Prototype

Container

Container made of mushroom roots and baked

Kapu

Sacred

Unit 2- Collage

California

Comments/notes on readings

- Graphic novels have post modern flavors- I like that.  Something that students can read and create to help them understand contemporary art and social issues.
-"The graphic novel has much to teach about the values, aspirations, and ideals of society as well as the problems and disillusionment of modern existence"
-Connection to contemporary artists like Kara Walker, Raymond Pettibon, Michael Ray Charles, and Kerry James Marshall
-How the Teaching Artist Can Change the Dynamics of Teaching and Learning
-"The teacher who is also an artist embodies this resistance (against the mundane and standardized procedures of schooling) by transforming the educational dynamics of school learning. Some teaching artists, including full time art specialists, enable the emergence of complex learning environments that invite collaboration and intense interaction with the discipline of art and art making."
-The benefit of being a teaching artists can sometimes be overlooked. I think being a teaching artist is much better than being an art teacher. How can I teach someone else to be an artist if I'm not one myself??
-Artist, teacher, student, dynamic..
-the way the teaching artists engages or interprets the content or discipline of art and art making
-the way teaching artist interacts with students
-the way the teaching artist constructs and interacts with learning environments.
-creating the possibility of divergent outcomes- I like that.  I think adding possibility and flexibility to art making is more realistic and allows for more creativity and decision making.
-I really like the sentence about mediating and mentoring. Being a teacher is not about controlling everything. It's about helping each student learn and grow- this can only be done through mediating and mentoring.
-Engaging Minds
-Learning comes in triggering associations in the learner
-Program "aimed at learning how to BE in the world in a particular way" that can only be learned by COPYING.
-Don't see copying as simple replication, but of creative re-enactment

Hannah Hoch

Hannah Hoch- German dada artist

Unit Sketch

Ch 1 Questions

What is the relationship between your experiences and ongoing artistic work to your curriculum and teaching.
I think I tend to focus a lot of the ideas and themes I'm making art about into my curriculum. I also use my own experience with art making; drawing for example- (hate representational, love experimenting.. and some people are opposite) to create lesson plans where everyone is challenged but is able to do things they enjoy. I also think it's important to let students create their own bodies of work, based on themes they are interested in. I was never really given that opportunity in any of my high school art classes. To allow students freedom to research, brainstorm, and develop themes and create art is a really important skill in being an artist. 
I want to be able to show students my past work and the things I'm currently working on and tell them what I am currently making my art about so they can get a glimpse into how an artist thinks and works.  




How do you describe what you do as an artist.
I feel like I'm all over the place. I really like experimenting with a concept and making art about it, especially building off of past pieces I've made. I also sometimes just create abstract art based off the style of another artist that I like, and over time it develops into its own thing. A lot of my themes deal with childhood, compromise, and nostalgia. I sometimes jump from style to style, but try to take time to develop styles that I find to be the most successful. I also try to make A LOT of stuff, the more stuff you make, the better. I also will leave my works in progress alone for a while, to make sure I don;t overwork them. 

Drawing

These are just some ideas for teaching observational/representational drawing:

I will make a more concrete lesson plan later


-Blind contour of each others faces
-Drawing detailed still life with sticks
-Allowing students to choose a private place around school or outside to draw still life: have them think like a child, explore their chosen space and draw things that interest them.

Experimenting with colors, "copying"

Abstract Art 5th Graders

Talked about the definition of abstract art vs. representational art

Watched this VIDEO https://www.youtube.com/watch?v=3kdzGAjG26s starting at 3:27

Talked about why abstract art is unique and why most people CANT do it. 

Talked about famous artists like Rothko, Pollock, and Frankenthaler and asked students to try to figure out how they made their paintings. 

Talked about what makes an abstract painting successful.

Students silently looked at famous abstract paintings and then wrote down their thoughts. Short group discussion about whether or not it is successful and if students liked it or not.

Experiment time: I gave short demos on how to paint with stick and how to make prints with sandwich bags. Set expectations for how to handle paint. I showed a list of verbs on my powerpoint of things they could do in their art making:

Swirl

Blot

Shake

Drip

Slide

Warp

Scratch

Cut

Splatter

Scratch

Rub

Scrape

Rip

Tape

Mush

Mix

Spread

Then, I played classical music and had students get to work! 

First Day Intro

Presentation about myself

Experimenting with colors:

Give students black, white, red, yellow, and blue paint.

Have them create as many colors as they can without repeating the same color.

The last part of class students will create their own color and name it and share it with the class.