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Make a small copy of an abstract expressionist. Benefits: color mixing, order of layers, art problem solutions, painting skills, innovation.
Reference abstract expressionist style and make your own painted paper. Benefits: open ended, non-discouraging, unlimited, imaginative, engaging, experimental, play, color mixing, fun, physical, paint.
Reading 1 : Olivia Gude: Postmodern Art Education and a Critique of the Elements and Principles of Art
What is significant about her approach to curriculum design? Where do the elements and principles of design, or what some people call them, the elements and principles of art fit into curriculum and teaching? Gude did not want there to be a backup support of the "7+7," in order to hold the students accountable in artmaking. Gude's approach is to allow students to participate in art by "unfolding" contemporary culture. The knowledge of the elements and principles of art is not sufficient to guide and students to understand contemporary art. However, Gude does not want Postmodern vocabulary to be simply added to curriculum lists and then brushed over to justify curricula. Postmodern elements and principles should fit into art-making and curriculum so that students are making connections and skills that will shape contemporary cultural conversations. Reading 2 : Oliva Gude: Principles of Possibility What is significant about her approach to curriculum design? Where do the elements and principles of design, or what some people call them, the elements and principles of art fit into curriculum and teaching? Do not base a curriculum on a standard. Standards are present to support what is to be taught in an art education curriculum, it is not there to be the art curriculum. Gude states that "main topics of a curriculum ought to stimulate students' and teachers' anticipation and participation" (6). Curriculum should teach skills and concepts while promoting investigations and creating opportunities to represent one's own experiences. Gude states that students should not leave the classroom saying that art is about lines, shapes, colors, and repetition. Art should not be labeled through the principles and elements of art. Art is so much more than that! In this article, Gude lists new ways to add into curriculum, such as; playing, forming self, themes of investigation, encountering differences, attentive living, empowered experiencing and making, deconstructing culture, reconstructing social spaces, exploration in not knowing, and believing. Reading 1: Teaching Artist
What might a teaching artist add to teaching and learning in art? One of the first thing that comes to my mind, is what the article references. I think it is one thing to learn how to make art and another to experience art and how to make it. A teaching artist allows the students to be artists, not to just about passing a class. They encourage students to create and learn from their play. I like how the article talks about how a teacher should interact with their students. If they get up and lecture about how to make art, then how will the student truly understand how to be an artist. Or how will they enjoy art making if they are limited by rules and lectures. I believe that when the teaching artist teaches, then there is more being taught than just the art foundations. They are teaching the students how to improvise, innovate, play and fail, learn, interpret, and create. Allow the students to be artists. Reading 2: Teaching with Contemporary Artists How does improvisation fit into this methodology of making art? In the article, improvisation is defined "as a way of emphasizing a process-driven curriculum" (48). In my own words, improvisation is another word for exploration. Students can be taught basic art fundamentals and principles within a classroom. However, they can use improvisational skills to explore, play, and create new artworks. Like those of Mark Bradford's art, use items around you and create; collect, layer, plaster, collage, etc... There is so much that can be done! Spiral Workshop Site In the tracing project, how do they approach drawing? Most of the students either referenced a figure whilst mark making, or they were given a figure to make something with marks. They were allowed to use any material, however with the common theme of creating something that would cause viewers to think about the marks the artists (students) made. In the fluid project, how do they approach drawing? In this project, the students were limited to only using water with color to create their artworks. The students had to learn the qualities of water and figure out how to appropriately mix colors. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
April 2018
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