museum feathers
Monday, April 24, 2017
Saturday, April 22, 2017
Natural Container
My pregnancy has me thinking a lot about home and family.
I made a nest.
I'm nervous about creating a safe, sturdy space for my future children.
This project is a reflection of that.
Wednesday, April 12, 2017
Monday, March 27, 2017
Monday, March 13, 2017
Teaching Artist Handbook--Chapter 2
There is one quote from the chapter that has been stuck in my mind for some time.
"The most important ingredients in developing an original voice and powerful creative solutions in any medium are time and space to work with the medium, useful feedback and criticism from others and exposure to a wide range of work in the medium."
I have become more and more interested in collage. This started a few months ago when I created a reliquary with my master's class. My reliquary represented the elementary school at which I teach, and the background was a collage of meaningful images and phtographs. I felt that it carried my message across in a strong way. I had tried to express myself that clearly using a variety of other media, but had not succeeded.
Since that experience, we have had activities involving collages in my studio class and I am quicly falling in love with the medium. I want to find originality and my own voice in my art, through the use of collage!
Time and space to work with this medium is what will get me there.
I have also been thinking about this in application to my own students. I can't expect improvement in their art or a strong personal voice in what they create if they are not exposed to it.
"The most important ingredients in developing an original voice and powerful creative solutions in any medium are time and space to work with the medium, useful feedback and criticism from others and exposure to a wide range of work in the medium."
I have become more and more interested in collage. This started a few months ago when I created a reliquary with my master's class. My reliquary represented the elementary school at which I teach, and the background was a collage of meaningful images and phtographs. I felt that it carried my message across in a strong way. I had tried to express myself that clearly using a variety of other media, but had not succeeded.
Since that experience, we have had activities involving collages in my studio class and I am quicly falling in love with the medium. I want to find originality and my own voice in my art, through the use of collage!
Time and space to work with this medium is what will get me there.
I have also been thinking about this in application to my own students. I can't expect improvement in their art or a strong personal voice in what they create if they are not exposed to it.
Monday, March 6, 2017
Response to Readings
Graphic Novels as Contemporary Art?
The Perplexing Question of Content in the High School Art Classroom
by Mark A. Graham
-Art educators are constantly trying to answer the question, "what work of art or artifact of visual culture will provide the richest educational eperiences for students?"
-Graphic novels are a blend of drawings and real world issues that students can relate to. They present history and culture in a way that is accessible to them.
-Many artists use graphic novels as a form of conversation.
-The connection between text and image can create a number of crucial conversations with students.
-Aesthetics and the impact of expressive qualities can be examined like any other work of art.
How the Teaching Artist Can Change the Dynamics of Teaching and Learning
by Mark A. Graham
-Schools are often uninteresting and uninspiring places for students because education is so strongly based on standardization. However, you can't standardize individual students.
-Teaching Artists have the opprotunity of working against the flow and guiding students in questioning and crucial thinking and conversations.
-A creative environment (studio) can be created by both the teacher and students to encourage tiral and error, as well as exploration.
-As a teacher, demonstrate art making so that students see you go through the process of thinking, correcting, making changes, and they catch on to what art making looks like.
-Effective teaching is mediating and mentoring.
-There needs to be constraints when creating art, but also freedom to choose and freedom of expression.
-"An enabling or liberating constraint creates conditions for the emergence of complex learning and complex learning communities by balancing sufficient openness to allow for a diversity of interests and experience among students."
-An art room shoule be a place where students do their own work, not where the students do the teacher's work.
Engaging Minds
Changing Teaching in Complex Times
by Brent Davis, Dennis Sumara, and Rebecca Luce-Kapler
-Nothing moves from one brain to another in moments of explanation, students need to experience!
-It is ok for students to copy artists who embodies a sensibility towards an art form.
-"Getting inside the mind of a master" can help guide a student's art making skills.
-Copying isn't merely meant to have students duplicate something, rather it helps them participate in an awareness of a certain way of thinking.
-Student teachers can be under too much pressure to find time and desire to create a positive learning environment. They get lost in a "trial by fire". They need to have a mentor teacher they can mirror (in a personal way) to get them prepared for their own classroom.
The Perplexing Question of Content in the High School Art Classroom
by Mark A. Graham
-Art educators are constantly trying to answer the question, "what work of art or artifact of visual culture will provide the richest educational eperiences for students?"
-Graphic novels are a blend of drawings and real world issues that students can relate to. They present history and culture in a way that is accessible to them.
-Many artists use graphic novels as a form of conversation.
-The connection between text and image can create a number of crucial conversations with students.
-Aesthetics and the impact of expressive qualities can be examined like any other work of art.
How the Teaching Artist Can Change the Dynamics of Teaching and Learning
by Mark A. Graham
-Schools are often uninteresting and uninspiring places for students because education is so strongly based on standardization. However, you can't standardize individual students.
-Teaching Artists have the opprotunity of working against the flow and guiding students in questioning and crucial thinking and conversations.
-A creative environment (studio) can be created by both the teacher and students to encourage tiral and error, as well as exploration.
-As a teacher, demonstrate art making so that students see you go through the process of thinking, correcting, making changes, and they catch on to what art making looks like.
-Effective teaching is mediating and mentoring.
-There needs to be constraints when creating art, but also freedom to choose and freedom of expression.
-"An enabling or liberating constraint creates conditions for the emergence of complex learning and complex learning communities by balancing sufficient openness to allow for a diversity of interests and experience among students."
-An art room shoule be a place where students do their own work, not where the students do the teacher's work.
Engaging Minds
Changing Teaching in Complex Times
by Brent Davis, Dennis Sumara, and Rebecca Luce-Kapler
-Nothing moves from one brain to another in moments of explanation, students need to experience!
-It is ok for students to copy artists who embodies a sensibility towards an art form.
-"Getting inside the mind of a master" can help guide a student's art making skills.
-Copying isn't merely meant to have students duplicate something, rather it helps them participate in an awareness of a certain way of thinking.
-Student teachers can be under too much pressure to find time and desire to create a positive learning environment. They get lost in a "trial by fire". They need to have a mentor teacher they can mirror (in a personal way) to get them prepared for their own classroom.
Sunday, March 5, 2017
Saturday, March 4, 2017
UAEA
Watercolor class
Utah landforms: weathering and erosion
Gallery at Dixie State University
Carol Bold
Upstream
Ginny Northcott
Chais I
Chairs II
High School Art Show--Springville Museum of Art
McKenna Shaw
Glitch
2017
digital photography
Liliana Briem
Alone in a Crowd
2017
pen and ink
Ryann Abunuwara
An Experiment in Decisive Vanity
2017
colored pencil
Nathan Newell
Crushed It
2016
oil on canvas
Alex Hill
Working With God's Canvas
2017
acrylic on board
Monday, February 6, 2017
Tuesday, January 31, 2017
The Teaching artist
What is the
relationship between your experiences and ongoing artistic work to your
curriculum and teaching? How do you describe what you do as an artist?
My situation
is different from many teaching artists, or art teachers. I never went through
any art specific courses during high school or college. I was drawn to the art
education program several times as an undergraduate student, but stuck to my
studies of elementary education. Later on, during my third year of teaching, I
applied to the masters of art education. Throughout this process I have had a
few exposures to what an art class would be like at the college level. Due to
my background I find that I have no specific medium with which I identify the
most or the strongest. I dabble in all kinds of art-making activities and this
informs my curriculum.
In a sense I
feel frustrated that I am not an expert in a particular domain, however, my
desire to continuously learn about a variety of techniques and skills, provides
new perspectives and insights on art. This in turn has an impact on my
curriculum as a general education teacher.
My curriculum
has been tweaked throughout my experience as a master's student due to the
experiences that I have had in class. My curriculum has always been very
flexible, and I tend to let my students lead the teaching. In addition to that,
my lessons have been greatly enriched by the skills I am coming to understand,
and the different artistic teaching approaches that I interact with in my
classes.
Another aspect
that greatly informs my curriculum is the art teacher at my elementary school.
We collaborate often in order to find the past way to integrate what I am
teaching and what he is teaching in each other's lessons and projects. This
helps students make connections between art class and my class and allows for
us to be on the same page. I struggle to piece together what I do as an
artist. I loved reading chapter one in Teaching Artist Handbook by Nick Jaffe
because of the questions provided. A self-assessment seems more than needed for
my situation! The questions intrigued me to really think about my art making,
how I see myself as an artist, and how my involvment with art can benefit the
students that I teach.
One
characteristic that I see in myself is the desire to share what I learn. Since
I don't quite yet identify with a specific medium, or skill set, I am
constantly wanting to learn more, about anything. Lately I have been
experimenting a lot with watercolor and the different color combinations I can
create, as well as layers. Last semester I took a book binding class and
created a wide variety of books. These skills have carried over into my
teaching as I have implemented them in my classroom. My students have used
watercolor paints several times, and I dedicated a narrative story writing unit
to the process of bookbinding and how that impacts stories.
When I learn
something I want to share that with my students, and that guides my personal
artistic work, as well as my curriculum. It surprises me how closely
intertwined my art making and my job as a teacher can be.
Sunday, January 22, 2017
Drawing
Drawing is often a child's first attempt to represent what they see.
Here is one of my first drawings, it's a self portrait:
Drawing is perhaps one of the most approachable art making forms for students. I find that drawing is free of pressure for children, it is something that a large amount of them are already comfortable with. I would definitely teach drawing because it gives space for correcting errors. They challenge themselves to draw and correct what they are doing with little pressure. When students draw, they enter their own world especially when they care about what they are drawing, or are given freedom to draw in their own way.
(Student work 2016)
For one of my units as a fifth grade teacher, we go over comic books and their set up. I remember one day giving time to my students to experiment with comic books and spend time creating their own. I only noticed a few minutes later that the room was completely silent and everyone was deeply involved in what they were drawing. Suddenly it hit me, I would soon have to break that silence, pull them out of their own heads, and move on to something else.
I would teach drawing by including it in a variety of topics. For example, students can sketch ideas, concepts, favorite art pieces, etc. Drawing would become natural and comfortable for all students. I feel that students who feel success in one area, let that feeling of accomplishment spill over into other areas. I am not sure how I would teach drawing in a great way, because I feel under qualified to teach how to draw. I think this comes from the expectation that drawing should be representational. I guess that that is how I would teach it in a great way, that it doesn't have to be exactly representational, that drawing is limitless and can be used in a variety of ways. I would label this approach as one of my
Drawing Foundations". Drawing does not have to exactly represent what you see.
Here is Tedx video about drawing, the really great stuff is at the end.
https://www.youtube.com/watch?v=7TXEZ4tP06c
When it comes to drawing:
"1. Have an open mind. 2. Just be prepared to have a go. So grab a pen and piece of paper."
--The very last part is really good!
"How many other beliefs and limiting thoughts do we all carry around with us everyday? Beliefs that we could perhaps potentially challenge and think differently about, and if we did challenge those beliefs and think differently about them, apart from drawing, what else would we be possible for us all?"
Here is one of my first drawings, it's a self portrait:
Drawing is perhaps one of the most approachable art making forms for students. I find that drawing is free of pressure for children, it is something that a large amount of them are already comfortable with. I would definitely teach drawing because it gives space for correcting errors. They challenge themselves to draw and correct what they are doing with little pressure. When students draw, they enter their own world especially when they care about what they are drawing, or are given freedom to draw in their own way.
(Student work 2016)
For one of my units as a fifth grade teacher, we go over comic books and their set up. I remember one day giving time to my students to experiment with comic books and spend time creating their own. I only noticed a few minutes later that the room was completely silent and everyone was deeply involved in what they were drawing. Suddenly it hit me, I would soon have to break that silence, pull them out of their own heads, and move on to something else.
I would teach drawing by including it in a variety of topics. For example, students can sketch ideas, concepts, favorite art pieces, etc. Drawing would become natural and comfortable for all students. I feel that students who feel success in one area, let that feeling of accomplishment spill over into other areas. I am not sure how I would teach drawing in a great way, because I feel under qualified to teach how to draw. I think this comes from the expectation that drawing should be representational. I guess that that is how I would teach it in a great way, that it doesn't have to be exactly representational, that drawing is limitless and can be used in a variety of ways. I would label this approach as one of my
Drawing Foundations". Drawing does not have to exactly represent what you see.
Here is Tedx video about drawing, the really great stuff is at the end.
https://www.youtube.com/watch?v=7TXEZ4tP06c
When it comes to drawing:
"1. Have an open mind. 2. Just be prepared to have a go. So grab a pen and piece of paper."
--The very last part is really good!
"How many other beliefs and limiting thoughts do we all carry around with us everyday? Beliefs that we could perhaps potentially challenge and think differently about, and if we did challenge those beliefs and think differently about them, apart from drawing, what else would we be possible for us all?"
The First Day of School
After introducing myself to my students:
Option 1:
Hold a task party.
In preparation for the event, I would have a wide variety of materials available for students to use.
We would go over the expectations of having a task party, which is primarily to have fun and get out of our comfort zones.
I would participate in the activity.
In order to start on the right foot, I would have already prepared a few tasks.
--The purpose of this activity is for students to be comfortable with each other and with me. One of my goals is for students to understand the importance of performance art and interaction with others in art making. I want that approach to inform our art throughout the school year and for students to think in ways that sometimes steer away from the original expectations they have about art, which I feel are that art is based on skill and that reproduction of those skills is at the forefront of art.
Option 2:
Build a fort.
I have never conducted this activity, but I have seen video representations of some and find it to be a great idea for the first day of class!
I would have butcher paper available and drawing supplies (pencils, crayons, markers, sharpies, etc).
Students would interact with each other in order to build a fort for our whole class to fit in.
I would guide the activity simply by asking questions and assisting when needed.
--The purpose of this activity is also for students to be comfortable with each other. Forts represent space and intentionally bring people together in a safe place. I want for my students to understand the importance of a space that they can manipulate and comfortably create in.
Option 1:
Hold a task party.
In preparation for the event, I would have a wide variety of materials available for students to use.
We would go over the expectations of having a task party, which is primarily to have fun and get out of our comfort zones.
I would participate in the activity.
In order to start on the right foot, I would have already prepared a few tasks.
--The purpose of this activity is for students to be comfortable with each other and with me. One of my goals is for students to understand the importance of performance art and interaction with others in art making. I want that approach to inform our art throughout the school year and for students to think in ways that sometimes steer away from the original expectations they have about art, which I feel are that art is based on skill and that reproduction of those skills is at the forefront of art.
Option 2:
Build a fort.
I have never conducted this activity, but I have seen video representations of some and find it to be a great idea for the first day of class!
I would have butcher paper available and drawing supplies (pencils, crayons, markers, sharpies, etc).
Students would interact with each other in order to build a fort for our whole class to fit in.
I would guide the activity simply by asking questions and assisting when needed.
--The purpose of this activity is also for students to be comfortable with each other. Forts represent space and intentionally bring people together in a safe place. I want for my students to understand the importance of a space that they can manipulate and comfortably create in.
Spiritual and Religious Show
Springville Museum of Art
Wednesday January 11th, 2017
Wednesday January 11th, 2017
David Louis Cassil
Construction of the Soul 2016
Susan Parkinson
The Creation 2016
Bryan Even Hutchison
Seed Harvest (Matthew 13, Alma 32) 2015
Jacqui Larsen
Indigo Walk 2004
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