Big Idea: Relationships
Mary Cassatt Portraiture: Printmaking
How did the studio lesson relate to the given Big Idea - Relationships?
This studio lesson of printmaking relates to the Big Idea, Relationships in a couple different ways. We were encouraged to print anything that represents relationships to us.
The first way this lesson represents Relationships is that I chose to depict one of my most important relationships--the one with my brother, Will. He is 2 years younger than me and even though I strongly disliked him when he was born (I was no longer the prized youngest child, who can blame me?), I consider him to be one of my very best friends. We spend plenty of time together being fun and goofy, watching TV, and as co-workers (actually I'm his boss) during the summer. He is there for me whenever I need him and he has gotten me through some tough times with his positive attitude and contagious smile.
With all of that being said, I was extremely excited to work on this project. Even though this piece might look "blob-ish", I printed out a picture of my not-so-little younger brother, etched it onto a foam paper paint, rolled ink on it, and printed it onto colored construction paper.
Another relationship that this lesson represents is that of each individual print to each other. I have 4 individual prints--2 are mounted on a 2 separate black pieces of construction paper. The 2 prints side by side mirror each other, as do the 2 separate pieces of construction paper.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I can integrate this studio lesson in my own classroom with science or math, but I think it would be best for upper elementary students because printmaking might be a little complicated (I struggled with it, and I'm an adult). Or, primary students could draw any relationships instead of utilizing the printmaking process. Both math and science consist of many relationships. In science, there are relationships in the water cycle, in the food chain, in the animal kingdom, in static electricity among countless other things. Math has relationships among numbers, shapes, or measurements.
How did the studio lesson relate to the given Big Idea - Relationships?
This studio lesson of printmaking relates to the Big Idea, Relationships in a couple different ways. We were encouraged to print anything that represents relationships to us.
The first way this lesson represents Relationships is that I chose to depict one of my most important relationships--the one with my brother, Will. He is 2 years younger than me and even though I strongly disliked him when he was born (I was no longer the prized youngest child, who can blame me?), I consider him to be one of my very best friends. We spend plenty of time together being fun and goofy, watching TV, and as co-workers (actually I'm his boss) during the summer. He is there for me whenever I need him and he has gotten me through some tough times with his positive attitude and contagious smile.
With all of that being said, I was extremely excited to work on this project. Even though this piece might look "blob-ish", I printed out a picture of my not-so-little younger brother, etched it onto a foam paper paint, rolled ink on it, and printed it onto colored construction paper.
Another relationship that this lesson represents is that of each individual print to each other. I have 4 individual prints--2 are mounted on a 2 separate black pieces of construction paper. The 2 prints side by side mirror each other, as do the 2 separate pieces of construction paper.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I can integrate this studio lesson in my own classroom with science or math, but I think it would be best for upper elementary students because printmaking might be a little complicated (I struggled with it, and I'm an adult). Or, primary students could draw any relationships instead of utilizing the printmaking process. Both math and science consist of many relationships. In science, there are relationships in the water cycle, in the food chain, in the animal kingdom, in static electricity among countless other things. Math has relationships among numbers, shapes, or measurements.
Mary Cassatt Portraiture: Printmaking (continued)
This is the 2nd part of the Printmaking Studio Lesson described previously--see reflection above.
This is the 2nd part of the Printmaking Studio Lesson described previously--see reflection above.
Do Ho Suh Pop-Up Homes and Habitats: Mixed Media
How did the studio lesson relate to the given Big Idea - Relationships?
This studio lesson relates to the Big Idea, Relationships, by having us think about our homes and what they mean to us. Everybody grows up building relationships within their homes, no matter who they share it with. Relationships that we build within our homes are sometimes the most significant and are the ones that stay with us the longest.
I depicted my home as simple, brown, and farm-house looking. This represents my home very well, which was build to look like a farm-house, even though it is in the suburbs. I added the zebra-patterned cloud and polka-dot grass to represent that even though my home appears simple and relaxed, inside is practically a zoo--in a good way. I am one of five children, with two dogs who are over 100 pounds. All of this combined leads to an environment that is loving and supportive, but there is always something happening and live inside is always very busy and loud. I wouldn't have it any other way. I wrote "Our Home, Established 1969" because my grandpa and uncles built this house themselves, because my grandpa was a contractor. My mom and her siblings grew up in this home, and it has been the place of holidays and reunions ever since. It has so much meaning and so many stories within its walls.
How might you employ visual art integration utilizing the studio lesson in your own classroom? I can integrate this studio lesson in my own classroom by having my students make their own pop-up homes in the beginning of the year. I think this would be a great "get-to-know-each-other" activity. This would also serve as a vehicle of bringing each student's family life into the classroom, to make it feel even more like home. I could incorporate literacy by asking my students to write about what they created and explained why they chose to depict their home the way they did.
How did the studio lesson relate to the given Big Idea - Relationships?
This studio lesson relates to the Big Idea, Relationships, by having us think about our homes and what they mean to us. Everybody grows up building relationships within their homes, no matter who they share it with. Relationships that we build within our homes are sometimes the most significant and are the ones that stay with us the longest.
I depicted my home as simple, brown, and farm-house looking. This represents my home very well, which was build to look like a farm-house, even though it is in the suburbs. I added the zebra-patterned cloud and polka-dot grass to represent that even though my home appears simple and relaxed, inside is practically a zoo--in a good way. I am one of five children, with two dogs who are over 100 pounds. All of this combined leads to an environment that is loving and supportive, but there is always something happening and live inside is always very busy and loud. I wouldn't have it any other way. I wrote "Our Home, Established 1969" because my grandpa and uncles built this house themselves, because my grandpa was a contractor. My mom and her siblings grew up in this home, and it has been the place of holidays and reunions ever since. It has so much meaning and so many stories within its walls.
How might you employ visual art integration utilizing the studio lesson in your own classroom? I can integrate this studio lesson in my own classroom by having my students make their own pop-up homes in the beginning of the year. I think this would be a great "get-to-know-each-other" activity. This would also serve as a vehicle of bringing each student's family life into the classroom, to make it feel even more like home. I could incorporate literacy by asking my students to write about what they created and explained why they chose to depict their home the way they did.