"learn how to learn" (p.60) What a great statement of purpose. What a powerful intent.
I was in Northern New Mexico for the weekend to re-visit the site of many of my most powerful lessons. Lessons on learning and living. It was a time warped journey into memories and realities. It will take a while for me to process all I gained. I do know I returned to Lubbock calmer and more centered with a sketch book of ideas and notes and ramblings. And a distrust of any green chili that has canned mushrooms as an ingredient.
After reading these two chapters tell me your overall impression. And then pick two from the following three proposed assignments.
1. Based on Blake's class describe a lesson or a work of your own art using music and social history.
2. Following Cantu's lesson write about a personal photo that has influenced your art making, describe the artwork ..even if it is still only a sketch or idea.
3. In honor of Pulido imagine and share your cajita answering these five points: a. how do you image your graduate degree, b. who influenced you to begin your studies ,c. what is your personal emphasis/goal ,d.what do you see as your strengths/ limitations and e.how to you hope to make a difference
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Melissa Hidalgo - My Love, Our Public Lands
This first semester of the MAE program has been inspiring due to the readings we have had. These readings have felt personal and heartfelt....
Overall, the most meaningful connection that I made with the chapters involved the concepts of contemplation and wisdom. Over the past few years, I have made a purposeful attempt to connect my curriculum with the lives and aspirations of my students. I have recently, through a campus wide initiative, focused my student engagement more around student devised goals. The area of serious, learned contemplation has been a constant battle for me. I have tried to promote the idea that my students could be focused and in the "creative zone" when developing ideas and working, I tied this to the phenomenon that athletes encounter when highly focused on their game. So far, very few of my students put forth great effort towards being focused on their creative work. Perhaps employing warm up exercises that encouraged personal and artistic contemplation would help more of them reach a creative flow state. I believe that would also help many students make a deeper personal connection to their work and artwork in general.
ReplyDelete1. A lesson that I have taught that integrated music and social history would be a Jazz/ Kandinsky lesson. We discussed how music is said to have colors and textures and related musical composition to visual composition. We discussed the American development of Jazz, something they also discuss in music class, and used dance to enhance the idea of movement and direction, which is directly related to line and space in visual composition.
ReplyDelete2. Recently, I created a portrait painting for my aunt. The painting began as an mutual desire to create a memorial for cousin who was killed in an auto accident twenty seven years ago. She was eighteen. Were were the same age and while growing up, spent a lot of time together. Her death was extremely painful for me. Over the years, I had tried to paint her picture, but the feelings of loss were too intense and I feared I would not be able to create what I really wanted, felt. Just before beginning the MAE program, I finally felt ready for the project. I gathered images of my cousin, many that I was also in, and tried to decide at what age I should make her in the portrait. After much, heavy consideration, I decided to make a composite portrait that represented my cousin as I remembered her and signified how special she was to her family. My aunt was very happy with the finished portrait, which made me feel warm inside. The experience was difficult, but I believe it allowed me to deal with my feelings in a positive way.
Love Kandinsky...love jazz...I want to be in your class.
DeleteI have also have incorporated Mondrian's Broadway Boogie Woogie into a music oriented lesson. It is a great example of communicating concrete concepts in an abstract way. I've never done this, but It would be interesting to pair such a lesson with a realistic based artist such as Archibald Motley.
DeleteGo for it. I once had a student teacher who did an incredible lesson on Black artists and jazz/blues.
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ReplyDeleteLate Post: Sentipensante Pedagogy, Introduction and Chapter One
ReplyDeleteThe overall impression I got from the introduction and chapter one was good, although it seemed to me a little too idealistic. It was like Rendon is illustrating a Utopian educational system. Thus, I think her book is going to make new, interesting, and important points, while some of her ideas may not be feasible at least in the near future.
I think Laura Rendon is making fair criticisms on the traditional educational system and I liked the suggestions she made in the first chapter. My favorite part of the chapter one was the part in which she talks about competition, and separation that is being reinforced in our current educational system and she encourages connection and wholeness in education. I agree with here and I think that competition always creates a toxoid environment for students and it tears them apart instead of getting them together. However, applying her idea seems very far for me. Because I think our educational system is rooted and connected to many elements that has built our modern worlds. For example, one cannot separate capitalism and neo-liberalism with promoting competition among the people. Therefore, her plan for an educational system may not be feasible in the world we are living in currently…
As we continue through this book you will be introduced to teachers/professors who do teach the way Rendon is describing. Although I understand the overlay of capitalism and neo-liberalism in our society this book is based in classroom which is governed by state and city regulations.
DeleteNiloofar...please respond to the three extra questions for the introduction and chapter one.
I think you are right that a teacher can take a position different from where society is going in her/his classroom. However, students also need to learn in a way that they can survive in those social constructs. My point is if the position is radically different from the situation we live in, I’m wonder if this can be harmful for the students’ lives when they go into the real world….
DeleteSociety changes because people change their point of view, which is what a well rounded education allows for and encourages. Re-examining and re-thinking.
DeleteHaving concrete examples of holistic teaching was inspiring. On page 70, The Center of Contemplative Mind in Society’s Tree of Contemplative Practices are ideas I want to do and try with more purpose, maybe even keeping my own “moon journal”. I haven’t read Wayne Muller’s book, How, Then Shall We Live, but the questions on spirituality of identity are thought provoking questions I would like to introduce to my high school students. The trick to the holistic teaching is how to fit it all in the curriculum, but Rendon shows how beneficial it can be.
ReplyDeleteI am in the process of a lesson on Abstract Expressionism. It has been an exciting lesson because information has literally fallen in my lap. Doing research on something else, I found a MOMA Youtube on how to paint in the style of Willem de Kooning. For some reason, Abstracts are difficult for many of my students to understand and this Youtube was done very well. Then our Lower School art teacher brought me a book called “the Color Monster”, explaining how to understand and categorize feeling into colors and mark making. We discussed why understanding emotions are important. While the students worked on their sketches, we listened to music from Abstract Expressionism time from composers and musicians: John Cage, Morton Feldman, and Miles Davis. The students would interpret what the music meant to them. I am hopeful the end critique will be as rewarding.
When looking for inspiration, I reminisce and review old photographs of the menagerie of animals we had as I was growing up. Animals have always been part of our family and those pictures give me comfort not only for the unconditional love of many of the animals, but the acceptance and adaptability my parents have taught me. My latest art has been copper prints based on their pet emu. The city pound asked if they would take the wild emu found outside the city limits. They have had her for 19 years. She wants to be near people, seeks affection, and will sit to be petted. She continues to be one of the family.
What is the emu's name? I love using music with art making. When in the studio doing bead/sewing work I have on BBB mysteries (as you know) but when I print I have on music..usually soundtracks from movies. I think the biggest issue in public schools is it is too easy to just focus on one creative sense.
DeleteThe MOMA youtube videos sound awesome. I've been really focusing on promoting abstract thinking and art making to my students. Where I'm at abstract art does not get much attention or respect. I will check out the Color Monster book too. I'm always looking for good art books. Thanks for the recomendations.
ReplyDeleteHere is the video of the MOMA, How to paint like Willem de Kooning | IN THE STUDIOhttps://www.youtube.com/watch?v=r7sJ_WNiSrs
DeleteThis morning I saw a story on Mondrian. The clip talks about his love of Jazz and his step into Abstract art.
https://www.cbsnews.com/news/the-art-of-piet-mondrian/
Thanks for sharing this Paige. Mondrian is one of my favorite painters.
DeleteLate Post:
ReplyDelete(1) “What is a poem or saying …?”
I have put this quote from Samuel Beckett on my door for more than two years: “Dance first. Think later. It's the natural order.” When I was reading Future Akins’ introduction to the book, I suddenly thought of this quote that I have kept it next to me for a couple of years: that Sentipensante “Simply, it means feeling/thinking.” For me, the quote is talking about the relationship between intuition and reason. That intuition should become first, and the reasons should come into play. We need both: to feel and to think. For me, this is a perfect combination, at least in an artist’s life or the one who is teaching art or humanities. I am a Ph.D. student, and I have read many art theories. While making art, I try to leave everything I know behind and trust my intuition first. Then I try to rationalize my feelings as much as I can. This helps me to be more a “human” and paint more honestly. Also, give me a hand to have a critical thinking in my artworks.
(2) “How do you evaluate art work…?”
I think the evaluation of artwork is complicated and there is not a perfect objective rule that works for everyone. However, I found these ways of approaching artworks more useful. Firstly, I try to get close to the artist’s intention and see what she/he is doing. When I figure out the intentions behind an artwork, I seek to make some frameworks to look at the work. For example, I look to see if the art object is a proper object concerning the artist’ intention? How is the formal quality and presentation of the artwork? How much artistic intention conveys critical thinking about the world we live in?
(3) How do you take care of yourself?
I think that I don’t take care of myself very well. I’m a workaholic and always priorities my works over my health. While I know this is not good, I haven’t been able to change it…Many times I feel stressed about my future and if I can find a stable job one day…such anxieties make me work all the time. During the last several years I have tried to live more at the moment and enjoy the process of what I’m doing. I have tried to be more social and spent more time with my friends. I think, one thing that I have improved is my social life. I used to be very isolated and spend most of my time alone in my studio…but I tried to change because I found out having a good social life is helpful to be healthier and happier.
One way to find out an student/artist intention is to ask or have it as part of the evaluation. It is amazing what happens with students are given the power to honestly speak about their work.
DeleteLate Post: Respond post to
ReplyDeleteChris Brandt: “2. Evaluating artwork is such a personal thing. With my students, since I know them, I have seen their struggles, where they came from, and where they are going. Their work I see from a process standpoint….”
Chris, I felt connected to your post…I think you made a great point particularly about how to evaluate student’s work. I agree that the process they take is important, even more, important than the result. The process shows how much they took it seriously, and how much effort they made and so forth. But the result maybe be a failure, which is natural for an artist. I appreciate that you reminded me the importance of the process…
I liked chapter 2 and 3 because they demonstrated the pragmatic ways through which the writer’s ideas can be applied in an educational setting. I liked her choice of instructors in which diversity was a key. I think that this is a great idea to promote the idea of wholeness among the students.
ReplyDeleteThe USA is a diverse and multicultural country. I remember the first time I came here I was shocked how we, humans, are similar and have things in common no matter where we live or what is our nationality… I met people from all over the world, and I found them more similar to each other than different from each other. For me, the differences that exist were at a secondary level, which has been helpful for me to broaden my perspective.
Thus, I think, the teachers she chooses were excellent samples for promoting the sense of wholeness while acknowledging people’s differences and individuality.
Niloofar, I liked your comments on the diversity and multicultural nature of the USA. Growing up, I always thought of American society as a place where diverse people could come together and focus on shared traits and goals. I've have tried to carry this outlook with me as I became an adult. Unfortunately, reality is not always so kind to diversity and I have had to adjust my paths through school, work and relationships in order to seek positive cooperation and outcomes. I agree that having a diverse learning environment, if nothing else, sets a beneficial tone of human acceptance and synergy for our children.
DeleteBoth of your comments show the weight educators, who care, carry to teach diversity to their students young and old. Also, like the Cajitas project, Cantu had a chance to learn about the diversity of her students. Accepting them, guiding them, and giving them confidence.
DeleteThat’s totally right James. In fact, what makes the USA unique for me is its diversity. This is really useful in educational institutions particularly for us who study art or humanities. It helps us to know about being a human first. And the acknowledging and appreciating our differences.
DeletePaige,
DeleteI agree with you that the diversity of the students are as important as diversity of teachers. A diverse group of student teach them to be more tolerance to their differences and think of themselves as a whole in which each individual is also unique.
Diversity includes but is not limited to culture, family traditions, histories, age, abilities, beliefs, gender identity, and race.
DeleteOverall, I loved hearing about each faculty and their philosophies about teaching and their spiritual beliefs. Before going into their introductions Laura comments on how the several of the faculty, "were unaware that other faculty were engaging teaching and learning in similar way." I could relate to that. Working in a large high school, and being part of the fine arts department, I rarely get to interact with other faculty members much less talk about our teaching strategies. We get to a little bit during staff development days but even then we don't really get to talk intellectually to each other as freely as we would like. But I do believe that the majority of us are on the same page as to how we should be teaching and why we teach. A lot of the faculty that were introduced in Chapter 2 I could relate to their beliefs. Like Tinsley, he's not afraid of talking to the students in a more personal level, sharing his experiences with them. That creates a relationship and we've been told over and over how that's important in teaching. Bill Neal, and how he explains that he teaches more that just his subject matter. I tell my kids all the time, that if they don't get out of this class with at least some artistic skills, that I hope I have taught them about patience. Patience is important in art and in life. High school kids are not patient, at least the majority of them. It's something I repeat in every one of my lessons at least once. And Valentine, I connected with her belief about the spiritual nature of life, "I find it comforting to know that I'm a very, very small little wet spot in the world." When I go hiking, especially to a national or state park, I'm reminded of how small I truly am in this planet. It's honestly comforting to know that you're bigger than any problem you may be having because they are even smaller than you are. I liked finding the similarities I had with these professors who have been teaching way longer than I have. It's comforting. It's a reminder that we're all in teaching for a similar reason.
ReplyDelete2. A year ago this time, I chose to draw a photograph I had taken of my grandfather when I was in community college. The photograph was a black and white portrait with a high contrast to see the details in his face, his wrinkles, his hairs, everything that made my grandpa who he was. I chose to draw it for two reasons. First, I like to draw a portrait while I have my students draw their self portraits, that way I can guide them and work together. Second, I chose to draw him because he had been sick for a while and my family thought this may be the last Christmas we get to spend with him. My grandfather died in late July this year. I still remember giving him the drawing on Christmas morning and seeing his face light up. He didn't get out of the house much because of how sick he was but he still wanted to. So he would find excuses for my aunt to take him to the store. Most of the time was to go return something that either he had bought himself or someone gave to him. A big joke that Christmas was how he would be returning his gifts until he opened mine and he said, "oh I can't return this one."
ReplyDelete3.a. If I get this correct, it's what sort of imagery I would use to describe my masters degree...that's a tough one. I don't want to just say a tool although it would be a tool for me to use. I don't want to say a sphere and say it completes some sort of educational circle...because there is so much to learn from this world, when are you actually complete? I'd have to keep thinking about this one...
b. My high school art teacher influenced me to be where I am today. I wasn't sure of what I wanted to do or be when I grew up. He also didn't tell me but he guided me to find my passion. My father also would have to be someone who greatly influenced me as well, and motivated me. He always told me that as long as I find something that I love to do as my profession, then it won't ever feel like work.
c. My emphasis/goal would be to bring all that I have to the table for my students to use to become the best they can be. The more I bring to the table, the more I have to offer them. I just want to help them and the best way to do that is to educate myself and have experiences I can learn from and share with them.
d. I see some of my strengths being that I work hard for what I want. I want to learn, I want to step into a situation where I can further my knowledge. I'm also patient and I think that's helped me through a lot as a student, a teacher, a server, and as a daughter/sister/girlfriend. The limitations can be worked around or broken. Time, time is a big limitation but I try not to see it that way. I knew I would have to manage my time better this semester with teaching an extra subject and doing grad school but it's also making me a better person by learning how to manage and balance my life.
e. I hope I make a difference in someone's life. I think it's this class I've mentioned it to, but one of my bucket list items is exactly that. I know teaching is a great way to do that. Bob Leland helped me with that in high school and I hope to have the same impact on one of my students.
Melissa, I can relate to the imagery of the tool. In fact, getting close to finishing, I am going to miss the tool. I am afraid will miss the interaction, the reading, and the fellowship I have gained from working the MAE program.
DeleteThe hardest question we ask in the MAE program is "what do you want to do" the best question we ask is "what do you want to do"...literally what do you want to learn...explore...experiment with...dance with.
DeleteI always have trouble with this type of theory simple because I am more of a logical thinker who tends to look to science to figure out the world. However, I do believe that science, too, is discovering the importance of a fully integrative model with regards to mind, body, and spirit/psyche/whatever you would like to call it. In fact, my thesis paper mentions a few quotes Carl Jung gave about the psyche and body affecting each other's health states. Essentially, he argued that an unhealthy body cannot house a healthy psyche, and vice versa, because the two are so interconnected. Further, I absolutely believe in intuition, which she mentions on page 67 as not being as well respected in western epistemology; there's even science to back intuition up--known as a "feeling in the gut," an organ that has the strongest concentration of nerves after the brain, intuition is a reaction in our nervous system, which picks up on subtle environmental or social cues that we may not consciously notice. The cool thing about intuition is that it's usually right, as it evolved (or was created, or whichever theory you prefer regarding human origins) with us to help keep us safe in a dangerous world.
ReplyDeletePeople often think that science and spirituality are mutually exclusive, but in fact, as was argued in the now-famous Ken Hamm and Bill Nye debate, they not only exist in harmony but help inform and support each other's theories. This is the ancient practice Rendon mentions and I think it's beginning to make a comeback here in the west.
Finally, one other point I want to zoom in on before answering the questions: "[One student] spoke about the dialectic of being part of a privileged ethnicity (white male) while being part of a stigmatized social group (gay)." (79) Shortly after this, Rendon speaks of her move from a traumatic childhood to an adulthood of The Good Life. Privilege is a highly complex issue and I'm guessing very few people on this planet haven't experienced stigma in some way. It can come in the form of the "biggies"--racism, sexism, homophobia, religious persecution--or classism, ageism, ableism, the list goes on. I think a white male friend of mine in college, who from the outside had All the Privilege, in fact had it much rougher than I did as a gay female: he grew up in the inner city with little money, parents who were at one point addicted to hard drugs, and was sexually assaulted at age seven. We were very close and I saw how he still struggled to come to terms with these issues in his mid twenties. I think it's important to share our experiences with each other as Rendon's students did so we can see past our superficial labels to the experiences that have helped shape who we are.
2. I have a photo of me with a dear friend and mentor who has been by my side for almost five years now. She is a strong, ridiculously talented educator who taught me metalsmithing in collage, helped me get into school down here, and fought for me and lifted me up in a way no other teacher really could (though many had tried). In the image we are with HER undergraduate metalsmithing professor, the amazingly talented Patricia Nelson, at the annual Society of North American Goldsmiths conference. And there's a very strong feeling of love, joy, and mutual support in the image, and something very cool about seeing three generations of enthusiastic metalsmiths gathered at this major conference. So much so, in fact, that I created a series of several intaglio prints based on this image. The first was a basic line drawing of the image (that hangs on my wall and her wall); the second an aluminum etched version that was all value; the third a highly detailed, hatched dry point, and the fourth a scribbled, highly abstract version in which the figures are only represented by vague shadow. The prints explore the various levels of emotion and relationship in the image; mentor/student, friends, family and the concept of what makes a family. It was a very important series that is still somewhat influencing my current direction.
Delete3. It was this woman who encouraged me to come here, as it is her alma mater; my goal in pursuing my MFA was to further my own artistic practice to better inform my teaching practice. I was originally in the art education program at IU and had to switch to BFA because when it came time to student teach I simply did not feel I had enough experience in art to be an effective educator. In fact, year one Rob asked me "why are you here?" and I said "to teach," and he said "wrong answer," and I said, "To find my direction as an artist because you become a much better teacher when you know where you fit in the world you're teaching," and he said, "much better." I know a lot of my BAE classmates at IU were ready to go, but I needed a lot more time before I was confident enough to teach art. Now that I have used studio as a tool to discover what art means to me and how it has been a personal help, I am much better equipped to help my students do the same.
Sarah, you have just stated why the BFA in Visual Studies and the MAE are studio based. No teacher needs a class on lesson writing they need/want/seek more art making. It is always why I encourage/push art teacher to keep making their own art. I just believe you are a better teacher if you have spent time in the studio either frustrated or enchanted with your work.
DeleteAs for your reading Ken Wilbur wrote "A Brief History of Everything" and is considered one of the leading thinkers of our time. He opening speaks about the need of spirituality.
And (not saying to rewrite your thesis paper) but Jung is considered by many to be a sexist and very out of touch with the layered issues of today.
Sarah, I like how you said that we need to look "past our superficial labels..." Isn't that the truth.
DeleteIn general, psychoanalysts of yesteryear are considered out of touch, and quite sexist, which I touch on in designs for an upcoming piece inspired in part by the tragic Dora case. Contemporary study, like the kind we did in Dr. Chua's class, is as much about how the theory has aged as the theory itself. On the other hand, the thing I mentioned about the psyche and the body is very true to holistic theories of mental health today, and why it is as important to take care of our minds as it is our bodies. Unfortunately I don't think I've been doing either all that well recently...
DeleteHere's something interesting, all: my second grade teacher, Andrea "Finney" Aufder Heyde, started this "Teacher on the Trail" program and took the christening voyage in February 1999, when I was in her class. We spent the whole year learning not only division and punctuation, but about Alaska, huskies, the diphtheria crisis in Nome, the founding of the Iditarod (annual dog sled race from Anchorage to Nome), and the race today. I was so excited to see it is now an annual program promoting integrative education with an important historical/annual event as the catalyst. Any K-12 teachers with a sense of adventure, consider applying!
ReplyDeletehttps://itcteacheronthetrail.com/about/program-outreach-and-data/
https://itcteacheronthetrail.com/about/history-of-the-teacher-on-the-trail™/
Overall it was interesting to hear about all the different faculty members and how their personal beliefs reflected on their teaching philosophies. I was actually a student at Richland College, so Gibbons caught my eye. Gibbson states “spirit to me is the essence of who I am. It’s what works for me; it’s being honest with myself, with others, and just following what seems right in my heart.” As an educator I would have loved to have her as a teacher. She allows you to be yourself, to care for others, and find your passion and using the drive in education. Barbara Jaffe states, “I think that every night I can go to sleep knowing I have tried to make this world a better place.” This statement hits home for me. As I am slowing getting to know my students, some of these kids have had rough backgrounds, and coming to school is the only way they are going to have a positive influence and role models in their life. J. Herman Blake sums up the reason why I love what I do! He states, “There is no known limit to the capacity of the human minds to learn, to grow, develop, and to change.” I believe that every student has the capacity to learn more and more each day, so the education community needs more teachers like these to help the community become more culturally and spiritually developed
ReplyDelete1.My Fifth graders learned about the artist, Romare Bearden, and the influence music had on his art. Students are using tissue paper squares to create the background, colorful instruments, cut shapes and "sound waves" and expressive lines were the finishing touches. A variation of this lesson, but teaching the same concept, is a paper woven background. After weaving the black and white paper, we splatter painted the paper.
ReplyDeleteI have an idea that has been circling in my head for a while that I want to test with the younger grade levels. In the second semester, after testing, I want to work with the music teacher and have butcher paper up on the walls; the kids will stand in front of the paper blind folded and work with markers and paint. We will play classical, pop, jazz, and rock music and see how the sounds flow through their little bodies and observe how they are able to express their movement in their painting.
3. I have stated before in a pervious post that I have always struggled in school due to my learning disability. I always felt that I wasn’t going to make it past my associates. My journey during my educational career, I have worked with educators that were not supportive, and condescending to me, making comments like, “there’s nothing else to do,” and “sorry, that’s all the information we have to help”. I started to feel like I have hit rock bottom and I needed a career change. My mom has been my rock to lean on when life threw problems my way. Since I was born, there always seemed to be something that stood in between me and getting to live my life. Whenever I faced these problems, my mom would be right there helping me take the lead and guiding me, making sure that I made it through. Growing up, I was always with my mom learning and being taught new things everyday and without that I probably wouldn't be the young woman that I have become today. Getting my Bachelors degree or working on my Master’s is more that just a piece of paper; to me, it’s the struggle, hard work, tears, and countless hours of having my reader application reread paragraphs over and over because I didn’t understand. My 4th grade history teacher, the counselors at University of North Texas, and my Case Manager at TEA to be specific, are the reasons I have the passion to prove to all the educators that told me I wasn’t going to make it. I want to become the Fine Art Director, to not only help students but to help other art educators as well. My Masters in Art Education is going to do just that, enforce art awareness to students. My limitations are that I struggle with reading and comprehending. I am a student in grad school and my reading levels are of low performance. My learning disability has given me an outlook on processing new information and a different way of learning as my strengths.
I do not know how long it takes you to answer the questions each week, all I know is that you always on right on point and share incredible insight. You will be a wonderful art director and the mere fact you want to help art educators and not just get more student awards already makes you a leader.
Delete1- I listen to music a lot. I used to play classical piano when I was younger, though I left playing for several reasons. However, I have been a keen music listener…Music defiantly is the form of art that has impacted my works the most. In particular, I have been obsessed with a song cycle made by Schubert. The song is called Winterreise. Its poems are written by Wilhelm Müller. They all belong to German romantic music. I have made several paintings based on its last song:
ReplyDeleteThe mood of music has influenced these series of work. Moreover, I named my paintings the name of the song, to make a reference to the actual music and the associations one can find with some of the historical characteristics of Romantic period, such as individualism, alienation, etc.
2- Last year I was testing a camera I borrowed from TTU library. I started taking pictures of my bedroom, my apartment, and the spaces I live in. Then, I thought of creating a self-portrait project in which I reflect the space and environment I lived instead of self “portrait.” I started taking more photos and videos from my window, and the spaces that I usually spend my time. I made a video by assembling the photos and videos. The video didn’t come out very well, though I was happy about the idea that those photos gave me at the beginning.
I am not much of a classical music person but I will look up that series. I learned long ago sometimes I just need a recommendation or starting point. Thank you for sharing.
DeleteThese two chapters seemed, to me, to focus on bringing life to a course, and bringing the students life into the classroom while having high expectations of the students.
ReplyDelete1. I have used music in class a lot. I have had students create paintings just as reactions to a variety of musical selections. The Harlem Renaissance had such a rich history of music and art and I have used them. I have had instruments in a still life and played music made by the instruments.
2. An old photograph I have of my mother when she was probably 8 or 9. I drew it in a multi-media work I made after she died. I used hot glue to make brain matter, torn paper and other things to represent her life and alzhiemer's disease.
Could you expand a little, Chris?
DeleteThat is what I get when I try to post between classes!
DeleteBlake has high expectations for his students but at the same time brings the subject matter to life. Using the voice recordings and music makes such a powerful statement. With the cajitas, the students' own lives were brought into the class and used as subject matter. I think being creative as a teacher enhances the learning on an academic and personal level.
My favorite quote, on page 83.:"Also, being a guide on site rather than a sage on a stage I think helps because I get out among the students." Isn't that what we do as art teachers!
To continue with the music, I need to remember to play more music during class. I am trying out Teaching for Artistic Behavior, or choice-based teaching this year. I do think having music in the room may enhance their creativity.
Delete