Click to set custom HTML
Automatic Drawing
Artist: Henri Matisse
Studio
Mini Compositions: Collage
Mini Compositions: Collage
Artist: Chuck Close
Studio
Self-portraiture: Crayon, Mod Podge, Transparent paper
Self-portraiture: Crayon, Mod Podge, Transparent paper
Artist: William Wegman
Studio
Artful Personifications: Mixed Media
Artful Personifications: Mixed Media
Unit 1: Identity Reflection
This unit was very enjoyable for me. I was able to explore how to express my own identity and also explore different materials and media in order to best represent who I am. I thought it was a good strategy by beginning with collage work of things/pictures that represent you as a person. It was a way for students to get familiar with art items and how to display who they are on paper. I would probably use the Henri Matisse inspired collage to begin the school year. This could even me a project where I assign the students to pick items around their house that represent them and then bring them into class to explore the different possibilities and uses of the materials. Analyzing Disney characters and finding out which ones best represent our identity was a great idea. I thought it was a good idea to incorporate math (working with addition and finding averages) in the activity as well. I think the last studio was the one that represented me the least because I simply picked a fable and animals that would represent the characters but they didn't particularly relate to me or my identity.
I am a very verbal person and would have really liked to write out or describe why I made the decisions that I did. I love expression through art, but to make the unit even better for my classroom, I would have them either write out or type out an explanation for why they made the choices and used the certain resources that they did. As Pink (2005) suggests, the right-brain is on the rise and those with stronger right brains are having more opportunities available to them than those left-brainers. However, right-brainers are very much in touch with their feelings and are able to empathize with others' stories (Pink, 2005, p. 15). It would be important for my students to express stories not only through visual art but through writing out emotions or stories behind the art work. It is important in my classroom, for the students to have a strong balance between their left-brain and right-brain so it only makes sense that they can make logical conclusions or analyze their art decisions using written words. Pink (2005) says "The left hemisphere knows how to handle logic and the right hemisphere knows about the world. Put the two together and one gets a powerful thinking machine" (p. 25-26). I desire for my students to have that "powerful thinking machine."
This unit was very enjoyable for me. I was able to explore how to express my own identity and also explore different materials and media in order to best represent who I am. I thought it was a good strategy by beginning with collage work of things/pictures that represent you as a person. It was a way for students to get familiar with art items and how to display who they are on paper. I would probably use the Henri Matisse inspired collage to begin the school year. This could even me a project where I assign the students to pick items around their house that represent them and then bring them into class to explore the different possibilities and uses of the materials. Analyzing Disney characters and finding out which ones best represent our identity was a great idea. I thought it was a good idea to incorporate math (working with addition and finding averages) in the activity as well. I think the last studio was the one that represented me the least because I simply picked a fable and animals that would represent the characters but they didn't particularly relate to me or my identity.
I am a very verbal person and would have really liked to write out or describe why I made the decisions that I did. I love expression through art, but to make the unit even better for my classroom, I would have them either write out or type out an explanation for why they made the choices and used the certain resources that they did. As Pink (2005) suggests, the right-brain is on the rise and those with stronger right brains are having more opportunities available to them than those left-brainers. However, right-brainers are very much in touch with their feelings and are able to empathize with others' stories (Pink, 2005, p. 15). It would be important for my students to express stories not only through visual art but through writing out emotions or stories behind the art work. It is important in my classroom, for the students to have a strong balance between their left-brain and right-brain so it only makes sense that they can make logical conclusions or analyze their art decisions using written words. Pink (2005) says "The left hemisphere knows how to handle logic and the right hemisphere knows about the world. Put the two together and one gets a powerful thinking machine" (p. 25-26). I desire for my students to have that "powerful thinking machine."