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Find Your Balance

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by

Abbie Powers

on 12 November 2015

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Transcript of Find Your Balance

Enduring Ideas
Exemplar Artists
Stephen Alcorn
Vincent Van Gough
Ursus Wehrli
Say
We’re going to dive into the concepts of balance and what that means to you personally, in your own lives and with every aspect you guys (students) deal with. I know that you are all very busy people and have so much going on outside of this classroom, from sports to boyfriends/girlfriends to family to friends to hobbies, and for this project I want you to really think about and analyze which of these things make your life un-centered. So if everyone had a perfect life, we would have balance in all aspects and in every way. But a perfect life is not realistic, probably not possible, and definitely not as fun or interesting as a life filled with things that make you realize how good it is to be alive. So for this project, we’re going to start by brainstorming all of the things and aspects and different parts of our lives that make it chaotic and hectic and stressful and exciting. I want you to think of ways you can represent these parts of your life by creating shapes that “feel” like these aspects. I want you to create shapes that truly capture the essence and meaning of these aspects. And then you’re going to create two beautiful compositions, the first to be composed as a metaphor for your unbalanced life. What aspects fall where and more frequently? Which interact with each other? Which do you see little of (but maybe wish you saw more)? And the second composition is what your life would look like if these crazy parts of your life were balanced and in harmony. And when you’re done with these compositions, I want you to really understand and think about the strengths and weakness and beauty found in both.


Essential Questions
Find Your Balance
Students will always have things in their lives that throw them off balance.
In life, challenges are constant and ever-present, and it is crucial for students to learn how to grasp and analyze their problems.
Students need to practice ways in which their problems can be resolved, both literally and mentally.
What things in your life are unbalanced and what do they make you feel/how do they impact your life?
What geometric generalizations can you make about the essence of these unbalanced aspects?
How can you use these shapes to create a composition that represents how they are intertwined and disorganized throughout your life (“throughout” life corresponds to the horizontal composition)?
Summative Assessment
Pre-thinking:
Did the student record a deep, meaningful journal entry reflecting upon and analyze the unbalanced parts of his/her life?
Did the student put in good effort to create meaningfully abstract shapes to represent the unbalanced parts of his/her life?
Process:
Did the student create stamps that represented the abstract shapes that correspond to the unbalanced aspects of his/her life?
Did the student create two compositions, one of which represented the way in which unbalanced parts of life interacted and one in which these unbalanced shapes found harmony?
Product:
Did the student invest time and effort into a product he/she is proud to display?
Did the student follow all necessary brainstorm, planning, and procedural techniques to create his/her finished product?
Post-thinking:
Did the student participate in an oral explanation of his/her piece during critique?
Did the student actively engaged and/or listen during the class critique?
(Grade using + for “awesome effort and work,” "check symbol" for “good work,” and - for “a little more time was needed here”):

Your activity!
Think of five aspects that compose your life to some measure.
Think deeply about the feeling of these five aspects…how do they make you feel? How do they affect you? How do they affect each other? What relationships do you notice between each aspect and how they interact? How do these aspects impact and influence your life and your mind?
Now, create five unique, abstract shapes that correspond to these five aspects. Think about the “feeling” of your aspects and how this can be represented in a visual way.

What will the students actually create?
AJ
Van Gough PowerPoint
discussion on metaphor in art
add to AJs
pick five aspects to turn into shapes
Day 1:
Deep Thinking Day
Day 2:
continue brainstorming
Stephen Alcorn presentation
demo
prepare foam for carving
Day 3:
"Tidying Up Art," AJ
composition discussion
brainstorming
work time
Day 4:
work day
Full transcript