Popplet Group #1: Identity
Automatic Drawing
My very first piece of studio art this semester! Whoop Whoop.
Mini-Composition: Collage (Henri Matisse)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio lesson certainly related to the given "Big Idea" (identity). At the very beginning of the lesson, our class was instructed to capture a pivotal or defining moment or period in our lives and to imagine what that moment/period looks like or related to in our heads. We then drew the image out in pencil (just a rough sketch). We did a few of these rough sketches and chose just one that we'd like to use as the basis of our studio piece. This brainstorming and the artwork it eventually created relates to identity because this important moment or time in our life is something we not only identify with but view as a distinct part of ourselves and who we've become and developed into thus far.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: The idea of having students create a collage of some sort in my future classroom I'm sure would be so fun and would also a really useful art integration technique. I'd love to employ collage creating in my future classroom and honestly doubt that i'd be able to refrain from making my very own collage during the lesson. I think that creating collages is an activity most students would find pretty enjoyable. Collages are a great way to incorporate art into many subjects like science, math, social studies and literature. For a literature example, students could pick a favorite or interesting character from a book that our class is currently or has previously read and create a collage that represents that character's identity.
R: This studio lesson certainly related to the given "Big Idea" (identity). At the very beginning of the lesson, our class was instructed to capture a pivotal or defining moment or period in our lives and to imagine what that moment/period looks like or related to in our heads. We then drew the image out in pencil (just a rough sketch). We did a few of these rough sketches and chose just one that we'd like to use as the basis of our studio piece. This brainstorming and the artwork it eventually created relates to identity because this important moment or time in our life is something we not only identify with but view as a distinct part of ourselves and who we've become and developed into thus far.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: The idea of having students create a collage of some sort in my future classroom I'm sure would be so fun and would also a really useful art integration technique. I'd love to employ collage creating in my future classroom and honestly doubt that i'd be able to refrain from making my very own collage during the lesson. I think that creating collages is an activity most students would find pretty enjoyable. Collages are a great way to incorporate art into many subjects like science, math, social studies and literature. For a literature example, students could pick a favorite or interesting character from a book that our class is currently or has previously read and create a collage that represents that character's identity.
Self-Portraiture: Crayon (Chuck Close)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio lesson relates to the concept of identity because it displays two Disney characters (in my case, Tigger and Ursula from The Litter Mermaid) whom we feel we relate to either physically or with regard to personality. After calculating which character we relate to most as far as personality traits are concerned, I discovered that I was similar to both characters pretty equally. I certainly possess some of Ursula's traits like my tendency to be power hungry but also some of Tigger's traits like being brave and joyous. This "self portrait" relates to identity because it incorporates two notable characters and expresses, at least in my opinion, who you are as a person and what some of your identifying personality characteristics are.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I think a really neat idea for employing this as an art integration activity in the classroom would be to perhaps use two different notable historical figures instead of disney characters (like presidents) as part of a history lesson. To incorporate it into a literature lesson, you could ask that students pick two characters from a book or a variety of books and then to create a self-portrait based on whom they feel they identify with most. To incorporate this lesson into a science lesson, ask students to pick two insects, or two plants, or two amphibians that they identify with in some way. Writing can be incorporated as well with any of these subjects because you could ask that students write a brief essay about who they picked, why and what they learned from the assignment.
R: This studio lesson relates to the concept of identity because it displays two Disney characters (in my case, Tigger and Ursula from The Litter Mermaid) whom we feel we relate to either physically or with regard to personality. After calculating which character we relate to most as far as personality traits are concerned, I discovered that I was similar to both characters pretty equally. I certainly possess some of Ursula's traits like my tendency to be power hungry but also some of Tigger's traits like being brave and joyous. This "self portrait" relates to identity because it incorporates two notable characters and expresses, at least in my opinion, who you are as a person and what some of your identifying personality characteristics are.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I think a really neat idea for employing this as an art integration activity in the classroom would be to perhaps use two different notable historical figures instead of disney characters (like presidents) as part of a history lesson. To incorporate it into a literature lesson, you could ask that students pick two characters from a book or a variety of books and then to create a self-portrait based on whom they feel they identify with most. To incorporate this lesson into a science lesson, ask students to pick two insects, or two plants, or two amphibians that they identify with in some way. Writing can be incorporated as well with any of these subjects because you could ask that students write a brief essay about who they picked, why and what they learned from the assignment.
Artful Personifications: (William Wegman)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio relates to the given Big Idea (identity) because it discusses the concept of personification (when you assign the qualities of a person to something that isn't human). We were given the opportunity to choose any classic literature tail or nursery rhyme to focus on. We then had to choose animals that we felt best portrayed or personified the characters in our story. For my piece, I chose the fairytale Hansel and Gretel. Their identity is the focal point as I chose animals that I felt best represented their identity and personaility in the story. I felt that Gretel was gentle, easily spooked, skeptical and intelligent like a rabbit. I felt that Hansel was also fearful like Gretel but brave and protective like a young male deer.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: The concept of personification could be utilized in a multitude of grades for a variety of lessons. I think students would really enjoy reading any piece of writing or writing their own piece and then creating a piece of artwork much like this one. Assigning animals to characters from a story is a fun way for students to draw connections, learn adjective concepts and employing decision making strategies.
R: This studio relates to the given Big Idea (identity) because it discusses the concept of personification (when you assign the qualities of a person to something that isn't human). We were given the opportunity to choose any classic literature tail or nursery rhyme to focus on. We then had to choose animals that we felt best portrayed or personified the characters in our story. For my piece, I chose the fairytale Hansel and Gretel. Their identity is the focal point as I chose animals that I felt best represented their identity and personaility in the story. I felt that Gretel was gentle, easily spooked, skeptical and intelligent like a rabbit. I felt that Hansel was also fearful like Gretel but brave and protective like a young male deer.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: The concept of personification could be utilized in a multitude of grades for a variety of lessons. I think students would really enjoy reading any piece of writing or writing their own piece and then creating a piece of artwork much like this one. Assigning animals to characters from a story is a fun way for students to draw connections, learn adjective concepts and employing decision making strategies.