Monday, January 30, 2017
ARTED 450 Teaching Artists Handbook ch 1
I feel like the way I want to teach is in direct correlation with what I am making. A lot of what I make right now is about experimenting with new mediums or techniques. I am very interested in trying to make a piece that feels busy or chaotic but is still balanced and not overwhelming in a bad way. I find that the more I think about how I want to teach, the more I want my students to have lots of room to rove and explore. I want students to be able to try a huge range of materials and play with ideas. I hope to build a curriculum that is just barely structured enough. I look back at my own art making in high school and I was just fulfilling assignments. Even here at BYU I have done that. So I want to create curriculum that catches students interest because it is relevant to their lives, either because it is based on local events or relates to their stage of life, that also forces students to come up with their own thoughts. In my own work I don't really care if I have a well crafted piece at the end as long as I tried something new and learned something, and I want my students to be able to develop a similar mentality.
ARTED 478 Chapter 4
I was really hit by how the art teachers in this chapter studied art pieces or artists that were local. I feel like this helped to make the situation more real and relevant for the students. And it provides possible opportunities to visit museums or work with people who know/knew the artist. This helps art move from this broad, abstract idea to something more tangible for students. I would really like to be able to use local artists in this way.
I also liked how the teachers went beyond the individual meaning of each piece but into broader topics. Like the class that studied Sandy Skoglund. The teacher could have easily just focused on the bizzare and done some fun little project, but instead she choose to push the students to think about social reality. This took more effort on the teachers part but the students learned something more lasting than an art technique. I want to be like this in my classroom. I hope to teach things that are bigger than art making while also providing lots of opportunities for students to create and explore their own thoughts and ideas.
I also liked how the teachers went beyond the individual meaning of each piece but into broader topics. Like the class that studied Sandy Skoglund. The teacher could have easily just focused on the bizzare and done some fun little project, but instead she choose to push the students to think about social reality. This took more effort on the teachers part but the students learned something more lasting than an art technique. I want to be like this in my classroom. I hope to teach things that are bigger than art making while also providing lots of opportunities for students to create and explore their own thoughts and ideas.
Monday, January 23, 2017
ARTED 450 Museum Trip
I loved all three of these pieces because of the personal approach they took to religion. Religion can be this big, abstract thing. But religion isn't meant to be that in my opinion. Religion and worship are meant to be an intimate experience. Just by being nontraditional these paintings start doing that, but then go even further by being about specific ideas that mean a lot to the artist.
ARTED 478 Lesson Plan #1- What is art?
Enduring Ideas: What is art?
Artist: Duchamp "Fountain"1917
Key Concepts: Understanding conceptual art. Students understand how hard it is to define art. Students understand the difference between personal taste and art appreciation.
Essential Questions: What makes this art? What makes it good or important art? What defines art?
Unit Objectives. Understanding Concept art. Purpose, definition, how it came about, the why, etc.
Instructional Plan:
Show the Fountain-> discussion about whether it is art or not without any explanation of the piece. Then explain the history of Duchamp's piece and what was happening in the art world and then discuss once again if it is art or not. Explain the concept of conceptual art
Share other art forms-> show other kinds of conceptual art and talk through what makes it conceptual, why it is important, clues as to the pieces' meaning, etc. Further help students understand the range and reasoning behind conceptual art. Also show different art making techniques that are often used such as appropriation.
- make small pieces using the techniques discussed in class to practice making conceptual art.
Brainstorm-> Brainstorm with students ideas that they might make art about. Talk about current events, community, personal lives, etc.
Summative Assessment: Students will create an art piece using at least one of the techniques discussed in class. They will write a short artists statement of the concept behind their work.
Artist: Duchamp "Fountain"1917
Key Concepts: Understanding conceptual art. Students understand how hard it is to define art. Students understand the difference between personal taste and art appreciation.
Essential Questions: What makes this art? What makes it good or important art? What defines art?
Unit Objectives. Understanding Concept art. Purpose, definition, how it came about, the why, etc.
Instructional Plan:
Show the Fountain-> discussion about whether it is art or not without any explanation of the piece. Then explain the history of Duchamp's piece and what was happening in the art world and then discuss once again if it is art or not. Explain the concept of conceptual art
Share other art forms-> show other kinds of conceptual art and talk through what makes it conceptual, why it is important, clues as to the pieces' meaning, etc. Further help students understand the range and reasoning behind conceptual art. Also show different art making techniques that are often used such as appropriation.
- make small pieces using the techniques discussed in class to practice making conceptual art.
Brainstorm-> Brainstorm with students ideas that they might make art about. Talk about current events, community, personal lives, etc.
Summative Assessment: Students will create an art piece using at least one of the techniques discussed in class. They will write a short artists statement of the concept behind their work.
ArtEd 478 Conceptual Framework
Experiment- To try out new concepts or ways of doing things. This course will create opportunities for students to try new methods and examine new ideas and concepts. Students will be encouraged to push themselves into new realms of thought and new ways of addressing situations.
Recognize- Acknowledge the existence or validity of. Through studying a variety of works students will have the opportunity to develop personal taste and a basic knowledge of contemporary art. They will learn how to notice what creates interest in an art piece and what does not. They will learn to understand what it is they enjoy in art and be asked to question and think deeper about their own reasonings.
Interact- To act in such a way as to have an effect on one another. Students will join in a discussion of prevalent works of art and learn how to recognize certain qualities. They will develop the vocabulary necessary to discuss art work. The class will have the opportunity to give intelligent and constructive feedback on each other’s work.
ARTED 478 Week #2 - Exploratory Collage
Enduring Idea: Exploring/ discovering your world
Artist: Pat Perry
Key Concepts: Exploration, pencil techniques, pushing boundaries of what we see
Essential questions: What is important to me? How do I see the world?
Unit Objectives: Students will learn new drawing skills and vocabulary. Students will learn how to draw more meaning or observe more from daily life.
Instructional Plan:
Practice seeing things as they really are-> gesture drawings. Explanation of perspective, shadows and other vocabulary and tools.
Go outside and observe-> Further learning how to pay attention to things. Drawing objects from daily life that students find significant or interesting.
Learning how to draw from photos-> Learning how to use a grid. Students choose an image and draw it using a grid system
Summative Assessment: Students will create a collage-like drawing of things or people that are important to them or influence them using the skills learned in previous assignments. They will write a short paragraph of why they choose the things that they did. Link to Pat Perry's work:
http://patperry.net/
Metaphor
I think a good metaphor for learning is a spiderweb. There are several different routes to get to the center, or the key idea. There is no one way to make a web, just like there is no 'right' way to teach. Each teacher needs to find their own method that works for them and their students. And there is no one way that students learn. Students come from many different angles and ideas. So it is the teachers job to join all these things together and help the students come join in the same place. And just like a spiderweb is delicate, so is the learning process. It takes a balance between the students and teachers to make things work correctly. If one is out of balance (or the strings too tight or too lose, etc.) the web can't hold and everything falls apart.
Artist: Pat Perry
Key Concepts: Exploration, pencil techniques, pushing boundaries of what we see
Essential questions: What is important to me? How do I see the world?
Unit Objectives: Students will learn new drawing skills and vocabulary. Students will learn how to draw more meaning or observe more from daily life.
Instructional Plan:
Practice seeing things as they really are-> gesture drawings. Explanation of perspective, shadows and other vocabulary and tools.
Go outside and observe-> Further learning how to pay attention to things. Drawing objects from daily life that students find significant or interesting.
Learning how to draw from photos-> Learning how to use a grid. Students choose an image and draw it using a grid system
Summative Assessment: Students will create a collage-like drawing of things or people that are important to them or influence them using the skills learned in previous assignments. They will write a short paragraph of why they choose the things that they did. Link to Pat Perry's work:
http://patperry.net/
Metaphor
I think a good metaphor for learning is a spiderweb. There are several different routes to get to the center, or the key idea. There is no one way to make a web, just like there is no 'right' way to teach. Each teacher needs to find their own method that works for them and their students. And there is no one way that students learn. Students come from many different angles and ideas. So it is the teachers job to join all these things together and help the students come join in the same place. And just like a spiderweb is delicate, so is the learning process. It takes a balance between the students and teachers to make things work correctly. If one is out of balance (or the strings too tight or too lose, etc.) the web can't hold and everything falls apart.
Friday, January 20, 2017
ARTED 450 Drawing and first day of class
For my first day of class I would introduce the idea that most people feel insecure about making art and that we're in class to experiment. I would do this by having the kids put their heads down and have them raise their hands to answer questions like "who thinks it takes talent to make good art?" or "who gets frustrated about making art?". Then I would have the kids raise their heads and talk about what I saw and how I've learned art isn't a talent but a skill to be learned. After doing this for a couple minutes I would have the kids paint and/or collage with things I have around the classroom. I would want it to be casual and fun like we did in class. I would have the kids work on large pieces of paper and in groups if I have a large class.
I would do drawing because its often what kids look at as the pinnacle of art. They see others their age who can draw very realistically and think they're good artists and if they can't do that he or she isn't. I want to help students push beyond this idea and explore what drawing can be. I would push students to use materials they don't normally use; to move away from pens and pencils. I would also push students to draw things that aren't realistic or imagery in some of our assignments. This would help them move past the typical high school idea of art. I also would want to find out what interests the kids in terms of drawing and teach them things about that. If its Manga or learning how to draw a building perfectly, so be it. I want to push them to explore their interests and I'd push those things into new contexts.
I think a drawing foundation class should use several different materials such as charcoal, pen, pencil, pastels, and watercolors. The class should include a range of drawing style opportunities and teach important vocabulary such as line, core shadow and white space. It should also introduce artists who draw and give students the chance to explore these people such as Da Vinci, Pat Perry, and Cy Twombly. It should touch on several different ideas such as figure drawing, still life, and abstract.
I would do drawing because its often what kids look at as the pinnacle of art. They see others their age who can draw very realistically and think they're good artists and if they can't do that he or she isn't. I want to help students push beyond this idea and explore what drawing can be. I would push students to use materials they don't normally use; to move away from pens and pencils. I would also push students to draw things that aren't realistic or imagery in some of our assignments. This would help them move past the typical high school idea of art. I also would want to find out what interests the kids in terms of drawing and teach them things about that. If its Manga or learning how to draw a building perfectly, so be it. I want to push them to explore their interests and I'd push those things into new contexts.
I think a drawing foundation class should use several different materials such as charcoal, pen, pencil, pastels, and watercolors. The class should include a range of drawing style opportunities and teach important vocabulary such as line, core shadow and white space. It should also introduce artists who draw and give students the chance to explore these people such as Da Vinci, Pat Perry, and Cy Twombly. It should touch on several different ideas such as figure drawing, still life, and abstract.
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