Week 4
Artist: William Wegman
2/12:
Topics
The collage is a wonderful way to get to know the students, because it depicts something that they want to highlight about themselves. It would also be useful to talk about Bang’s (2005) theory about “how a picture can be built up element by element to produce specific feelings in the viewer” (p. 41). The students should continue to keep that in mind when working on the self-portrait and how they want viewers to feel about the character. I think that I would integrate the fairy tale activity with literature. It is important to employ interdisciplinary education because it “encourages students to generate new insights and to synthesize new relationships between ideas” (Consortium, 2002). I could read a story to the class, and then the students would have to select some of the characters to relate to animals and make the artful personification piece.
References:
Bang, M. (2000). Picture this: How pictures work. San Francisco, CA: Chronicle Books LLC.
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from http://www.kennedycenter.org/education/ceta/arts_integration_definition.pdf
- Running head
- Heading Levels
- Figures
- Sample papers
- Extra credit: MU's Writing Center
- Deadlines
- Rubric
Task
2/10:
Topics
Topics
- Unit 1 Reflection
The collage is a wonderful way to get to know the students, because it depicts something that they want to highlight about themselves. It would also be useful to talk about Bang’s (2005) theory about “how a picture can be built up element by element to produce specific feelings in the viewer” (p. 41). The students should continue to keep that in mind when working on the self-portrait and how they want viewers to feel about the character. I think that I would integrate the fairy tale activity with literature. It is important to employ interdisciplinary education because it “encourages students to generate new insights and to synthesize new relationships between ideas” (Consortium, 2002). I could read a story to the class, and then the students would have to select some of the characters to relate to animals and make the artful personification piece.
References:
Bang, M. (2000). Picture this: How pictures work. San Francisco, CA: Chronicle Books LLC.
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from http://www.kennedycenter.org/education/ceta/arts_integration_definition.pdf
- Heidi's Horse
- APA 101 (file below)
- Misc.
- Running head
- Heading Levels
- Figures
- Sample papers
- Extra credit: MU's Writing Center
- Deadlines
- Rubric
Task
- Discuss and analyze children’s drawings (provided by instructor) in pairs from group using Lowenfeld’s stages
- Begin outline of qualitative research paper draft
- Group 1 initiates Popplet 1; review of Unit 1 Popplet next week (review Popplet rubric and tutorial)
- Wonky Unit 1 / Popplet deadline: due on 2/17; will check on 2/20 at 9 AM
- Unit 1 Weebly entries: studio, photography, and reflection; pages and widgets
- Draft: Qualitative research paper; author submits email attachment to both instructor and peer reviewer (subject line example: 4240_Ward_A)
- Make appointment with MU's Writing Center 24 hours before final due date (Thursday, 2/26)
2/10:
Topics
- Review A Child's Drawing Analysis Research Paper: Instructions and Rubric, Q and A
- Preview APA Formatting and Style Guide PPT (slides: 3, 4, 7, 8 [no abstract necessary], 9, 12)
- Personification: Classical literature (e.g. Aesop’s Fables), nursery rhymes, pop culture (e.g. advertising)
- Wegman PPT (file below)
- Artful Personifications: Mixed Media
- MMBooklet - “What Every Educator Should Know…”
- MMBooklet - Art Development; “Making Theories . . .” (skim)
- Pink - “Story”
- Bring MMBooklet to class
APA 101
apa101.pptx | |
File Size: | 1011 kb |
File Type: | pptx |
William Wegman
wegman_ppt.pptx | |
File Size: | 1846 kb |
File Type: | pptx |
Week 3
Artist: Chuck Close
2/5:
Topics
2. What does the following YouTube video have to do with Pink's Chapter One: "Right Brain Rising"? The Big Bang Theory, Sheldon, and Sarcasm
3. What do you think Caltech professor Roger W. Sperry meant by the following statement? "Modern society [still] discriminates against the right hemisphere" (Sperry as cited in Pink, 2006, p. 17).
4. What do you think Pink meant by the following summary? "The right hemisphere is the picture; the left hemisphere is the thousand words" (p. 19).
5. What are some benefits of promoting R-Directed thinking in your classroom?
2/3:
Loose ends:
Topics
- Defining Arts Integration (review from 1/22 reading)
- "Socratic Seminar"
- Establishing norms
2. What does the following YouTube video have to do with Pink's Chapter One: "Right Brain Rising"? The Big Bang Theory, Sheldon, and Sarcasm
3. What do you think Caltech professor Roger W. Sperry meant by the following statement? "Modern society [still] discriminates against the right hemisphere" (Sperry as cited in Pink, 2006, p. 17).
4. What do you think Pink meant by the following summary? "The right hemisphere is the picture; the left hemisphere is the thousand words" (p. 19).
5. What are some benefits of promoting R-Directed thinking in your classroom?
- What did you learn from the Socratic Seminar experience?
- Work on Unit 1 Weebly entries: studio, photography, and reflection in advance of busy Week 5 (you will thank me for this later)
- Preview A Child's Drawing Analysis Research Paper: Instructions and Rubric
2/3:
Loose ends:
- "Throughout time and across cultures, people have been concerned with / wondered about . . ."
- Class generated big idea list: struggles, accomplishments, pathways / journeys, family, progress, goals, differences / similarities, culture, values / morals, time, justice, communication, memories, dreams, community, culture, emotions, interactions, traditions, education, music, seasons
- Review graphic organizer in Popplet Groups; access groups here
- View sample Popplet: http://popplet.com/app/#/703078
- View Group Popplet rubric
- Bang's "Picture This: How Pictures Work" PPT (file below)
- Close PPT (file below)
- "Chuck Close meets Walt Disney: Marks, Multiples, and Materials"
- Pink - “Abundance, Asia, Automation” and “High Concept, High Touch”
Chuck Close
chuck_close_ppt.pptx | |
File Size: | 2325 kb |
File Type: | pptx |
Bang's "Picture This: How Pictures Work"
bang_book.ppt | |
File Size: | 914 kb |
File Type: | ppt |
Week 2
Artist: Henri Matisse
1/29:
Resource
1/27:
Topics
Resource
- Jarrett Krosoczka's TED Talk on "How a Boy Became an Artist"
- Form four Popplet Groups (one for each Unit)
- Course Weebly tour
- Introduction to Big Ideas PPT (slides 4-5): http://art.unt.edu/ntieva/download/teaching/Curr_unit/What%27stheBigIdea.pdf
- Key Concepts and Essential Questions of IDENTITY Unit: "Throughout time and across cultures . . ." (see course outline)
- Pink - Introduction and “Right Brain Rising”
- Complete Weebly homepage: one paragraph about personal and/or professional life; include images if desired
- Invitation to preview next studio [throughout the semester] to begin thinking about visual response(s)
1/27:
Topics
- Course introduction via PPT (file below); (15 min.)
- Review syllabus and Course Outline; highlight major due dates
- Readings: may not always discuss during class; students may cite in studio reflections or in development paper
- Initiate Weebly pages and survey in Reflector; please see "How-To" file posted in Student Resources sub-page titled Weebly (30 min.)
- Matisse PPT and introduction (file below)
- Utilize Bang's principles from book
- Mini-Compositions: Collage
- Complete Weebly pages and survey; email URL to instructor at: [email protected]
- MMBooklet - “Ten Lessons the Arts Teach”
- MMBooklet - “What Education Can Learn . . ."
- View Popplet tutorial
- Enter Course Outline due dates into calendar
Matisse
matisse.pptx | |
File Size: | 3030 kb |
File Type: | pptx |
Week 1
1/22:
Topics
Topics
- Introductions: "My name is _____, and I dream about _____." This dream can be either literal or figurative.
- Developing an artist-identity
- Automatic drawing (Sharpie and colored pencil) during reading via PPT (file below)
- Reading activity using Elmo: I Am An Artist by Lowery Collins
- Print Course Outline (utilize Reflector) or bring laptop
- Read syllabus and course outline - list questions
- MMBooklet - “Authentic Connections and Models of Instruction . . .”
- “Defining Arts Integration” skim
- Bang - "Building a Picture"
Automatic Drawing
automatic_drawing_ppt.pptx | |
File Size: | 533 kb |
File Type: | pptx |
Course Introduction PPT
course_intro_ppt.ppt | |
File Size: | 797 kb |
File Type: | ppt |