Unit 1 : Identity
Artist: Henri Matisse
During studio one, we were asked to create mini-compositions. These were to be collages that portrayed aspects of our identity. We could use different mediums. I used two mediums of construction paper and text. Through my mini-composition I portrayed my love of fall. All of the things I am passionate about revolve around fall. My favorite time on Mizzou’s campus is during fall. The apple symbolizes teaching and school begins in the fall. The cheerleading megaphone is a symbol for cheerleading which I participated in during high school and football season in the fall was my favorite season to cheer for.
Artist: Chuck Close
During studio two, we created a self-portraiture. To do this we chose different Disney characters and analyzed their personalities. We chose the one or two characters we had the most in common with. I chose Rapunzel and Pascal from Tangled. I shared many characteristics with both characters. For the self-portraiture, we printed out a picture of our chosen characters and could color them with crayons, water color, or sharpie; and we could emphasize certain parts of the picture with Mod-Podge. I chose to only use crayons and to draw attention to Rapunzel’s hair with Mod-Podge.
Artist: William Wegman
During studio three, we produced artful-personifications. For this project we chose a fairy tale and were asked to portray the story using at least three different forms of media. We also were asked to give the characters animalistic qualities, but their identities still needed to be found. I chose the fairy tale of Beauty and the Beast. The mediums I used were magazines, construction paper, and crayon. I choose a dog for both characters because they needed to have that in common to show their similarities. The Beauty is shown as a Collie. They are known as loyal, independent, and trustworthy dogs. For the Beast I chose to find a dog that looked strong and also sad because the beast was unhappy with his appearance.
Unit 1 : Identity Reflection
Each of the studios allowed us to explore different forms of identity. The first studio we showed our identity through a collage. The second studio we demonstrated our identity through Disney characters. The third studio we were exhibiting a fairy tale character’s identity through an animal. All of these studios help us in discovering identity. We were finding identity through many different ways and also practicing finding the identity of others during the third studio. Eisner (2009) stated “the arts teach students to think through and within a material” (p.3). This is a perfect way to think about what these studios do for our students. They are participating in these activities and are learning by what they are doing. We do not have to teach them this information. They are teaching themselves by their own work.
All of these studios would be something that I would want to have my future students participate in. Studio one would be something meaningful to do at the beginning of the year and again at the end so students could see how much they change and also how their art changes. Studio two would be a fun activity and could be changed to integrate into a social studies unit. Rather than finding a Disney character they could find a historical character they have learned about. They choose one they think they relate to and they use their image to portray their own identity. Studio three could be used in a similar manner. While studying social studies they could pick historical figures and portray the figures identity through an animal. According to the Consortium of National Arts Education Associations (2002), “the arts of learning include visual arts which can be performed through visualization training can lead to sophisticated reading skills and interpretation of text” (p. 10). All of these studios could be used to assist students in visualizing which can increase their reading skills and ability to interpret what they are reading.
References
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from
http://www.kennedy center.org/education/ceta/arts_integration_definition.pdf
Eisner, E. (2009). What education can learn from the arts. Art Education, 62(2), 22-25.
All of these studios would be something that I would want to have my future students participate in. Studio one would be something meaningful to do at the beginning of the year and again at the end so students could see how much they change and also how their art changes. Studio two would be a fun activity and could be changed to integrate into a social studies unit. Rather than finding a Disney character they could find a historical character they have learned about. They choose one they think they relate to and they use their image to portray their own identity. Studio three could be used in a similar manner. While studying social studies they could pick historical figures and portray the figures identity through an animal. According to the Consortium of National Arts Education Associations (2002), “the arts of learning include visual arts which can be performed through visualization training can lead to sophisticated reading skills and interpretation of text” (p. 10). All of these studios could be used to assist students in visualizing which can increase their reading skills and ability to interpret what they are reading.
References
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from
http://www.kennedy center.org/education/ceta/arts_integration_definition.pdf
Eisner, E. (2009). What education can learn from the arts. Art Education, 62(2), 22-25.