Big Idea Pages and finished produce

This pages says secrets stick to us or do we hold on to them in hopes no one finds out. This page was done in hopes to use a different medium but because the process in making this work was based off what came to mind or the material that seems cool or interesting at the time. Using the tape seemed cool at the time and the sentence above came together with the material. This is probably my favorite page because we hold on tight to our secrets so that no one finds out but we do so much work holding on to them that even of we let someone in and told them the secret in hope that it will unload itself but it only sticks to us and follows us.   

These are three definitions that were found online defining the word secrets. I did a more creative definition page for page one and two but I thought it would be cool to have three actually definitions in the book.

This is the finished produce of the book. The box is a wooden box that is shaped like an actually book. The spine of the the book is a drawer that pulls out to show the different pages. After decorating the box I wrapped it in chains, added a lock and added one of my guest pages. The chain is able to come off but the viewer has to decided if they will take that chance and try to figure out what is inside.  

Tiger artist lesson plan

TIGER ARTIST LESSON PLAN

Tiger Team #2 Members:

Christine Cover, Kate Stieren, Elexys Isidore, Jenna Banks, Jessie Hicks

TITLE OF LESSON – The Story of Us: Our Big Moments

GRADE LEVEL – Ages 7-13

NATIONAL VISUAL STANDARDS

They should have an informed acquaintance with exemplary works of

art from a variety of cultures and historical periods, and a basic

understanding of historical development in the arts disciplines,

across the arts as a whole, and within cultures.

They should be able to communicate proficiently in at least one art

form, including the ability to define and solve artistic problems

with insight, reason, and technical proficiency.

They should be able to develop and present basic analyses of works

of art from structural, historical, and cultural perspectives, and form

combinations of those perspectives. This includes the ability to

understand and evaluate work in the various arts disciplines.

They should be able to relate various types of arts knowledge and

skills within and across the arts disciplines. This includes mixing

and matching competencies and understandings in art-making, history and

culture, and analysis in any arts-related project.  

SHOW-ME VISUAL ARTS STANDARDS

GOAL 1: Students in Missouri public schools will acquire the

knowledge and skills to gather, analyze, and apply information and ideas.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Develop questions and ideas to initiate and refine research

2. Conduct research to answer questions and evaluate information and

ideas

3. Comprehend and evaluate written, visual and oral presentations and

works

4. Discover and evaluate patterns and relationships in information,

ideas and structures

5. Evaluate the accuracy of information and the reliability of its

sources

6. Identify, analyze and compare the institutions, traditions and art

forms of past and present societies

GOAL 2: Students in Missouri public schools will acquire the

knowledge and skills to communicate effectively within and beyond the classroom.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Review and revise communications to improve accuracy and clarity

2. Exchange information, questions and ideas while recognizing the

perspectives of others

3. Present perceptions and ideas regarding works of the arts,

humanities and sciences

4. Perform or produce works in the fine and practical arts

GOAL 3: Students in Missouri public schools will acquire the

knowledge and skills to recognize and solve problems.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Develop and apply strategies based on one's own experience in

preventing or solving problems

2. Evaluate the processes used in recognizing and solving problems

3. Reason inductively from a set of specific facts and deductively

from general premises

4. Examine problems and proposed solutions from multiple perspectives

5. Evaluate the extent to which a strategy addresses the problem

GOAL 4: Students in Missouri public schools will acquire the

knowledge and skills to make decisions and act as responsible members of

society.

Students will demonstrate within and integrate across all content

areas the ability to:

1. Explain reasoning and identify information used to support

decisions

2. Understand and apply the rights and responsibilities of

citizenship in Missouri and the United States

3. Recognize and practice honesty and integrity in academic work and

in the workplace

4. Develop, monitor and revise plans of action to meet deadlines and

accomplish goals

5. Identify tasks that require a coordinated effort and work with

others to complete those tasks

GRADE LEVEL EXPECTATIONS

Strand 1—Investigate the process and techniques for the production, exhibition or performance of one or more visual or performed arts

-Understand how artwork can be made

-Create a piece of artwork with materials given (watercolor pencils, oil pastels and linseed oil, colored paper)

Strand 2—Understand the principles and elements of different art forms

-How they can be used to create a theme, emotion, tone, big moment, etc.

Strand 3- Analyze Visual arts in historical and cultural contexts

-Understand how past events can have an impact on art and can be seen in art work through climactic moments

RATIONALE and GOALS FOR THIS LESSON-

This lesson is designed for students to recognize and express narratives through visual language. The students will view and analyze artworks, film stills, photographs, and illustrations that represent climactic moments in a narrative and then create their own work expressing a climactic moment in their own lives.

ENDURING BIG IDEA-

A climactic moment in visual storytelling is the big idea in this lesson. Artists' depiction of a climactic moment has been a powerful method of storytelling throughout history and continues to be a powerful visual language today. Students will view, analyze and create images representative of climactic moments.

ESSENTIAL QUESTIONS-

What types of stories are there? What do they communicate?

What is a climax in a narrative?

What is a decisive moment and how is it shown? What is it comprised of?

What components make up a successful narrative?

How can the perspective change the story?

Is art a form of storytelling?

What artistic techniques can you use to tell a story?

How do artists choose specific moments to tell a story?

Can you learn anything about what happened before or after a climactic moment by looking at a single image?

KEY CONCEPTS

Through this lesson students will learn:

            What is a Narrative?

                        -The representation in art of an event or story

                        (Written, verbal – told out loud, images, etc)

           

What components are used to express a narrative in visual art?

                        Content:

-Characters

                        -Event/Moment

                        -Tone

                        -Objects

                        -Setting

Technique:

                        -Color

                        -Texture

                        -Form

           

            What is a climactic Moment?

-The point of highest dramatic tension or a major turning point in the

action

-A defining moment vs. memorable moment

            Image Literacy:

                        -How to view an image critically, by analyzing and responding

                       

Through a visit to the museum of Art & Archaeology, students will examine two works of art:

            Sacrifice of Isaac – Rembrandt

            (The Tornado painting)

            Discussion questions:

1)    What is happening in this image?

2)    What story do you think is being told?

3)    Why did this artist pick this specific moment from the whole story?

4)    What do you think happened right before and after this moment?

During these discussion students should be gaining information on how to depict a climactic (or big) moment that tells a story.  They will look at the content and technique used by the other artists we look at in class before starting on their own work. 

From the Art production part of the lesson, students will learn:

            -Elements and principles of art can be used as a tool to communicate a story

            -Technique, style, and materials can be a tool to communicate a story

           

OBJECTIVES

-Students will examine and analyze artwork (books, movies, photographs, paintings) of various artists, showing different beliefs, histories, and purposes to each individual story

-Students will discuss what a decisive moment in a story is, how it is chosen and visually represented, and synthesize the three by applying these ideas to their own life and creating a work of an important moment to them. 

-Students will consider their own lives (history, family, etc) and choose a moment that has defined them as a person thus far

-Students will establish various ways in which to communicate a story through one still image (depicting one moment in a larger story)

-Students will play and explore with new exciting materials including watercolor pencils and oil pastels on colored paper

LESSON VIGNETTE

            9:30 – 9:35

            Arriving Activity (LEAD BY ELEXYS)

-Students arrive and walk around the room to view illustrations from books we have laid out

-Students pick their favorites, share with the class, discuss why

            9:35-9:55

            Lesson Introduction (LEAD BY ELEXYS)

-Student will sit on the floor in front of projector as we discuss the following questions:

1) What is a story?

2) What different types of stories are there?

3) What can stories teach us?

4) Can one image tell a whole story?

-Students will look at still images of stories they recognize that depict a big, climactic moment from the story and discuss these questions: (LEAD BY JENNA)

1) What’s going on in this image?

2) Why is this moment important to the story? Why did the artist choose this moment?

3) What does iconic mean?  How can we see this in this image?

           

9:55-10:00

                        Walk to Museum of Art & Archaeology

-Students will pair up with a buddy and share “big moments” from their lives (this will allow students to start brainstorming what they will do for their artwork)

           

            10:00-10:10

                        Discussion of art (LEAD BY KATE AND CHRISTINE)

-Students will be split into two groups and go to one of two paintings to view and analyze the work through these questions:

1.     What is happening in this image?

2.     What story do you think is being told?

3.     Why did this artist pick this specific moment from the whole story?

4.     What do you think happened right before and after this moment?

10:10-10:20

            Group 1 and Group 2 swap paintings and discuss with same questions

            (LEAD BY KATE AND CHRISTINE)

10:20-10:25

            Walk back to classroom

-Students will get back with their buddy and discuss which painting was their favorite and why?

            10:25-10:30

                        Pre-project discussion (LEAD BY JESSIE)

-Students will sit at the desks and discuss “What is the difference between a big, defining moment, and a memorable moment?” (So students won’t just draw something memorable, but something defining from their own lives)

            10:30-10:40

                        Project instructions and Demo (LEAD BY JESSIE)

                        -Students will be shown examples of big moments created by team leaders

-Students will be told they are to create an image from their life story and pick one climactic, defining moment to depict in a drawing

-Students will be shown the materials they are to use for the project as well as a demo of how to use them

            10:40-11:40

                        Work time

            11:45-11:55

                        Clean up

           

           

            11:55-12:00

                        Share with the class

                        -Students will volunteer one at a time to share their moment with the class

            12:00

                        Parent pick-up

MATERIALS LIST

1.              Oil pastels

2.              Black and colored paper

3.              Watercolor pencils

4.              Watercolor paper

5.              Bowls for water

6.              Linseed oil

7.              Paper for sketching

8.              Pencils for sketching

9. Nametags

10. Paintbrushes

           

           

Big Idea pages: guest pages

Allyson Cain did my guest pages! I love them so much! Below is the guest page I did for her.

Sorry for the picture layout but I couldn't get it to change. The letter is addressed to anyone reading ti and is signed with hate. The letter is spoken from the point of view of trash or items that are only used once asking the reader why not use them for something crafty or useful. The item writing the letter ask that they be used for something for the classroom or at least not just thrown away as easily but given a second thought. 

Big Idea Pages: artist pages

These are the pages I used to honor my the artist that I chose to honor in my book. Rashida Ferdinand is a vessel artist, within these vessels or on top of the vessel there are faces hiding or emerging. I didn't have to do much of a concept map to find my artist. I typed in google vessel artist and she was the first artist that came up. It was love at first sight. While reading her artist statement she talked about the process being spiritual and that faces representing spirits that are involved in this spiritual experience. The vessels are spirtiual vessels and shows the body of the faces as an object, like something you would use to pray to. The faces bring serenity and meaning to the abstracted objects. This is what my big idea book was to me. I allowed myself to work through the idea of secrets and work on each page as a spiritual experience. I didn't plan any page I just sat down and pumped them out. Even though these pages don't contain any of my secrets for real but the process was the same, as if i was writing in my journal and releasing the thoughts in my head or images that are trapped up there. I folded the pages into small triangles to make the viewer have to work to get to the produce. The process of making the images did not take much work. I just used printed pictures and wrote on them with a sharpie but the process of writing my views or feeling about the art was the process that was a spiritual experience for me.         

New Philosophy

Educational Philosophy

The primary focus of U.S. schools should be to educate, better each student so they can become great members of society, to help each student reach their full potential and to be a safe heaven for every student. The point of a school is to educate a student in core subjects and then later during college years help students specialize in a certain subject. Students should be taught how to critically think through problems, how to appeal textbook information to everyday life, and to find information outside the given information to build on top of a known or unknown topic. These skills will prepare students for life outside of school.

Art is one of the main classes that will help students in the future because during the course students will learn how to think outside the box, be more creative, use art as a healthy way to cope, and tap into a part of their minds they didn’t even know was there.  

School should be a place that students learn how to come better citizens.  Students spend so much time inside the classroom each day that it is possible to teach each student how to be polite, courteous, civil, accepting of others and so much more. These are thing I plan on showing inside of my art class. Even though these things need to be reinforced while the student is at home but planting these seeds inside of the art classroom is a good start to better society members. I plan on spending the first few minutes of class greeting each of my students are the door, making sure they are dressed properly for the classroom or artist work place, making sure they say hello and when it is time for them to leave saying good bye. Showing the students how to greet teacher or people in general, how to say thank you and your welcome or how to help other students when it is needed can do this. If students are shown this behavior at an early age then it has a better chance to grow within them as they grow in age.

Schools should be a place that students are pushed to be the best they can be. Using the A,B or do it again method to push students to create high quality work. If they do not meet the A or B standards then they will have about two more chances to make the work meet A or B standards. Teachers should never let a student say they can’t do something and should convince students to at least try something when it is presented to them. Students should know that the teacher is proud of them and their progress. Each student should also leave the classroom knowing that they can do anything that they put their mind to. A few ways to help each student reach these goals are by the way their art projects art assessed. Students will use their journals as a place to reflect upon their work, their lives and how the two connect. This will be their own personal place to assess themselves. During critique each student will leave with different ways they can improve their artwork along with all the amazing things they did. I will make sure that I explain to each of my students that I am extremely proud of them and the effort they have put into their artwork.    

There are some students who need school to be a safe heaven. Things are not always perfect at home or safe on the streets, because of this school should be a welcoming and safe environment for students. Although there are bullying issues at school and it is hard to control every student, the schools should try their best to stop any violence that is happening during the school day. Each teacher should ensure that their classroom is a safe place for students before, during and after school. Art classrooms are perfect for students to feel safe. The goal during art classes is to make each student feel like their ideas and artwork is respected even though everyone may not agree with the concept or way the idea was produced. The art room should be a place that students feel that they can express themselves completely and openly. Knowing that art is a safe place can help students cope better with life’s hardest situations. Knowing art is safe is also a place that can be “perfect” for each student who lives a not so perfect life. These things will create effective learning environments for each student and prepare students for the real world.

The four primary focuses I believe a school should have are because of my two philosophies. Pragmatism and Existentialism are the two philosophies that I identify with as a future teacher. Both are student-base authority philosophies and leaned themselves to focus more on the knowledge that the student creates for themselves not the knowledge that the teacher present during lecture time. These idea are easily found inside of art classes because are students may look to use for help with a medium they never used or a way to better areas of their art but this can only happen if the students start to produce. Without the student’s artwork we have nothing to teach them. They come inside the class with idea, life experiences and many more things that as teachers we use to pull from so that each student can be the best artist they can be.   

Pragmatism is a philosophy that believes that education is rooted in experience. It is said that we learn best while applying textbook information to life experience. This theory was built on the teachings of Charles Sanders Peirce. He felt that thought should produce action instead of lying around the mind doing nothing. John Dewey applied pragmatist philosophy to his teaching methods. He felt that learning is depended on hands on experience with textbook information. I believe this applies to my teaching style because a hand on application seems to be the best way for a student to learn. It is one thing to retain, practice and memorizes information but to be able to apply information shows that the student has the information down –packed and is able to use the information in everyday life experiences. This allows the student to think critically, creates problem-solving skills and the able to take past information and information at hand to build better understanding of a certain topic.

Existentialism is the thought that all individual understanding is created and started within a person not by anything outside human existence. “We define ourselves in relationship to that existence by the choices we make. We should not accept anyone else's predetermined philosophical system; rather, we must take responsibility for deciding who we are.” (Cohen, p.2). The biggest focus in this philosophy is on freedom of the individual, developing the purpose of an individual, and creating meaning for life. The question for existentialist is “Who am I and what should I do?” As a future teacher I believe that it is my student’s personal choices is what matters. Students should create their curriculum, within reason to ensure that state requirements are meet. From there a lesson plan can be created that is surrounded around the students making the lesson plan student-directed. 

Pragmatism and Existentialism are student base philosophies. Each student constructs their own knowledge and makes the decision to learn creating who they are in the world. Under these two philosophies there are three subscripts philosophies. These three are progressivism, humanism, and constructivism.   

Progressivism views learners as individuals who learn by exploring, experiencing and critically thinking. Students use the scientific method to come to conclusions, problem solving skills, and projects to reach needed information in all subject matters. This will be essential in art education. Students will need to be able to think critically about artwork, and solve problems they may encounter while creating artwork. This will help individuals gain information on their own allowing them to create work that conveys views to critically think. Humanism is an educational philosophy that believes each person has innate goodness within him or her. Each person is born free but because of institutional ideology. An educator should start with the individual student not with the ideas of the world, mankind or universal thoughts. This is perfect for art education because art is the expression of self not universal ideas but what these ideas mean to the person themselves. Constructivism is the idea that a student creates their own knowledge by hands on learning and activity based teaching and learning.

 As an art educator my main goal is to help students be come the best person they can be and to express themselves through different art forms. I care dearly about children; I’m passionate about helping students set goals for themselves and making sure they reach those goals. The reason I want to be an educator is because I want to give students that one person who cares. Show them that when they think they have no one that I am in their corner. I have encounter many children who are unable to express their emotions or are in unfortunate living situations; because of this I want to teach art to help student’s use it was a way to focus their angry, sadness or any other emotions that need to be expressed. I want to help students use art as a stepping-stone to solving bigger problems and dealing with future issues. I hope to grow in my ability to tell the difference between students who really desire help and to do better versus those who are so comfortable with where they are they desire no help. I can get emotionally connected deeply with children who I see great potential in. Because of this it is hard to handle when students don’t believe enough in themselves to do better. But I hope that through my teaching style, the passion I have for my students, and the way I will push them to be better will show them that someone care about them. I want my artist to know that no matter what I care for them even if they believe no one else does.

*I didn't change much because as of right now I still feel that same about my philosophy

    

Big Idea page 1 and 2

I used a riddle to define my Big Idea but I think I'm going to make two more pages to go along with these two that are a little more straight forward. "I hold friends together, I rip people apart, I live in ears, I hug hearts"

Because my big idea is about secrets I wanted to put these pages inside of something that you need to open.

Then to farther push the idea that secrets are always open for people to know if they take the time to get to know the person holding them I wrapped it in wire. The viewer will need to unwrap the wire to get to the pages.

There are two sheets in the envelope but I think that I want to separate them. I believe I want each page to have its own thing you have to unwrap and open. I also want to make a tree, I'm not sure out of what yet, so that the items can hang from the tree. I'm kinda thinking about the giving tree idea, I believe secrets are open to people if we just try and take the time to get to know a person. We openly give things if a person is welling to reach for it and unwrap it.  

 

How did I get here?

So creating something for my map project was extremely hard for me. To be honest I have know idea how I got to this spot in life. The more I thought about it I realized that art has always been apart of my life; in good experiences and in bad and very influential in my life. For the container of my map I used a "spacemaker" or pencil box because I have always loved school supplies. When my grandmother would take me to get school supply she would give me all the boring stuff but when my mother would take me school supply shopping she would always get me a pencil box and as many art supplies would fit in it (usually she would get me more). So it was pretty much the beginning of the art supply addiction I have now. 

When you open the box it contains loose puzzle pieces that are spray painted black, gold and a little of the remaining puzzle color. To me life is like a huge, never ending puzzle. The colors represent Mizzou and the left over puzzle color represents my life still peeking through my Mizzou life. Some are connected with a string to show the connection different pieces have in my life or avenues I have tried but they just don't fit together. The ones who are not connect to anything just show pieces that need to find a place or pieces that I left behind. There is a group of silver pieces that show some of the things I in life or experiences I had that fit together for me, whether good or bad. 

There are nine pieces with a piece of handmade paper on the back. Each piece has a sentence explaining a stage in my life. The reason it is important that the paper is handmade is because making paper in fibers class really got me excited about art since growing up I alway thought art was only painting or drawing, which I'm not good at in my opinion. 

The last piece, which is the biggest, explains how I have know idea how I decided to teach art but I knew I wanted to give students a love for art through an amazing school art experience. Having a good experience with art in school is so important because a lot of times that is where students first encounter art for the first time. There is a quote I created, which is written on the silver puzzle piece. "I had to go through a lot of pieces before I found the right ones that fit together."