Big Idea: Identity
Automatic Drawing
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea, Identity, because I just drew whatever kinds of lines that I wanted to. Nobody was influencing me to draw any certain kinds of lines--I was able to do what I felt. These lines are uniquely mine because nobody else, not even the girls in my class with me, could have drawn the exact same lines (unless they were purposely copying me, but that was not the point of the activity: we all drew whatever we wanted to). This relates to my identity for that reason. In addition, nobody else would have seen what I saw in my lines--a swimming duck. That was my perception of my own drawing. Somebody else would have had a different perception. My thoughts and experiences shaped what I drew (I guess I was feeling "squiggly" that day) and how I saw it.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
Honestly, I'm not quite sure how I might employ visual art integration using Automatic Drawing just yet. I love the idea though and I really enjoyed the activity. Maybe I can use this with my students just to get them warmed up to art before we start truly integrating.
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea, Identity, because I just drew whatever kinds of lines that I wanted to. Nobody was influencing me to draw any certain kinds of lines--I was able to do what I felt. These lines are uniquely mine because nobody else, not even the girls in my class with me, could have drawn the exact same lines (unless they were purposely copying me, but that was not the point of the activity: we all drew whatever we wanted to). This relates to my identity for that reason. In addition, nobody else would have seen what I saw in my lines--a swimming duck. That was my perception of my own drawing. Somebody else would have had a different perception. My thoughts and experiences shaped what I drew (I guess I was feeling "squiggly" that day) and how I saw it.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
Honestly, I'm not quite sure how I might employ visual art integration using Automatic Drawing just yet. I love the idea though and I really enjoyed the activity. Maybe I can use this with my students just to get them warmed up to art before we start truly integrating.
Collage Inspired by Matisse
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea, Identity, because I had to think of 2-3 events in my life that strongly affected who I am today. Certain events affect us, even if we aren't aware of it until later on, and help make us into who we are. These events and experiences are all a part of our identities--my reality, my characteristics, who I am, the way I think about myself, the way I view the world, and the way the world views me. This studio lesson forced me to really consider the big events in my life, and what shaped me the most. I had to dig deep and do some soul searching, because it's not something I think of at the time of the event, "This is really shaping me into the person I'll become."
After some thinking, I realized one thing that shaped my who I am is attending an all-girls, private, Catholic high school. We were the St. Joe "Angels" who wore green and yellow plaid skirts, our school colors. When it was time to choose a high school, I was not given a choice like everybody else at my grade school was. They all toured the different high schools and picked the best fit. But since I was born, I knew I'd be a St. Joe Angel. My mom, aunts, and sisters all went there. I'd be the 10th in my family to attend--it was tradition. I did not think going to St. Joe would play that big of a role in my life, I thought I'd be going to high school just like everybody else--no big deal. But over a period of 4 years, St. Joe made me a compassionate person who loves to lead and "serve the dear neighbor". Our faculty and nuns encouraged us (and expected us) to make a profound impact on the world, and I plan to do just that. To this day, I still haven't taken off my St. Joe ring (4 years since I've gotten it) and I wear it with pride every minute of my life. St. Joe is a huge part of who I am.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I might employ visual art integration utilizing collage into my lessons in my own classroom in a variety of ways. Maybe in Social Studies class, when we are learning about families or cultures, I can integrate collages by having the students create a collage about their families and backgrounds. This would help the students get to know themselves better, classmates would be able to learn more about each other, and I would gain more background knowledge about each of my students. I could also use this in Social Studies for geography--they could collage a place that means a lot to them, and explain where it is. In addition, my students could make collages in English of their favorite books, plays, or authors. Students could then write about it or present it to the class.
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea, Identity, because I had to think of 2-3 events in my life that strongly affected who I am today. Certain events affect us, even if we aren't aware of it until later on, and help make us into who we are. These events and experiences are all a part of our identities--my reality, my characteristics, who I am, the way I think about myself, the way I view the world, and the way the world views me. This studio lesson forced me to really consider the big events in my life, and what shaped me the most. I had to dig deep and do some soul searching, because it's not something I think of at the time of the event, "This is really shaping me into the person I'll become."
After some thinking, I realized one thing that shaped my who I am is attending an all-girls, private, Catholic high school. We were the St. Joe "Angels" who wore green and yellow plaid skirts, our school colors. When it was time to choose a high school, I was not given a choice like everybody else at my grade school was. They all toured the different high schools and picked the best fit. But since I was born, I knew I'd be a St. Joe Angel. My mom, aunts, and sisters all went there. I'd be the 10th in my family to attend--it was tradition. I did not think going to St. Joe would play that big of a role in my life, I thought I'd be going to high school just like everybody else--no big deal. But over a period of 4 years, St. Joe made me a compassionate person who loves to lead and "serve the dear neighbor". Our faculty and nuns encouraged us (and expected us) to make a profound impact on the world, and I plan to do just that. To this day, I still haven't taken off my St. Joe ring (4 years since I've gotten it) and I wear it with pride every minute of my life. St. Joe is a huge part of who I am.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I might employ visual art integration utilizing collage into my lessons in my own classroom in a variety of ways. Maybe in Social Studies class, when we are learning about families or cultures, I can integrate collages by having the students create a collage about their families and backgrounds. This would help the students get to know themselves better, classmates would be able to learn more about each other, and I would gain more background knowledge about each of my students. I could also use this in Social Studies for geography--they could collage a place that means a lot to them, and explain where it is. In addition, my students could make collages in English of their favorite books, plays, or authors. Students could then write about it or present it to the class.
Collage Inspired by Matisse
How did the studio lesson relate to the given Big Idea - Identity?
Because this piece of art is from the same studio lesson as the collage above, see the response above for how this lesson relates to the given Big Idea--Identity. However, I feel that I should explain this collage.
Finding a second event that shaped my identity, who I am, was not hard to think of. It's on my mind almost all day, because it affects me deeply. Almost 2 years ago I had brain surgery because I was born with Chiari Malformation, which is a condition in which my skull was not shaped like everyone else's. As a result, my brain did not fit and instead of sitting in my skull, it wrapped around my nerves and spine, causing multiple problems. If it wasn't fixed, I would've gradually become paralyzed. This entire process and incredibly lengthy recovery has made me appreciate the little things in life, even if they aren't the same as before. I've become a much stronger person--I'm more confident, driven, and more resilient than I could have ever imaged. This has shaped my "new and improved" identity.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
See above.
How did the studio lesson relate to the given Big Idea - Identity?
Because this piece of art is from the same studio lesson as the collage above, see the response above for how this lesson relates to the given Big Idea--Identity. However, I feel that I should explain this collage.
Finding a second event that shaped my identity, who I am, was not hard to think of. It's on my mind almost all day, because it affects me deeply. Almost 2 years ago I had brain surgery because I was born with Chiari Malformation, which is a condition in which my skull was not shaped like everyone else's. As a result, my brain did not fit and instead of sitting in my skull, it wrapped around my nerves and spine, causing multiple problems. If it wasn't fixed, I would've gradually become paralyzed. This entire process and incredibly lengthy recovery has made me appreciate the little things in life, even if they aren't the same as before. I've become a much stronger person--I'm more confident, driven, and more resilient than I could have ever imaged. This has shaped my "new and improved" identity.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
See above.
Chuck Close Meets Disney
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea, Identity, because I had to think about my personality, "blemishes" and all. It was hard for me to "match" myself to a character, because I know what the characters' personalities are like, but when I had to assess my own, it wasn't so easy. I really had to think about who I am, what I'm like, and my most distinct characteristics (which, with my big personality, was a lot harder than expected!). But once I nailed down my complex character traits, I was able to think about myself and who I am in light of the Disney "good guys" and "bad guys".
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I might employ visual art integration utilizing layering, juxtaposition, and material into my lessons in my own classroom in a variety of ways. As mentioned in class, I could easily integrate this with literature. I could read a Disney book, or a version of a story that is not necessarily Disney (OR maybe both and compare/contrast...?). I would then have students do research on the characters, and decide who they were most like. I could also substitute Greek and Roman myths for Disney, if that would work better for my class. This could also be used in Social Studies, but instead of using Disney characters they could use historical figures.
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea, Identity, because I had to think about my personality, "blemishes" and all. It was hard for me to "match" myself to a character, because I know what the characters' personalities are like, but when I had to assess my own, it wasn't so easy. I really had to think about who I am, what I'm like, and my most distinct characteristics (which, with my big personality, was a lot harder than expected!). But once I nailed down my complex character traits, I was able to think about myself and who I am in light of the Disney "good guys" and "bad guys".
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I might employ visual art integration utilizing layering, juxtaposition, and material into my lessons in my own classroom in a variety of ways. As mentioned in class, I could easily integrate this with literature. I could read a Disney book, or a version of a story that is not necessarily Disney (OR maybe both and compare/contrast...?). I would then have students do research on the characters, and decide who they were most like. I could also substitute Greek and Roman myths for Disney, if that would work better for my class. This could also be used in Social Studies, but instead of using Disney characters they could use historical figures.
Artful Personifications: Mixed Media
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea of Identity because it involved reflecting on the identity of a fairy tale character. The lesson, Inspired by dog photographer William Wegman, involved using personification of animals to depict my chosen fairy tale character. I chose to use Rapunzel and I represented her with a rabbit, whose identify I also had to consider so that it relates to that of Rapunzel. Rabbits, to me, are innocent but adventurous. Rapunzel is young and innocent but longs to get out to see the world and experience adventure, similar to the "personality" of a rabbit. I put long blonde hair on the rabbit, just like Rapunzel's, along with her signature pink dress. In front of the tower I put a lock, to represent that Rapunzel cannot leave the tower. The words at the bottom of the page say, "Who is going to marry the long hair crank?", to illustrate that she has been in the tower for a long time, and that she falls in love with the man who saves her.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this lesson could be integrated with social studies, literacy, and science. However, I think projects like this might be overwhelming to the primary grades and therefore, this should be used with upper elementary students. For social studies, students could do the same activity but instead of a fairy tale character they would personify a significant historical figure. To integrate this with literacy would be practically identical to this project, however students would use personification with their favorite character of a book read as a class or alone. If a student's chosen character happens to be an animal, perhaps they can find a way to make the animal more human-esque with clothing, props, or anything that represents the animal/character. This would be the same case for science. If students are learning biology or about animal kingdoms--students could find a way to make the animal more human-esque with clothing, props, or anything that represents the animal and its characteristics, habitat, or eating habits.
How did the studio lesson relate to the given Big Idea - Identity?
This studio lesson related to the Big Idea of Identity because it involved reflecting on the identity of a fairy tale character. The lesson, Inspired by dog photographer William Wegman, involved using personification of animals to depict my chosen fairy tale character. I chose to use Rapunzel and I represented her with a rabbit, whose identify I also had to consider so that it relates to that of Rapunzel. Rabbits, to me, are innocent but adventurous. Rapunzel is young and innocent but longs to get out to see the world and experience adventure, similar to the "personality" of a rabbit. I put long blonde hair on the rabbit, just like Rapunzel's, along with her signature pink dress. In front of the tower I put a lock, to represent that Rapunzel cannot leave the tower. The words at the bottom of the page say, "Who is going to marry the long hair crank?", to illustrate that she has been in the tower for a long time, and that she falls in love with the man who saves her.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I think this lesson could be integrated with social studies, literacy, and science. However, I think projects like this might be overwhelming to the primary grades and therefore, this should be used with upper elementary students. For social studies, students could do the same activity but instead of a fairy tale character they would personify a significant historical figure. To integrate this with literacy would be practically identical to this project, however students would use personification with their favorite character of a book read as a class or alone. If a student's chosen character happens to be an animal, perhaps they can find a way to make the animal more human-esque with clothing, props, or anything that represents the animal/character. This would be the same case for science. If students are learning biology or about animal kingdoms--students could find a way to make the animal more human-esque with clothing, props, or anything that represents the animal and its characteristics, habitat, or eating habits.