Creative Education

an Art Education undergrad trying to make sense of children and art {Insights and reflections, doubts and connections}

[itscolossal]

New Spray Painted Tile Floor Installations by Javier De Riba

[mssalehstudio-deactivated201706]

Thesis in practice!!!!!

[elyseandart]

Workshop 8 -- FUNctional Art!

The main weakness with this lesson was with the materials we chose for the students to work with -- functional art can be created with many mediums, however, our choice in demonstrating how to weave was helpful but perhaps in a way that was more open-ended. When there are options for projects in our lesson, our students tend to group together and all follow a similar idea at first since the class is so small. Some students always break off and do something unique, which is healthy, but I want to make the space more open to that in the future. Which materials are used for the project can help with that, too, as well as stronger teacher samples.  Our discussion for this lesson was great though, and the introduction activity of designing a funky chair got the students thinking about what art is really, and how maybe a fork can be art too. 

[theseromaniansarecrazy]

This will hapen if you leave your car in the city center of Cluj, Romania. A wonderful art project. Cristian Pascariu left an old Dacia in the center with paint, spray-cans, brushes and markers and let everyone draw on the car. 

[elyseandart]

Art 21: Yinka Shonibare

His imaginative and widespread use of materials is really inspiring to me - reminds me of my assemblage class a lot. As I finalize my options for grad school, I realize more and more that my interests as an artist and an educator lies more in the overlaps. The way Yinka Shonibare conducts those overlaps of culture, identity, celebration, violence, suffering, sculpture, installation, paintings, photography, etc. -- there is a lot that can be learned from in an art classroom setting. 

Possible lesson brainstorms:

Students will learn that they can explore elements of their identity through the installation and design of ceramic pieces.

Students will learn that they can express identity through digital photography and photo manipulation.

Students will learn that they can explore cultural meaning through patterns and fashion design.

Students will learn that they can explore types of networks through the design of ceramic plaques. 

[elyseandart]

Workshop 7 (10/22/2016)

[elyseandart]

Workshop 6 (10/15/16)

[elyseandart]

“Laurie Anderson is one of America's most renowned—and daring—creative pioneers. Her work, which encompasses music, visual art, poetry, film, and photography, has challenged and delighted audiences around the world for more than 30 years. Anderson is best known for her multimedia presentations and musical recordings.” --  quote pulled from her site about her project Heart of a Dog. 

Anderson’s work and identity as an artist and a performer interested me. The one piece where she performed on her violin while on in ice skates on blocks of ice is an example of one of her many violin performances. It is her personality showing through her work that I think is successful; often in art education, there seems to be this idea that artists should only excel in one medium and primarily experiment or explore themselves in one medium. 

Maybe I’m biased because Anderson over the years has explore so many mediums that I am passionate about, but I believe interdisciplinary art projects can be important to students’ learning in the art classroom. 

-- Students will learn that they can explore identity through the assemblage of multimedia.

-- Students will learn that they can explore overlapping of mediums through the experimentation of visual art combined with at least one other medium. 

[mymodernmetselects]

Sturlesi Design creates modern lamps that are simultaneously practical home decor and art objects. Their minimalist design reimagines animals as angular, geometric shapes, with LED lights hidden in their concrete bases. When not in use, these devices look like tiny statues—you’d never realize they’re powerful lamps. See more in the Sturlesi Design Etsy shop. 

[prostheticknowledge]

Orphe

Indiegogo campaign from no new folk studio for footwear fitted with LEDs and sensors for creative performance and style:

Orphe is a smart-shoes system designed for performance that functions both as a customizable lighting system and a musical instrument/audio-visual controller. The sole of each shoe contains advanced motion sensors, over 100 full-color, serially-controlled LEDs, and a wireless module. This technology allows users to intuitively express themselves in new and interesting ways by enabling them to freely map interactions between their movements and light and sound (Patent Pending). We also provide a system that makes it easy for users to share the assets they’ve created online, and we hope to grow a community of artists working in different media and genres who can take inspiration from each other’s use of Orphe hardware and applications.

You can find out more at the Indiegogo page here or at no new folk here

[thegetty]

Inner-City Arts nestles in the warehouse district of downtown L.A. like a lustrous pearl in an oyster. Amidst poverty, homelessness, and acres of concrete, it’s an oasis of creative potential.

We’re proud to volunteer for and support this wonderful organization, which has brought the joy of art-making to over 150,000 kids—and counting.

[elyseandart]

This sounds awesome! Very similar to the organization I was very involved with here on campus to inspire the arts in all the schools in the area depending on how many we could get into. 

[emilyvalenza]

I took some inspiration from Cara Bean at MICE and made a little art teacher comic in my free time today!

[elyseandart]

This is funny, but so true! Also sad, because a student once called me pregnant in which I calmly responded “Nope, I’m just plump.”  I am constantly on the hunt for accessories and clothing that scream ‘art teacher’ though, so this is cute.

[acrylicalchemy]

Don’t think about making art, just get it done. Let everyone else decide if it’s good or bad, whether they love it or hate it. While they are deciding, make even more art.

Andy Warhol (via acrylicalchemy)

This quote makes me think a lot about my assemblage class I’m taking -- it’s challenging to abandon all plans and concepts, and just follow the material, and move along with the piece and let it happen. I think it’s been healthy for me as an artist, though.

[moma]

Open Art Space welcomes LGBTQ teens & their allies Thursdays at 4:30. Admission is free, and no advance registration is required. Free food, drinks, and MetroCards are provided each week. No previous art-making experience is necessary. Any and all high school–age participants may attend. Spread the word! 

[vcamato-syr-blog]

Methods

This week me and Elyse were discussion leaders. Since the reading was about lesson planning we decided to dedicate or time, not on the summery of the chapter because we were all familiar with most of it, but instead practicing/brainstorming focused and fundamental objectives. The class responded very well they all appreciated using the time to brainstorm future lessons. 

One thing I really need to work on is my voice and presence when speaking to the class. Although I have improved compared to my first semester I do have plenty of growing and improving to do. I can learn a lot from my partner Elyse she is not afraid to voice her opinions and I admire that.

[elyseandart]

This discussion went so well! I think we should have that time blocked out for every class, just to allow that open collaboration and feedback for everyone instead of relying on just consults or feedback from professors and TA’s (not that those aren’t very helpful as well).  Also you are great! You have a very strong sense of ease especially with our students, must be that awesome mom thing or something because I want to try to be more elegant like that, too. 

[acreativeclassroom]

Gendered Language in the Classroom

EDU 301: Methods and Practice in Teaching Art Education 9.14.16

Pronouns. Little words, but words have a huge impact on our perception of the world. Not only our perception, but in communicating with others.

During introductions in queer spaces, I have become accustomed to sharing names and pronouns. This is a practice however that I have never seen outside of a specified LGBTQ+ space or space that specifically addresses marginalized genders and sexualities.

Without creating a space to share pronouns, the only option remaining is to make assumptions about people’s gender. These assumptions are so loaded, and you can never really know unless you ask. Without creating a space where everyone shares their pronouns, it isolates and outs queer folks who feel a need to share their pronouns or if they are misgendered. This asserts cisgendered as normal and trans* as the other. It can be a jarring experience and puts the responsibility of educating peers and teachers on the queer student rather than the teacher or class as a whole.

Gendered language casually pushes its way into many classrooms. “Good morning, boys and girls.” “Great job, ladies and gentlemen.” Both of these statements assert a binary, one that’s usually supported by a two sex-two gender model. This cisnormative language erases the possibility for genders outside boys and girls. It erases the possibility for a spectrum of existence. It puts people into rigid boxes rather than letting them exist as their fluid selves.

Good morning, students.

Good morning, scholars.

Good morning, learners.

Good morning, class.

Good morning, folks.

Good morning, comrades (I’ve received a little negative feedback for this one as it has socialist undertones).

Good morning, y’all. (Vaguely southern, arguably “too casual”).

Good morning, kids/children. (I think these sounds a little condescending and belittling).

Good morning, my little cherubs. (I had a teacher in high school who actually said this).

I’ve had teachers and professors who say “he or she” in an attempt to be inclusive, when the singular “they” is a more inclusive option.

Explore inclusive options that work for you!

[elyseandart]

This is so important! Thank you making a post about this; I had a host teacher that addressed her class as “Fabulous 1st graders” (2nd graders, etc.) and they always responded better to that. Pronouns are all about respect, and hope all educators and people in general at least put more thought into it. 

[elyseandart]

Workshop Reflection - Form and Volume

Essential Question: How do we transform the volume of the materials around us?

Learning Objective: Students will learn that can explore form and volume through the manipulation of 3D objects into nylon.

Students will discuss observations they made with the relationship between 3D objects and manipulating the volume of the nylon.

Students will intentionally arrange 3D objects in nylon to explore new forms and how the volume reads.

Students will distinguish different shapes by highlighting or adjusting the 3D objects in nylon.

Students will compare and contrast different 3D objects based on the shape they will create in the nylon.

Students will manipulate the space between each object to create a specific shape in the nylon.

Students will predict how the 3D objects will change the nature of the nylon.

The main issue we had with this lesson was how messy the gesso got for covering the sculptures -- but it honestly wasn’t that bad. The students responded well to the idea of pushing the nylon to its limits, and the balloon hook we had worked really well. The one student with the ridiculous look on her face had me cracking up like crazy for this workshop, her humor reminds me of my own except she’s funnier and only 7. Sometimes I wonder at times that I should restrict my laughter, regardless of what the joke and the situation is; I’m a person that likes to laugh, but I never can know other students that I may offend by laughing. We were mostly talking about farts throughout the class, but still you never know. We are going to be finishing the lesson up next week after the gesso layers dry on the sculptures, the students were very excited about ideas and concepts for the shapes they saw in their sculptures. I was impressed with how creative they were right off the bat, but the one worry I have is that those concepts may be awesome but not 100% related to the form and volume ideas we were teaching. I think we have to be careful about how we remind them of the project next time, rather than letting them just paint willy nilly.

[archiemcphee]

Behold the delicate beauty and cleverness of this interactive Japanese children’s book by Megumi Kajiwara and Tathuhiko Nijima. Entitled Motion Silhouette, the handmade book features white pop-up silhouettes between each page. Shining a light on either side of the silhouettes cast moving shadows onto the pages that help tell the story. Ghosts appear before frightened a sleeper, a train travels down tracks and across the face of the moon, someone makes a wish on a dandelion head and then blows out birthday candles, butterflies flutter and what appears as a tree on one page turns into lightning flashing above a cityscape on another.

Click here to watch a brief video that offers a closer look at this enchanting book.

Motion Silhouette is a sequel to a previous book by Kajiwara and Nijima entitled Silhouette. These beautiful works of interactive art are handmade to order.Click here for order inquiries.

[via Colossal]

[elyseandart]

That has got to be the coolest book I have ever seen. I am constantly looking around to accumulate an awesome library for my future classroom -- this one also made me think of the shadow art we were discussing in Methods.