Blog 8 and Cool Things in Art

Overall, I found this class to be a great first step into art education. Being a pre-service teacher, this class opened me up with opportunity to teach at Double Helix STEAM School. Working with those students was an incredible experience and excites me to continue to work in schools in the coming semesters. I learned how to be patient and began to understand just how much work goes into writing strong, exciting lessons for students.

I also enjoyed the readings assigned during class because we discussed topics like racism in schooling and different methods to educate children. I also found myself considering how art can be the medium to which we can discuss our environment. I learned that children are highly sensitive to what their environment looks and feels like and that American classrooms are often filled will bright colors and loud posters, that can over stimulate and take away from creativity. For my classroom, I will be extremely aware as to how I furnish and decorate my classroom, as to not overly influence my students, keeping the focus on art. Also, I am now aware as to how skewed the representation of white, European male artists have been when teaching students about art and artists. I will be mindful of doing all I can to share with my students a wide variety of artists that they can relate to, especially artists that are female and of color.

Linked below is my presentation on artist, Kara Walker.

https://prezi.com/view/kSUTagVQ5GPm5ZfFIXbv/

'Altered Perception': Reflection

There is much to be said about the work that goes into planning lessons and as well as the time teachers dedicate to create learning materials that are both knowledgeable and interesting for their students. Going through the process of planning a lesson within the confines of the national art standards was an enjoyable challenge. Until this point in my schooling, I did not plan lessons with standards in consideration. At first, I found myself looking through Pinterest without any luck because national and state standards do not often come into consideration. I found that the projects referred to me on Pinterest were quickly crossing into the ‘cutesy craft’ area, not recognizing the actual importance of teaching a skill set or history relating to the art project.

After looking through Pinterest, I shifted my search by looking though the 6thgrade national art standards, landing on Anchor Standard 2, which focuses on the organization and development of artistic ideas and development. I knew I wanted to create a lesson that focused on process because I found the process of art making and the routine within process to be the best part of creating as an undergraduate student. I thought about how Jackson Pollock would work in his studio, dripping and splashing paint onto his canvas or how Kiki Smith will take her fresh copper plates to the floor, in hopes of picking up some organic background to work with, removing the factory quality of the plates. I decided on a lesson plan that focused on the way Michelangelo painted the ceiling of the Sistine Chapel. I wanted my students to experience drawing on their backs with their canvas above them.

As I created my example for my students I began to notice how difficult it is to work on your back, arms teetering in the air with nothing to brace. My hope was that my students would notice this is as well. The day of the lesson, I came in early and set up their papers on the undersides of the tables in the classroom. Looking back, it would be nice to have my students something soft or foam-based to lie on as they work. Although a few of the students knew we were doing something unconventional, I do not think they were expecting something so removed from standard art curriculum.

As they drew on their backs, it became apparent to me that 25 minutes was far too long to work on individual items. It would be better if this lesson became a collaborative project that spanned at least two lessons where students could take turns drawing or painting on a shared canvas. It would also be beneficial to give the students more of a theme with some boundaries to focus on while working. The students gave me some helpful feedback, suggesting music to help them relax into their work and to incorporate other materials like paint to create an experience even more similar to Michelangelo.

The students did say they had a better appreciation of the work Michelangelo created now knowing the labor involved. My goal was achieved when I heard them say they could appreciate his work. I hope to keep this lesson plan and change it to become a collaborative lesson with more mixed materials. I want my students to know that having skill is important, but it is also equally important to have a process when making art.

'Altered Perception' Visual Art Lesson Plan

Project Title: ‘Altered Perception’ (40 minute lesson)

Target Grade:6thGrade

National Core Art Standard:

Anchor Standard 2:Organize and develop artistic ideas and work. Enduring Understanding:Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches

VA: cr2.1.6a“Demonstrate openness in trying new ideas, materials, methods and approaches in making works of art and design.”

Materials (List of supplies needed, list everything):

-Paper

-Crayons

-Oil Pastels

-Markers

-Pencils

-Tape (Painters tape is preferable)

-Material to cover floor

-Thin cardboard

Intro (How will you begin the experience): (7 min)

Ask students if they have heard of the painter Michelangelo. Ask what they believe he is known for. Proceed to show students slides of Michelangelo’s work and life history while giving a brief overview of the Renaissance period. Focus in on the Sistine Chapel, the years it took and the way in which Michelangelo completed the ceiling painting. Ask students how difficult they believe it would be to paint and draw on their backs.Explain to them that they will be working the way Michelangelo did—lying down, looking at the “ceiling” above. Students are encouraged to create a work that interests them and it does not have to reflect the work of the renaissance period. Instead, we are focusing on the approach to the work.

Procedure (How will you guide the experience): (25 min)

Ask students to clear their seats and secure their paper to the bottom side of the table. Give them the option of securing a piece of cardboard to the bottom side of the table if the surface is uneven. Make sure students are able to access materials by supplying a box with pencils, oil pastels, markers and crayons to each student or pair of students depending on how close they are together. Provide a few reference images of general subjects, images or artists work and words that may invoke thought. Tell students they have 20-25 minutes to work and to enjoy the process and not to worry so much about what the work they are producing looks like.

· If a student is unable to lie down for the entirety of the lesson, they are encouraged to get up and move around, thinking on how Michelangelo might have felt.

· If a student is unable to lie on the ground for any extent of time, allow them to sit at the table normally and have them draw with one eye closed or with the opposite hand for a period of time as a way to change their perception of drawing in a ‘normal’ state

Closure (How will you bring the experience to an end): (8 min)

Ask students to stop, sit up and remove their artwork from the bottom side of the table. Have the students take a seat and regroup. Ask students what they noticed about the process. What thoughts struck them? Was it different that working on a flat surface they could lean a hand or arm against or an easel? Did they enjoy it? What surprised them about the process? Would they try it again? Did it generate a new type of creativity for them? Tell students to write their name on the back of their work and help with the clean up of materials.

Power Point Presentation:

https://prezi.com/view/sHj8djuURX9w4hZQu6qB/

Images of the activity including the set up, process and display.