#week 5 reflection

[desfit]

[olliebeard07]

Week 5 “Teamwork”.

One of the things our group did well was communicate. as soon as we had established our group, we created a group chat on social media to provide a platform for discussion about the assignment outside of lecture hours. We also established a system of leaving comments on each other’s slides to provide feedback and answer questions. We were all clear on our themes and made sure everyone knew what you were going to say to prevent clashes and repetition. allocating roles went smoothly and quickly no one was against doing the role they were allocated. 

Time Management could have been better. We did not end up finding the time to do a rehearsal as a group and spent a most part of the day before finishing up our slides and references.

Through the group chat we were able to motivate each other to get work done. It takes leadership skills to be able to motivate others to work, as stated by Al Rahbi, Khalid and Khan(2017)  “correlate the leadership styles with team motivation include an understanding of the style expected to hold true for its importance in employee performance and retention in the long term.” by (Al Rahbi, Khalid and Khan 2017). In this case we are motivated by the comments made by others because we feel obligated to work hard and do well because the results of your work also reflect those of your teammates and you do not want to let them down. For an activity and university environment there is no need for a dictator type leadership style. need to take a more democratic approach to achieve true cohesion by being friendly and adapting with your teammates rather than telling them how you think things should be done 

The fact that we did not rehearse reflected in our peer feedback where are lowest graded attribute was team cohesion reflected in the presentation. In future a priority will be establishing time to rehearse as a team. The other weakness outlined by the peer review was our ability to speak clearly and be understood. Delivering an oral presentation virtually possess its challenges with variables such as internet connection and microphone quality which could have affected how we were perceived.

[superwingedwonderland-blog]

Missing Work

It has come to my attention whilst doing my portfolio that a few small items of work from my weekly tasks are missing, so I have decided that it is better late than never and to post them now.

WEEK 1 ART HISTORICAL IMAGE

For this weeks art historical image, I chose the art installation 'Light and Space' (2007, Museum of San Diego) by Robert Irwin, as seeing as our reading for this week was in relation to his forms of artwork, I thought it would be fitting to look into his different works in more depth. The art work is shown below.

WEEK 5 REFLECTION

This week in class we learnt about zines for the first time, providing us with a basic knowledge of everything we could possibly need to know before we embarked on making our own. I honestly found the concept of creating a zine extremely intriguing. It is very interesting to know that there are people out there who make these artistic books and share them across the world for anyone and everyone who is interested. I think that this concept that brings people together is a fantastic idea and should be applied to more fields and areas of interest.

[educ1704portfolio-blog]

This page provides definitions and examples of the elements of art and principles of design that are used by artists working in various mediums.

This site demonstrates through art and explanation the elements and principles of design; also provides worksheets for classroom use.

Aside from using the worksheets in a classroom, students could utilise this as a research source in an inquiry unit examining visual art through its elements and principles. 

Example lesson: students draw prompts out of a hat (quick, slow, happy, sad, solid, wispy, hard, soft) and work in groups to plan an artwork which utilises the elements and principles to give that impression - students use this website to research how elements can be used to suggest different feelings. 

[educ1704portfolio-blog]

Visual arts

Visual Arts elements:

Line, colour, shape, texture, tone

Visual Arts principles:

Repetition, balance, rhythm, harmony, contrast, gradation, movement, emphasis, proportion, unity

Visual arts as visual texts have a lot to add to History and historical analysis, one giving texture to the other. Visual representation of complex relationships such as scientific food webs could be aided significantly by visual design principles, while mathematical concepts such as proportion are enhanced by visual representation and interpretation. 

Lesson idea: Examining political art movements and works, such as Guernica by Picasso, for personal stories in the broader historical context, and how one has influenced the other. 

Gibson, R., & Ewing, R. (2011). Transforming the Curriculum through the Arts. South Yarra: Palgrave Macmillan.

[educ1704portfolio-blog]

Week 5

The exploration of the element of Line in the lecture and then Colour in the tutorial put an emphasis on the technical skills involved in the Visual Arts – the ‘content’ aspect which was underemphasised in my own education in favour of just trying a lot (and then getting frustrated and not bothering). A balanced Visual Arts curriculum should include that technical aspect; without it students feel that they either ‘have it’ or don’t. With this technical emphasis, tentative students can focus on acquiring skills and then gain the confidence to be creative within the discipline, rather than losing their initiative. Technical understanding of the Arts is also essential to critical analysis of art, which is in turn required for effective reflection on students’ own work – the Arts should be understood as a rigorous discipline with vast space for creative expression and deep conceptual engagement.