Art Project #6: Bug Collograph Prints

This was a create your own insect project.  My bug was inspired by a fly head with butterfly antenna and praying mantis arms. I specifically tried to add texture to the eyes to bring those out. This was an activity I think kids would really enjoy and this would help them think for themselves and be creative. I have always enjoyed print making and it is always fun to see the final results after printing it with ink.

Art Project #5: Chinese Brush Painting and English Calligraphy

This was the Chinese Brush Painting project and we painted bamboo. It was interesting the way we were told to hold our brush and the way we did are paint strokes. It all depends on the pressure of the brush the way it will turn out. Maele gave good examples like butterfly pressure and elephant pressure a good way to explain it to kids so they can understand. This technique was not how I was used to painting but it was fun for me to try new things and ways of painting. When practicing on the larger paper I felt more confident and it turned out much better than the rice paper. The paint didn't take very well to the rice paper and tended to bleed. I like the Idea of having an artist signature and I think that I am going to find a way from now on to sign my name and make it my own. 

Art Project #4: Contour Line Drawings

This was a contour line drawing project. We were asked to use a viewfinder to draw objects. This was a good way in helping draw perspective correctly. It was challenging in that I was tempted to draw the entire object and not just what I could see in the viewfinder. It also bugged me that I couldn't shade anything, I was really tempted to darken some spots to add contrast. 

Reflection #4: Six Assessment Strategies in Arts Education

I think that art criticism and what was talked about in the previous reflection go hand in hand. The book states; “Our goal in art citicism is to ensure that students use language of art appropriately. Any inquiry strategy will work so long as the student is motivated to persist long enough to get beneath the surface.” (1)One of the main points I feel in art education is for the student to look beneath the surface and grasp that deeper meaning and emotion art can portray. While the students grasp the concepts and meaning of art it can be very challenging to find ways of assessing the student and making sure they gain knowledge from what they were taught. Art is a tricky subject because some will be more talented than others but some will put more effort so you can not judge on the piece itself. 

Here are summative and formative strategies I found in assessing arts education:

Summative:

• A standardized test is a commonly used summative assessment. This is not normally used for art assessment but can be used to test general knowledge of specific curriculum taught throughout the year. Common forms like true/false, multiple choice, matching and written response questions could be asked. Questions about volume, contrast, texture, and color. General basic art questions. (2)
• Many textbooks include questions to use for a summative assessment based on the instruction provided. (4)
• Visual examples say you are studying certain artists’ or art types throughout the year. Giving visual examples and having the students identify, define, or write about it is a way of assessing knowledge. (4)
• For a final grade it is important to look at the students progress throughout the year. Say a student was consistent in doing work and followed all instruction that student should be rewarded. But what about the student who did poorly but improved increasingly later that student should also be rewarded but maybe not as much as the other student.

Formative:

• Observations- Observations assist teachers in gathering evidence of student learning to inform instructional planning. This evidence can be recorded and used as feedback for students about their learning or as anecdotal data shared with them during conferences. (3)
• Self and Peer Assessment- helps to create a learning community within a classroom. Students who can reflect while engaged in metacognitive thinking are involved in their learning. (3)
• Criteria and Goal Setting- with students engages them in instruction and the learning process by creating clear expectations. In order to be successful, students need to understand and know the learning target/goal and the criteria for reaching it. (3)

1. (“Emphasis Art”, Frank Wochiak and Robert D. Clements)
2. (“Summative Assessment of Learning”, Jennifer Fenn, eHow.com)
3. (“Formative Assessment in the Classroom”, Catherine Garrison and Michael Ehringhaus)
4. ( “Tips, Tools, and Technology for Educators”, Learningtoday.com)

Reflection #3: Art Criticism Methods

I think it is very important to teach kids to analyze and criticize the things they do and what they observe. Successful criticism isn’t just pointing out the good and bad in a piece of art it is more finding a deeper meaning to what is being observed. The book stated this fact very well; “Any inquiry strategy will work so long as the student is motivated to persist long enough to get beneath the surface.”(1)  

Here are some criticism questions and exercises you could use when assessing and having the students critique art:

• Say in class you are focusing on learning about certain shapes or perhaps about lines. You may ask the students to observe pieces and ask them to identify some of the similarities throughout the work. Ask them what it reminds them of and if there is a certain experience they can relate to the piece (metaphor and analogy). (2)
• I think that if the kids are unaware of the individual who made the piece they are less likely to be biased towards what they say and do. Kids will be more likely to say things about their friend’s artwork thus leaving certain students out. As the teacher you want everyone to be included and express their opinion and thought process. You could ask some questions like; How are the elements of art (color, shape, line, texture, space, form, value) and the principles of design (balance, contrast, emphasis, movement/rhythm, unity, variety) used in this artwork? What do you notice about the artist’s choice of materials? What grabs your attention in the work? Refer to your first impression. Do you see any relationship to the things you listed during the description stage? Ask questions that are more directed towards the artist’s creativity and uniqueness.(3)
• Another is to display each art piece for the students to see clearly. Give a time limit to how long the pieces will be displayed. After the time is up take and hide the pieces so they cannot see them. Ask the kids to explain with detail what they saw and describe the piece using descriptive words. To make it simpler you could have children trade pieces so they are observing and describing one piece.
• By grades five and six students are comfortable and aware that critiquing is a positive experience. Ask the students what they feel they could improve on. A single person is chosen by the student to give a suggestion for improvement. The artist should consider the criticism and either agree or disagree with the observation. They should explain why they agree/disagree. This helps the kids analyze and take constructive criticism. It is important for the teacher to explain before hand and give examples of what the students’ should/should not say to make it an appropriate and productive activity.(4)

Sources:

1. ( “Emphasis Art”, Frank Wochiak and Robert D. Clements)

2. ( " Teaching Students to Critique", Joyce Payne, ARTSEDGE, 2007)

3. ( " How to Critique and Write about Art", clackhi.nclack.k12.or.us)

4. ( "The Elementary Critique: Talking about Children's Art", Farlex, Thefreelibrary.com)

Art Project #3: Self Portrait

I'll be honest when we started this assignment I just began drawing away not really listening to the instructions of how to properly do the assignment. Maele had told us to think of each eye/nose/mouth not as it is but as lines and shapes. I didn't really think about it in that way and then I became really frustrated because my drawings weren't turning out the way I wanted them too. So I went home and I started  over with a whole new photo. I began drawing as shapes and lines and then when I was done it turned out much better. I learned a lot from picture two about perspective and shapes of each feature and what to change in the next drawing. I changed my jaw line which made me more identifiable and went into great detail with shading which really gave my picture depth and character. Drawing from a grid also helped with perspective and drawing each line and shape. This assignment was very challenging and time consuming but I am very happy with my result picture. 

Art Project #2: Eight Designs and Picasso Head

Eight Designs-For this project we were asked to draw a small and a large texture. It was fairly challenging to figure out how to draw a texture that is normally something you feel. I chose fish scales as my small texture. Envisioning the texture and what fish scales would feel like in my mind has a very definite texture and feel. For my large texture I envisioned my grandmothers wallpaper around her home. I remember running my hands along the wallpaper and I wanted to draw that. I found this design I really liked. 

Picasso Head- 

I really enjoyed the picasso head project. I think it would be a fun assignment to incorporate with kids. It is a clever and creative idea. When drawing the eight designs there are a few things I wish I had done differently. When we were told we could be creative and change the pattern and design I was glad to hear that. I like the way mine turned out. The background took me an extra long time and I put in a lot of effort drawing it. The things I like best is the flower design in the face I like how it pops out and looks really unique. If I could change one thing it would be my colored pencil pressure. I think it would have looked much better if I didn't press as hard.

Reflection #2: Why Teach Art?

• In this modern educational system that is strapped for money and increasingly ruled by standardized test scores the arts seem to be the last thing on their minds in fact the arts are being cut back in schools across the country. (1) In a recent study of several classes in Boston-area schools, they found that arts programs teach a specific set of thinking skills rarely addressed elsewhere in the curriculum. Such skills include visual- spatial abilities, reflection, self-criticism, and willingness to experiment and learn from mistakes. All are important to numerous careers, but are widely ignored by today's standardized tests. (1)
• One of the things mentioned in the book about the importance of teaching art that I never thought of and found interesting is the cultural understanding and cultural aspects art provides. Art is an international language, universally accessible even to those who know little about how art was used in a culture. It communicates meaning without words. (3)In a world so vast and a country with many different races and ethnicity art is a way of showing commonality and understanding of one another's beliefs and history.
• In a post-modern world there is an increasing demand for creativity, seen as the competitive key to innovative ideas and the continuous development of the marketplace. The search is constantly scrutinizing candidates who are attentive, problem solver, and who can make decisions without hesitation. (2) Teaching artistic creative techniques helps expose each child's creativity in hope to pursue their future creative skills and ideas to use and be successful in the workplace.
• There are so many reasons why the arts and art in general should be taught and should remain a key part of each child's education. Each child is different and has certain talents and skills. Each child learns in different ways, but each child has the capacity to create and imagine. It is the teachers job and our job to inspire those kids to be the best they can be and shape great adults that help our society in the future. In conclusion I think that this quote basically sums it all up. 

Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.

~Albert Einstein

Sources:

1. (“Art for our sake”, Ellen Winner and Lois Hetland, 2007)

2. ( “Art is a Doorway into the 21^st Century”, National Art Education Association, 2008)

3. ( “Emphasis Art”, Page 3, Frank Wochiak and Robert D. Clements)

Reflection #1: My Definition Of Art

art: 

The expression or application of human creative skill and imagination. Typically in a visual form but may also be presented in other ways. Producing works that portray emotion both through the artist and to the viewer. Works are made generally to be appreciated for their beauty and emotional power. 

Art Project #1: Mandala

"Mandala"

This Mandala was my first project for ART 3700 and was a great introductory assignment. I think this is a great project for children that could be very useful and help them express themselves through art and show about themselves as individuals. I chose the objects in my Mandala that represent me best. There are things that are my hobbies and talents and also things I just enjoy. What I like best about this is my layout I think that each object fits together in such a way that doesn't leave any negative spacing and that catches the viewers eye. If I could change one thing that would be to go into greater detail especially on the background to make it more interesting and creative. Overall this was a fun first assignment and I can only get better from here :)