12th post

Paula Kluth's article "It Was Always the Pictures" is an article describing how students with learning disabilities and autism can benefit from visual representations. In past studies, it has shown that visual representations can help reinforce difficult subject material or can help students who are struggling to learn the material to begin with. In my opinion, all students could benefit from visual representations, not just students who appear to be struggling.

In the article, five types of visual representations are discussed: graphic organizers, picture books, fascination-focused materials, graphic notes, and story kits. Not only will this help reinforce student's learning, but it will making learning much more enjoyable. Back in elementary and high school my favorite classes were the ones that were not just reading or text-book based. One example of visual learning that took place in one of my college classes this year was taking the time in and out of class to read children's picture books to better understand how different races and persons with disabilities are represented to children.

10th post

Growing up, I was in what was called a "multiaged" school, which means it was a school where students have teachers for two years. The classes were divided in to K-1, 2-3, and 4-5. The first grading that appeared in my elementary school was in the 4-5 classes, but individual letter grades were not given; instead, all the teachers used rubrics. The articles for this reading reminded me that these rubrics were used not just to measure achievement, but also the accumulated knowledge and thought process that went along with it.

However, what the articles mention that I never experienced was the suggestion that teachers should ask their students what the objectives of the lesson should be. That way, both teacher and students have an understanding of what is supposed to be gotten out of the lesson. I think this would have been especially helpful in my science lessons, because I often found that I was given a large mass of knowledge and couldn't always pick out what was the purpose of it all. Obviously, this can be applied to all subjects of a child's learning, not just art and science.

Extra Credit Post

For my extra credit in this class, Angie and I went last weekend to the Schafer Art Building. Once inside, we found a bunch of student-generated artwork. It lined an entire wall of the building. What was so interesting about the student's work was that there didn't seem to be any theme in the sense that some of the work was much more abstract than others.

I took some pictures at the building, one of which was a painting of a woman by Kristin Lubsen. I liked this painting because the woman had a crazy expression on her face, but I also liked the stark contrast of colors used in the choice of paint. The other painting that I liked was an abstract painting by Matthew Relyea. This painting I simply liked because it seemed to have a cheerful presence. I attached both pictures.

9th post

Having looked at the Romare Bearden website, I would like to start out by saying that I am not very technologically savey, and I had some difficulty navigating this website in particular. Anyway, I had never heard of Bearden before I saw this website. What I find so fascinating about his artwork is that it incorporates photographs with intricate and colorful pictures. I think it takes average everyday objects and people and turn it into unique assemblages.

Something that I think is great about the website is that it has interactive activities for children. For example, they have one of Bearden's work of art displayed, and it has an activity attached where they ask young children to pick out the shapes in the artwork. Another activity online is the "artwork timeline", where students and young children can view a timeline of when famous works of art were created. I think this is a great idea for a website because it introduces kids into art that otherwise might not have been that interested in it.

8th post

Even before I read this blog, I was familiar with who Gene Yang was. This semester I am taking ETS 182, which is Asian American Literature. On one of the first days my professor showed us one of Gene Yang's graphic novels call "American Born Chinese" (pictured on right). I loved reading the graphic novel in class because everyone in the class got to act out a different character, but at the same time we were learning about outright as well as subliminal racism.

"American Born Chinese" is about a Euro-American boy named Danny who has his Chinese cousin come to live with him. The story is very funny, incorporating Chinese stereotypes like knowledge of kung-foo, cat eating, and incorrect usage of l's and r's cover every page. In my opinion, Yang incorporated these stereotypes to draw direct attention to the problems and misconceptions many Americans have about Asians. I think he accomplishes his goal very well because he addresses a pressing issue in a fun and educational way that can be read by all ages

7th post

I have never had a real introduction into Islamic art because no one has ever taught it to me. I agree when the article says that since September 11, 2001, our country has had a complete fear of Islam without really knowing anything about it. I believe it is for this reason that most schools do no incorporate Islamic art into their curriculum (even though it is based off of many geometric shapes and could be useful for teaching). Having read the articles, one of the most interesting aspects of Islamic art in my opinion is their use of intricate calligraphy to express words like love and honesty which are strong values in their religion.

In the first  article they mention that learning about cultural forms of art can "be starting points for interdisiplinary investigations leading students to exploration of history, social studies, geography, and culture". This is what every teacher should strive for with their students, a more holistic education. Giving these students a more holistic education will allow them to make connections and potentially learn material easier and more in depth.

6th post

I really liked this article because this style of drawing did not represent a romantic style, but rather a comical purpose of drawing. When I looked at Rube Goldberg's website, I loved his style because they were like concise comics. What I thought was interesting about Thomas Oakley's article was that it was almost the opposite of what regular teachers do when it comes to art. Most teachers only do art when they use it to solidify other subjects being taught in class, those deemed to be "more important" like math or science. However, Oakley is using regular subjects to have students perfect their methods of drawing.

Of all of the examples online, my favorite drawing by Goldberg is "Safety Device for Walking on Icy Pavements" (its the picture that I included on this blog). I think it is so funny because it has so many random aspects to it. The dog seems quite content while the man slipping is clearly in a state of distress. Also, I think it is quite comical that the pillow being dropped will clearly not be sufficient for the man because he is going to land on his butt way in front of the pillow.

5th post

In this article, Robin Vande Zande explores the ideas as to why people make aesthetic choices in their daily life. She begins the article claiming that aesthetic expressions can "hold attention and/or add emotional depth to an experience". In other words, it is each person's choice  how to represent themselves materialistically. Robin places this abstract idea in context for readers by drawing on historical fact. For example, the original assembly line was to produce cars, which was to make trading and transportation easier. Now, however, cars have all these added features based on size, speed, and gadgets that make them more appealing to different buyers. Car buyers are making aesthetic choices.

Similarly, everyone in our art class makes aesthetic choices. Just based on the fact that each person comes to class dressed differently shows some of their aesthetic choices. Also, each of us understands concepts and readings differently, which is why all of our class projects and responses look different and reflect different ideas. 

4th post

I do and don't like Amy Shultz's article at the same time. I think it brings up valid points, but are not always applicable like she says. In her article she addresses the issue of multiple intelligences. Specifically, she suggests that more visual learners should be allowed to create art in order to get their words out more fluidly. The question is then "to what extent are visual learners being adequately served by general education practices". I agree with this statement and think that multiple intelligences need to be better addressed; I was always a hands on learner, and even though I did well in school I constantly needed to go see teachers for one-on-one explanations after class.

However, what I don't necessarily agree with is that students should be made to produce works of art or drawings as a precursor to writing. I myself always found drawing a frustrating activity, so this process would only hinder my ability to write. However, I do think that it is a logical process, and should definitely be offered and encouraged to those that would benefit from it.

Just so you get an idea, the picture on the right represents how frustrated I get when I have to draw :/

3rd post

In Lorrie Blair's article, she claims that "tattoos reflect hopes, values, or beliefs and acts as vehicles to communicate those beliefs to others". Everyone who gets a tattoo gets it to make themselves stand out from others around them. What is somewhat unwise about getting tattoos is that many of these people getting tattoos (to represent their individuality) are teenagers. And, later on in life, they may not want all of their qualities listed on their sleeves (literally). The article states that "the average age for the first tattoo is 14, with the majority of [the kids] obtaining them during grades seven and nine". I am almost positive that had I gotten a tattoo at age fourteen, even now I would not want the name of my past boyfriend, best friend, favorite animal of the time tattooed on my arm or elsewhere.

However, being Jewish I have had many discussions about the taboos of tattoos. My religion says that tattoos are forbidden, and also as the article mentioned tattoos were used to keep track of Jews in Nazi concentration camps. Many of the Jews that I know that are my parents age stayed completely away from them, but I find that many Jews my age have not just gotten one but multiple tattoos. Many get it for a purpose of resisting their parents wishes, but many of my friends get tattoos of Hebrew words or sayings. Also, many of my friends in Israel are big believers in tattoos.

2nd post

After reading Temple Grandin's  Autism- The Way I See It, I must say that I strongly agree with what she has to say. Firstly, Grandin relates the concept of multiple intelligences by relating it to one of her own life experiences. By giving her example ability to "test-run" machines in her mind (while her co-workers are unable to do so), she shows a true understanding that not everyone is programed to think and work like she does. Gradin goes on to mention in depth two other types of thinking, music/mathematical and verbal logic.

I also agree when Gradin says "parents and teachers should work on building the child's strengths and teach in a manner that is aligned". However, I do not believe that this solely applies to individuals with ASD. I think all students would benefit from having a teacher that purposely reaches out to inspire multiple intelligences. Creating a comfortable environment for students will make them more eager to learn and possibly even share their ideas. A perfect example of this was rooted in the film we watched in class today on Visual Thinking Strategies. The majority of the students were open and talked about the art with not just their peers but their teacher because the visual image stimulated questions. 

Question: how can you regularly test a student for understanding in a classroom if they clearly excel in visual imagery, rather than, say, logical think problems?

1st blog (January 18, 2009)

I have to admit that art did not play a significant role in most of my life. I has only been in the last year that I have thought about the importance of art (for more than one reason). Last semester of high school I had to take an art class in order to graduate. Since I always thought of myself as untalented, I was upset about my predicament. However, when I got the class it soon became my favorite due to the endless supply of materials our teacher gave us. We were allowed to create whatever we wanted as long as the assemblage included light. I soon found this class a calm, relaxing break from my otherwise hectic day. The end product amazed even me. I had always loved mosaics, so I tried to think of a similar way to include that concept into my project. My light fixture (pictured here) was an assemblage of different colored glass I cut and attached to the wire mesh. When a candle is placed inside and lit, the different colored glass refracts different colored light all over the room.

Another way art has influenced my life is that it has forever changed my perception of what young children are capable of. On my first day of working at SU Day Care, I was amazed to hear that the intricate mosaic on the front door was in fact created by the pre-schoolers there. I had no idea that with a little bit of guidance such young children were capable of sculpting, glazing, and assembling.