Chapter 4 Reflective Response

The more I study about art education curriculum the more I see it as it's own work of art, or maybe even a series. It has multiple components that should flow together and be able to unite with an enduring idea - an idea that is relevant for today's students. I see the advantage of having an enduring idea met through the study of not only art making, but also art criticism and art history. I want to be able to clearly do this, and help students understand making purposeful art. I love the examples in the book about helping students see the depth of the artwork they create, such as that with the study of social reality. The students studied the bizarre artwork of Sandy Skoglund, but were able to see the relevancy of her artwork- especially by making their own strange artworks of fantasy meeting reality through photography and Adobe Photoshop. As I help students making similar connections, I recognize the need to continually practice this in my own artwork and becoming better at referencing other artists.

Teaching Metaphor

"Create a metaphor for teaching or teaching/learning? Post your description and a visual response on the blog."

Teaching is growing a garden in your front yard. 

You plant a seed, nourish it, and try your best to help it bloom. You might occasionally see how your efforts made a difference, but its impossible to recognize its full impact. You are not always in the garden to see who passes by and is impacted by your efforts on those individual flowers.

Here's a video I found on flowers blooming.

Week #2 - The Suggestion of Memory

Kimberly Escalante

ArtEd 478

Dr. Graham

1/22/17

Week #2 – The Suggestion of Memory

Image:

Readymade

Rebecca Campbell

2014, oil on canvas, 108" x 69 1/2"

Encounter explanation:

            I ran into several paintings of different sizes similar to this one at BYU’s Museum of Art. Many of these paintings use photographs for references. They all include a level of specific details, yet all have an unfinished/blurry look to them. Some of them have a little bit of color underneath the image. They look slightly ghostly because of this style, but it’s clear that the artist is interacting with the notion of recreating memories – whether they belong to her or someone else.

Objective(s):

·      Recreate a memory through painting

·      Be familiar with acrylic paint/wet media

Lesson:

·      Vocabulary: Representational, Memory, Nostalgia, Monochromatic

·      Explore possibilities of recreating memories through painting

·      Introduce Rebecca Campbell and her artwork pertaining to memory and recreating photographs

·      Discuss sentiment and its role in art – how can it be successful?

·      Discussion: Why would Campbell leave these paintings with an “unfinished” look? How does it benefit her concept? What other strategies does she use? What role might size have play in her art?

·      Demo on acrylic paint and monochromatic value scales.

Activities:

·      Before this lesson, the students will find photographs that resonate with them in some way. They don’t have to know the people in the photograph, but they must use photographs from within their family. Bring paper copies of the photo, not the actual image – just to be safe.

·      Pre-Assignment activity: Develop a monochromatic value scale

·      Assignment: Paint out one (or a combination of the photos) in such a way that depicts memory rather than an actual representation. Use acrylic on an art board about 8”x10.” Spend at least 6 hours on this assignment. Paint using a monochromatic value scale.

Formative Assessment:

·      How much time was put into the assignment?

·      How did the student engage the photo?

·      Is there clarity in the painting while maintaining a sort of vagueness?

Enduring Notion:

·      Art can be connected to psychology by portraying how something is remembered.

Sources:

http://www.rebeccacampbell.net/#/2013-2014/

Verb List

Kimberly Escalante

ArtEd 478

Dr. Graham

1/18/17

Verb List

1.     Explore/Discover

a.     The art classroom transforms into an environment where the student will be encouraged to try new forms of art and consider how to add their unique voice to art.

b.     Exploring allows the student to feel free in trying something new as well as pushes them to keep developing as an artist. This promotes the student to connect in new and interesting ways who they are with their work.

2.     Perceive

a.     The student learns how to read art (analyzing it formally and contextually) and have a general sense of how to classify the art.

b.     Students can better understand how to interact with the art world if they know how it works outside the classroom. They can also learn how to apply what they become interested in.

3.     Relate/Engage

a.     Artwork becomes a more intimate experience for the student. He/she learns how to make a connection to other artists’ work as well as learning to apply themselves to the work they make.

b.     Being able to relate to a work of art completely changes the classroom experience for the student. It makes the experience personal and much more relevant.