Popplet Group #2: Relationships
Portraiture: Printmaking (Mary Cassatt)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio lesson relates to the Big Idea (relationships) because it plays on the idea of contrast and compliment. For my piece, I took an image that I captured a few years ago of a moth. I blew this image up to a fairly large scale and added the paint splatter effect over the image because I loved the pop of color amongst the neutrals. I then chose a stamp that I felt complimented and almost mimicked the wing pattern of the moth.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: Employing concepts of contrast and compliment in my future classroom is a very interesting and appealing option. I think a good way to teach these concepts could be to choose a piece of art with a lot of contrasting and complimenting elements and then VTS that piece with classroom students. They will likely pick up on these concepts in a manner that is organic and ripe with self discovery. I would then have students use what they gained from VTSing to create their own piece of artwork that demonstrates relationships. Students may take this literally as a relationship that exists between friends or between mother and child or between owner and dog, which is fine. I would, however, require that students show or demonstrate the contrast in these relationships in some manner as well as the compliment.
R: This studio lesson relates to the Big Idea (relationships) because it plays on the idea of contrast and compliment. For my piece, I took an image that I captured a few years ago of a moth. I blew this image up to a fairly large scale and added the paint splatter effect over the image because I loved the pop of color amongst the neutrals. I then chose a stamp that I felt complimented and almost mimicked the wing pattern of the moth.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: Employing concepts of contrast and compliment in my future classroom is a very interesting and appealing option. I think a good way to teach these concepts could be to choose a piece of art with a lot of contrasting and complimenting elements and then VTS that piece with classroom students. They will likely pick up on these concepts in a manner that is organic and ripe with self discovery. I would then have students use what they gained from VTSing to create their own piece of artwork that demonstrates relationships. Students may take this literally as a relationship that exists between friends or between mother and child or between owner and dog, which is fine. I would, however, require that students show or demonstrate the contrast in these relationships in some manner as well as the compliment.
Surreal Journey Postcards (Rene Magritte)
Snow Day. We missed out on this studio. So upset because I really, really love surrealism!
Pop-Up Homes and Habitats, Mixed Media (Do-Ho Suh)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio related to the concept of relationships because it highlights the significance and the relationship that occurs between a person and a home either existing or imaginary. In my case, I decided to feature my future dream home in my pop-up home artwork. I want to eventually live in a modest, tasteful, rustic, beautiful cabin or cottage complete with an herb and vegetable garden, stone walking path and a steam. I get very excited, passionate and hopeful when I discuss/plan for this house just as I would a positive relationship with a person.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I'm very fond of the idea of creating pop-up pieces with future students. I think they are fairly simplistic by design but the overall effect is neat and appealing, particularly to youngsters. To be sensitive to students whom may have a difficult home situation and to broaden the assignment a bit, I would perhaps have students create a pop up piece demonstrating a relationship between them and their favorite place to go (school, the zoo, the grocery store, the movies, home, grandma's house, etc.) I would then integrate literature concepts by asking students to write a story about an experience at this favorite place and why it's their favorite among all the options. The idea of employing pop-up art could really be used in any subject, honestly. Students could make pop-up pieces of historical landmarks which might be really neat as well!
R: This studio related to the concept of relationships because it highlights the significance and the relationship that occurs between a person and a home either existing or imaginary. In my case, I decided to feature my future dream home in my pop-up home artwork. I want to eventually live in a modest, tasteful, rustic, beautiful cabin or cottage complete with an herb and vegetable garden, stone walking path and a steam. I get very excited, passionate and hopeful when I discuss/plan for this house just as I would a positive relationship with a person.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I'm very fond of the idea of creating pop-up pieces with future students. I think they are fairly simplistic by design but the overall effect is neat and appealing, particularly to youngsters. To be sensitive to students whom may have a difficult home situation and to broaden the assignment a bit, I would perhaps have students create a pop up piece demonstrating a relationship between them and their favorite place to go (school, the zoo, the grocery store, the movies, home, grandma's house, etc.) I would then integrate literature concepts by asking students to write a story about an experience at this favorite place and why it's their favorite among all the options. The idea of employing pop-up art could really be used in any subject, honestly. Students could make pop-up pieces of historical landmarks which might be really neat as well!