Popplet Group #4: Celebrations
Wee-Puppets in Clay (Nick Cave)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio relates to the Big Idea of "Celebrations" because it is intended to celebrate something about our identity. I intended for my puppet to highlight and showcase my wild, carefree, bohemian side. I portrayed these characteristics by creating wild, untamed hair on my puppet with multicolor curls and feathers. My puppet's "top" incorporates sound because the gold beads make a pleasant jingling noise when she "dances". Her skirt is made of a soft, breathable cotton so she can dance and move about freely and unrestrictedly. Her eyes are completed with glimmering, green sequence. She also wears a furry vest. I think that this puppet is successful in speaking to and celebrating a big part of me that I really treasure and like to showcase.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: After completing this studio assignment, I am inspired to make more puppets to employ in my future classroom (especially with younger grades). I think an array or cast of puppets could and would be utilized as fantastic learning tools to enhance learning and engage students in a variety of lessons. Perhaps a specific puppet could appear based on subject to "help" the teacher give instruction. With older students, the use of puppets may not be quite as appropriate but students could certainly create their own puppets that celebrate something about themselves as I have. I would think that that could be a creative, interesting and cathartic project to assign to students. Perhaps then we could put on a play using the puppets that we've created.
R: This studio relates to the Big Idea of "Celebrations" because it is intended to celebrate something about our identity. I intended for my puppet to highlight and showcase my wild, carefree, bohemian side. I portrayed these characteristics by creating wild, untamed hair on my puppet with multicolor curls and feathers. My puppet's "top" incorporates sound because the gold beads make a pleasant jingling noise when she "dances". Her skirt is made of a soft, breathable cotton so she can dance and move about freely and unrestrictedly. Her eyes are completed with glimmering, green sequence. She also wears a furry vest. I think that this puppet is successful in speaking to and celebrating a big part of me that I really treasure and like to showcase.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: After completing this studio assignment, I am inspired to make more puppets to employ in my future classroom (especially with younger grades). I think an array or cast of puppets could and would be utilized as fantastic learning tools to enhance learning and engage students in a variety of lessons. Perhaps a specific puppet could appear based on subject to "help" the teacher give instruction. With older students, the use of puppets may not be quite as appropriate but students could certainly create their own puppets that celebrate something about themselves as I have. I would think that that could be a creative, interesting and cathartic project to assign to students. Perhaps then we could put on a play using the puppets that we've created.
Celebrating 21st Century America in Photography (Rockwell)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio relates to given Big Idea of celebrations because the intention was to create a magazine cover that celebrates something about American culture/tradition. I created a magazine cover that celebrates and discusses summertime in America and all the wonderful pastimes we as a country and culture traditionally enjoy during the summer months like barbecuing, baseball games, concerts, and traveling.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I think that asking student's to create their own magazine covers is a really creative way to integrate literacy concepts, artistic concepts and even math concepts (shapes, sizes, dimensions, measurements) into one project. I think many students would really enjoy the task of designing their own magazine cover just as I really enjoyed it. I think asking students to do an assignment like this would be a great one to display at parent/teacher conferences or on a bulletin board to motivate them to edit their work and to design something with care and that they are proud of. I would definitely employ this studio lesson in my own room.
R: This studio relates to given Big Idea of celebrations because the intention was to create a magazine cover that celebrates something about American culture/tradition. I created a magazine cover that celebrates and discusses summertime in America and all the wonderful pastimes we as a country and culture traditionally enjoy during the summer months like barbecuing, baseball games, concerts, and traveling.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: I think that asking student's to create their own magazine covers is a really creative way to integrate literacy concepts, artistic concepts and even math concepts (shapes, sizes, dimensions, measurements) into one project. I think many students would really enjoy the task of designing their own magazine cover just as I really enjoyed it. I think asking students to do an assignment like this would be a great one to display at parent/teacher conferences or on a bulletin board to motivate them to edit their work and to design something with care and that they are proud of. I would definitely employ this studio lesson in my own room.
Artist's Choice (Miriam Schapiro)
Q: How did the studio lesson relate to the given Big Idea?
R: This studio lesson relates to the given Big Idea of celebrations because it was up to the artist to choose to make whatever they so desired. This freedom of choice celebrates what we have accomplished this semester as future teachers and artist. It also showcases what's important to us/ what we want to highlight about our artistic abilities and/or art integration ideas that we have floating around that we are really interested in making an exemplar for. My particular work shown here is an exemplar for my unit plan that integrates visual art. It is a tryptic that intends to demonstrate the life cycle through self portraits. When I employ my unit plan in my future classroom (how exciting is that thought??) I will use this piece of art to show students what I expect from their creations.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: As stated in my response to the first prompt, I intend to use this piece of art as an exemplar for my unit plan when I implement it into my future classroom. I think having something that you created on hand to show students can be very beneficial (depending on the project). They can see that you think the assignment is of value and fun if you made a point to make one yourself. It also gives them a general idea of what you're expecting from them and allows for their own unique and creative ideas to blossom. I certainly don't think having an exemplar handy is possible or even appropriate for every lesson, however. One question I do have is: if you show students an exemplar, how do you prevent them from coping your work entirely? I want for students to create their own knowledge and bring their own ideas to fruition. I'm concerned that by showing them my work, they will interpret that is "this is what you should do exactly". That's something troublesome that occurred to me that I'd like to address before implementing this lesson with students.
R: This studio lesson relates to the given Big Idea of celebrations because it was up to the artist to choose to make whatever they so desired. This freedom of choice celebrates what we have accomplished this semester as future teachers and artist. It also showcases what's important to us/ what we want to highlight about our artistic abilities and/or art integration ideas that we have floating around that we are really interested in making an exemplar for. My particular work shown here is an exemplar for my unit plan that integrates visual art. It is a tryptic that intends to demonstrate the life cycle through self portraits. When I employ my unit plan in my future classroom (how exciting is that thought??) I will use this piece of art to show students what I expect from their creations.
Q: How might you employ visual art integration utilizing the studio lesson in your own classroom?
R: As stated in my response to the first prompt, I intend to use this piece of art as an exemplar for my unit plan when I implement it into my future classroom. I think having something that you created on hand to show students can be very beneficial (depending on the project). They can see that you think the assignment is of value and fun if you made a point to make one yourself. It also gives them a general idea of what you're expecting from them and allows for their own unique and creative ideas to blossom. I certainly don't think having an exemplar handy is possible or even appropriate for every lesson, however. One question I do have is: if you show students an exemplar, how do you prevent them from coping your work entirely? I want for students to create their own knowledge and bring their own ideas to fruition. I'm concerned that by showing them my work, they will interpret that is "this is what you should do exactly". That's something troublesome that occurred to me that I'd like to address before implementing this lesson with students.