ARTS ED M102

Arts Ed M102, SPRING 2017 Introduction to Arts Education for Multiple Publics: Theory and Practice

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Creative Connection #5

For my final creative connection, I’m posting a picture of a purse I made at the beginning of this quarter. I had the LA punk band FIDLAR in mind when I decided to make myself a bag. They have a single called “cheap beer” and on the cover they drew a can of beer that I used for inspiration for my purse. I made this purse with the intention of taking it to a music festival that they were going to perform in called When We Were Young that featured throwback punk bands. Some of the materials I used to make my bag were black and white vinyl fabric, cotton fabric for lining, and a deconstructed plastic pocket folder to cut and fit between fabrics and give the purse some sort of structure. I enjoyed making this purse not only because I like the song or the band but because I made something that no one else has and it makes my value it even more. My purse may not be worth much but it does carry sentimental value. Whenever I get a compliment it feels 10 x’s better than if I get a compliment on something I bought. The experience I’ve had in making this purse, carrying it around and conversations about it, reflects on not just one of the readings of this class but on the ultimate message of all the articles. The message being that art has a role in everyone’s life in one way or another. Art is not just one thing; Art is drawing, sewing, painting, music, it’s getting someone through their day, it’s buying a school folder to make a purse, its creating jobs not only in artistic professions but in the industries that create materials for art making, it is knowing you can relate to other people, it is connecting and not connecting to other people, art is everything and everywhere.

#MelinaAguilar

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This is where I'd like to be, but I know I'm still in the first steps. It feels like I have to make he leap just to make the leap, and that sounds as silly as it is frustrating. I'm too afraid of stumbling to make any real efforts, but I don't even know whether or not I'll stumble and fall. I just don't have the confidence anymore. I wonder where it went, but i don't chase after it because I'm afraid that I'm not good enough to have it anymore. As an educator, I want to be able to encourage students and other to make the leap, but how am I suppose for encourage them to do something I don't even have the courage to do myself? I don't want to sound like a hypocrite. #Lauren #CreativeConnection

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I recently performed the "if you really knew me you would know" exercise that was spoken on during lecture and I found it to be a very eye-opening experience in opening up to peers as well as individually coming to terms with oneself about situations that may have transpired in the past and how they may affect the way an adolescent or adult processes and reacts to the world around them. While I had practiced the exercise with a group of close acquaintances and friends whom I have already confided in before and have grown to trust, I found that as the exercise progressed I felt that the space was becoming more and more open for all of us to feel comfortable sharing experiences and feelings that we may have felt conflicted about. However I do believe that for adolescents, the original written format of the exercise is the best way to get participants involved in coming to terms with how they feel about their lives and how they can relate to others without the swathes of silence present in an oral form of the exercise. I did have reservations about participating at first because I was afraid of other's reactions, but in having a discussion after the fact, I found that other participants had the same worries that I did. This isn't to say that it is a benefit to have worries about how others will respond to you baring your soul, but that a discussion about the exercise, it's methods, and participants afterthoughts on partaking in the exercise may help ease some tension and pose as a "Beyond" activity. #Lauren #CreativeConnection

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I think service-learning is a really cool concept. I imagine how fulfilling it must be for a student to be able to shine in their own element while also making a lasting impact on another student’s life and aiding them in excelling as well. The prospect of service-learning benefits students by engaging them in the education process while also allowing them to build and strengthen their knowledge of curriculum-based lessons as well as their social-emotional learning abilities, which are key for interacting with other students, educators, family, and others as students mature and become ready to enter the workforce. Service learning also allows for students to make friends that they otherwise may never have made connections with, by giving them a common ground to relate to each other. #Lauren #CreativeConnection

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This year I had the opportunity to perform in UCLA’s production of Spring Sing 2017. It was such an amazing experience and I met so many amazing and talented people. The level of talent in Pauley pavilion that night was NUTS and the audience reached about 10,000 people. So here is a little representation of my state during that night, being surrounded by all these amazing people, audiences, celebrities, and school figures, as well as having the opportunity to share the stage with them. It was truly an experience that I’ll never forget and I’m so grateful for the experience.

#MICHELLE

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Elvia Godinez

Creative Connection #3

Erick Booth Presentation

5/10/17

              In the presentation I was very delight to hear so much feedback and knowledge spread about art teaching. I really enjoyed all that was said and was very impressed to learn that one person from the panel went to college at age 13. In the other hand the main topic from Erick Booth was teaching artist and their responsibility to keep this profession alive. He talked about six purpose threats

1.  Work of Art thread

2.  Art integration thread

3. Roll of teaching artist- Big challenge

4.Activism - try to change policy

5. Personal social development

6.Pathnering for non-arts agents-Create agents

            Each of this serve a purpose to keep the Art department growing and creating new people who want to be involve. The power of teaching artist is essential in student’s life. Children are hungry for knowledge and we are in the motivation business to get them involved in Arts. Arts are inside us. Art education is a reflecting mirror that makes connections with teaching artist to evolve students to a new level and discover their creativity, talent, or passion within them. Erick booth emphasize on that elaboration and connection between student and teaching artist.

            He also mentions yearning what drove us to become teaching artist. He see that you need to be yearning and passionate to be a teaching artist. As it was getting more in depth in this topic it became apparent the commonality to any professor in any subject because in order to teach any subject you need to have a vocation, passion for it. Your student are going to reflect what they learn and what they learn is what they see in you (teaching artist) so yearning enacts human desire for more and that the goal to succeed as teaching artist.  Exploring how the arts work and owning your ideas can be really successful too. Also he gave us six rocks as guidance for teaching artists.

1.Activate the artistic of others-your success is the activation of art in others 

2.The social context that motivates the learner-unsettle the norms

3.Safe and change learning environments – conducive environments

4.They care about the product-Balance relationship

5.Law 80%-80% of what you teach is who you are

6.Yearning- Teaching Artist are in the yearning business

  Erick Booth Last Quote: “People are shape by what they are born into “

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Elvia Godinez

Art Education M102

Week 3

Creative Connection #2

Due Week 4

4/27/2017

            For my Creative Connection I’ve decide it to do Downtown Santa Ana a place full of culture that I haven’t visit because it hasn’t occur to me to explore my own city.  I walked around the place and the oldest buildings it was as walking in the past. 

Poem: A place I call home.

Santa Ana lovely city where I grew up

Fills my heart with great uproar

I feel the air blowing and I throw my arms up

Under the sky that saw my childhood rejoice more

Santa Ana beautiful city in my soul

Take away the memories of the enchanted gore 

For I love your art and your décor

It is my passion to see you flourish till the day you full restore 

Santa Ana the day will come when your walls and streets are full of joy

I look forward to such day for it will be the happiest day

Your entire citizens will sing and praise for you are their home a happy place

We call you home and you should stay bright and proud till the day you end.

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Who made you?

As a Junior at UCLA, it is difficult to imagine that there remains so many places left to explore. I took a walk around the block to explore the area I inhabit. I walked by the Westwood Village Memorial Park Cemetery, where during the Memorial Day Celebration, this artwork appeared. It struck me as a remembrance of how we our guest lecturer Elida Ledesma with her presentation on Incarcerated Youth. I also recall Chung’s short composition on “An Art of Resistance: From the Street to the Classroom.” Here was a artwork of resistance against the war and of child soldiers that defend their cultures or rights, yet, it was in an obscure location. Across the street of the sidewalk, away from the main streets and no where near the entrance of the Cemetery. What did this artist mean to achieve? I wish I could ask.

Instead, I ask Johnny, a third year student who is walking by on his way back to his apartment, if he has ever noticed the artwork or his thoughts on it. He tells me that that spot is hard to see, that he didn’t even know it was there until I pointed it out. The small structure that stands hidden behind cars is “fighting the need for violence and demanding for peace”. To teach our younger generations that violence is not the answer because it just leads to the deaths behind the painting. I have not visited the location ever since taking this photo. Is it still there? Was it wiped away like the American Indian culture was? Ignored like the incarcerated youth who fought as soldiers in a cultural war? I wish I could ask the artist..

 #SusanaBarriga

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      April 24th marks an important day for myself and all Armenians around the world. On April 24th, 1915 the Ottoman Empire executed 1.5 million Armenians out of their homelands. This genocide is the sole purpose I am where I am today as nine million Armenians make up the Armenian diaspora today.  My great grandparents were survivors of this genocide, of the brutal massacres of my people. At the hands of the Ottoman Turks, 1.5 Armenians were killed and with women and children forced on death marches. Despite historical documentation and evidence of these mass killings, the Republic of Turkey until this very day continues to deny a genocide. Due to political and economic ties with Turkey, the United States of America has not recognized this as a genocide either. 

    Southern California is home to the second largest population of Armenians outside of Armenia today. I think is important for us to recognize our city’s diversity and pay attention to it’s cultural geography. This is why I am making this creative connection today, because each year thousands of Armenians across the world gather to commemorate this day. Here, in our very own city of Los Angeles, thousands march in protest to the Turkish Consulate on Wilshire. I am one of the tens of thousands who marched on Monday, April 24 in memory for all the lives lost in the genocide as well as marching for justice. It was my first time participating in the marches here in LA, although I always participated in my hometown of San Francisco. The Armenian community in the bay area is extremely small in comparison to LA. This new experience was empowering, emotional, but I none the less felt an immense sense of pride being there. 

     My friends and I took an Uber ride to the meeting spot on Wilshire. Our Uber driver asked where we were headed because we were dressed in all black, carrying Armenian posters and national flags. She had never heard about the Armenian Genocide before and being able to educate her on this topic was a humbling experience. I was conscious in the way I presented such a traumatic event in history to a total stranger who was curious. As we approached our drop off, she saw first hand the thousands gathered at a park with hundreds of flags and poster. Armenians and non-Armenians of all ages were gathered there to march. She turned to my friends and I saying that what we are doing is incredible and to keep fighting for our rights. This encounter and overall experience was one that I will remember and cherish as it brought my awareness to the broader Los Angeles community as a minority in this city, and the impact we are are able to make in such big or small encounters. 

    I have attached a photo that I took during this event. Here you can see the crowd gathered in protest in front of the Turkish Consulate on Wishire Boulevard. 

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Week 5 Creative Connection - Response to Eric Booth

(Late submission)

This creative connection was initially created for Arts Ed 105: Arts Education in Correctional Institutions, but it was very much inspired by the Eric Booth talk and text. I found that it was suitable in the context of our class, and also is the underlying theme of my lesson plan and educational interest.

In this handout, I focus on how rhythm underlies many of the socio-political issues negatively impacting underserved communities. By connecting socio-political issues to an artistic concept like rhythm, new learning possibilities emerge that emphasize the student’s personal experience; i.e. a student may feel very strongly about pollution and the lack of fresh produce available within her community, and is provided the option to approach her arts-based learning through that specific lens.

One of the major points that I took from Eric Booth’s talk was his concept of the “Law of 80%.” This concept holds the facilitator accountable, requiring that “what you teach is who you are.” In comparison, the student is also defined by what they learn, and likewise should have the option to make their arts-learning as applicable as possible to their own personal experience. Personally, I feel very invested in exploring and dismantling many of these socio-political issues, and have considered how rhythm plays an intense role in perpetuating these systematic issues. I hope to further explore these themes through creating environments for engagement and fostering expansion of artistry for both the student and teacher. 

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This was inspired by Eric Booth’s presentation during the Teaching Artistry panel that was organized by the VAPAE department. He spoke about the many aspects of teaching artistry and how it is just an extension of your own artistic practice. Towards the end of his presentation, he outlines the “Six Rocks of Teaching Artistry.” In this creative connection, I visually outline the six concepts that he mentioned were fundamental for a teaching artist to know. 

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Title: Creative Thinking Brainstorm

Ellington Peet - Week 7 Creative Connection (late submission)

This brainstorm map was taken in reference to the Elizabeth Menard article titled “Creative Thinking in Music: Developing a Model for Meaningful Learning in Middle School General Music” and the Ruth Lozner article titled “Where is Design in K-12 Curriculum and Arts Education Reform?”

Menard quotes Peter Webster, claiming that “creative thinking as a "dynamic mental process that alternates between divergent (imaginative) and convergent (factual) thinking, moving in stages over time. It is enabled by internal musical skills and outside conditions and results in a final musical product which is new for the creator.” I placed divergent thinking and convergent thinking on opposite sides of the brainstorm map, placing creative thinking in the middle. The alternative modes of teaching music and stimulating creative thinking through music are also derived from the same article, and are not placed in any specific physical relation to the divergent and convergent placards. 

I also took inspiration from the “Art of Resistance: From the Street to the Classroom” article, which speaks about unconventional modes of teaching cultural awareness and creative thinking through the arts. Providing agency in the students to decide their creative decisions within the classroom agenda creates for a more meaningful learning environment.

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After we welcomed Jessica Bianchi’s class into our classroom to share their experiences with the visual and performing arts education minor teaching sequence, I was both overwhelmed and excited. Hearing the students speak about their personal teaching experiences made me extremely excited and confident about pursuing this minor. Of course with all that excitement comes a bit of anxiety as well. The next day I began to plan out all the necessary VAPAE classes for my future coursework in order to complete the minor and began weighing the pro’s and con’s of pursuing this. To my delight, I could only think of pro’s and the only con’s were logistical ones that arise from having to take a few more units each quarter. I was thinking about all of this as I was sitting in the sculpture garden with my laptop open to myUCLA class planner and was inspired to make this as one of my creative connections. The writing on the leaf (from immediate surroundings - Sculpture Garden) represent some of my thoughts surrounding this topic after we were visited by Jessica’s class and emphasize how making something tangible can help cope with other thoughts. I enjoy the materiality in this piece with the leaf juxtaposing against my laptop keyboard. 

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A few weeks ago I posted an improvisational dance response. I actually decided to take it a step further and turn it into a collaboration with a friend named Samuel Han. The piece experiments with both improvisation and set Choreography, which was inspired from my previous improv. I hope you enjoy it!

#Michelle

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A Poem to My Students

There is no right, 

There is no wrong,

It is not a yes or a no

We all belong, isn’t that so? 

There’s more to know, 

There’s room to grow, 

With each day, that is what you show. 

I’m here to help through the good and bad

Nothing you can do will make me sad

Except when you remind me that you are soon to be a grad.  

*This poem was a response to the “The Art of Questioning Art."It prompted me to reflect on my experience with arts educators and to think about how I would incorporate the good qualities of previous teachers into my own teaching artistry. 

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In response to the eric booth presentation

Is there ever mourning?

The victims with quite voices

A dessert plant cannot thrive in a marsh

as a fern will not flourish on the tundra.

Education cannot be restrained to one environment.

Until these acts of despotism are recognized,

the many ferns will continue to wilt.

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Author: Elvia Godinez

Draft date: 6/8/17

ScreenPlay.

My Screenwriting 

Title : There is life outside. 

 Scene 1

EXT: CLASSIC TOWN HOMES IN THE VERY BUSY FAIRVIEW STREET IN SANTA ANA CA.

    JEZZABEL single, petite, dark complex young lady drives through the gates that separates the street and the town home community with the music on and checking the surroundings, parks her car and walked to her room.

                        JEZZABEL

UGH I HOPE MY SISTER IS NOT SLEEPING LIKE ALWAYS. (saying to herself)

INT: A SMALL,COZY ROOM THAT IS DECORATED WITH PAINTINGS OF ELVYS PRESLEY ALL OVER THE WALLS AND IS IN THE BACK OF THE TOWN HOME WITH OWN ENTRANCE.

            Sister(Jody) single mother of four(who live in across Mexico border), tall, light skin, dark hair and not too stylish. Sitting in the trundle bed staring at her phone possibly watching soap operas.

                        JEZZABEL

HOW ARE YOU JODY? ANY LUCK FINDING A JOB. HAVE YOU TALKED TO YOUR CHILDREN?

                        JODY

UM I DID FIND A JOB BUT IM STARTING MID NOVEMBER AND THE KIDS ARE FINE THEY BEEN SICK A LITTLE SO IM GOING TO LEAVE AND GO CHECK ON THEM ALSO THEIR PROFESSOR WANTS TO SEE ME. I THINK THET ARE ACTING UP SINCE I HAVENT BEEN HOME.

                                                                          JEZZABEL

WOW YES GO AND CHECK ON THEM. PARENTING CAN BE SO DIFFICULT BUT SOMETIMES YOU DONT DISCIPLINE YOUR CHILDREN I FEEL YOUR GOING TO HAVE A HARD TIME ONCE THEY GROW UP AND THEY DONT LISTEN ANY MORE BECAUSE YOU LET A LOT OF THINGS PASS.

****SUDDENLY THE COMMENT LET LOOSE A HOSTILE VIBE AND IT FELT SO UNCOMFORTABLE JODY GOT OFFENDED…

                                    JODY

I DONT THINK THATS ANY OF YOUR CONCERN I AM RAISING MY CHILDREN THE WAY I WANT THEY ARE JUST BABIES AND THEY ARE ANGELS TO ME. I LOVE THEM AND THEY LOVE ME SOMETIMES YES THEY ARE NOT AS ORGANIZED BUT THEY ARE CHILDREN. THEY ARE MY CHILDREN.

                         JEZZABEL

YOU FEEL SEEM SO SURE OF YOURSELF AND IT BOTHERS ME HOW YOU EXCLUDE ME FROM SAYING SOMETHING AS IF I HAVENT HELP YOU FEED AND CLOTHED THEM YOUR SO INCONSIDERATE AND UNAPPRECIATED. CHILDREN NEED DISIPLINE YOUR MAKING THEM SO ATTACHED TO YOU AND DEPENDENT THAT YOU WILL REGRET THAT.

****TENSION BUILD UP AND NOW STANDING UP, WALKING FROM ONE WAY TO ANOTHER ACROSS THE ROOM JODY IS AGITATED.

                        JODY

WHY YOU ALWAYS HAVE TO JUDGE ME?! AS IF YOU WERE PERFECT. YES I KNOW PARENTING TAKES A LOT BUT YOU WOULDN’T KNOW SINCE YOU DONT HAVE CHILDREN AND MAYBE WOULD NEVER HAVE THEM !! YOU ARE SELFISH, YOU ONLY CARE ABOUT YOURSELF I MEAN ALL THAT TIME I WAS BACK IN MAXICO DEALING WITH YOUR CRAZY MOTHER YOU FORGOT ABOUT US.

****A MOMENT OF SILENCE AND DOOR OPEN JEZZABEL RUNS OUT FURIOUS AS IT STARTS TO RAIN OUTSIDE 

JEZZABEL

YOU AND MOM WERE NEVER THERE EITHER

JODY STAYS IN THE ROOM AND JEZZABEL COOLS DOWN SAD AND FURIOUS BUT DOES NOT COME BACKS TO THE ROOM

** THE END**