211 Studio Assignment
1A: Understanding the elements design: color, form, line, shape, space, texture, and value.
1B: Understanding principles of design: balance, contrast, harmony, movement, pattern, repetition, rhythm, and unity.
1C: Understands the expressive qualities of communication of ideas.
Description: The included images are my final product and the thumbnail sketches I showed my students for their propaganda assignment. The final drawing was done with marker on card stock which was then cut out and glued to a black piece of paper.
Rationale: Using marker created streaks and uneven lines on the page. This was what I was hoping to gain with the markers to work with a medium that my students would readily have access to. Using the streaks markers create, it allowed for some interesting textures on the flamingo. Outlining each item with a thick black outline, allowed for clear lines and shapes. I cut out the white paper and placed it on the black background to break up the piece more and allow my audience to focus on the subject - the flamingo, and connect it to the artist I used for inspiration- Favianna Rodriguez.
Evidence:
Studio Assignment + Self- Assessment
3A: understands media and tools and how to use them in a safe and responsible manner
1G: analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
Description: The PDF (left) is an example of an artist statement I created for the students to read while producing their own work.
Rationale: By providing an example artist statement, it allows students to be prepared to analyze the choices they make in their own works. While their end result was more of a summative paper than an artist statement, they can gain inspiration for how to format their creative ideas and techniques into paper format.
Evidence:
Artists Handout
2A: understands how to compare and contrast elements, principles, and tools in two or more visual artworks. Understands how to compare or contrast artworks in two or more fine arts that share processes, expressive ideas, similar themes, historical periods, or societal contexts
2B: themes, historical periods, or contexts
2E: analyzes and evaluates similar and distinctive characteristics of artworks in and among the arts
5G: analyzes the function of the visual arts in various eras and cultures.
5A: understands how the visual arts function in a cultural and societal context
1G: analyzes + evaluates ( critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning
Description: This handout was created for a lesson I taught at Metcalf Primary School. It highlights Favianna Rodriguez' work and provides questions and insights for the students. Throughout the handout, critical thinking questions are addressed while allowing students to learn about Rodriguez' background and reason for creating art.
Rationale: This was a wonderful guide for conversation and for students to learn about a powerful female artist of color, her reasons for creating and possibly a new medium. The frames mentioned on the handout allow me to introduce students to a new way of thinking about art they might not have had before. The handout is a great reference for students to refer back to and use as an inspiration for their own works of art.
Evidence:
Gude "Color Lines" Paper
5F: analyzes how the visual arts do and have been used to inform and persuade.
Description: The attached PDF to the left is a paper in response to Gude's Drawing Color Lines.
Evidence:
Rationale: After reading the article, it allowed me to learn a lot about how color is defined and connected to race. These are concepts I will remember and will not shy away from in discussing and acknowledging in my future classroom. After reading Drawing Color Lines, I am more aware of the subliminal connotations that are connected to color.
PAL 1
7G: understands the need for continuing study, self evaluation, and professional growth.
Description: While not a form of fine art that one might see in a museum, I participated as an audience member at Louder Than a Bomb Youth (LTAB) Finals. LTAB is the largest national youth poetry competition. At LTAB, I got to see young (high school aged) poets participate and compete in individual and group events. This is a competition I took part of in my high school career and always like to go back and watch when I can. I believe it is an amazing form of art that can be used in part with painting other art forms. There are a lot of connections to the city of Chicago and often times LTAB partners with other artists to preform during breaks between poets.
Evidence:
Rationale: As an artist who seeks to represent poetry and connect it into my other art forms, this competition is inspiring and I always learn a lot. It is a different art form that is often overlooked and I would like to implement it into my classroom. Hearing stories spoken and visually represented with bodily movement and poetic language, is very inspiring and an enriching form of artwork.
PAL 1
7G: understands the need for continuing study, self evaluation, and professional growth.
Description: At my time at the Children's Discovery Museum, I would lead a lot of wonderful art activities in the area. There is one activity that I got to work in called Art Around You. A group of about 10-15 students and I walk to university galleries, look at the exhibit of the month and then create art inspired by the works of art we all saw. While this might fit into more of a PAL 2, I think because of my work alongside university galleries, I learn a lot from Kendra and the students about the curator side of museums and art exhibits it gives me room to learn and grow professionally.
Rationale: Doing this activity, I have always learned a lot. It teaches me a lot about community based art as well as how galleries work. I gain a lot of information from Kendra, who works at university galleries and runs the tour of the exhibit, as well as the students. Both aspects of these activities teach me about how to run lessons, how to work with students, and how artists and galleries function in partnership.
Evidence:
PAL 2
7N: advances her knowledge of current developments in the field by participating in professional development activities
Description: Every year, Illinois State University has a juried art show at University Galleries displaying student work. The Student Annual allows students to put their work on display alongside Art Education and Studio Art majors at Illinois State. I had a painting put up in the show this year. It was an oil painting in partnership with a poem I wrote.
Rationale: By participating in the Student Annual art show, I got to participate in a juried art show. I got to have my work up in a gallery for a month or so, alongside my fellow Art Education and Studio Art colleges. This experience allowed me to advance my art skills and have an opportunity to display my artwork.
Evidence:
PAL 2
7N: advances her knowledge of current developments in the field by participating in professional development activities
Description: On top of being a visual artist, I also participate in a lot of poetry competitions. I try to preform and get my poems published when I can. This year, I got to participate and compete in the Gwendolyn Brooks Open Mike award as a Finalist. All participants must submit a poem to be read by judges, and if you make it to the finals round, you get to preform your poem for an audience and judges in Chicago, IL. I got to preform my poem and have it be read by contemporary poets and got the honor to stand alongside Gwendolyn Brook's daughter on stage. Competitors ages ranged from 18 to 55 that night!
Evidence:
Rationale: Getting the opportunity to compete in this poetry award was an amazing and humbling experience. I got to read my poetry alongside women and men who have gained their MFA in poetry. To be a part of this really allowed me to connect with my poetry and experience the art form in many ways. On top of preforming my own poem, I also gained the experience as an audience member. I got to listen to every other finalists poem as well. It was a wonderful experience in which I learned a lot about myself and gave myself room to grow as a poetic artist.
Evidence:
