Blog #4

Respond: 


-Why is it important to employ several assessment strategies when teaching art?


     I believe that this is important because every child learns differently. Personally, while I was in High School I realized that I am a visual learner and once I figured that out I was able to become much more successful in my studies.


-How will you know what your students have learned?
     
     I'll use my objective goals along with State and National standards. Besides using these I plan on also incorporating their previous knowledge with what they know now. Much like Mrs. Unrath had her students create their best figure before they began the actual lesson so they could pick apart, together as a class, what the students knew now in comparison of what they can potentially know.


-What does successful learning look like?
     
     Successful learning has the appearance of students utilizing their time wisely by asking questions pertaining to their artwork. When students ask questions it tells me that they're interested and willing to learn new things! Another way I feel like successful learning looks like are when the students are actively engaged in their artwork!


-What different assessment  strategies will you utilize in your unit plan?


     Some assessment strategies that my Tiger Artist Group and I used in our unit plan include:


                   1. When having students write name on name card include our:
                            "I am a ______ because I _________" (ex. I am a Nike because I run fast)
                         To assess their knowledge of what they know at the beginning of the lesson in                 
                          comparison to the end of the lesson.


                    2. Identifying students current values and beliefs in addition to their hopes for the 
                        future with regard to identity through their "Foot Art"


-How have you experienced or seen assessment used? 


        The only time that I've recalled seeing assessment used within the art classroom only include state and national standards. And even with those supposedly being assessed it's hard to try and incorporate that as much as possible whenever you're interacting with the students. I personally would prefer a more personal level of knowledge with each individual students instead of assessing the students as a whole. 


      While reading Chapter one within Activity 3 on page 8 described the assessment:
            "This assessment assignment, which derives from the essential questions, requires 
             students to apply the ideas about rules and systems to a new context."


Using the essential questions in this lesson plan along with any other lesson plan a teacher uses, helps assess the ending progress. I personally would find it interesting to do questionnaires at the beginning of my lesson and then have students read their answers at the end so they realize how much they've actually learned!

Big Idea Book: Hero

                                          Cover
                                           
                                               1st Page- Hero
                                             
                                              2nd Page- 1st Swap
                                             
                                             3rd Page- 2nd Swap
                                             
                                             4th- My Final Page
                                             


Part of my Reflection Statement: I love how a hero can mean so many things to different people due to their experiences and life occurrences. This idea that what a hero means to different people really intrigues me. I plan to pursue this idea of what a hero is within my own artwork as well in hopes of creating a portfolio and develop my artist statement. I love the different responses I got from each of my "Book Swappers." For the first one they used the idea of creating a sort of story line that goes on to explain how their neighbor Charlie is their family hero because he rescued them. I would like toe explore this further in my work in questioning my viewers if a hero has to do a particular action or kind deed to be called a hero. Can a hero be a hero if they've never "persevered or endured... overwhelming obstacles"? Like the second artist in my book describes a hero to be. I would love to pick apart the idea of a hero and in turn return to the core of what qualities/personality traits that all these heros hold that make them perform these "heroic actions".

"Why Teach Art?"

                                                    
     Why teach art? What a broad and endless question. While I am on the biased end of the spectrum I still feel as though I am trusted source to answer this question. Why teach Art? Why teach English? Science? Math? Music? Why Teach? All these subjects hold valuable information for becoming successful in life so why question what should be taught in schools? It's understandable to easily be able to figure out why the core subjects of English, Math, and Science are taught but when it comes to teaching Art it's often referred to as not necessary and an intellectually weak subject. When in fact, "... education can learn from the arts that [it] is relevance to the improvement in our schools" (Eisner 23). 
    I believe art should be taught to teach students how to intelligently and creatively express their feelings in a safe and judge-free classroom. Creating art not only develops motor skills but also helps children: 


                  1. Make "qualitative relationship" in which it is "judgement rather than rules that                                    
                      prevail."


                   2. That "... problems can have more than one solution..." and "celebrate multiple 
                       perspectives."


                   3. Know that "... small differences can have large effects" (Erickson)


     Besides these three main points there are many more reasons why art should be taught in schools. Art educators acknowledge that "... everything interacts; there is no content without form, and no form without content." We teach this by creating different phenomena's in which the students use materials to understand interaction between these materials. "Interaction is a condition of experience... [and] is the character of the interaction that defines our experience." Art Education also teaches the student that "... surprise is not to be seen as an intruder in the process of inquiry but as a part of the rewards one reaps when working artistically."  This surprise creates "... a new insight." In which "No surprise, no discovery; no discovery, no progress." which creates a "powerful source of intrinsic satisfaction" (Eisner)
     My art education program will "... emphasize the contributions of art to cultural knowledge, personal and social identity, visual literacy, and the creative economy." After creating artwork that exemplifies these qualities our program will hold local exhibitions of the class artwork every few months. I will also post photos and blog so that the students parents will be able to follow their child's learning path in the realm of art. Creating the blog and posting photos (with parents consent) will be my personal documentation of the art education program that I create.
       So why teach art? "... art can play a critical role in the cognitive and affective development of learners." Teaching art also creates an environment in which students are able to construct their own meaning. "They can see ideas expressed in various forms and cultures and relate them to their personal set of thoughts and visual statements" (Simpson 15).

I hear and I forget

I see and I remember

I do and I understand

Teach Art.

                                                            
Also--- Check this out:

Journey to Art Education

Above is my "Journey to Art Ed" project for my Overview of Art Education class. The assignment was to prepare either a map or visual presentation of my journey to MU art education. I created these pieces out of cardboard and used a layering system to represent the many layers that I have experienced until becoming a part of the MU art education program. At the end I have a pointing arrow direction my path into the unknown in hopes that I'll be able to graduate and become a successful, inspirational, and insightful future art educator! 

DB #2

I chose to use one of the items in the cast gallery called "Two Goddesses" that originated from the east pediment at the Parthenon. The big idea that I want to portray in this art form is the idea of how clothing directly affects the body. When looking at this particular piece the true beauty of it is simply the draping of it on the body. I think that this idea of the clothing being the true beauty also plays in with Nick Cave and how he uses the idea of clothing to be art.

I would utilize the artwork by using the same idea as we have for the Tiger Artist by having the students re create the work by use of draping and found objects. Almost in such a way to create their inner "Toga Self". I would also like to tie in some art history from the Greek and Roman times about togas and how they originated as well.

Some essential questions that my students could investigate on are:

Can clothing be considered art?

How do different artistic techniques affect clothing?

How do previous clothing ideas affect the art world?

How can I portray myself through clothing?

What found objects can I use to describe myself through this art form?

In this lesson I hope that my students learn that art can be described in many different ways. Art is more then just a mental thought expressed through drawing and painting but is considered to be just about anything! I also would like them to achieve some knowledge on the basic art history of togas and the use of art through clothing.

Why no war in art?

While doing research for my portfolio along with watching a video for my Art Education class about how Images have Power along with the big ideas of power and war I've realized that there are hardly any NON-anti-war artists. For my portfolio I've drawn inspiration from my Peepaw who served as a WWII mail carrier overseas and the memorabilia that ties with the matters of warfare. I've been wanting to find an artist who focuses on war to have another basis for inspiration on but I have yet to find one who isn't a "war artist". Please help me out if you know of any CONTEMPORARY NON-anti-war artists!

My copper plate that I've been working on

 "In art, the hand can never execute anything higher than the heart can imagine." -Ralph Waldo Emerson