Our unit lesson plan is due in about a month. I know I should start brainstorming ideas now so I don't get behind. The overall theme of the unit will be bring hybridization into the classroom. In this particular context this means creating art on objects that are not commonly used in the art classroom or in the artwork. Essentially the art is hybrid because it is something new and combines to different things. I'm going to have to do a lot of thinking to develop a unit but right now I'm stuck!
But here's some easy tips I found on writing lesson plans
Tuesday, November 15, 2011
Tuesday, November 8, 2011
Themse Based Lesson
Michelle and I presented our theme based lesson to the class this week. The lesson was called "Responding to the News." Here is the 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."
Overall I am very satisfied with the way our lesson went. The class seemed to enjoy our activity and classroom leadership qualities. We began with going over hybridization revisiting the artists Faith Ringgold and Robert Rauschenberg. Students established Ringgold's themes as personal, community, and cultural connections and Rauschenberg's as current events and political. Choosing one of the artists to work with students were instructed to pick a newspaper article. They were to incorporate text from the article and make an illustration using charcoal and/or chalk pastels. Below is the bulletin board Michelle and I made prior to giving our lesson.
Overall I am very satisfied with the way our lesson went. The class seemed to enjoy our activity and classroom leadership qualities. We began with going over hybridization revisiting the artists Faith Ringgold and Robert Rauschenberg. Students established Ringgold's themes as personal, community, and cultural connections and Rauschenberg's as current events and political. Choosing one of the artists to work with students were instructed to pick a newspaper article. They were to incorporate text from the article and make an illustration using charcoal and/or chalk pastels. Below is the bulletin board Michelle and I made prior to giving our lesson.
Wednesday, November 2, 2011
Field Work
This semester I am completing my final fieldwork placement at Beacon High School in Mrs. Duke's classroom. After this semester I have a year to finish my BFA then time for student teaching! It seems to far away but I know time will fly. Anyway I am partnering with Michelle at Beacon High School. Here is the schedule of our day.
Period 1- Advanced Ceramics
Period 2- Prep
Period 3- Studio Art
Period 4- Study Hall
Period 5- Digital Art I
Period 6- Studio Art
Period 7- Lunch
Period 8- Digital Art II
Michelle and I have chosen to work with the advanced Ceramics class for our lesson plan. Our lesson plan involves sculpting objects from nature then building an environment in which the object will be placed in. We were getting our artist influences from Andy Goldsworthy and Louise Bourgeois. Here are some examples of there work.
Period 1- Advanced Ceramics
Period 2- Prep
Period 3- Studio Art
Period 4- Study Hall
Period 5- Digital Art I
Period 6- Studio Art
Period 7- Lunch
Period 8- Digital Art II
Michelle and I have chosen to work with the advanced Ceramics class for our lesson plan. Our lesson plan involves sculpting objects from nature then building an environment in which the object will be placed in. We were getting our artist influences from Andy Goldsworthy and Louise Bourgeois. Here are some examples of there work.
Thursday, October 20, 2011
Presentation- Hybridization
Michelle and I presented our Hybridization presentation this week in class. Overall I think it went pretty successful. We were really good at scaffolding our questions but we didn't give students enough time to answer questions before answering them ourselves. I need to learn to embrace the silence in the classroom and not rush student responses. During the presentation we should have made more frequent references to hybridization. Classmates felt our theme was lost during the presentation. Below are the images we showed to the class.
Who's Afraid of Aunt Jemima? Faith Ringgold
Signs Robert Rauschenberg
The Flag is Bleeding Faith Ringgold
Hot Shot Robert Rauschenberg
Who's Afraid of Aunt Jemima? Faith Ringgold
Signs Robert Rauschenberg
The Flag is Bleeding Faith Ringgold
Hot Shot Robert Rauschenberg
Sunday, October 16, 2011
Accordion Book
A few weeks ago I was assigned to make an Accordion Book. The assignment is listed below.
Our in class activity and discussion highlighted the need for art educators to continue to innovate in
their curricular planning that goes beyond learning the skills and content of the Elements and
Principles of Design. Our in-class activity involved modifying a simple drawing activity that is outlined
in Line Art Game by re-designing the game by focusing on one or two of the postmodern themes that
were covered in the Barrett and/or Gude article.
The Elements & Principles Accordion Book MOD is a similar opportunity: look at the E + P book
instructions, re-design the activity to include postmodern themes, and then do the activity. The total
assignment includes two outcomes that need to be submitted to me:
• new instructions for an accordion book activity that is a result of including a postmodern theme
• an accordion book as both result of your exploration and possible teacher example
There are other outcomes that will come from the assignment:
• deeper understanding for postmodern themes related to a curricular activity
• exploration of the book art form
• possible visual research that will help you to understand the accordion book,
• relevant artist practices associated with book arts
• relevant artist practices associated with the particular postmodern theme you chose
• an activity and process that could be developed into a complete lesson plan
I choose to make my Accordion book using the technique of collage and mixed media. I began using only one work, "the." As my book continued the word "the changed size and began to incorporate text. Eventually the book involved collage photos from magazines and acrylic paint which interacted with the photos. Below are some examples of Accordion books.
Our in class activity and discussion highlighted the need for art educators to continue to innovate in
their curricular planning that goes beyond learning the skills and content of the Elements and
Principles of Design. Our in-class activity involved modifying a simple drawing activity that is outlined
in Line Art Game by re-designing the game by focusing on one or two of the postmodern themes that
were covered in the Barrett and/or Gude article.
The Elements & Principles Accordion Book MOD is a similar opportunity: look at the E + P book
instructions, re-design the activity to include postmodern themes, and then do the activity. The total
assignment includes two outcomes that need to be submitted to me:
• new instructions for an accordion book activity that is a result of including a postmodern theme
• an accordion book as both result of your exploration and possible teacher example
There are other outcomes that will come from the assignment:
• deeper understanding for postmodern themes related to a curricular activity
• exploration of the book art form
• possible visual research that will help you to understand the accordion book,
• relevant artist practices associated with book arts
• relevant artist practices associated with the particular postmodern theme you chose
• an activity and process that could be developed into a complete lesson plan
I choose to make my Accordion book using the technique of collage and mixed media. I began using only one work, "the." As my book continued the word "the changed size and began to incorporate text. Eventually the book involved collage photos from magazines and acrylic paint which interacted with the photos. Below are some examples of Accordion books.
Thursday, October 6, 2011
Talking with Kids about Art by Tom Anderson
This week in class we were assigned a reading by Tom Anderson called, Talking with Kids about Art. When I look back at my high school art experience I remember that getting students to talk about their art was a very difficult process. I believe that during adolescence children feel intimidated to talk about their work in front of peers. Anderson writes about art criticism and how painlessly incorporate it into the classroom.
Anderson uses "crit cards" to get students involved in the criticism. Crit cards are cards used by teachers to lead art criticism discussions. They can also be reproduced for student use. The questions on the crit cards are scaffolding. This allows for students to answer simple questions then build their thoughts to answer more complex questions. The four stages of cards are 1. Description 2. Interpretation and 3. Evaluation.
Anderson uses "crit cards" to get students involved in the criticism. Crit cards are cards used by teachers to lead art criticism discussions. They can also be reproduced for student use. The questions on the crit cards are scaffolding. This allows for students to answer simple questions then build their thoughts to answer more complex questions. The four stages of cards are 1. Description 2. Interpretation and 3. Evaluation.
Friday, September 30, 2011
Art Investigation Worksheet
Last week in class we were given an assignment to create an art investigation worksheet for students. I choose to work with the artist, Robert Rauschenberg.
1. Describe what this piece of artwork is. What is it showing?
2. What type of media is the artist using?
3. Why would this subject and media be considered abnormal to the general public?
1. What technique is the artist using in this work?
2. How do you think the artist constructed this image?
3. Who do you see in this image?
4. What is the relationship between the subjects in this image?
1. List all of the subjects and objects you see in this image.
2. Why do you think the artist repeated many images?
3. How does this repetition contribute to the overall effectiveness and meaning of this image?
1. Describe what this piece of artwork is. What is it showing?
2. What type of media is the artist using?
3. Why would this subject and media be considered abnormal to the general public?
1. What technique is the artist using in this work?
2. How do you think the artist constructed this image?
3. Who do you see in this image?
4. What is the relationship between the subjects in this image?
1. List all of the subjects and objects you see in this image.
2. Why do you think the artist repeated many images?
3. How does this repetition contribute to the overall effectiveness and meaning of this image?
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