Automatic Drawing
How did the studio lesson relate to the given Big Idea?
The automatic drawing relates to the given Big Idea of Identity because it is uniquely mine. No one had any influence or control over what I drew or how I drew my lines. I let my hand take control and draw what was appealing to me and me only. After the lines were drawn, it was up to me to decide what stood out and what seemed unimportant. In my drawing, I did not see a picture, but I saw the world Love. My personal identity and unique thoughts and experiences shaped what I draw and what I saw in that drawing. My perception of the lines may have been completely different than one of my classmates, which is what makes this activity so fun.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I really liked how we did this as a warm up activity for our class. It was not intimidating and it was a great way to introduce the unit. I think I would like to incorporate it in a similar sense. It’s a great way to help children see that they are unique and their perception of art will never be wrong or right as long as they are being honest with what they see.
Inspired by Henri Matisse
How did the studio lesson relate to the given Big Idea?
This lesson relates to the Big Idea of Identity because I had to think of two or three events or experiences that have made a huge impact in my life and shaped the person I am today. I surprised myself by how much time I actually spent choosing these events. I had to do some “soul searching”, so to say, in order to discover what has shaped me the most at this point in my life. I don’t think people realize how difficult it is to sum up something so big in a few experiences.
After a lot of thought, I decided to create a plane flying through the sky. Both of my parents have worked for the airlines my entire life. My father is a pilot and my mother is a flight attendant. I think that about half of my childhood was either spent on a plane or in an airport. Having parents in the airline industry definitely played a huge impact on the person I am today. Growing up, they were both gone a lot and it was hard to communicate with them if they were not in the country. I think this made me more independent as a person. I also think it made me more comfortable being alone. I don’t feel the need to always have people around me and I do not like to accept help from others. I also think my parents’ love for travel was passed on to me. I am usually pretty fearless about the thought of going to foreign places where I don’t know the language and don’t have anyone helping me along the way. I think this quality is starting to shape my future for after college. I am traveling to Germany alone this summer to teach English at a summer camp—which will hopefully open the door to more foreign opportunities. If I was not so comfortable with traveling and meeting new people from my childhood experiences, I do not think I would have pushed myself to apply for this opportunity.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this would be a really fun activity to do with my class. It would a great way to get to know my students at the beginning of the year but it would also be a very useful in other subject areas as well. For example, it would be fun to use in an English class. Students think of something funny that has happened in their life or a big moment, such as their first time at Disney or their first time on a bike. The students could make a collage to represent this experience and create a piece of writing to go along with it. During a Social Studies or Geography unit, they could make a collage of some place they want to go or what they think that place would look like. There are so many ways to incorporate this lesson into the elementary classroom.
This lesson relates to the Big Idea of Identity because I had to think of two or three events or experiences that have made a huge impact in my life and shaped the person I am today. I surprised myself by how much time I actually spent choosing these events. I had to do some “soul searching”, so to say, in order to discover what has shaped me the most at this point in my life. I don’t think people realize how difficult it is to sum up something so big in a few experiences.
After a lot of thought, I decided to create a plane flying through the sky. Both of my parents have worked for the airlines my entire life. My father is a pilot and my mother is a flight attendant. I think that about half of my childhood was either spent on a plane or in an airport. Having parents in the airline industry definitely played a huge impact on the person I am today. Growing up, they were both gone a lot and it was hard to communicate with them if they were not in the country. I think this made me more independent as a person. I also think it made me more comfortable being alone. I don’t feel the need to always have people around me and I do not like to accept help from others. I also think my parents’ love for travel was passed on to me. I am usually pretty fearless about the thought of going to foreign places where I don’t know the language and don’t have anyone helping me along the way. I think this quality is starting to shape my future for after college. I am traveling to Germany alone this summer to teach English at a summer camp—which will hopefully open the door to more foreign opportunities. If I was not so comfortable with traveling and meeting new people from my childhood experiences, I do not think I would have pushed myself to apply for this opportunity.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this would be a really fun activity to do with my class. It would a great way to get to know my students at the beginning of the year but it would also be a very useful in other subject areas as well. For example, it would be fun to use in an English class. Students think of something funny that has happened in their life or a big moment, such as their first time at Disney or their first time on a bike. The students could make a collage to represent this experience and create a piece of writing to go along with it. During a Social Studies or Geography unit, they could make a collage of some place they want to go or what they think that place would look like. There are so many ways to incorporate this lesson into the elementary classroom.
Inspired by Henri Matisse
How did the studio lesson relate to the given Big Idea?
This piece of work was done during the same lesson as the above collage. I had some extra time so I decided to do a second collage. Please see above for my response.
I had always thought I would be a good fit for teaching the upper elementary grades—third, fourth, and fifth. However, last August, I started teaching part-time at a pre-school in the three and four year old room. This has totally changed my idea about early childhood. I always loved working with the younger kids one on one but I didn’t think I would enjoy handling big groups of them. This job has totally changed my opinion, however. Now I don’t think I could see my self doing anything except working with the primary grades. This job has encouraged me to work toward a certification in Early Childhood.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
Please See Above.
This piece of work was done during the same lesson as the above collage. I had some extra time so I decided to do a second collage. Please see above for my response.
I had always thought I would be a good fit for teaching the upper elementary grades—third, fourth, and fifth. However, last August, I started teaching part-time at a pre-school in the three and four year old room. This has totally changed my idea about early childhood. I always loved working with the younger kids one on one but I didn’t think I would enjoy handling big groups of them. This job has totally changed my opinion, however. Now I don’t think I could see my self doing anything except working with the primary grades. This job has encouraged me to work toward a certification in Early Childhood.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
Please See Above.
Inspired by Chuck Close
How did the studio lesson relate to the given Big Idea?
This was definitely one of the more challenging lessons. It really forced me look at myself as a whole person and examine my own qualities, both good and bad. It was difficult to try and mix a protagonist with an antagonist. This was especially hard because of how awful the Disney antagonists really are. No one wants to compare themselves to one of those characters. However, by doing so, I think the entire class really did learn a lot about themselves. Through this, I became more accepting of my good and bad qualities and how they relate. For my protagonist, I chose Pocahontas. Besides the fact that she has always been a favorite Disney Princess of mine, I found out that we do share some similar qualities. In my artwork, I tried to place a big emphasis on nature. I have always loved being outside and spending time with animals. To show this, I tried to incorporate a lot of leaves into the work. I also made her background green to try and represent grass and leaves. I have Pocahontas positioned below Cruella deVil, looking up at her with a compassionate, yet worried face. I chose Cruella because of her focus on material items. While I am not a big fan of fur (or harming puppies, for that matter), I do focus too much on materialism and worldly things. I think it is one of my biggest downfalls. I put her on a black background to show her dark qualities. However, I made the leaves from the Pocahontas side of the work continue to blow over to Cruella to show that I think my good qualities overcome my bad ones. I represented the glamorous and materialistic side of Cruella with diamonds (rhinestones) all along the side of her to place emphasis on her desire for her material items. I also decided to burn the edges of the paper to show that placing such value on these material items will get me nowhere good.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think that this would be a wonderful activity to use in my classroom. It would really force my students to closely examine themselves and discover new information that they normally would not think about. However, this activity also helps them discover the good within themselves. This would be a great community building activity and I think it would be fun to share with the class if the students are comfortable with it. This activity could also be used with historical figures. Students could choose and protagonist and an antagonist in history and tailor this activity to fit those characters. I think this could also serves as a nice writing activity. Students could create a story in which explains why they chose to represent themselves through each character.
This was definitely one of the more challenging lessons. It really forced me look at myself as a whole person and examine my own qualities, both good and bad. It was difficult to try and mix a protagonist with an antagonist. This was especially hard because of how awful the Disney antagonists really are. No one wants to compare themselves to one of those characters. However, by doing so, I think the entire class really did learn a lot about themselves. Through this, I became more accepting of my good and bad qualities and how they relate. For my protagonist, I chose Pocahontas. Besides the fact that she has always been a favorite Disney Princess of mine, I found out that we do share some similar qualities. In my artwork, I tried to place a big emphasis on nature. I have always loved being outside and spending time with animals. To show this, I tried to incorporate a lot of leaves into the work. I also made her background green to try and represent grass and leaves. I have Pocahontas positioned below Cruella deVil, looking up at her with a compassionate, yet worried face. I chose Cruella because of her focus on material items. While I am not a big fan of fur (or harming puppies, for that matter), I do focus too much on materialism and worldly things. I think it is one of my biggest downfalls. I put her on a black background to show her dark qualities. However, I made the leaves from the Pocahontas side of the work continue to blow over to Cruella to show that I think my good qualities overcome my bad ones. I represented the glamorous and materialistic side of Cruella with diamonds (rhinestones) all along the side of her to place emphasis on her desire for her material items. I also decided to burn the edges of the paper to show that placing such value on these material items will get me nowhere good.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think that this would be a wonderful activity to use in my classroom. It would really force my students to closely examine themselves and discover new information that they normally would not think about. However, this activity also helps them discover the good within themselves. This would be a great community building activity and I think it would be fun to share with the class if the students are comfortable with it. This activity could also be used with historical figures. Students could choose and protagonist and an antagonist in history and tailor this activity to fit those characters. I think this could also serves as a nice writing activity. Students could create a story in which explains why they chose to represent themselves through each character.
Inspired by William Wegman
How did the studio lesson relate to the given Big Idea?
This was definitely a challenging studio lesson. Instead of thinking of our own identity, we had to analyze the identity of a famous character and give them an animal personality as well. I chose to represent the story of “Goldilocks and the Three Bears”. I tried to set the class scene of a little cottage in the middle of the woods. In the timing of my image, Goldilocks is running away from the family of bears after creating chaos in their home (i.e. the broken chair). I decided to use a fox as Goldilocks animal character because they are sly, sneaky, and fast.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this might be a fun way to help students see things through different perspectives. Instead of analyzing their own identity and who they are, students will have to look at the identity of others and decide what animal would most suit this character. I think it would also make a nice literacy and art integration lesson by incorporating classic tales like “Goldilocks and the Three Bears”.
This was definitely a challenging studio lesson. Instead of thinking of our own identity, we had to analyze the identity of a famous character and give them an animal personality as well. I chose to represent the story of “Goldilocks and the Three Bears”. I tried to set the class scene of a little cottage in the middle of the woods. In the timing of my image, Goldilocks is running away from the family of bears after creating chaos in their home (i.e. the broken chair). I decided to use a fox as Goldilocks animal character because they are sly, sneaky, and fast.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this might be a fun way to help students see things through different perspectives. Instead of analyzing their own identity and who they are, students will have to look at the identity of others and decide what animal would most suit this character. I think it would also make a nice literacy and art integration lesson by incorporating classic tales like “Goldilocks and the Three Bears”.