assignment we were to make our own format to analyze artworks from one artist. I decided to do Robert Williams, he is a contemporary artist who focuses on a theory of realm of violated graphic physics, abstract art and a hint of surrealism. He was said to be one who progressed realism and the new art " LowBrow". He was also a founder of the Juxtapoz Art & Culture Magazine. I think this subject is something students are interested in because it is what their around everyday. Graphic magazines, video games, television and technology is something that has taken over their reality. So, why not give them work that will interest them? What middle school or high school student wants to look at still lives or something along that line? Following the "trend" of today is important in keeping students engaged I think. This image below is my example of the M.C Escher worksheet of the artist Robert Williams...

 

• The first image is titled: "The Persuasion of Right Angles" and my question below ask to:  Examine the movement. Why is the woman being pulled? What significance does the cubical spiral bring to this composition?

• The second image is titled: "The Fear of Green" and I ask the students to answer: Robert Williams placed a large green paint can in the center, what is it referring to? What is the woman doing?

• Finally, the third image is titled:  "In the Land of Retinal Delights". Under the image I had students answer these questions to help analyze the painting... Describe what you see. What is closest to you? Why is there only one large eye in our direction?

Changes might occur, this was just a draft and a way to provide students to analyze work from Robert Williams. By doing so will help students get the big idea and meaning of his work.   

postmodern principles- readings

The themes of postmodern principles became more important and influential over time to me in this class. I became to realize that they what every artists does, to a certain extent and in different ways.  Also, that these themes are used commonly in High School and College. We were to read two articles: Approaches to postmodern Art-Making by Terry Barrett and Principles of Possibility: Considerations for a 21st-century Art & Culture Curriculum by Olivia Gude.

Barrett talks about how postmodern artist seek to collapse boundaries that are important to modernists and how they believe art is "high art" and above the things experienced in "low culture". Also how postmodern artist work collaborative. He also talks about Appropriating, Jouissance, Stimulating, Hybridizing, Mix Media, layering, mixing codes, re-contextualization, confronting the gaze, facing the abject, constructing identities, using narratives, creating metaphors and finally irony, parody and dissonance. 

Gude's article was interesting. She talks about playing, forming self, investigating community themes, encountering difference, attentive living, empowered experiencing and making, deconstructing culture, and reconstructing social space.

She says to consider structuring general art-making courses to introduce six areas of art-making: 

1. expressionism

2. mimesis

3. formalism

4.applied design

5. craft

6. postmodern principles.

...( from the principles he talks about, we are to pick a postmodern theme to present to the class that I will talk about in later posts) 

Surrealism

I am interested in surrealism related lesson plans because I believe it is a good opportunity for students to create art-work in their unconscious mind set.  In the reading Surrealist Games complied by Alastair Brotchie, it was said that " Surrealist games provide keys to unlock the door to the unconscious and release the visual and verbal poetry of collective creativity".  I  agree with Brotchie in a way that surrealist games practice creativity. It allows freedom with little guide lines.  Ideas for a lesson plan: ask students to think of ways to re-assemble their reality using collage elements and other mediums in their unconscious mind set. They can relate their work about themselves, people they may know and surroundings that have influenced them. I would want students to think of how they wish the world were and to create a collage element piece. It might be helpful for them to think about what they would like to surround them in their "dream world" and that it can be objects, people and locations that are meaningful, humorous or something their interested in.