Materials:
We used common household items and transformed them into works of art. It was rather like being in the pop art movement with Warhol, taking the common, the simple and everyday and seeing and showing it in a new light.
Themes, practices, and concerns of contemporary art and design:
I think giving a theme to students is always exciting for them. And it is even more exciting for me to see everyone’s work. I have always enjoyed viewing the work of others. I am always surprised at the diversity of works derived from the same theme.
I am of the opinion however, that the next wave of art maybe too broad. Where pop art took us to new levels with the beauty or critique of commercialism, coming soon, I fear, will be a movement of non art, where everything is considered art.
Visual Resources:
Visual references for specific themes (such as Christmas or the beach) can help young students and allow the teacher to work with them and help them improve their techniques. However, it is important to help students find their own eye and references. It is too tempting to simply copy. The best way to help the student is to ask him/her to picture a thing and start from there.
Instructional Strategies:
Instructional strategy begins with environment as well as a lesson plan. I find it makes a great deal of difference if I have a work station set up before students enter the class. I feel it important to ask the class about a subject before announcing what our project will be. This allows the students to buy into the project rather than simply following instruction. It is also important, I believe, to smile when addressing students and use both positive language and an eager tone.
Monday, December 13, 2010
Week13
Our class was a continuation and elaboration of the stations we started last class. Before getting to work, we discussed the idea of using stations when teaching.
We displayed work we created during the studio art class. They looked especially great because they are large, simple shapes covering a large wall but with a really intricate texture.
Stations allow for a lot of play and experimentation, where students can make their own connections. It can be a way to cover a large amount of material efficiently.
We displayed work we created during the studio art class. They looked especially great because they are large, simple shapes covering a large wall but with a really intricate texture.
Stations allow for a lot of play and experimentation, where students can make their own connections. It can be a way to cover a large amount of material efficiently.
Tuesday, December 7, 2010
Week 12
I missed this class because I was sick. However, because I could see other students’ blogs, I knew what was happing in the classroom. I think the blogs are very helpful in case of absence.
My classmates discussed the positive aspect of being an educator, our blog entries and reflected upon the class and their work. The class also critiqued each other’s sketchbooks and final project.
The class set up 3 work stations with different themes: globes, balls, and spheres.
1. Balls: the packaging-tape-cast station, in which they wrapped different types of sports balls in packaging tape (sticky side up). A second layer of tape, sticky side down, was added to create a hollow, translucent sphere of the same size as the original object/ball.
2. The scriptural station: students created a round shape using cardboards and staples.
3. Finally, the sketch station where students set up the various balls and sketched them in pencil.
My classmates discussed the positive aspect of being an educator, our blog entries and reflected upon the class and their work. The class also critiqued each other’s sketchbooks and final project.
The class set up 3 work stations with different themes: globes, balls, and spheres.
1. Balls: the packaging-tape-cast station, in which they wrapped different types of sports balls in packaging tape (sticky side up). A second layer of tape, sticky side down, was added to create a hollow, translucent sphere of the same size as the original object/ball.
2. The scriptural station: students created a round shape using cardboards and staples.
3. Finally, the sketch station where students set up the various balls and sketched them in pencil.
Tuesday, November 30, 2010
Sunday, November 28, 2010
Week11
We continued printmaking. We discussed using print plates to make stickers and how to display them. We also saw the works of artists Terry Winters and Nancy Spero. I made a mono print using a technique that was new for me. The process began with an inch wide frame that was hinged to the top of a plexi-glass. I then traced my drawing on the plexi-glass without actually touching the surface with my hand. This is very tricky and requires concentration and patience.
Finally, when the print dried, I painted with watercolors. I could see the resistance of oil and water. I thought that this technique could be connected with science and would be a lot of fun for students to learn.
Aileen gave two sheets
1. How to label your prints:
on the left side you write the edition of the print,
write the title of the piece in the middle;
write your initials and the date on the right side.
2. A definition of printmaking terms:
brayer,
inking up,
pulling a print,
charging a brayer,
a proof, an edition,
calligraphy
Aileen emphasized that "students should be able to define the terms of printmaking once they have completed their printmaking lesson. Students need to understand that it is a process such as brayer, inking up, pulling a print, charging a brayer, a proof, an edition, calligraphy….＂I agree with her. As a teacher, we have to make a sure we can all explain those things clearly.
Near the end of the class Aileen displayed our graphic novels. I was happy to see that my novel, once displayed with the others, was not bad at all.
Finally, when the print dried, I painted with watercolors. I could see the resistance of oil and water. I thought that this technique could be connected with science and would be a lot of fun for students to learn.
Aileen gave two sheets
1. How to label your prints:
on the left side you write the edition of the print,
write the title of the piece in the middle;
write your initials and the date on the right side.
2. A definition of printmaking terms:
brayer,
inking up,
pulling a print,
charging a brayer,
a proof, an edition,
calligraphy
Aileen emphasized that "students should be able to define the terms of printmaking once they have completed their printmaking lesson. Students need to understand that it is a process such as brayer, inking up, pulling a print, charging a brayer, a proof, an edition, calligraphy….＂I agree with her. As a teacher, we have to make a sure we can all explain those things clearly.
Near the end of the class Aileen displayed our graphic novels. I was happy to see that my novel, once displayed with the others, was not bad at all.
Week10
Aileen returned after being absent due to an emergency last week. We prepared and arranged 5 stations using 4 different printmaking techniques and one portfolio section. The set-up was similar to another printmaking class that I had previously taken in Korea. This surprised me.
Later, we made our printmaking plates together as a group. Aileen provided the directions step by step. She called it is a “cooperating demonstration.”I enjoyed the idea of it. Such a project could be used as a classroom management tool or strategy, excellent for keeping everyone together and allowing the teacher the opportunity to observe which students need more help.
Finally, Aileen demonstrated the different processes at each table station and we printed our finished product through 4 stations separately. The techniques were not new for me because I have a background printmaking as was required for earning a BFA. however, the exercise was a lot of fun.
Later, we made our printmaking plates together as a group. Aileen provided the directions step by step. She called it is a “cooperating demonstration.”I enjoyed the idea of it. Such a project could be used as a classroom management tool or strategy, excellent for keeping everyone together and allowing the teacher the opportunity to observe which students need more help.
Finally, Aileen demonstrated the different processes at each table station and we printed our finished product through 4 stations separately. The techniques were not new for me because I have a background printmaking as was required for earning a BFA. however, the exercise was a lot of fun.
Week9
Aileen had an emergency today. I hoped it is not terrible for her and her family. Mary, from Saturday Art School, was our guest teacher for printmaking. She made nice and easy set up for a calligraphy. She asked us if we had a background in printmaking before taking the class. She asked the class to explain what elements makes a monster. While the question was asked in a very casual way, it could used as an introduction and means of motivation for young kids. We each made our own monster and printed it.
Monday, November 1, 2010
Saturday, October 30, 2010
Week8
Aileen brought up the Blurb and she showed us several examples including her sons work. It seems like a very professional and exciting project to children. I think students would love it. (I used the example to create a lesson plan requiring students to make their own book cover at teaching at PS 183.)
I really enjoyed the "Eco Books": Inventive Projects From the Recycling Bin by Terry Taylor. It was so impressive to make a book cover with wood blocks, disks, CD cases, debit cards and metro maps, etc.
We watched everyone's final "Alphabets” videos and I gained some ideas of how to improve my letters and video. However, because I did not have any knowledge of using Mac and their program, I really had a hard time making the video. I had to make an appointment with Alison (the art lab instructor) and spend extra time learning to use MAC. I felt this was too much. It would have been better if we had had a computer (creating blog and skills) workshop before we started the project or, perhaps if we were working with a partner (providing that one of the two was proficient in using MAC) would also have made the project less taxing and time consuming.
Though enjoyable, watching the videos for a protracted period became a little tedious as I had seem the same videos the week before. Perhaps, if we had themes for particular letters, watching the videos would have proven less arduous. Perhaps the project, for class management sake, could have been staggered into sets of three with 5 fives students showing their work over three weeks. Taking in all 15 videos t once however was very difficult.
I really enjoyed the "Eco Books": Inventive Projects From the Recycling Bin by Terry Taylor. It was so impressive to make a book cover with wood blocks, disks, CD cases, debit cards and metro maps, etc.
We watched everyone's final "Alphabets” videos and I gained some ideas of how to improve my letters and video. However, because I did not have any knowledge of using Mac and their program, I really had a hard time making the video. I had to make an appointment with Alison (the art lab instructor) and spend extra time learning to use MAC. I felt this was too much. It would have been better if we had had a computer (creating blog and skills) workshop before we started the project or, perhaps if we were working with a partner (providing that one of the two was proficient in using MAC) would also have made the project less taxing and time consuming.
Though enjoyable, watching the videos for a protracted period became a little tedious as I had seem the same videos the week before. Perhaps, if we had themes for particular letters, watching the videos would have proven less arduous. Perhaps the project, for class management sake, could have been staggered into sets of three with 5 fives students showing their work over three weeks. Taking in all 15 videos t once however was very difficult.
Tuesday, October 19, 2010
Monday, October 18, 2010
Sunday, October 17, 2010
Week 7
Students shared their "alphabet" works. Unfortunately, my works was not prepared because I listed the incorrect due day. I had planned to present a slideshow. I felt that everyone‘s works were good though some expressed having difficulties. Several students presented their work using PowerPoint or flicker. Others employed I-movie. All the works presented were appeared professional.
During presentations we provided reflections and feedbacks among ourselves. We discussed ideas such as changing and arraigning the size of pictures and adding music. We also talked about the quality of photos and angles. After sharing our I was encouraged.
Finally, we painted book covers, clipped the finished product and fashioned it into a makeshift book. I imagined my cover was for an art book comparing Asian and Western works.
During presentations we provided reflections and feedbacks among ourselves. We discussed ideas such as changing and arraigning the size of pictures and adding music. We also talked about the quality of photos and angles. After sharing our I was encouraged.
Finally, we painted book covers, clipped the finished product and fashioned it into a makeshift book. I imagined my cover was for an art book comparing Asian and Western works.
Tuesday, October 12, 2010
Sunday, October 10, 2010
Week 6 Shift language we use....
We made and displayed our letters in the center of the room and shared our opinions about such matters as the materials and our impressions. It was remarkable that we came up with so many different ideas and works despite the fact that our individual projects were done using materials and within the same boundaries.
During the critique of our works our instructor, Aileen, did not say offer an opinion. She later explained that her role was to listen to our discussion, take photographs and observe. She explained that this is “the pedagogy of listening” based on the teaching of Reggio Emilia.
Aileen asked the class the following questions “How should we discuss children’s works? What should we ask and look at in their work? How should we answer their questions?” “What is a critique? What is the boundary of critique? How should I critique a student‘s work?”
A Pedagogy Listening This is a term that was coined by Carla Rinaldi, Pedagogical adviser to Reggio Children. The Pedagogy of Listening underpins the Pedagogy of Relationships.
There are two broad aspects to this approach, but both involve relationships with the social and physical environments.
One aspect relates to learning and teaching, and involves children's and adult's search for meaning and understanding through listening. The second encompasses a political approach, which involves a democratic dialogue with families, the broader community, and culture.
Listening to children’s theories enhances the possibility of discovering how children think and how they both question and develop a relationship with reality. This possibility is magnified when it occurs within a group context that allows for the experience of others to be shared and debated.
“Why do we forget so easily that in order to talk, we first had to learn to listen? (Eulalia Bosch)
This principle together with that of a pedagogy of relationship and communication and collaboration are referred to by the educators in Reggio Emilia as Interdependence, Exchange & Collaboration: a pedagogy of relationships & listening.
During the critique of our works our instructor, Aileen, did not say offer an opinion. She later explained that her role was to listen to our discussion, take photographs and observe. She explained that this is “the pedagogy of listening” based on the teaching of Reggio Emilia.
Aileen asked the class the following questions “How should we discuss children’s works? What should we ask and look at in their work? How should we answer their questions?” “What is a critique? What is the boundary of critique? How should I critique a student‘s work?”
In my mind ＂critique＂ is when teachers tell students what they did wrong and/or incorrectly, what could use improving and then helping them to improve. When I critique my own work I automatically consider what I did wrong and consider how to make improvement. It is the time of thinking over what I have done. That is why ＂critique＂ for me is at times painful and embarrassing. From this reason, I try to make “critique” of student’s work positive and to reassure them.
Aileen pointed out that teachers often say to students that “everything is great.” These words can damage children‘s creativity and imagination because they are not receiving substantive feedback. Aileen suggested that we “try to use a more objective and unbiased vocabulary.”
Finally, we discussed the difference of the meaning of teaching and training however, I am not sure about the differentiation of each other.
Following the discussion we started the bookmaking project by using candles. I enjoyed the process of rubbing and transforming textures from handrails onto paper.
A Pedagogy Listening This is a term that was coined by Carla Rinaldi, Pedagogical adviser to Reggio Children. The Pedagogy of Listening underpins the Pedagogy of Relationships.
There are two broad aspects to this approach, but both involve relationships with the social and physical environments.
One aspect relates to learning and teaching, and involves children's and adult's search for meaning and understanding through listening. The second encompasses a political approach, which involves a democratic dialogue with families, the broader community, and culture.
Listening to children’s theories enhances the possibility of discovering how children think and how they both question and develop a relationship with reality. This possibility is magnified when it occurs within a group context that allows for the experience of others to be shared and debated.
“Why do we forget so easily that in order to talk, we first had to learn to listen? (Eulalia Bosch)
This principle together with that of a pedagogy of relationship and communication and collaboration are referred to by the educators in Reggio Emilia as Interdependence, Exchange & Collaboration: a pedagogy of relationships & listening.
Saturday, October 9, 2010
Monday, October 4, 2010
Week5 (09282010)
John Vandebrooke
Today, we discussed creating a responsive classroom through “emergent curriculum＂and how to manage challenge cases in a classroom. Romina, a fellow student, shared a story regarding a difficult time she had with 45 students for 5 hours in an auditorium. It was very Interesting. Class in Korea have more than 50 students. I was surprised to learn of problems of behavior or discipline in American schools because Korean students are very respectful to teachers. Korean students behave in the classroom and discipline is not an issue. I am wondering, has lowering the number of students in the classroom resulted in a positive effect in classroom management. In this example, we looked for various textures in/out of classroom and rub with a white candle on a paper. We could not see the exact shapes upon rubbing wax upon certain textures or surfaces. For a more complete picture we painted using watercolors.
This exercise was fun and exciting. I thought this could be a great motivation for students.
Rubbing artist: http://www.hawaiibeachcombers.com/gyotaku.html
Week 4 (09212010)
Drawing
Tyvek Project "Tree Languages" By Alana Kim
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