Inspired by Nick Cave
How did the studio lesson relate to the given big idea?
This studio relates to the given big idea by celebrating one part of ourselves through a finger puppet! The lesson in and of itself seemed like a celebration because it was so fun, which gave it an even stronger connection to the big idea. For this studio, we were asked to reflect on a part of ourselves that makes us who we are, a part we like for others to see, a part of ourselves that we particularly like, etc. We were given a large variety of materials to use in order to make our puppets.
I chose to celebrate my childhood through my puppet. Growing up, I always dreamed of being a fairy princess. Every day I dressed up like a princess, had princess tea parties with my friends, and watched Disney princess movies every day. I still love princesses but have become a little more realistic with my dreams. I chose to leave my puppet faceless because I think it is something many people can relate to. A lot of little girls dream of being a fairy or a princess when they grow up, so I wanted my viewer to see themselves in my puppet, as well. For the rest of my puppet, I tried to use girly materials—anything that my childhood self would pick out. Thus, I chose pink, sequins, and a tiara.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this would be really fun to incorporate into a history lesson. Students could create a famous person from history with their finger puppets. To incorporate the arts, my students could create lines to a play and put on a finger puppet show for another class showing off their creativity and their history knowledge. Students could also use this in a similar way to the studio. I learned a lot about my classmates from looking at their puppets—many things I did not know. Students could use these puppets to get to know more interesting facts about each other.
This studio relates to the given big idea by celebrating one part of ourselves through a finger puppet! The lesson in and of itself seemed like a celebration because it was so fun, which gave it an even stronger connection to the big idea. For this studio, we were asked to reflect on a part of ourselves that makes us who we are, a part we like for others to see, a part of ourselves that we particularly like, etc. We were given a large variety of materials to use in order to make our puppets.
I chose to celebrate my childhood through my puppet. Growing up, I always dreamed of being a fairy princess. Every day I dressed up like a princess, had princess tea parties with my friends, and watched Disney princess movies every day. I still love princesses but have become a little more realistic with my dreams. I chose to leave my puppet faceless because I think it is something many people can relate to. A lot of little girls dream of being a fairy or a princess when they grow up, so I wanted my viewer to see themselves in my puppet, as well. For the rest of my puppet, I tried to use girly materials—anything that my childhood self would pick out. Thus, I chose pink, sequins, and a tiara.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this would be really fun to incorporate into a history lesson. Students could create a famous person from history with their finger puppets. To incorporate the arts, my students could create lines to a play and put on a finger puppet show for another class showing off their creativity and their history knowledge. Students could also use this in a similar way to the studio. I learned a lot about my classmates from looking at their puppets—many things I did not know. Students could use these puppets to get to know more interesting facts about each other.
Inspired by Norman Rockwell
How did the studio lesson relate to the given big idea?
In Norman Rockwell’s work, there was a common theme of the past and tradition, the commonly overlooked, and change and inventions. For this studio, we were asked to celebrate something from the 21st century. I chose to celebrate the past and tradition aspect of his work. I did this through my high school graduation. I attended a Catholic all-girl school in St. Louis full of tradition! And this was thanks to our many nuns. We have convents all over the country and the nuns like to keep things uniform in the Order of the Visitation. Graduation at my school was a HUGE deal. Every girl was required to wear a wedding gown and carried a dozen red roses down the aisle. We started practicing for graduation our junior year of high school.
For many years, the graduating seniors performed the traditional Maypole dance after the graduation ceremony. As the feminist movement came along, this dance was taken away as it was said to be degrading. The year of my graduation, however, the school voted to bring back the Maypole dance in order to relive tradition. There was controversy in the convent over the appropriateness of the dance, as it is traditionally an ancient fertility dance. However, in the modern day, it is simply a celebration of spring and life.
I called my magazine “The Crescent” because upon entering the high school in 7th grade, every girl receives a mini gold crescent moon. Upon Graduation, every woman receives a beautifully ornate gold crescent pin. On every woman’s 25th anniversary of their high school graduation, they receive a full moon to complete their crescent.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think it would be nice to have my students create a “Time” magazine on a famous person in history or an influential person in the modern day. They could begin with the cover and turn it into a semester long project to create a magazine on this famous person. They could also create a magazine cover on a current political issue they are passionate about.
In Norman Rockwell’s work, there was a common theme of the past and tradition, the commonly overlooked, and change and inventions. For this studio, we were asked to celebrate something from the 21st century. I chose to celebrate the past and tradition aspect of his work. I did this through my high school graduation. I attended a Catholic all-girl school in St. Louis full of tradition! And this was thanks to our many nuns. We have convents all over the country and the nuns like to keep things uniform in the Order of the Visitation. Graduation at my school was a HUGE deal. Every girl was required to wear a wedding gown and carried a dozen red roses down the aisle. We started practicing for graduation our junior year of high school.
For many years, the graduating seniors performed the traditional Maypole dance after the graduation ceremony. As the feminist movement came along, this dance was taken away as it was said to be degrading. The year of my graduation, however, the school voted to bring back the Maypole dance in order to relive tradition. There was controversy in the convent over the appropriateness of the dance, as it is traditionally an ancient fertility dance. However, in the modern day, it is simply a celebration of spring and life.
I called my magazine “The Crescent” because upon entering the high school in 7th grade, every girl receives a mini gold crescent moon. Upon Graduation, every woman receives a beautifully ornate gold crescent pin. On every woman’s 25th anniversary of their high school graduation, they receive a full moon to complete their crescent.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think it would be nice to have my students create a “Time” magazine on a famous person in history or an influential person in the modern day. They could begin with the cover and turn it into a semester long project to create a magazine on this famous person. They could also create a magazine cover on a current political issue they are passionate about.
Inspired by Miriam Schapiro
How did the studio lesson relate to the given big idea?
We had complete freedom with this studio, but were asked to look to Miriam Schapiro for inspiration. Most of her work was about the celebration of women—their voice, their perspectives, and their traditions.
I made a two dimensional doll to celebrate my big sister, Frances. She is an incredible woman and I look up to her for inspiration every day. She is currently a financial analyst for the Bank of America international headquarters in Charlottle, North Carolina. She has entered a man’s world as a powerful female with a purpose. And she worked extremely hard to get there—graduating in three years with a double major. Although she has made a name for herself in the business world, she maintains she femininity. She is strong-will and hardheaded but still gentle and kind in nature.
I chose to put my doll on a floral background to show her gentle upbringing--we were raised by a very nurturing and gentle mother. I then used denim for the based of my doll to show my sisters tough skin and strong will. I used lighter fabrics for her chest, head, and clothing accents to show that although she has succeeded in a man’s world, she has maintained her lovely female qualities. I cut out quotes from newspapers about success and a strong voice in order to show her love of current events and the pride I have in her.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
There are so many things you can do with the celebration of women! My Students could make a collage, a story quilt, a puppet, or a doll about an inspiring woman in their own life or in history. They could also make a plain faced doll with feminine qualities and write about where this doll is from, what she is doing, and where she is headed through a creative writing piece.
We had complete freedom with this studio, but were asked to look to Miriam Schapiro for inspiration. Most of her work was about the celebration of women—their voice, their perspectives, and their traditions.
I made a two dimensional doll to celebrate my big sister, Frances. She is an incredible woman and I look up to her for inspiration every day. She is currently a financial analyst for the Bank of America international headquarters in Charlottle, North Carolina. She has entered a man’s world as a powerful female with a purpose. And she worked extremely hard to get there—graduating in three years with a double major. Although she has made a name for herself in the business world, she maintains she femininity. She is strong-will and hardheaded but still gentle and kind in nature.
I chose to put my doll on a floral background to show her gentle upbringing--we were raised by a very nurturing and gentle mother. I then used denim for the based of my doll to show my sisters tough skin and strong will. I used lighter fabrics for her chest, head, and clothing accents to show that although she has succeeded in a man’s world, she has maintained her lovely female qualities. I cut out quotes from newspapers about success and a strong voice in order to show her love of current events and the pride I have in her.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
There are so many things you can do with the celebration of women! My Students could make a collage, a story quilt, a puppet, or a doll about an inspiring woman in their own life or in history. They could also make a plain faced doll with feminine qualities and write about where this doll is from, what she is doing, and where she is headed through a creative writing piece.