Popplet Group #3: Stories
Stories through political/editorial cartoons and caricatures (T. Hart Benton & Diego Rivera)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio lesson relates to the Big Idea because it tells a story, sends a message and persuades an audience without the need to verbally communicate a message or speak. In my specific case, I decided to focus on sending a message about an education system that often promises to provide students with an environment that promotes freedom of thought and self expression but often lacks or completely fails to do so. This is a topic that I feel strongly and passionately about when it comes to the current and in some aspects flawed education system in America.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: To stem from this studio lesson, I feel an interesting art integration activity to employ in my future classroom of older students (3rd-5th) would be to ask that students create comic strips that communicate or advocate for some kind of cause or message. Social justice would be integrated within this lesson as well because this comic strip lesson would employ and incorporate activism and social justice concepts.
R: This studio lesson relates to the Big Idea because it tells a story, sends a message and persuades an audience without the need to verbally communicate a message or speak. In my specific case, I decided to focus on sending a message about an education system that often promises to provide students with an environment that promotes freedom of thought and self expression but often lacks or completely fails to do so. This is a topic that I feel strongly and passionately about when it comes to the current and in some aspects flawed education system in America.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: To stem from this studio lesson, I feel an interesting art integration activity to employ in my future classroom of older students (3rd-5th) would be to ask that students create comic strips that communicate or advocate for some kind of cause or message. Social justice would be integrated within this lesson as well because this comic strip lesson would employ and incorporate activism and social justice concepts.
Painted Story Quilt w/ Crayon Resist (Faith Ringgold)
Q: How did the studio lesson relate to the given Big Idea?
R: This piece relates to the idea of stories pretty literally. Being literal, especially for younger students, is often helpful and necessary. I chose a favorite book (The Rainbow Fish) and a favorite scene within that particular book to tell (when The Rainbow Fish shares his beautiful, shimmering scales with the other fish) to communicate a story to the viewer.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I particularly love this studio lesson because I feel it would be so versatile and fairly easy to implement in a classroom setting. My favorite classroom idea that has grown from this studio art lesson is the idea of a class quilt. We could create a class quilt to display in our classroom so that all visitors of our classroom could immediately get a sense of our "class community" story without having to observe it firsthand. Our class could take a goofy class photo (blown up and printed) or even include a collage of class photos as our centerpiece. Every student could then create a quilt tile for our class quilt. These tiles would have some sort of theme or unifying factor.
R: This piece relates to the idea of stories pretty literally. Being literal, especially for younger students, is often helpful and necessary. I chose a favorite book (The Rainbow Fish) and a favorite scene within that particular book to tell (when The Rainbow Fish shares his beautiful, shimmering scales with the other fish) to communicate a story to the viewer.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I particularly love this studio lesson because I feel it would be so versatile and fairly easy to implement in a classroom setting. My favorite classroom idea that has grown from this studio art lesson is the idea of a class quilt. We could create a class quilt to display in our classroom so that all visitors of our classroom could immediately get a sense of our "class community" story without having to observe it firsthand. Our class could take a goofy class photo (blown up and printed) or even include a collage of class photos as our centerpiece. Every student could then create a quilt tile for our class quilt. These tiles would have some sort of theme or unifying factor.
Mini-Sculpture from a Found Object (Jean Shin)
Q: How did the studio lesson relate to the given Big Idea?
R: This piece relates to the given Big Idea of stories because it expresses a message or story without words. This found object(s) (in my case, a red solo cup) has been damaged and destroyed to some degree. This damage is meant to represent the emotional, physical and mental scarring that many may unfortunately encounter in their lives. The red solo cup is meant to represent the role alcohol plays in coping with these difficulties. The band-aids are covering some of the damage but some of the "wounds" are left exposed, again demonstrating that alcohol is used as a crutch or bandage in many cases when someone is trying to fill an emotional/mental wound that they perhaps haven't addressed or coped with in a healthy manner.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I think a neat way to integrate this studio in my own classroom would be to allow students to create found pieces of art under the umbrella of concept of science. I would take students on a nature walk around the school and ask them to select a found object they discover on their walk. For example, students could use rocks, flowers, grass, or even trash (could communicate message about the importance of recycling) as their found objects. Students could then use these objects in a piece of artwork to communicate a message (just as I've done in my exemplar) that's related to the given idea of science but is also an artistic expression.
R: This piece relates to the given Big Idea of stories because it expresses a message or story without words. This found object(s) (in my case, a red solo cup) has been damaged and destroyed to some degree. This damage is meant to represent the emotional, physical and mental scarring that many may unfortunately encounter in their lives. The red solo cup is meant to represent the role alcohol plays in coping with these difficulties. The band-aids are covering some of the damage but some of the "wounds" are left exposed, again demonstrating that alcohol is used as a crutch or bandage in many cases when someone is trying to fill an emotional/mental wound that they perhaps haven't addressed or coped with in a healthy manner.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I think a neat way to integrate this studio in my own classroom would be to allow students to create found pieces of art under the umbrella of concept of science. I would take students on a nature walk around the school and ask them to select a found object they discover on their walk. For example, students could use rocks, flowers, grass, or even trash (could communicate message about the importance of recycling) as their found objects. Students could then use these objects in a piece of artwork to communicate a message (just as I've done in my exemplar) that's related to the given idea of science but is also an artistic expression.