Wednesday, December 19, 2012
Monday, December 17, 2012
pictures & fun experimental art play
Thank you for collaborating for Chris, Cameron's and my lesson!
These two are teacher samples for a stencil, blending and chalk pastel lesson I did with my 6th graders.
Plaster casting body and gesture
3d collage
Amy's 3d collage
repetition and mystery supply/medium boxes
photo narratives by Laura and ISunday, December 16, 2012
In Response to Shannon Thesis
Yesterday, I read and responded to a few of my classmates blogs, and then this morning, I had a gut feeling to check up on those comments, and of course they weren't published!!
I had a very genuine connection to Shannon's "thesis" post. She questioned how do we not over load our students with work?
I had two little suggestions:
When you are a teacher, you can network with the other teachers at the school. Find out when your students are being tested and when their project due dates are. That way, you can try to choose different due dates, so that your students really can put their full intentions into each project.
Also, instead of overloading the entire class, you can make optional extra assignments. I am positive that many students, especially those excited for art would take up these extra project opportunities. I did all the time when I was in high school.
My last little comment is just that always make sure the "rationale" for your lessons and projects are truly meaningful, this way, if your students are overloaded with work, at least this work is important and helpful for their development.
I appreciate your concern for your students Shannon!
I had a very genuine connection to Shannon's "thesis" post. She questioned how do we not over load our students with work?
I had two little suggestions:
When you are a teacher, you can network with the other teachers at the school. Find out when your students are being tested and when their project due dates are. That way, you can try to choose different due dates, so that your students really can put their full intentions into each project.
Also, instead of overloading the entire class, you can make optional extra assignments. I am positive that many students, especially those excited for art would take up these extra project opportunities. I did all the time when I was in high school.
My last little comment is just that always make sure the "rationale" for your lessons and projects are truly meaningful, this way, if your students are overloaded with work, at least this work is important and helpful for their development.
I appreciate your concern for your students Shannon!
Saturday, December 15, 2012
Educating Peace
http://abcnews.go.com/blogs/headlines/2012/12/live-updates-newtown-conn-school-shooting/
http://www.cnn.com/2012/12/14/us/connecticut-school-shooting/index.html
No I did not personally know anyone physically harmed by what happened yesterday. However, I still went through a wide range of emotions, like anger, fear, sadness. Philosophically speaking, I just don't believe in guns and if I could wave a magic wand that would remove all the weapons from the world, I would take advantage of the opportunity. Politically speaking, I assert that mental illness and mental health has to be better funded, supported and readily available through health care providers and regarded as equally serious and needed as physical health care.
Most importantly, I had to wonder and consider, what can I do as a teacher prevent such travesties? I believe that if possible, every lesson I teach should somehow embody a peaceful message of compassion, anti-violence acceptance, and emotional/mental well being.
I know that many people don't take emotional/mental wellness as a serious core of education, but I do. Could it be possible that if within establishments like school, when mental and emotional well being, and peace making is viewed as serious, perhaps the rest of the community, society, and eventually nation would also regard these as serious issues? This is why I am actually very fond of the idea of art therapy being a strong element with in art education nation wide.
Also, how can we be aware and cautious of these cases so that they don't turn into something this astronomical? I don't mean to go on a wild which hunt pointing fingers and making accusations. But how can we better recognize when someone in society is growing so ill, so sad, so detached, so angry, that they need help so that they can begin coping with these problems before they resort to violence?
I would really love to hear any ideas and responses to those two questions above! I am welcoming to as many peace making practices for the educational environment as possible.
Peace and Love. My deepest condolences to those affected by yesterday's tragedy.
http://www.cnn.com/2012/12/14/us/connecticut-school-shooting/index.html
No I did not personally know anyone physically harmed by what happened yesterday. However, I still went through a wide range of emotions, like anger, fear, sadness. Philosophically speaking, I just don't believe in guns and if I could wave a magic wand that would remove all the weapons from the world, I would take advantage of the opportunity. Politically speaking, I assert that mental illness and mental health has to be better funded, supported and readily available through health care providers and regarded as equally serious and needed as physical health care.
Most importantly, I had to wonder and consider, what can I do as a teacher prevent such travesties? I believe that if possible, every lesson I teach should somehow embody a peaceful message of compassion, anti-violence acceptance, and emotional/mental well being.
I know that many people don't take emotional/mental wellness as a serious core of education, but I do. Could it be possible that if within establishments like school, when mental and emotional well being, and peace making is viewed as serious, perhaps the rest of the community, society, and eventually nation would also regard these as serious issues? This is why I am actually very fond of the idea of art therapy being a strong element with in art education nation wide.
Also, how can we be aware and cautious of these cases so that they don't turn into something this astronomical? I don't mean to go on a wild which hunt pointing fingers and making accusations. But how can we better recognize when someone in society is growing so ill, so sad, so detached, so angry, that they need help so that they can begin coping with these problems before they resort to violence?
I would really love to hear any ideas and responses to those two questions above! I am welcoming to as many peace making practices for the educational environment as possible.
Peace and Love. My deepest condolences to those affected by yesterday's tragedy.
Friday, December 14, 2012
comics
Thursday, December 13, 2012
FWIII Final Presentations
I enjoyed seeing where all of the different art teachers took their field work experience this semester. There were a variety of mediums from ceramics, to collage, to watercolor, to digital art to, to even food monsters!
It was also interesting learning about all the different kinds of classes, including one all inclusion class that supposedly had 9 students with learning disabilities. This is why modifications are so important. Good teachers really know their students and adjust their curriculum to meet their needs.
I'm a little disappointed that our Theory & Practice professor didn't show up for the presentations, only because I thought he would like to see how what we learn in class differs and fallows from what we do in our theory in practice class. I personally feel a lot more successful and genuine in my field work positions than I do attempting to play the role in our Theory & Practice class. Making my video presentation for T&P and my slide show for FWIII visually shows the difference too (and I'm not talking about clothing). I look stiff, uninspired, and even worried in the videos of me "teaching" in Theory & Practice. I look thrilled, happy, confident, and simply glowing with my students in the field. Perhaps the age difference helps. A lot of people say that teaching is just like acting; but for me this isn't so. When I teach, I'm truly trying to help students, encouraging and inspiring them with new techniques and ideas, not just "acting" like I want to do this. I think that's why I'm more comfortable in the field than playing the role in our class... I'm genuinely teaching to a genuine crowd in the field... I'm doing really bad acting for fo-students in our class, which shows clearly how uncomfortable I am as an actress.
It was also interesting learning about all the different kinds of classes, including one all inclusion class that supposedly had 9 students with learning disabilities. This is why modifications are so important. Good teachers really know their students and adjust their curriculum to meet their needs.
I'm a little disappointed that our Theory & Practice professor didn't show up for the presentations, only because I thought he would like to see how what we learn in class differs and fallows from what we do in our theory in practice class. I personally feel a lot more successful and genuine in my field work positions than I do attempting to play the role in our Theory & Practice class. Making my video presentation for T&P and my slide show for FWIII visually shows the difference too (and I'm not talking about clothing). I look stiff, uninspired, and even worried in the videos of me "teaching" in Theory & Practice. I look thrilled, happy, confident, and simply glowing with my students in the field. Perhaps the age difference helps. A lot of people say that teaching is just like acting; but for me this isn't so. When I teach, I'm truly trying to help students, encouraging and inspiring them with new techniques and ideas, not just "acting" like I want to do this. I think that's why I'm more comfortable in the field than playing the role in our class... I'm genuinely teaching to a genuine crowd in the field... I'm doing really bad acting for fo-students in our class, which shows clearly how uncomfortable I am as an actress.
Wednesday, December 12, 2012
Memory Illustration
For a high school lesson, I don't believe the Memory Illustration was entirely appropriate. It was very "sketchy" and high school students want the opportunity to create a masterpiece!
This lesson is however appropriate for other situations, like Art Therapy for example. Many people do not listen; not because they choose to not listen, but because they simply cannot! Sometimes it takes extra effort and specific strategies just to listen to somebody speaking to you. Many families or couples are in need of therapy for this reason exactly.
I learned more about Justin H. yesterday during that activity than I'd ever learned about him in the entire year and a half that I've known him. I had to really listen to him just to get the most simple sketch down. I had to learn where he liked to go, who he liked to go to these places with, what he liked to do, what is important enough for him to remember visually. I didn't draw the most beautiful picture, but I did get an opportunity like no other time on campus to really listen to Justin. I feel closer to him now too!! Friends and family members slowly begin to brew negative thoughts and feelings about themselves and each other when they know they are not truly being listened to. Ever been asked "how was your day?" and while you're answering the question you realize that you're basically just talking to your self....
Anyway, this lesson stressed the importance of listening in a fun way. I would not use it in a regular high school setting, but I would use it in group therapy. I thought the lesson was not about art, but about love, and respect; allowing yourself to experience what your friends or family has experienced.
This lesson is however appropriate for other situations, like Art Therapy for example. Many people do not listen; not because they choose to not listen, but because they simply cannot! Sometimes it takes extra effort and specific strategies just to listen to somebody speaking to you. Many families or couples are in need of therapy for this reason exactly.
I learned more about Justin H. yesterday during that activity than I'd ever learned about him in the entire year and a half that I've known him. I had to really listen to him just to get the most simple sketch down. I had to learn where he liked to go, who he liked to go to these places with, what he liked to do, what is important enough for him to remember visually. I didn't draw the most beautiful picture, but I did get an opportunity like no other time on campus to really listen to Justin. I feel closer to him now too!! Friends and family members slowly begin to brew negative thoughts and feelings about themselves and each other when they know they are not truly being listened to. Ever been asked "how was your day?" and while you're answering the question you realize that you're basically just talking to your self....
Anyway, this lesson stressed the importance of listening in a fun way. I would not use it in a regular high school setting, but I would use it in group therapy. I thought the lesson was not about art, but about love, and respect; allowing yourself to experience what your friends or family has experienced.
Wednesday, December 5, 2012
Symmetrical Fingerings
There were some really enjoyable elements to yesterdays class. For me, using my hands to make art, and both of them at the same time almost has a spiritual effect, involving the entire body and mind to create a visual. I think that music, (non lyrical, drums or string instruments) could really contribute to this. I'd also like there to be a part one and part two to this project, but instead of it being for abstract and representational, it could be for working in tandem and with each hand one at a time. It truly is inspiring and empowering to see how both sides of your body work. To my surprise my left hand may have made a more lovely image than my dominant hand; perhaps because it required extra attention and focus.
We were instructed to not work with left and right hands in tandem. Using this method, with my left hand imitating the motions of my right hand a moment later, I ended up with two separate but similar mandalas. In the past, when I've done this project with both hands in motion at the same time, I ended up with one mandala! It's fascinating to simply notice how the different halves of the body and mind work together.
We were instructed to not work with left and right hands in tandem. Using this method, with my left hand imitating the motions of my right hand a moment later, I ended up with two separate but similar mandalas. In the past, when I've done this project with both hands in motion at the same time, I ended up with one mandala! It's fascinating to simply notice how the different halves of the body and mind work together.
Wednesday, November 28, 2012
Nicole held a brief fieldwork meeting today. The question she wanted us to walk away thinking about was "what did we learn about public schools in our most recent fieldwork experience?" Many students remarked on neglect by the teacher to particular students, or the troubles with the new SLO exams that the students are taking at the beginning and end of the year. Luckily I didn't see many students if any being neglected at my placement, but I attended public school, so I certainly know that it does happen. And no, my mentor teacher wasn't thrilled about the SLO tests either, nor was she worried about them however.
By doing my fieldwork this semester in a public school, I learned about modifications. Honestly, that box feels like a load of bull in our lesson plan format when I am writing theoretical lesson plans for students who I do not know, because they do not exist yet. To successfully use this box, you have to know, who am I modifying this lesson for and why? When you know the answers to who and why, suddenly, the modifications box is possibly the most important section of the entire lesson plan format. For example, when I was working at Union Vale Middle School, I was assigned to teach the sixth grade class for six weeks straight. Every week, I wrote two very different specific modifications; for who and why? One student had multiple learning disabilities, with signs not un-like downs syndrome. Another student was blind. This gave me specific guidance on how to use this box that was otherwise useless to me, for these students could not have participated in my lessons at all if I did not specifically modify it for them. This was perhaps the most meaningful lesson that I learned working with this class; making simplified versions of lessons as well as making equally challenging, yet three dimensional modifications. This is what I learned about public schools. The general public is filled with diversity, different kinds of learners, and different kinds of people who all have very different specific needs. It makes me want to leave the modification box blank when I write these theoretical lesson plans, simply because I will not know how to modify them until after I have gotten to know my students in need of modifications.
By doing my fieldwork this semester in a public school, I learned about modifications. Honestly, that box feels like a load of bull in our lesson plan format when I am writing theoretical lesson plans for students who I do not know, because they do not exist yet. To successfully use this box, you have to know, who am I modifying this lesson for and why? When you know the answers to who and why, suddenly, the modifications box is possibly the most important section of the entire lesson plan format. For example, when I was working at Union Vale Middle School, I was assigned to teach the sixth grade class for six weeks straight. Every week, I wrote two very different specific modifications; for who and why? One student had multiple learning disabilities, with signs not un-like downs syndrome. Another student was blind. This gave me specific guidance on how to use this box that was otherwise useless to me, for these students could not have participated in my lessons at all if I did not specifically modify it for them. This was perhaps the most meaningful lesson that I learned working with this class; making simplified versions of lessons as well as making equally challenging, yet three dimensional modifications. This is what I learned about public schools. The general public is filled with diversity, different kinds of learners, and different kinds of people who all have very different specific needs. It makes me want to leave the modification box blank when I write these theoretical lesson plans, simply because I will not know how to modify them until after I have gotten to know my students in need of modifications.
Tuesday, November 27, 2012
Candy Art
Besides feeling like I've gained a pound of candy, I really enjoyed today's activity. It's interesting to see how what we put into our bodies is so bright in color that it can be used to make art. To add to that thought, that could be a point of the lesson; "do we really want to eat so much of what is layered in artificial coloring?"
Candy aside, one strength of the lesson was connecting language to visual symbolism. Perhaps it would have been helpful to view a music video to elaborate on this. The poems with related art was definitely helpful.
Some of the teacher samples were very beautiful, particularly the image for "nowhere man." And I agree that the Beatles were indeed a good selection because their discography is nearly endless; so many poems to work with! Also, most of their tunes are all age appropriate, and carry peaceful goodwill messages.
I probably would not do this project on a regular class day, only because it's so much candy to cram into a 45 minute lesson!! Don't get me wrong, art making is always special, but I still think that this is a special occasion kind of art making experience; maybe a good one for Halloween, or for a special after school art club party, a girl/boy scouts meeting... something to be celebrated; that's just what most people associate candy with.
As always, I'm looking forward to next groups lesson plan; sock it to me!
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Afterthoughts on my Candy Art post:
I took a photo of the art I made with candy in class and sent it to my boyfriend. He said it looked like barf. haha.
Also, I grabbed a sandwich bag full of candy like a pig when class was over telling myself, "I'm going to make art with this." I knew the dark truth though... I was going to eat it all. I left it on the table in the lobby of the library for someone else to gorge themselves with, because I'm really trying to be healthy!! And today, my sweet tooth kicked in and I missed the candy. haha... This is my confession.
Candy aside, one strength of the lesson was connecting language to visual symbolism. Perhaps it would have been helpful to view a music video to elaborate on this. The poems with related art was definitely helpful.
Some of the teacher samples were very beautiful, particularly the image for "nowhere man." And I agree that the Beatles were indeed a good selection because their discography is nearly endless; so many poems to work with! Also, most of their tunes are all age appropriate, and carry peaceful goodwill messages.
I probably would not do this project on a regular class day, only because it's so much candy to cram into a 45 minute lesson!! Don't get me wrong, art making is always special, but I still think that this is a special occasion kind of art making experience; maybe a good one for Halloween, or for a special after school art club party, a girl/boy scouts meeting... something to be celebrated; that's just what most people associate candy with.
As always, I'm looking forward to next groups lesson plan; sock it to me!
------------------------------------------------------------------------------------------------------------
Afterthoughts on my Candy Art post:
I took a photo of the art I made with candy in class and sent it to my boyfriend. He said it looked like barf. haha.
Also, I grabbed a sandwich bag full of candy like a pig when class was over telling myself, "I'm going to make art with this." I knew the dark truth though... I was going to eat it all. I left it on the table in the lobby of the library for someone else to gorge themselves with, because I'm really trying to be healthy!! And today, my sweet tooth kicked in and I missed the candy. haha... This is my confession.
Saturday, November 17, 2012
Today, Cameron, Chris and I made some revisions for our Make A Mutant lesson. I'm very happy that we did, because in theory, I think our lesson is much stronger than how we originally presented it in class a few weeks ago. I regret not having it entirely together the day we taught; of course we thought it was! But I'm glad we could learn from our mistakes and revise them; I suppose that's why our class is called Theory&Practice.
First we made a video demo of drawing the four different sketches for each section of the body. Then we made a video demo of the collaboration of the different forms of the body coming together as one creature. This included drawing the frontal view, profile, and back view.
After, we made video demos of wedging, slipping and scoring.
Then we made a video demo of translating the 2d sketch into a 3d sculpture, including things to keep in mind, like the weight of the clay being a concern for the legs and base of the sculpture.
Lastly, we made a rubric that reflects the key elements of the entire step by step process of Make-A-Mutant.
I feel wonderful as if our lesson plan is now true and complete! My apologies for not presenting it this flawlessly in class. If anyone is interested, the rubric is posted under my thread on black board, and the lesson plan is posted on Chris's, and soon the video demo will be recorded on his thread too.
After, we made video demos of wedging, slipping and scoring.
Then we made a video demo of translating the 2d sketch into a 3d sculpture, including things to keep in mind, like the weight of the clay being a concern for the legs and base of the sculpture.
Lastly, we made a rubric that reflects the key elements of the entire step by step process of Make-A-Mutant.
I feel wonderful as if our lesson plan is now true and complete! My apologies for not presenting it this flawlessly in class. If anyone is interested, the rubric is posted under my thread on black board, and the lesson plan is posted on Chris's, and soon the video demo will be recorded on his thread too.
Friday, November 16, 2012
mark making
I enjoyed today's mark making activity!
This was a wonderful idea for a basic art class (9th grade). I say this because it was both conceptually rich, and physically easy to participate in. It concerned the elements of design, but that fallowed the active and playful throwing of clay.
It opens up opportunities for students to view modern art that is conceptually rich, that does have elements of design, but isn't necessarily pretty. Therefor the students don't worry that they are not capable... just going through the motions is taking on the conceptual role, and even if the outcome isn't "beautiful," it's still art! I will keep this one in mind especially if I have a very shy art class some day filled with students who don't consider themselves to be "artists."
This was a wonderful idea for a basic art class (9th grade). I say this because it was both conceptually rich, and physically easy to participate in. It concerned the elements of design, but that fallowed the active and playful throwing of clay.
It opens up opportunities for students to view modern art that is conceptually rich, that does have elements of design, but isn't necessarily pretty. Therefor the students don't worry that they are not capable... just going through the motions is taking on the conceptual role, and even if the outcome isn't "beautiful," it's still art! I will keep this one in mind especially if I have a very shy art class some day filled with students who don't consider themselves to be "artists."
Wednesday, November 14, 2012
Last night I spent four hours in Kingston's Ulster County Jail. NO I was not arrested!! I volunteered through the KDP honors program for the Read Out Loud: A Voice to Remember.
A partner and I met with six or seven different inmates, one by one. I helped them fill out a questioner about the children at home who miss them, and I explained how we could help them send their holiday love and wishes this year. Together, my partner and I helped them pic out greeting cards and children's books for the young ones who miss them. They were given one card and one book for each child. After they wrote their personal message into the greeting cards, my partner recorded them reading the book out loud. They also recorded personal voice messages for the kids. Before the holidays, the children (sons, daughters, nieces, nephews and cousins) will all receive a package from the inmates (that KDP will send out for them). Now they can once again hear their locked up loved ones' voices, have a new book at hand, and read their book with the voice recordings.
This was very rewarding work! The inmates were grateful. At first, I was a little nervous... spending intimate time with criminals that I don't know in a secluded room with no officers or guards.. but there was apparently no reason to worry. The only questions the inmates asked us were "no ones paying you for this?? where do you go to school?"; both questions which I was happy and comfortable to answer. Some of them got weepy recording messages to the children who they've been separated from... we also brought tissues for this happening. The inmates thanked us, and I'd like to thank KDP for this wonderful volunteer opportunity!
A partner and I met with six or seven different inmates, one by one. I helped them fill out a questioner about the children at home who miss them, and I explained how we could help them send their holiday love and wishes this year. Together, my partner and I helped them pic out greeting cards and children's books for the young ones who miss them. They were given one card and one book for each child. After they wrote their personal message into the greeting cards, my partner recorded them reading the book out loud. They also recorded personal voice messages for the kids. Before the holidays, the children (sons, daughters, nieces, nephews and cousins) will all receive a package from the inmates (that KDP will send out for them). Now they can once again hear their locked up loved ones' voices, have a new book at hand, and read their book with the voice recordings.
This was very rewarding work! The inmates were grateful. At first, I was a little nervous... spending intimate time with criminals that I don't know in a secluded room with no officers or guards.. but there was apparently no reason to worry. The only questions the inmates asked us were "no ones paying you for this?? where do you go to school?"; both questions which I was happy and comfortable to answer. Some of them got weepy recording messages to the children who they've been separated from... we also brought tissues for this happening. The inmates thanked us, and I'd like to thank KDP for this wonderful volunteer opportunity!
Monday, November 12, 2012
I've really been enjoying the lessons presented by my class mates in class. These are wonderful ideas that I can hopefully use one day as a teacher. All but one of the projects as "team theme" which is always fun! Team based activities inspire community and individuality in that while two people work together, they certainly through compare and contrast become more able to identify their own unique style.
There were many flaws in my presentation; the biggest being that my team did not create a demo. As the days go on this is torturing me!! I think I would like to record a video of instructions and demonstrations the complete step by step process. The first step would be on sketching the individual forms (head, torso, arms, legs). The second would be on how to collaborate different people's forms into one sketch. The third would be on translating the sketch into 3d clay sculpture, and clay techniques (wedging, slipping, scoring, addition, subtraction). This could also be fallowed by a 4th video demo on glazing. Although my time has already expired for presenting these demonstrations live to the class, I would be happy to post a video of the demos on this message board and on black board. Hopefully it will make the lesson more effective, complete, and applicable for other teachers to use with their students in the near future.
There were many flaws in my presentation; the biggest being that my team did not create a demo. As the days go on this is torturing me!! I think I would like to record a video of instructions and demonstrations the complete step by step process. The first step would be on sketching the individual forms (head, torso, arms, legs). The second would be on how to collaborate different people's forms into one sketch. The third would be on translating the sketch into 3d clay sculpture, and clay techniques (wedging, slipping, scoring, addition, subtraction). This could also be fallowed by a 4th video demo on glazing. Although my time has already expired for presenting these demonstrations live to the class, I would be happy to post a video of the demos on this message board and on black board. Hopefully it will make the lesson more effective, complete, and applicable for other teachers to use with their students in the near future.
Sunday, November 11, 2012
Last Wednesday was my last day with my sixth grade class. Throughout my seven visits, I encountered many challenges, new opportunities, and accomplishments! My mentor teacher put me right to work. Every Wednesday for six weeks I was to lead the sixth grade class. I made slide presentations on the basic facts and techniques for sculpting with clay, and glazing, games and work sheets reflecting the famous artists the students were studying, teacher samples, and I even typed up some lesson plans.
My most wonderful challenge was the fact that this was an all inclusion class. I had one student with multiple learning disabilities who wasn't lingual, and another student who was blind. Every week, I learned more and more about how to utilize the modification box in our lesson plan format.
The blind students sketch book was fantastic! He used scratch-foam and a stylus. He used puffy paint and scented markers. It was brilliant aiding his attempts to make sense of the visual world which he has NEVER seen before through by utilizing his other senses; trying to picture color based on scent, and image based on touch. Needless to say, I made three-d examples of every project.
I got a Picasso card for my mentor teacher, a Monet card for my students, and a bouquet of flowers for the class room to say thank you! My students made a thank you card for me too. I'm grateful for my time spent at the middle school.
My most wonderful challenge was the fact that this was an all inclusion class. I had one student with multiple learning disabilities who wasn't lingual, and another student who was blind. Every week, I learned more and more about how to utilize the modification box in our lesson plan format.
The blind students sketch book was fantastic! He used scratch-foam and a stylus. He used puffy paint and scented markers. It was brilliant aiding his attempts to make sense of the visual world which he has NEVER seen before through by utilizing his other senses; trying to picture color based on scent, and image based on touch. Needless to say, I made three-d examples of every project.
I got a Picasso card for my mentor teacher, a Monet card for my students, and a bouquet of flowers for the class room to say thank you! My students made a thank you card for me too. I'm grateful for my time spent at the middle school.
Friday, September 21, 2012
My first day at Union Vale Middle school was absolutely wonderful. There are four art teachers and three lovely art studios. The arts, both visual and musical are a very important and emphasized element of the school atmosphere, with jazz band, art club, and other foundations for the arts.
My mentor is very confident and funny; this really keeps her students attention. Her and her students have been working on fun portraits, or portraits of portraits, opposed to realism. We made characters, where the students are given a situation, and then they draw a comical reflection of their face which expresses the emotion of the situation they received.
They also made name art, where they fold the paper in half, write their name in cursive, then write the mirror image of their name on the other half. After, they turn the paper sideways and look for hidden images within, which they then begin to draw in detail within and outside the letters of the name.
I'm going to be leading an activity on gesture drawing, to help students envision what they want their self portrait Giacometti sculpture to do.
One thing that Mrs. Clark, my mentor said to the students that spoke to me too; during her colored pencil demo she said "Don't be a weenie," influencing the students to really take advantage of the prisma colored pencils, pressing hard, to get the full lovely effect that they are capable of creating. I then realized that one of my drawings showed weak signs of the weenie, and I went back in and made my colors more vibrant. This demo got laughs from students, and promoted a hard working and fun atmosphere. I am impressed
This is the beginning faze of my Giacometti; I gave her a place, the garden, clothes, my favorite pink! and a pallet, paint brush, and in progress painting. Soon she will have Popsicle stick easel holding the painting.
This is my name art. I found a fairy princess in my first name.
this is my character; my situation: Two twins approach you, and you cannot tell them apart.
My mentor is very confident and funny; this really keeps her students attention. Her and her students have been working on fun portraits, or portraits of portraits, opposed to realism. We made characters, where the students are given a situation, and then they draw a comical reflection of their face which expresses the emotion of the situation they received.
They also made name art, where they fold the paper in half, write their name in cursive, then write the mirror image of their name on the other half. After, they turn the paper sideways and look for hidden images within, which they then begin to draw in detail within and outside the letters of the name.
I'm going to be leading an activity on gesture drawing, to help students envision what they want their self portrait Giacometti sculpture to do.
One thing that Mrs. Clark, my mentor said to the students that spoke to me too; during her colored pencil demo she said "Don't be a weenie," influencing the students to really take advantage of the prisma colored pencils, pressing hard, to get the full lovely effect that they are capable of creating. I then realized that one of my drawings showed weak signs of the weenie, and I went back in and made my colors more vibrant. This demo got laughs from students, and promoted a hard working and fun atmosphere. I am impressed
This is the beginning faze of my Giacometti; I gave her a place, the garden, clothes, my favorite pink! and a pallet, paint brush, and in progress painting. Soon she will have Popsicle stick easel holding the painting. This is my name art. I found a fairy princess in my first name.this is my character; my situation: Two twins approach you, and you cannot tell them apart.
Friday, September 14, 2012
Class was wonderful today! I love playing games. And what child doesn't enjoy making up a new one? Creative artistic game play is a wonderful idea and educational tool. I particularly enjoyed the "peace juice game," because it is so animated and cute, and also the "rainbow penguin" because of the importance of team work and problem solving. I look forward to new game proposals.
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