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Observations from Personal Experiences

Cartoon Bombing

Sept. 23 Chapter 3

Patti Pente's "Child development in art: What do you need to know"

  • Establishes a balance of intuitive and analytical thinking
  • Helps develop technical skill development and self-expression
  • Traditionally, we are so caught up in perfecting the final product but through limiting instruction teachers can engage with students to better understand the meaning and intention of their art
  • Ability to break down historical biases of developmental stage theories and limitations
  • Recognizing potential hazards and how to minimize risks is essential
  • I really liked that this activity promotes inquiry. In the video, the teacher guides a collaborative discussion about how to work with paper by brainstorming descriptive words. Through brainstorming, students build on one another's knowledge about how to play with paper. I think that this is a great way to start off the activity because it creates a framework for imagination and creativity. A student might suggest a technique or method that another student has never heard before. In the future, I would do this before asking students to begin
  • Great activity for building motor skills. I feel like so many people have lost those skills because we live in a world where most things are ready-made. However, this activity forces you to seek out materials, engage with them and imagine them taking on a new form
  • I will definitely be collecting 'trash' and 'waste' to re-purpose. It might inspire students to rethink the things that they throw away
  • Very inclusive, everyone has access to these materials
  • This activity is a great brain break providing emotional support. It is relaxing, creative, and open-ended.
  • Supports students to express themselves
  • You don't have to cut using scissors you can also rip (with younger kids)
  • Using thinner cardboard makes the activity a lot easier
  • The lack of instruction and rubric eliminates a competative atmosphere and increases creativity and confidence
  • Opportunity to explore, and experiment with textures and colours
  • Freedom to be creative and make whatever you want. It was really neat to see what everyone came up with at the end.
  • This activity provides many opportunities to allow students to learn cross-circullarly. I would like to do it for a read-aloud or book club that I plan on doing during my practicum. Students could design something related to the story, setting, or characters and do a reflection about it

Blind Contour Sketch

Sep. 16 Chapter 1

Rita Irwin's "Learning in, through and from art"

VISUAL METAPHOR

  • “No longer objectifying knowledge, but rather experiencing and knowing.” I really like this quote because it defies the traditional pedagogical approach to teaching art. Experiential learning is essential for deeper and authentic learning. Therefore, students must be provided with opportunities to explore art meaning and art making through emotional, physical and spiritual experiences. Through holistic interdisciplinary learning, students can readily apply their skills to real-world contexts.
  • Supports multi-model learning and creativity
  • Art contributes to our efficacy and interconnectedness to all living and spiritual entities
  • "Establishes a balance of intuitive and analytical thinking process."
  • Provides a space for experimental learning
  • Expands our ability to learn through our bodies, emotions and spirits

Observations and Personal Experiences

  • I liked that you are forced to be vulnerable and make mistakes
  • It was interactive but also allowed you to creatively work independently
  • I really liked how it created meaning within the image
  • You are forced to look at the details
  • I enjoyed having to think abstractly
  • I tried it again outside of class and did some experimenting with watercolors. I would love to do something like this during my practicum. I think it would offer students the opportunity to get to know there classmates in a new creative way. It also builds on our knowledge of what we traditionally think art-making to be
  • It is a great mindfulness activity because it forces you to be present and engaged in your direct surroundings

RENEW

For my visual metaphor I chose an empty jar of peanut butter. For me, it is always bitter sweet to finish something. Like the spoon, scraping away the last remnants of peanut butter from the sides of the jar, I too try to soak up every last minute especially when I know that the end is near. However, it is always exciting to get a brand new jar of peanut butter and scrape the top layer out. Just like the beginning of BEd semester, I was sad to have summer come to an end, but I was very excited about starting the next chapter of my life fresh.

TAKING A CLOSER LOOK

"Art is communicated by generating, recording, and transmitting ideas."

Experimenting with Cardboard

Reflection continued.....

"Teachers should not limit their theories to art because there’s are subjective and changing through time and context"

  • This activity was really fun because it dismantles traditional notions of drawing. Rather than using a pencil on paper, or paintbrush on canvas, individuals are given the agency to explore different materials and instead choose whichever material interests them the most
  • Little direction was given which provided a space to rethink everyday materials, and space. The lack of direction also relieved the pressure to trying to coform to a specific outcome
  • Allows you to get messy
  • After seeing what everyone else made it was clear that no two end products were the same, which goes to show that everyone's creativity is unique to them. Therefore, it is important that students are given the space and agency to take control of their creativity and imagination!
  • Open- ended art is important for students development

Hanging Plant

This was another line sketch, where we wern't allowed to lift your pen off of the paper to discontinue a line, or look down to see what we were doing. I chose to sketch a hanging house plant. This would be such a fun and easy art activity to do in the classroom. It only requires something to draw with and draw on. You can also make the qctivity as long or as short as you'd like depending on how many tngs you choose to sketch.

It forces you to think abstractly, and pay attention to the details that you might otherwise overlook. It also makes you think about form rather than colour. I think that art can sometimes be overwhelming with all of the terminology and technicalities and methods that many people consider.

Sculptural Drawing, Drawing in Space, Floating Sculpture

Reflection:

This was really fun! I had a hard time coming up with a concept to cast a shadow onto. it was really fun to play with light, angles, perspectivand shape

“Individuals like ourselves have a responsibility to be the culture bearers, to carry on the stories, the legends and certain belief systems” (Schrager, 1994, p.9).

Drawing using different materials was quite challenging! It required a lot of patience because the string required a lot of tape to hold each curve and corner in place. This might be diffacult with younger kids.

-It might be fun to create 2D or 3D sculptures using pipe cleaners!

While it is an educator's inherent responsibility to educate themselves and their students about Canada's colonial narratives, it is imperative that it is done, respectfully and sensitively to ensure that Indigenous voices and knowledge are valued and heard.

In an effort to avoid the potenzial hazards of appropriation, I intend to continue to learn about Indigenous pedological approaches to teaching and learning. I want to introduce these principals and ways of knowing to students so that we can be more empathetic, and understanding of Indigenous cultures and ways of life. In doing so I hope to build relationships between non-Indigenous and Indigenous peoples

SHADOW ART

Dec. 2

Chapter 22

Bill Zuk and Robert Dalton's "First Nations art and culture: Tradition and innovation"

Confronting the atrocities of the past is an important element of creating an inclusive and safe space. Canada's colonial legacy has had profound impacts on Indigenous communities, and part of moving towards reconciliation is not only recognizing and acknowledging Canada's truth's, but also inspiring a dialogue between Indigenous and non-Indigenous communities to create change.

An essential way of translating historical and contemporary narratives into the classroom is through art. By looking at both Indigenous historical and contemporary art, students gain gain a deeper and more meaningful understanding of the various indigenous cultures that continue to exist and thrive today.

Sequential Art and Graphic Novels

I would love to work with students to create a school art collection and exhibition. I think it would be a great way to introduce students to the art world. Students would get the opportunity to learn how to organize exhibitions of art, how to display the works, how to critique art and explore a variety of art types and materials. It would also be a great way to get the community engaged in the art world.

After reading, “Sequential Art and Graphic Novels,” it is clear how sequential art making is valuable tool for learner development. Traditionally, the concept of literacy has been defined and measured by the ability to learn and communicate linearly, through reading and writing with a paper and pencil. However, this term has been redefined in an effort to keep up with the ways in which our environments are constantly changing. Using multi-modal literate practices will not only make learning more engaging, but also more meaningful. I really like how the theory behind collaging in that the activity, “engages students in the process, planning and editing, rather than committing to glueing and completing an image.” I feel that individuals are often caught up in the final product, and the processes of planning and creating are overlooked and undervalued. Sequential art making is multifaceted and I plan to incorporate it into my classroom in an effort to be more inclusive of learner diversities.

Chapter 20

Dónal O'Donoghue's "Art education for our time: Promoting education over conservatism"

"Before exploring interpretive strategies however, students as well as teachers should be knowledgeable about how images convey meaning, art terminology, art making and visual awareness.”

This is a sculpture that I walk past every day on the corner of my block. I consider this to be art because it fits the criteria of a modern sculpture. It rejects the traditional institutional ideals of the past and instead plays with process and form. In other words, it is not a realistic depiction but rather an abstract expression. From the viewers perspective it is unclear what the artist's intent was. This is significant because art doesn't have to have a purpose or meaning behind it. It can simply be art through the freedom of expressing oneself.

I really enjoyed doing a community walk scavenger hunt. While I pack past it everyday, I had never take then time to stop, question or reflect on it. I will definitely be incorporating community walks into my class. I think it is a great way to connect people and place, and understand art in new ways. It begins a discourse about art which is engaging and meaningful in itself. Making and appreciating art provides students opportunities to describe their own experiences or admire others’ artwork

This quote is important because it emphasizes the importance of creating meaning. Rather than focusing on the end product, arts should instead be placed in the realm of the experience. However, in order to fully emerge oneself in the experience, teachers and students must be comfortable talking and thinking about art. Therefore, it is important that teachers educate themselves on art. From there, it is essential that teachers act as facilitators rather than authoritative figures. So often, students are given specific instruction on what the expectations are for achieving a certain outcome. However, this is problematic because it provides little opportunity for students to create and develop meaning on their own. For instance, before students learn art terminology they should find their own language for making sense of art and not use terms that may seem meaningless to them, (112)". I think this is so important because art is intended to be expressive in personal and meaningful ways. Moving forward, I would like to be more conscious of my own role in the classroom. I like the idea of taking an inquiry approach to interpretation, such as using open ended questions to promote engagement and help students find, a “‘voice’ and express their inner thoughts and perceptions, (114)". I also want to ensure that these voices are guided and shared with other students. I think that this is important not only for students to connect and build better relationships with one another, but also to help construct a language around art.

I really enjoyed this activity because it made me engage in a particular moment more authentically and meaningfully. I think that cartoon drawing would be super beneficial to students because it considers learner diversities. For instance, children can't always express themselves using words and actions, so drawing is another important form of communication. In addition, you can gain an insight into a student's thoughts and feelings through their drawings. Being able to express what they feel also boosts a child's emotional intelligence.

This activity also helps individuals expand their understanding of what art is. While this cartoon isn't very descriptive, colourful, or beautiful it is unique to my creativity and is a from of self-expression and communication

Chapter 13

Steve Elliott's "Art is like a bowl of fruit: Aesthetics and art criticism in the elementary school"

"In order to be a work of art the viewer must find the experience interesting and worthy of attention over a period of time”

What is art?

  • This is a very important question to think about because the traditional teaching of art have influenced the ways in which we think about to art today. Such preconceptions are dangerous because they stifle learning and imagination. Therefore, it is important that students are introduced to art and art concepts in new and meaningful ways. This reading is important because it emphasizes the importance of student engagement.

“Art making provides a vehicle for revealing levels of awareness and understand about self and others.”

However, in order to get students to engage and participate in art and art making, teachers must know students. By having a better understanding of the individual, educators can reflect on and adapt to new methods of teaching. For instance, the article points out the importance of being mindful of each student's ability and competency so that the lesson planning is age appropriate. This is especially important when introducing certain materials and techniques.

As facilitaters, it is crucial that we, "pose questions to stimulate conversation." This is important because when things have meaning we relate them with increased feelings and interest."

Chapter 11

Mike Emme & Karen Taylor's "Sequential art and graphic novels: Creating with the space in-between pictures"

"Comics can be seen as both a sequence and as a whole. Not just segments but also as one singular image"

"From body language, through text that gives visual indications about whether words represent dialogue, thought, narrative or sound – if one layer of the story uses an unfamiliar or confusing convention, there is every possibility that another layer will give you a context clue that not only keeps the story moving for you, but expands your viewing vocabulary.”

Studio thinking is great and very effective because it supports multi-model reading habits. This form of communication adds many forms of learning

“Comics and graphic novels represent a powerful, complex form of communication, it is clear how art education, which teaches students to understand and use visual expression, is a necessary part of each child’s development in the classroom.”

Reflection Based off of Readings...

  • I agree, in that too often art serves as "recreation." I think that this is problematic because art making can be interconnected to so many different things and create multiple learning opportunities. Not only should students learn the skills to craft and be creative but also to, "engage and persist to envision, to express, and to observe." These 'habits of mind' are imperative for real world-thinking and engagement. Students must be able to participate in real-world contexts outside of the classroom walls.
  • There are so many creative activities to help facilitate the celebration of diversity and identity. Art can be used as a tool to confront uncomfortable topics about power and privilege. For example, moving forward I would like to ensure that both my classroom and school are inclusive to every sexual orientation. I think a great collaborative activity would be to design educational posters about bulling, harassment, and LGBTQ communities. This would be a great opportunity to educate ourselves, others, and simultaneously make the space more inclusive and safe

Chapter 21

Graham Chalmer's "Art education and social justice: An elementary perspective"

“Through socially motivated art education programs and exhibits we give our students a chance to actively voice their opinions and be recognized for caring about themselves and their future.”

Activity

  • Exploring the community, sketching a park, or building and then inquiring and researching the historical background and changes of that environment. For example, going for a walk down a shoreline and taking a closer look at what that shoreline might have looked like 50-100 years ago.

"If students can’t see themselves in art they aren’t going to want to be a part of it”

Chapter 27

Hilary Inwood's "Take it Outside: A place-based approach to art education"

  • Environmental art allows individuals to engage with materials that are readily available and critically engage with them in new and meaningful ways
  • Getting the chance to explore and create outdoors is beneficial to one's mental health and overall well-being
  • Working with materials found outdoors forces students to not focus on perfecting the end result, but rather the creative process of searching and imagining objects and materials in different ways
  • Exposing students to new stimuli would encourage cognitive learning
  • Creating connections between people and place will help create more of a sense of stewardship, responsibility, and respect for their surroundings.
  • Socio-economic environments might effect the ways in which students can interact with their community and environment. Placed-based learning can be a privileged luxury to be able to do. Not all schools are close to green space, not all students have access to the appropriate outerwear, or the funds to go on field trips
  • Before heading outside, it is important that students are familiar with the behavioral expectations, not only for the safety of themselves and their peers, but also to ensure that the environment is respected and protected

Reflections from the reading continued......

“The Magic and Mystery of Image Development”

“Sometimes pre-planned art projects are given to primary aged children because it is thought that they are not able to draw their own images. This is a little like saying that young children should not make sounds until they are able to speak correctly.”

  • This quote is significant because teachers should not make assumptions about what children can and should accomplish. Everyone is capable of being creative however, creativity is a skill that must my fostered and nourished. Teachers must provide students a space to explore,create, practice, make mistakes, and ask questions
  • Art should be based off of an individual's experience, memory, observation and or imagination. Therefore, art should not be copied, stenciled or traced
  • This chapter discusses the importance of equity in the classroom. Art is about the individual, and because everyone has a different set of skills and knowledge. This is important for understanding how art should be assessed and valued. No two pieces of art should be the same, and everyone's work should be looked at in isolation from another to enure that each student's creativity and imagination are understood and celebrated
  • Judging a student's ability and potential primarily from their final product is problematic because it stifles learning. Many students get anxiety about feeling the need to meet a specific standard or expectation. If students are aware that they are being accessed on the process rather than the final product then they are more likely to feel encouraged to take risks, experiment, explore, and learn to be more creative

ENVIRONMENTAL LAND ART

Observations from Personal Experience

  • Being mindful of the language we use around colours is important to think about. Students are very receptive, and it is critical that they do not learn to associate specific colours with stereotypical moods and ideas. For instance, blue is often associated with being sad. However, the colour blue is actually linked to exerting calmness and tranquility and actually very beneficial for those who are experiencing stress. Therefore, having various blues incorporated into the classroom might be great for creating a relaxing space-as opposed to having the colour red everywhere.
  • I decided to make a Mandela with colourful leaves, twigs that I broke up, and chestnuts that I found on a walk in my neighborhood.

  • I really liked this is activity because it was hands-on, experiential, and gave me the opportunity to explore my neighborhood and connect to the environment in a new and meaningful way

COLOUR THEORY

Activity:

  • I really like the idea of going outside with the class and taking markers or pencil crayons and exploring and finding things in the local environment that match with each tone and hue. I think this is a great way for students to think and talk about colour more in depth. It also would be a great opportunity to overlap art with SEL.
  • An A-Z outdoor treasure hunt would also be a very engagng activity. It would force students to take a closer look at their surroundings and connect to their neighborhood and community in a new way.
  • Place-based learning as well as learning through different senses gives students a brain break, a chance to get outside and engage with nature, peers and surroundings

Nick Neddo on Organic Art Materials

  • I really liked how the artist took a traditional medium, such as charcoal and used it to explore new creative processes.
  • Using all natural materials is something I am passionate about perusing. I want students to be more conscious of the materials they are using and the harmful effects a lot of artificial materials have on the environment. I would also like students to be mindful of consumption and waste.
  • I would like to try experimenting with foods and creating dyes to make art with!
  • The way in which Nick takes a holistic approach to his art makes it much more meaningful. The way in which he participates in both the process of creating the charcoal and then using the charcoal to express his interests connects his identity to the past and the present. I think that this is essential for student engagement. By understanding the history of certain mediums, individuals will have more of an appreciation towards the process of art making.
  • This holistic approach also creates opportunities for cross-curricular activities- opening up a dialogue abount history, resources, creativity etc.
  • This activity is great because it gives students the opportunity to engage more critically with their art. In doing so, they are going into the activity with a specific intention, and the outcome is given a specific meaning. This also gives teachers and students to engage with one another more meaningfully
  • I really like how transformative this activity is. It goes from taking an everyday space or object and giving it an enitrely new meaning
  • I found this activity to be quite stressful because of the time constraints. I naturally overthink things because of how I was taught to create art. I have always strived for perfection. Therefore, moving forward I want to ensure that the focus is on the process rather than the outcome. To ensure this, I will give students plenty of time to form and expand their thinking
  • I also want to make sure that this is an enjoyable and relaxing experience. I do not want to create more of a disconnect between students and art-making

Sep. 30 Chapter 14

Sharon McCoubrey's "The magic and mystery of image development"

  • This activity takes on a multi-disciplinary lens; one that turns art making into meaning making. This is important because, traditionally art has been rendered art by it's physical appearance. Meaning, it was only worthy if it adhered to the specific guidelines of art making; that being accurate, beautiful, harmonious, perfect etc. Therefore, this activity is important because it debunks the traditional narratives around drawing and painting. Instead, this art activity promotes authentic learning
  • Re-imagining cartoon spaces allows for inquiry, access and reflection, Why are you making this? What are you making?
  • Creating meaning out of everyday ready made objects
  • Debunking traditional narratives around drawing and painting
  • Helps experience the world in a more holistic way
  • Allows individuals to "expand consciousness and find meaning"
  • Must support multi-model learning and foster creativity to establish a balance of intuitive and analytical thinking processes.
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