Beruflich Dokumente
Kultur Dokumente
Art 133
Unit Paper 1
2/4/2016
Unit Paper 1
The big ideas are broad and important human issues (Walker, 2001), which both Walker
and Franco, Ward, and Unrath argue in there writings is important for making meaningful art.
Identity is one example of a concept that can be considered a big idea because it is broad enough
to allow for many different explorations and interpretations. Though it is obvious that Identity
mostly pertains to the self, in his article, Michael Parsons seems to apply this big idea to the art
of educating, which, he notes, has consistently changed in its approach from the late 19th century
through present day. Parsons (2004) cites that there still has not been a consensus on a theory of
integrated education, as his article suggests the question: what is the identity of education?
Ultimately, his example of integrated education echoes ideas supported by the two other articles,
which are having a big idea and following it up with essential questions to help clarify it.
Big ideas that correlate with events going on in a students life can be a successful way to
generate personal interest from all students. For example, Identity might provoke the most
personal interest in students and be most effectively discussed and constructively learned when
they reach the age of puberty. While younger students may find it an interesting topic to learn
about, students who are in the process of coming into adolescence and discovering themselves
might connect best with this big idea.
References
Walker, S. (2001). Teaching meaning in artmaking. Worcester, MA: Davis.
Parsons, M. (2004) Art and integrated curriculum. In E.W. Eisner & M.D. Day (Eds.),
Handbook of research and policy in art education (pp.775-794). Yahweh, NJ: Lawrence
Erlbaum Associates.
* Include this information during the peer Presented Lesson Plan.
Reference
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf
**Inspiration Artist: Nina Levy, napkin art
**Homework: Reading and think about qualities that make a hero
Amanda Vasquez
Memo 3
Alone we can do so little; together we can do so much, this quote by Helen Keller
definitely coincides with the idea of teachers and students. Alone a teacher can teach, but little is
done. When the teaching combines together with a students willingness to learn a teacher and
student can do many great things.
This week we learned about ways to teach and work with all types of students. These
students include those who may have difficultly learning or may struggle in the classroom. With
advice given by our visiting lecturer Levi Casias, readings, and watching the Miracle Worker it
is possible to say that we are being armed with the knowledge we need to teach any and almost
all students.
I always discredit the people who think teaching is easy. I forget they dont know the
challenges you face being, and becoming a teacher. They dont understand that you need to make
friends with the faculty and administrators, as Mr. Casias advised. They forget that parents,
though they may have the best intentions in the world, will sometimes be the reason a student is
having difficulty learning new things, as seen in The Miracle Worker. They forget that giving
assessments to determine your childs learning and education level is hard, and includes judging
art not just if its pretty but by a score, according to Beattie. Lastly they forget that sometimes
youre given challenges by students themselves. Sometimes you could be teaching a student who
is having troubles learning not because of lack of intellect, but because the student may have
emotional/mental disabilities, as we read in Gerber and Guay. So to the people who think
teaching and especially teaching art is easy, I say, youre wrong!
Helen Keller couldnt have put it any better when she said, together we can do so much,
for together with all the things we learn this, and every week, we become more capable of doing
so much.
Amanda Vasquez
Memo 3
Also, side note, after that little rant, Thank You! Thank you for being the type of teacher
who encourages students to be a part of the community. By introducing and showing us the Art
Hotel, not only did you teach us to go outside of the classroom for knowledge and exploration,
but you helped us be apart of something wonderful and historic.
This was mine. I liked how ghostly and somewhat haunting it felt to look in the room, even
though it was well lit.
Melinda Doss
Art 135
Spring 2016
Written Reflection 2: The Parade
Exploring the concept of Celebrations through the activity of The Parade is an
interesting and challenging exploration. Investigating our views of celebrations in this
activity strikes deeper than I might have expected if I was just looking at it on paper, but
experiencing it with the group (our class) has revealed more. Watching how people react
to putting on unfamiliar clothes or decorations in order to get dressed for a parade was the
first indication of peoples comfort level. Then seeing how they responded to being
encouraged to move around, to dance and to be seen in public was an even clearer
expression of their comfort, or lack thereof. About one third of the class was truly at ease
(at least from an outsiders view), being fully engaged in the parade, moving around and
at the front of the group. Another third was not fully prepared to participate, but enjoyed
seeing those who were comfortable, and made some effort to be involved. The last third
seemed to really struggle with having to be involved at all and would have probably
preferred to just sit it out and stay in the classroom and sit quietly waiting for the others
return.
How do you express yourself in celebration mode? Do you tend to keep to
yourself, rarely showing strong emotion on either side of the spectrum of happy and
unhappy? Or are you at ease with expressing your celebration publicly, whether in a
parade, a cultural event, a public dance, or being the focus of a celebration and having
all eyes on you? This exercise continued to flesh out these questions as we moved on to
the drawing portion of the activity.
The first portion of the drawing activity (after creating a baseline on which to
draw our characters) we were asked to draw ourselves at the head of our parade, holding
a flag with our name on it. Its been a very long time since Ive done any drawing from
memory and struggled with my comfort level of illustrating myself. Should I draw
myself as I wish I looked? As I think I really do look? Or should I go for all my
insecurities and expose my inner faults? Eck, or am I able to do any of those options
well? I looked around the table and saw others struggling, everyone shielding their
drawings from others sight, insecure of their abilities. We moved on to our
previsualization character this exercise I like, closing your eyes, listening to the guide,
waiting for an image to develop in my minds eye. But then the struggle once again, can I
make it look like I see it in my head? Then on to the next three characters, all with names
I feel I should be able to reference, but again, drawing from imagination is not my strong
suit. Then we stop our focus on drawing and take a minute to listen to and see Maurice
Sendaks Where the Wild Things Are. Then back to drawing, with a character influenced
by Sendaks story and images.
We are encouraged to walk around the room and see other students drawings, and
here again, peoples comfort level is evident. Student who are more comfortable with
self-expression are open to having their drawings seen, those who were less comfortable
in the actual parade also seem to show some discomfort with their drawings. Its
interesting to observe and to see where I fit in the mix. I love celebrations, but ones that I
host, where I am in the background, putting the focus on others or helping to create a
celebration that others will enjoy. In my own artwork I am not very comfortable with
portraying myself and am often hesitant to show my work when it seems like a
comparison is being made. I am most comfortable when my work it totally unique to me,
not something where a direct skill evaluation can be made. Working through this exercise
from the physical manifestation of The Parade to the drawn version is a great exploration
of our own identity in celebrations.
Because I feel the challenge so clearly in myself, I know I would hesitate to do
this project in the same way in my own class. Thinking about high school or Jr. high
students and all their struggles to fit in would cause me to only have those students who
are comfortable in front of others participate in dressing up or parading around the room
or part of the school campus (as I know some students would definitely enjoy doing). I do
think the drawing activities are great exercises in expression, exploring the concept of
celebration via The Parade, and allowing students to experience drawing in a new way.
Having the guided previsualization, the verbal to visual exercises, as well as having to
draw yourself from your own personal memory are all great challenges, which can also
be quite freeing. The addition of having images to work from (the style or inspiration
of another artist), models, and specific drawing strategies, open students up to trying
different things which help all of us to develop our skills. As uncomfortable as some may
be in expressing themselves in open celebrations, as a parade forces us to do, it helps us
to assess that comfort level and explore it through our art making. Each of the drawing
exercises give insight into our view of self, while at the same time are each coming from
different stimulus. Its a great way to engage the students, and have them draw from
different sources in a single project for a unified result.