Personal Art History!

Here is my book on My Personal Art History! 

Sorry you can't really read the fine print, still trying to figure this whole blog thing out. 

1. After looking through all of my old art projects from when I was in daycare to the present, I have realized that a lot of my art is about who I am, things that have influenced my upbringing, and people who have helped raised me. So I would say my big idea would be identity. Identity is all of those things I mentioned above and if you looked at all of my art in the past, excluding a few assignments, it is basically an autobiography. This is something I have not really seen before I looked at everything at one times and looked for simulations.  

2. Ever since I can remember, besides when I was probably five and wanted to be an accountant just like my mom, I have always wanted to be a teacher. I never had problems in school and I can only remember a few bad experiences with teachers. When coming to Mizzou freshman year I was going to be a secondary math teacher; this was because I know there would be jobs out in the real world. After know I did not was to go through all of those math classes and I was not excited for that field I switched to elementary education. I was happy in this field for the most part, but then I took a painting class. I know this sounds pretty cheesy, but on the first or second day the professor said "by the end of this class you will see the word differently". Thinking he was a little crazy I did not think anything of it, and then the end of the semester came along. I actually saw people's faces differently and I saw color a completely different way. That is when I knew I wanted to change the way my students saw the world and wanted to become an art teacher.     

3. This project made me think about my own artistic development stages and see when I actually developed and moved up to another stage. I was also able to understand the stages better because I was actually putting the stages in action and working with them hands-on. I feel like I learn better when I have to work through things.

Class Synthesis: Blog #5

On the first day of this class in August, I do not think I realized how much I would be learning and doing in this class. I know, we looked at the syllabus and discussed what all this semester would have but still I did not comprehend it all. With the semester almost over and done, I realize how jammed pack this semester actually was with these four themes.

Viewing and responding to Art

In this theme we look at a couple different ways to view and respond to art. There were a few that really stuck to me throughout this year. The first one is the one we looked at first where Kathy assisted us and looking at the painting The Gulf Stream and how we first said what we saw then when on when she gave us more and more information about the painting. With all the extra information I feel that as a class we were able to determine what the artist’s intent was. My favorite viewing and responding to art strategy would have to be the Visual Thinking Strategy (VTS). The reason I like VTS so much is because there are absolutely no wrong answers that a student could say. I feel by doing VTSs in the classroom it would build confidence and trust within my students and as a classroom as a whole. I also feel like VTSs make the students use and build on their background knowledge to participate in the activity. I really do wish that in my art classes in high school we would have view art more and these strategies to understand what we were seeing.

Developing Art Curriculum

WHOA! Let me be the first to say I had NOO idea how much it take to actually develop a lesson and unit plan.  And even though I really enjoyed the unit that I did, I feel like it could be improved and tweaked a little bit more to make it better. But really I feel like all of our lesson plans could be enhanced with time. Like I learned while observing at Lange Middle School, I feel like a lesson usually works better the second time around; because the first time around you realize that even through it looks good on paper, there are still a few kinks that could be changed for the second time around.  I also feel like the more lesson and unit plans I write the better they will be (that is at least what I am hoping for).

Teaching Art

This was my very favorite part of the class. The reason why it was my favorite part was because of three reasons. Number one reason was this was the time where I got to teach students and help them explore who they are now and who they want to become. My second reason is because I was interested in the lesson that my group did. While developing the lesson I really started to think about different rites of passage and also myself. Reason number three was because I knew I was not in this alone. I knew if I had any questions about what I needed to get done all I had to do was send out an email and BOOM one or all of my wonderful group members would have a  suggestion. Also on our teaching day, there were so many helpers that it was just a relaxing environment for me and I could teach and have fun with the kids. Yes there were parts to the teaching day that were unexpected but I think that we rolled with what we could do and it really worked out!

Peer Units Review & Unit Self Evaluation

There are so many things that I learned while writing my unit plan that I was not expecting to learn. One thing I learned was I need to do my exemplar exactly like I am asking my students to do it. With my exemplars I had access to a press bed which was wonderful; but in my lesson plan, I said the students would use spoons. I need to change this because what happens when a student’s print is not printing correctly and I have no advice for them. Another thing I am rethinking for my unit plan is instead of doing a black and white line linocut and a reduction linocut I would have my younger class do the black and white line and try to bring more subject matter and meaning into their work. And I would have the upper class do a reduction with strong meaning as well. This way both prints will speak loudly with their subject matter but one class will be doing a basic linocut and the other a more difficult linocut.

Assessment

Before I started reading the chapters for this week I was kind of nervous if I was going to be interested in these chapters or bored out of my mind. And the conclusion was, drum roll please, I was actually shocked at how many different type of assessment there are for an art educator. With chapter 1 and chapter 7 I was not able to really understand the massive amounts of different types of assessment there are in the categories that were mentioned in those two chapters.  

I think it is important to employ many different assessment strategies within my classroom because that way I am assessing my student on a more holistic level rather see if they can memorize dates, artist and titles of artwork and artist. I feel that when you have lots of different assessments then the students will have to really understand the information. I also think that it will be easier for more of the students to learn the information if they were doing different type of assessments. I think this because some students learn better by doing, while others learn best by reading, and so one.

I will know what my student have learned because they will show their portfolio and talk about what they did and why. I will also be assessing their portfolio by what it contains and the progress they have made from their first assignment to their very best one, if it isn’t the same work. When you see students becoming excited and getting really involved with their work is what successful learning looks like. This is because it shows that the students want to be in your classroom and want to learn. I will receive my evidence and feedback from their portfolio and observing their attitude and enthusiasm during class time.   The different assessments I would use are performance assessment, a little traditional assessment, checklist, and having the students talk about their artwork.

So with reading these chapters and listening to the other groups during class I have found that there are so many ways to assess student while in an art class. 

Big Idea Book: Vulnerable

For my Big Idea Book I did vulnerable. 

Cover

 My first page: This is explaining how vulnerable I feel with everything my parent (mostly dad) has told me since I have been to college. So I know what to pay attention to while being away from them. I know he is telling me this stuff to keep me safe but mostly it just freaks me out. This page is showing a run I took after  our class one Monday and hopefully shows how scared and vulnerable I felt during that 20 minutes.

Alicia's Page

Mary's Page

My Last Page

Almost anytime I hear the work "vulnerable" I think of a Secondhand Serenade song and after i get done singing it in my head, I remember and starting feeling that feeling that I have gotten at a beginning of a relationship. With a sunrise background showing how it is a new chapter to a new day and anything could happen.

After doing this project, I feel like I do have a little different understanding of the word vulnerable. It isn't just for people but also for places too. Which i am pretty sure i would have never thought about that side of the word.

Blog #3 Why Teach Art?

So besides whenever I was about 6 years old and wanted to be an accountant just like my mom I feel like I have always wanted to be a teacher. I had amazing teachers all the way from elementary through middle up to high school, with maybe one exception that was just awful. With making connections and relationships with so many of those teachers I realized those are the people I wanted to grow up to be like. I looked up to of them, they were not getting paid enough for how much they put into their careers yet I rarely saw them say a word about it. I know now that they probably talked about all of the bad things in the teacher’s lounge but I still want to be these great teachers I had.  

While reading What Education can Learn from the Arts by Elliot Eisner, I learned 8 ways that this could happen. The one way that stuck out to me the most was “Education can learn from the arts that open-ended task permit the exercise of imagination, and the exercise of imagination is one of the most important of human aptitudes. It is imagination, not necessity, that is the mother of invention.”  This one struck out to me because I want all of my students to understand this and explore this while in my class. My students will also know and be able to understand and show all of the other steps too.

I think it is very much important that students start early in recognizing what exactly they are saying with their art and also knowing what they want their art to say. It sounds somewhat easy, but I still not sure if I am doing it right. I want my students to start young with how they view art and to actually view it, not just look at it and say they think it is pretty, but really try to understand what it is saying.  Lastly, I want my students to know the history of the art they are doing and what artist did it before them. These are the big ideas that I will be working towards for a while. 

My Journey to Art Education!!

So here is some pictures of My Journey Map. I have already given the pot to my mom and she has already planted actual plants in it so these pictures are the only ones i had and they are from my phone so sorry for not the best quality.

This is just my Art Education Journey not my whole life journey, not enough room on the pot :-p

Finished Project!

Family and school!

Awesome Art Teacher!

High School Art Project!

MIZ-ZOU!

The Big Decision!

With Mom's plant in it!

OMG shoes...

1.       What big ideas does your MUMAA artwork contain?

For the piece of art that I thought was inspiring were smooth woven bootys, I can’t remember what their name was exactly. I thought there were inspiring because most anytime I see shoes I think about feet and the movement of feet and that makes me think of our featured artist, Nick Cave.  They were kind of plain in color, but the surface kind of reminds me of a shell of a nut and I thought that was interesting.

2.       How would you utilize the artwork in a “juicy” art lesson?

I’m not sure on the ages of our artist or the amount of time we have to work on our projects, but I was thinking first we could teach them a little about Nick Cave and how he makes his artwork come alive when it is being worn, and ask them questions on what they think Nick Cave does what he does. Kind of like the VTS Mary did for us last Monday, where we let them do all the thinking and there is no right or wrong answers. Then if we have a basic woven structure of a pair of shoes already for the students, they could then weave in different colors of fabrics, beads, yarns, and plants to make their shoes to be inspired by Nick. Then, after all of the shoes are made they can put them shoes on and show all of the movement the shoes have.

3.       Referencing your reading in the Walker text, develop essential questions that your students could investigate that are inspired by the MUMAA art object.

I feel like when the students see these bootys they won’t think that they are very special, because they don’t look to exciting. Why are these shoes in a museum? What do you think it would be like to wear shoes like these? I think these are conversation starters that could get the student to think of the bigger meaning behind these boots.

4.       Develop key artistic concepts connected to the Big Idea content in the work from which students could make meaning and build art-making knowledge.

I feel that the students should know that there needs to been meaning in all the art they do. They shouldn’t just make art because it is a project for a class, but more for them. If you artwork doesn’t connect to you, why do you think other people will think it is wonderful. I am having difficulties in how to actually teach this but I am very eager to learn.