According to this article Graphic novels are a good art form for secondary students because it's a relatable and not an intimidating medium. It also is a great way to talk about heavier topics in an approachable way.
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For my final mandala I chose to do a mediative puzzle. I felt like the reason for making a mandala fit with the same reasons I do puzzles.
What is this author trying to say about this topic? "That's why I do these extreme acts with my body. I feel that the viewer has a body too, and can empathize with what I've put myself through to make the artwork. Ask students to record the daily rituals or activities they perform. How could one of these rituals become a performance? "
What is your experience with drawing the human figure both in and out of school? I have very limited experience, but I have practice drawing the figure on my own for fun and taken one figure drawing class hoping to improve. How would you approach this topic? I would talk about the different ways of drawing the figure, and how that changes the meaning. First talking about drawing realistically and then demonstrating how making one hand much larger than the other changes the meaning of the piece. How do you stay in touch with the spiritual side of things?
I really enjoyed the articles about mandalas and spirituality. I felt they shared great insights on how to continue a spiritual practice in day to day life and gave greater insight into meditation. 1.What is significant about her approach to curriculum design? Her approach to curriculum is much different than most teachers. She believes that we should spend more time on making real emotion felt art instead of learning lots of principles.
2. 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? Oliva Gude says that, "The elements and principles of design were never the universal and timeless descriptors they were claimed to be. Indeed, they are not even sufficient to introduce students to most modem art." So like Oliva Gude, I agree that principles should be used sparingly and seen as the basic tools that they are. "art examples and projects in school art curricula should not be reductive representations of theoretical principles, but should reflect the complexity of actual art." 1.What might a teaching artist add to teaching and learning in art?
A teaching artist might add improvisation to the teaching and learning of art. I like the idea of limits in a studio and classroom setting as well. One of the best projects I have done have been the ones with limits, which creates liberation through limitation. 3.How does improvisation fit into this methodology of making art? I think it fits because it allows the artist to experience art making moment by moment. Improvisation also invites freedom because the artist doesn't have as many decisions to make. |
Hi. I'm Rachael.
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April 2018
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