Quilt-making can be a social event or a political event; it brings people together and creates scenes for conversation.  In our group, we discussed our personal lives, unit plans, and brainstormed ideas for our individual patches.  In our situation, we did not debate or concern ourselves with controversial subject matter, however I can see this as an important topic for some communities and in certain situations. 

Quilts are made with different fabrics, different materials and scraps, thread and needles, decorative crafts, and felts.  In a primary and intermediate classes, needles would not be a safe tool in quit-making so the teacher would either not use them, or monitor one child at a time ( this may not be a feasible option).

Clockwise: Melissa, Brynn, Danae, Reena

We became familiar with two artists today: Jessica Stockholder and Brian Jungen.  Both artists create ingenious, controversial, bizzare pieces.  Brian Jungen is known for taking everyday items and creating inventive art; for example, Jungen created First Nations masks out of running shoes, and Jessica Stockholder creates scenes using household items.  The premise of Jessica’s work is a reinterpretation of space; Jessica takes things apart, experiments with colour, creates social/political scenes, and uses various elements of design in her work. 

Jungen and Stockholder’s pieces conjure different interpretations by different people and it is this strategy for making people think that makes their art educational and informative. 

Lesson plan for Grades 2-3: Thanksgiving quilt

http://www.kinderart.com/seasons/thanks_quilt.shtml

Get to know Jessica Stockholder: www.jessicastockholder.coe.uh.edu

Get to know Brian Jungen: www.nativeonline.com/brian.htm

Do young students ‘mirror’ their own lives from what they see in the media?

TV set projecting images of inappropriate subject matter

Do people mirror these media images?

Media Messages and Youth 

Our ARTE 320 Green group decided to explore the media messages that are currently being portrayed by the popular culture in our society.  This is commonly known as “trash media”.  We wanted to explore what the messages are and how they are affecting today’s youth.  Our group also wanted to inquire how these messages are reflected and mirrored in today’s youth.  We decided to delve into this issue because body image and mirrored behaviour is such a prevalent issue in today’s schools.   FRAMEWORK OF AIMS AND ACTIVITIES             As previously stated, the aims of our inquiry are to find out what messages are being portrayed to today’s youth by the media and how these messages are affecting and are reflected in youth behaviour and attitudes.  We also wish to make our students aware of the power of media messages and how it influences their own choices.  

 In order to examine these concepts, our group decided to browse through many of today’s popular magazines.  For instance, we looked at many of the magazines that are displayed at the front checkouts of grocery stores.  Some of these magazines include US Weekly, In Touch, People, Vanity Fair, Hello, Life and Style, and Cosmopolitan.  These magazines are imposed on many teenage girls on a day-to-day basis.  The common messages that are found within these magazines are wearing little amounts of clothing, maintaining an unhealthily skinny physical appearance, doing drugs and alcohol, reckless and dangerous behaviour that often go without consequences, promiscuity and teenage pregnancy, unfit parenting, and a number of other inappropriate behaviours or actions.  Unfortunately these dangerous messages are also propagated through other forms of media, such as television and Internet.  Furthermore, these concepts are being reflected in the choices that young girls are making for themselves in their attitudes, behaviour and clothing choices.  Today’s youth often emulate stars who receive positive attention for their negative actions.  The media is also contributing to the rising epidemic of eating disorders by displaying celebrities who are below the average or healthy weight. After looking through several magazines, our group decided to create a visual metaphor that represents the behaviours that are being fore fronted in today’s media.  The metaphor includes a television screen filled with collaged images of the media’s top selling pictures of celebrities.  These pictures are often scandalous and create gossip for our society.  We also included a mirror facing this television to show that these unhealthy and dangerous behaviours and choices are being “reflected” in today’s teenagers. Our group thought of several other activities, which are connected to the aim of our provocation for inquiry project, that would be appropriate for the classroom.  One such activity would be to have the students write responses to negative media images in a two-column format.  In the first column the students would need to identify what the image is portraying.  In the second column the students would write what would be a more appropriate response or decision.  As a class, we would go through the pictures and share our responses.  Next, the students would need to create a slogan and poster that promotes positive behaviour and role models.  Another activity that could be done with intermediate elementary school students is to explore visual critical literacy.  This activity connects to the Language Arts curriculum.  In order to help students gain visual critical literacy you could ask the students to cut an advertisement from a magazine or newspaper for a product that they have never used but would like to have.  Next, have the student make a list of the reasons why they want that product.  Then, as a class you could identify and explore some of the selling/propaganda devices that are being used (i.e. glittering generality, testimonial, transfer, name-calling, card stacking, bandwagon, snob appeal, and rewards).  You could also connect this activity to how celebrities are portrayed in the media.  What propaganda devices are being used to make light of dangerous celebrity behaviour?  When exploring media messages it would be prudent to use collages to explore the issue.  For example, students could go through magazines and make collages of positive images of celebrity or role model behaviour.  Next, the students could make a collage of negative images of celebrity or role model behaviour in order to compare the two.  Moreover, in order to help promote positive decision making and self efficacy in the students, you could ask them to identify which of the positive images of celebrity behaviour that they would like to incorporate into their lives and why.  NOTABLE ARTISTS             One of the most notable artists in the field of media and popular culture is Andy Warhol.  Andy Warhol was an American artist and was the central figure in the movement known as Pop Art.  Pop art was a movement that arose in the mid 1950s in Britain and the late 1950s in the United States.  The movement was characterized by themes and techniques that were drawn from the popular mass culture at the time.  This included advertising, comic books, and Hollywood stars.   Many of Warhol’s early works depict aspects of cartoons or advertising that were hand-painted with paint drips.  Furthermore, his first major exhibition showcased the famous Campbell’s Soup cans.  Later, Warhol’s work evolved to encompass his love of celebrities as he painted him with silk screening. www.warhol.org

RESOURCES/LINKS http://www.campaignforrealbeauty.caThis web address links to the evolution of beauty video sponsored by Dove.  Dove is campaigning to enlighten youth about the myths of Hollywood beauty and body image. http://marketwirecananda.com/mw/release.do?id=822210This web address links to an article, which was published in the paper, about actress Rachell Leigh Cook’s endorsement of the Dove Real Beauty Campaign to show young girls that the media air-brushes models and actresses to make them look a certain way. 

There are techniques when working with ink in printmaking; one has to roll the roller over a sheet of glass to make sure that the roller is ‘load’ with ink and ready to roll ontop of a design template.  There is many tools you can use and methods you can do to create images on your materials, for example, you can draw a picture on styrofoam with a pencil pressing firmly, you can use a chisel to make an image out of the tiles, you can glue string on cardboard.

In creating a print, there is a ’positive’ image and a ‘negative’ background; the positive is the image that will print on a piece of paper and the negative is the background around the positve that is usually solid or non existent.  If you want only a ‘positive’ image then it is important not to press down on the surrounding material.  

To create a print with ‘positive’ and ‘negative’ characteristics, when working with a tile, one needs to draw a illustration of an object they wish to print, and chisel around the object so that the image is in relief.  Then, roll the roller (after it is loaded with a colour) over the image, and print it on a piece of paper.  It is your preference how much material you would like to chisel off.   

Twinkle Twinkle-use of tile and chiseling ( I chiseled only a little bit around the image)

When working with string, the string creates the positive image, surrounded by a negative background.  

Dream-use of string ( I pressed down on the surrounding material a little bit)

Sea to Sky- use of tile, string, and styrofoam

Lesson plans for all grades:

http://www.kinderart.com/printmaking/fruit.shtml

http://www.lessonplanspage.com/ArtStillLifePrintmaking312.htm

Printmaking techniques can be divided into the following categories:

• relief printing, (ontop of the block) where the ink goes on the original surface of the block.
• woodcut or woodblock or wood engraving-image is carved into the surface of the wood-the carved image remains white while the surrounding is inked. 
• intaglio: (into the block)-etching- the whole block is inked, and the ink then wiped away from the surface after it is stamped, so that the ink remains only in the lines where the ink goes beneath the original surface of the block.
• planographic, where the matrix retains its entire surface, but some parts are treated to make the image, eg. lithography, monotyping, and digital techniques.
• stencil, including: screen-printing

Artisits: http://www.ibiblio.org/wm/paint/auth/toulouse-lautrec/uses chemical processes of oi-based paint and water

Our class observed an exhibit of many artists who created pieces of a similar theme, exponential time.  This theme ties in the ideas of time travel, double-seeing, documenting time, altered states, recreation of a real events, education, emotional tension, and usage of the world’s natural resources.  Alex Morrison, Tim Lee, Mark Soo, and Kevin Schmidt were some of the artists whose works we observed and appreciated.  For my personal reflection, I chose to reflect on the theme of time travel and a recreation of a real event, the stages in my life. 

characteristics of three drawing pencils

characteristic markings of three pencils

contour drawing of a tree

Various artists who draw sketches in pencil are experienced in the techniques, such as shading, cross-hatching, and the use of light and dark pencils, used to create dimension in their artwork.  

Our next activity focused on the nature of art expression; according to the IRP, art is about responding, perceiving, creating, and communication.  Our class brought in personal cultural objects and were asked to explain the origin and significance of the object with the classmates at our table.  We then displayed them for the rest of the class and did a gallery walk to look at the other tables’ artifacts. 

I think that asking students to bring a special object to class to share with the class is important for teachers to implement in their classrooms because it allows the teacher to get to know the students and the students to get to know each other.  This sharing experience can be done in activities such as show-and-tell and group or individual presentations.  These effective activities because communicating information develops student’s oral skills and confidence level.

Today we also experimented with colour.  We worked with primary colours, which are red, yellow, and blue, and secondary colours, which are purple, green, and orange; these are the colours that are created by mixing primary colours. 

We experimented with tinting and shading; tinting is where you add white to create lighter shades of one colour, and shading is where you add black to create darker shades of one colour. Tinting and shading techniques are useful when painting depth and in giving images excitment and dimension.

Use of oil pastels, various texture modes (using sponge, scratching, wiping)

We then experimented with our own primary and secondary colours to create images in nature.

Illusion of distance

warm colours: red, yellow, orange

cool colours: blue, green, purple

Lesson plans for primary grades:

http://www.lessonplanspage.com/ArtScienceColor-EggCartonPaintPalettesIdeaK2.htm

http://www.lessonplanspage.com/ArtLABeginSchoolFavoriteThingsSelfPortrait312.htm

Getting to know Artists who work with colour

 Georgia O’Keefe is an artist who is known for her beautiful oil paintings of flowers and her ability to capture realism in her work.  She is also known for her landscape creations and her skull collection.

A taste of O’Keefe’s work….. 

Visit this website to learn about Georgia O’Keefe, her life, and her works of art:

www.princetonol.com/groups/iad/lessons/middle/okeeffe.htm

When she was finished her portrait I asked her why she didn’t add ears, and she responded saying that she didn’t draw them because they don’t show underneath her headband.  I asked her if she wanted to colour her portrait; she told me that portraits can be either black and white or in colour and she decided to leave her portrait black and white.  Katie showed to be very familiar with art as she has been exposed to many forms in her school.

I then asked Katie to draw of picture of anything she likes and she decided to draw a portrait of a flower she had seen when her class went on a field trip to the the Vancouver Art Gallery.  The same focus and perfection went into drawing this flower; she had controlled felt markings, she was not easily distracted, and she would go over her work from time to time erasing pencil marks that she had not coloured.  Before she drew her picture, she asked me what to draw, how to draw it, and whether she should colour it.  She was soon to start her masterpiece.    

Listening to a child ask questions when given a task is interesting and at the same time educational. As adults, when we are told what to do, we are able and educated enough to go ahead and do it; on the other hand, there is a sense of uncertainty and shyness that lives inside young children and this characteristic, I believe, becomes less prominent as confidence develops.  When I gave her directions to be as creative as she wants in her drawings, Katie still sometimes asked me what she should draw.  It is important that we, as teachers, encourage our students to be creative and inventive, and at the same time, show positive reinforcement to build their confidence level and self-esteem.

We, as adults, have had years of experience working according to rules and I believe that children should learn rules, but we should help develop their ability to think independently and creatively when the situation arises.  In our EDUC 310 semiar, I learned about enabling constraints, a term meaning that we should allow our students to be inventive and creative in their contributions while conforming to the rules that may be administered by the teacher.  Thus, in a classroom, it is a goal of the teacher to teach students to be independent thinkers while at the same time being clear about what the expectations and rules are, that is if there are any rules.  

We did not line up outside the classroom today because we already knew our colour groups and we knew what tables to sit at. The first portion of the class was spent discussing our jigsaw readings with our groups and the activities from the previous session. Our classroom management strategies were now set in place so that class ran very smoothly.

We watched a video on Andy Goldsworthy, an artist who creates scultpures out of materials readily available in nature. His scultpures are beautiful and almost surreal, as the artist takes us away from the mundane world into a world of creativity and imagination. The video was introducing us to artists, new and unusual forms of art, and showing us that creativity is in the eye of the beholder.

The video was followed by an introduction to the art of clay-making where we were given the task of creating anything we wanted to. Our professor showed us techniques in playing, cutting, and moistening the pieces of clay and then let us have the rest of class time to work on our creations; we used scultping utensils to make fine cuts in the clay and create texture, we massaged the clay in our hands to get it warm and soft, and we learned that clay gets dry fairly quickly so the key is to moisten the piece of clay with water. 

It is important to go over safety rules in the activity with students, especially in the primary grades. In a primary class I would go over the safety rules in working with clay; I would tell them that they are not to taste the clay, and they are not to touch their faces or eyes until they have washed their hands with soap and water.

Lesson Plan-grades k-3

http://k-12.ccad.edu/lesson01.htm

Aristists who work with clay:

http://www.earlinegreen.com/ (very interesting)

http://www.lundinkudo.com/ (Really cool)

EARTHWORKS and COLLAGE

Today was our first art class of the elementary education program; the first day going into art class as a student with the mentality of a teacher. Our professor greeted us outside his classroom door and asked us to line up and one by one, we would pick a coloured fuzzy craft ball and enter the classroom to find our corresponding coloured table. Our first lesson with him was thus a lesson on class managment strategies. We then sat in our coloured groups and were asked to pick a group leader for each group. This was great lesson because this sort of practice creates accountability between students, focus on the stduents and away from the teacher, and it establishes responsibilty. Right from the started our professor administered ‘the clap’ as a way to control the classes attention.

The session included many activities that were centred around exposure to the world of art in a variety of ways and in different mediums. We laided down on the floor to observe a different perspective of the world, we went for an outdoor walk to observe the many mundane articles in nature that we may not usually take note of, we created collages and creative displays of our designated colour.

Green is all around us

dislay of colour

The definition of the word, collage, according to Sayr’s second edition, A World of Art, is “a work made by pasting various scraps or pieces of materia-cloth, paper, photographs-onto the surface of a composition”. Our professor put on the music of Carmen for us to listen to and, with felt pens, we were asked to draw, with no particular rules or instructions, the sounds that we heard in the music composition. After the initial creation, we were asked to rip up our art work and, listening to the piece of music again, paste the pieces onto a piece of paper in a collage format. I was not distraught at having to rip up my masterpiece but I could see how younger children may be unhappy at this request. In a classroom setting I would probably tell the children the course of events ahead of time because I would not be so sure that the element of mystery would go over well with them. On the other hand, I think it is good to know your class before assumptions are made on the creativity of an activity.

I agree with the raw definition of collage however I think collaging entails much more. I think that it is more about ‘thinking outside the box’, personal expression, subjectivity, creativity, and even telling a story. The creative process in creating a collage, for some, requires only slapping pictures on a piece of paper, but for others it may be much more and may entail deeper thoughts.

My father and I went to Europe two summers ago and after the trip, for his birthday, I made him a collage of our memories from teh trip. The collage tells a story of our trip from centre to periphery; we started in London, then we went to Athens to my family’s house, then we set sail for the island of Santorini, and Mykonos.

Lesson Plan-grades 3-8

http://www.dickblick.com/lessonplans/2005collagebook/

Artists:

Karen Marcus creates natural collages with different textures.  Visit her site and enjoy:

http://www.artists.ca/gallery/kmarcus.html

We then were introduced to contour drawing.  Contour drawing is a drawing, drawn in pencil, that shows the visible border of an object with as much detail to give the drawing dimension.  We first drew a blind contour drawing of an object and then added definition to our drawings; I chose to draw my water bottle and it turned out quiet nice.  A technique that we have been learning is cross-hatching to create shadow, dimension, and definition.       

We also experimented with plaster making finger puppets; when working with plaster one needs water and plaster sheets cut into thin strips.  Water transforms the hard plaster into a soft sticky like substance that is used to create scultpures.  The key to making sculptures out of plaster is to make sure the plaster is dry before you move your object or paint your object.  We were making finger puppets and some of the people at our table learned that if you apply plaster to your finger when it is bent, you will not be able to take it off when it is dry.  The lesson here is to make a sculpture that can be left in same shape dry as it is wet. Another fun activity to do with older grades is making masks out of paper mache; this activity is interactive in a different way and it requires the students to be comfortable with using the material on their faces.

I think this activity would be great for students, starting at a grade 3 level.  In organizing a messy activity like this with enough class time so students can think of an idea, cut the plaster, create their object (it drys very quickly), and clean up, I would allow 45 minutes.  The teacher would have to talk to the students about safety around plaster: do not touch your eyes or face with plaster on your hands.  In this session there is not enough time to paint the scultpures but that can be done in the next session.    

Paper mache caricature finger puppet of a grey cat 

Paper mache caricature artifact brought back from Greece. I couldn’t live without it!!!!!!!!

My favorite book from my childhood was Angelina Ballerina; my mom made me a framed model of this storybook character that I still have on my wall.

Lesson plans for primary grades:

plaster of paris:

http://www.kinderart.com/littles/little14.shtml

http://www.art-rageous.net/Papier-MacheBowl-LP.html

contour drawings:

http://www.kinderart.com/drawing/blind.shtml

http://www.teachartathome.com/Shape.html

Artists:

http://www.artinthepicture.com/artists/Piet_Mondrian/

Artwork can be in black and white or it can be in colour. There a many different uses for colour; the choice of colour in a piece of work can determine the mood and emotion in the work, for example, bright colours may symbolize happiness and excitement while dark colours may symbolize sadness or gloominess. Or, dark blue colours can be used to represent dimension, for example in illustrating the different depths of water in an ocean scene. Primary colours are red, yellow, and blue and these colours can be mixed together to create secondary colour of purple, green, and orange.

Pattern is a repetitive motif or design in an art piece. This repetitive design is a decorative tool that can be appeasing to the eye. Patterns are applied to objects such as rugs, woven objects, clothing, and, patternscan also be applied to art work.

There are many different textures in the world around us, for us to experience by touching and feeling. We feel rough surfaces, smooth surfaces, squishy surfaces, and hard surfaces. Texture can also be present in art work and this element is created by overlapping line and shape with drawing ustensils, and by using the technique, cross-hatching.

Diagonal, vertical, horizontal, curved, and broken lines are found everwhere in the world around us; it is a matter of whether we are aware of these simple elements. Lines can create numerous configurations and are an element in our everyday world in everything we see.

Lines creates shape by outlining that shape; for example, lines create circular shapes, oval shapes, square shapes, and triangular shapes etc. Shapes can also be irregular, such as a paint spill that can outlined but does not have a uniform shape.

5 Principles of Design

An object becomes a form when it takes on a three dimensional shape. Artists use form in their art work; in pieces where they want to show the dimensions of an object, and in sculptures with free standing dimensional objects.

The principle of design that deals with the creation of action. In still pictures and paintings, artists and illustrators haev the ability to give the illusion of movement.

An art and design principle that is concerned with the arrangement of one or more elements in a work of art so they appear symmetrical, even, or asymmetrical, uneven, in a design.

The element of emphasis, a principle of design, can be described as the focal point in a picture. There can be detail in the picture or painting however there is one detail that is either centred, or enlarged and emphasized.

Contrast is a prinicple of design created by using opposites near or beside one another, such as a light object next to a dark object, or a rough texture next to a smooth texture.

Lesson Plans-grades 1-5

http://www.lessonplanspage.com/ArtMathPatternsEaster-SpringEgg15.htm

grades K-2

http://www.lessonplanspage.com/ArtScienceColor-EggCartonPaintPalettesIdeaK2.htm