Tamara Duran

Amber Ward

April 5, 2017

ART 135

Written Reflection- Lifes Deal: Deck of Cards

This studio introduced card making. Students were first to answer an artist

questionnaire that would be used later on in the project. Following that students were to

tear out 10 images from magazines or newspapers that would help reflect the theme of

risk and reality. After they were to make one to three cards as collages using the images,

cardboard/cardstock, and acrylic sealer. Once the collages are dry they are to draw on the

cards with oil pastels. What they draw should include a dealt number/suit and three

symbols from the artist questionnaire. Overall this studio plays with imagery, collage,

layering, juxtaposition, and symbols.

I might want to implement the strategies from this studio into my own classroom.

Im only a bit hesitant since the studio is not finished yet but from what is being done so I

would use in my classroom. I would want to teach my students about collages and

symbols. Doing collages would teach the students about layering their work which would

be an introduction to creating depth. Teaching the students about symbolism would show

them how they can use symbols in the work to convey a message to people. Teaching the

students about these would in turn teach them also about layering, juxtaposition, and

symbols.

National Core Standards: 8th grade

Visual Arts-Creating: Select, organize, and design images and words to make visually clear and

compelling presentations.
 Visual Arts- Presenting: Collaboratively prepare and present selected theme-based artwork for

display, and formulate exhibition narratives for the viewer.

Visual Arts- Responding: Compare and contrast contexts and media in which

viewers encounter images that influence ideas, emotions, and actions.

Visual Art-Connecting: Make art collaboratively to reflect on and reinforce positive aspects of

group identity.

California Commission on Teacher Credentialing

TPE 1: Promote students' critical and creative thinking and analysis through activities that

provide opportunities for inquiry, problem solving, responding to and framing meaningful

questions, and reflection.

TPE 2: Promote students' social-emotional growth, development, and individual responsibility

using positive interventions and supports, restorative justice, and conflict resolution practices to

foster a caring community where each student is treated fairly and respectfully by adults and

peers.

TPE 3: Adapt subject matter curriculum, organization, and planning to support the acquisition

and use of academic language within learning activities to promote the subject matter knowledge

of all students, including the full range of English learners, Standard English learners, students

with disabilities, and students with other learning needs in the least restrictive environment.

TPE 4: Plan instruction that promotes a range of communication strategies and activity modes

between teacher and student and among students that encourage student participation in learning.

TPE 5: Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans,

to establish learning goals and to plan, differentiate, make accommodations and/or modify

instruction.

TPE 6: Recognize their own values and implicit and explicit biases, the ways in which these

values and implicit and explicit biases may positively and negatively affect teaching and

learning,and work to mitigate any negative impact on the teaching and learning of students. They
exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and

families, as well as toward their colleagues.