The video
Great lesson every one was so caught up in making their puppet. Everyone seemed to want to finnish and do the next step of creating a show.
Friday, December 14, 2012
Nightmare Lesson
On 11/ 30 Jen and Megan taught their lesson on nightmares. We came into the classroom and the lights were dim. There was a screen in the center of the classroom and we were welcomed by a shadow puppet show about a giant and a bird. I think this was a wonderful introduction to the lesson, it instantly got students excited to make their own puppet. The teachers then went on to tell us that they made these puppets based on nightmares they had had. They also explained that even though these were frightening for them as children, making a story about the characters and creating these puppets helped them get over their fears. Jen and Megan showed the class several examples of artists who use puppets including Brian Froud. The showed us a clip from Americas Got Talent a routine from dancers called The Silhouette's; they also showed us some examples of Javanese Puppets. I really enjoyed these artist examples especially the Silhouette's, these examples conveyed the ideas they wanted the class to understand accurately.
The video
Jen and Meagan gave a demo on how to make puppets they told us that it was important to concentrate on the overall shape of the figure and not to get to caught up in details because most details wont show up in shadow form. We were told we must use at least in hinge to create a join on our puppet. They asked the class for examples joints or hinges. Some students mentioned elbows and knees.Then they recaped that yes we can create joints for our wrists ,arms, legs, feet ext..
Great lesson every one was so caught up in making their puppet. Everyone seemed to want to finnish and do the next step of creating a show.
The video
Great lesson every one was so caught up in making their puppet. Everyone seemed to want to finnish and do the next step of creating a show.
Body Lesson
On December 4th Justin and Victoria presented their lesson on the body. They introduced the class to the artwork of Judith Braun.
Braun uses her finger tips to create drawings she calls "fingerings".
This artist was a good introduction to what we would be doing. Justin and Victoria
gave a demo on ways to draw with our finger tips. They also had us line up next to a line with a peer on the opposite side of the line. One side of the line was asked to make a gesture and the other side to mimic the gesture. Victoria and Justin then explained how they just created symmetry. I found this was a great way to get the class excited and involved in the lesson. I definitely will try using this activity in a future lesson. Then we received a piece of black paper, white paper, chalk and black graphite. We we asked to draw on one piece of paper then mimic the drawing on the other to create a symmetrical piece of artwork. One problem I found was that I naturally wanted to use both my hands but I tried to refrain from doing that because we were told not to. I think it would have been a richer learning experience if we were encourage to try both ways. Overall such a great lesson. It was lots of fun and plenty of opportunities for experimenting with materials and artistic growth.
Braun uses her finger tips to create drawings she calls "fingerings".
This artist was a good introduction to what we would be doing. Justin and Victoria
gave a demo on ways to draw with our finger tips. They also had us line up next to a line with a peer on the opposite side of the line. One side of the line was asked to make a gesture and the other side to mimic the gesture. Victoria and Justin then explained how they just created symmetry. I found this was a great way to get the class excited and involved in the lesson. I definitely will try using this activity in a future lesson. Then we received a piece of black paper, white paper, chalk and black graphite. We we asked to draw on one piece of paper then mimic the drawing on the other to create a symmetrical piece of artwork. One problem I found was that I naturally wanted to use both my hands but I tried to refrain from doing that because we were told not to. I think it would have been a richer learning experience if we were encourage to try both ways. Overall such a great lesson. It was lots of fun and plenty of opportunities for experimenting with materials and artistic growth.
Literary Sculpture Lesson
On November 20th Mikaela and Laura taught their lesson on literary sculptures. They had each student choose a book then use additive and subtractive processes to transform the book. They told the class they could use a line from the book to illustrate, they could take something from the overall idea or the title of the book. I thought this was a great lesson but one suggestion could be to give the class more objects and supplies to add to the book. Plus while cutting out an image and folding it upwards is a transformative process it is not additive or subtractive so to resolve this issue they could have not required the class to add or subtract from the book or on the other had make it a requirement and show in your demo ways to add and subtract.
Here are the teachers samples that were shown to the class.
Here are the teachers samples that were shown to the class.
Appropriation
Appropriation is the artistic practice or technique of reworking images from well-known paintings, photographs, etc., in one's own work.
Artists who use appropriation
Andy Warhol
Artists who use appropriation
Andy Warhol
"Marilyn" by Andy Warhol
Marcel Duchamp
L.H.O.O.Q by Marcel Duchamp
Duchamp used aproppriation by taking Leonardo da Vinci's Mona Lisa and putting a mustache on her. In this way he directly turns the image into an androgenous looking figure.
Robert Colesscott
Left: Robert Colesscott, Les Demoiselles d’Alabama, 19855; Right: Pablo Picasso, Les Demoiselles d’Avignon, 19076
Romare Beardon
Mark Making Lesson
On November 11th Taryn and Amanda taught their lesson on Mark making we were introduced to artists Zemer Peled, Ushio Shinohara, and Wiliam Anastasi.
Zemer Peled, Throwing clay aginst Wall 2012
some other artworks by this artist
I liked that Amanda an Taryn introduced the class to these artists who have a spontaneous and unpredictable method of making art. Their lesson was very similar to Zemer Peled's Throwing clay against Wall 2012. We were all given three pieces of clay. There was a table in the middle of the classroom, the table had many different organic objects including rocks, bark, leaves, roots ect.. We were told to take one object and make impressions of our objects into the clay as well as make one impression using our hands or a clay tool. They told us not to get attached to these creations. I think this assured the class that their was no pressure to create a magnificent piece of artwork. Taryn and Amanda had a huge sheet of white paper taped to the ground. After about 5 mins, they asked us to come gather around the sheet of paper. We were all told to throw the clay at the paper. After we all threw the clay Amanda and Taryn noticed a problem, not everyone's clay stuck to the paper. So Amanda encouraged everyone to spray the clay the next time around.I thought this was great improvising on their part! We threw the second then the third piece of clay.During the project Taryn reminded us to pay attention to the composition of the artwork, if one spot was empty we might want to fill it with clay to keep the composition balanced. I thought it was great that they guided us in the creation process while teaching us terms like composition,balance and texture. At the end we all talked about the artwork. Taryn pointed out how the clay represents positive space and the white paper represents negative space. Some students noted that the color of the floor was cohesive with the clay color and added to the artwork. Amanda and Taryn had a viewfinder that they drooped on the artwork. It randomly drooped and then we talked about the composition the viewfinder set up. They gave a few students a turn to drop the viewfinder. This lesson is an excellent way to have some fun and learn at the same time. Throwing the clay was such a release of tension and as college students we all need to find ways to do this. Great job Amanda and Taryn! Think I'm going to go throw some clay now!!!
Zemer Peled, Throwing clay aginst Wall 2012
some other artworks by this artist
I liked that Amanda an Taryn introduced the class to these artists who have a spontaneous and unpredictable method of making art. Their lesson was very similar to Zemer Peled's Throwing clay against Wall 2012. We were all given three pieces of clay. There was a table in the middle of the classroom, the table had many different organic objects including rocks, bark, leaves, roots ect.. We were told to take one object and make impressions of our objects into the clay as well as make one impression using our hands or a clay tool. They told us not to get attached to these creations. I think this assured the class that their was no pressure to create a magnificent piece of artwork. Taryn and Amanda had a huge sheet of white paper taped to the ground. After about 5 mins, they asked us to come gather around the sheet of paper. We were all told to throw the clay at the paper. After we all threw the clay Amanda and Taryn noticed a problem, not everyone's clay stuck to the paper. So Amanda encouraged everyone to spray the clay the next time around.I thought this was great improvising on their part! We threw the second then the third piece of clay.During the project Taryn reminded us to pay attention to the composition of the artwork, if one spot was empty we might want to fill it with clay to keep the composition balanced. I thought it was great that they guided us in the creation process while teaching us terms like composition,balance and texture. At the end we all talked about the artwork. Taryn pointed out how the clay represents positive space and the white paper represents negative space. Some students noted that the color of the floor was cohesive with the clay color and added to the artwork. Amanda and Taryn had a viewfinder that they drooped on the artwork. It randomly drooped and then we talked about the composition the viewfinder set up. They gave a few students a turn to drop the viewfinder. This lesson is an excellent way to have some fun and learn at the same time. Throwing the clay was such a release of tension and as college students we all need to find ways to do this. Great job Amanda and Taryn! Think I'm going to go throw some clay now!!!
Bloom's Taxonomy
http://www.cbv.ns.ca/sstudies/links/learn/1414.html
Key words to keep in mind
Remembering: can the student recall or remember the information?
| Applying: can the student use the information in a new way?
| Evaluating: can the student justify a stand or decision?
|
Juxtaposition
What is Juxtaposition?
Juxtaposition means placing things side-by-side. In art this usually is done with the intention of bringing out a specific quality or creating an effect, particularly when two contrasting or opposing elements are used. The viewer's attention is drawn to the similarities or differences between the elements.
Some well known artists who use juxtaposition are Salvador Dali, Damien Hirst and Frida Kahlo (among many more).
The Two Fridas, 1939, Oil on canvas, 67" x 67" by Frida Kahlo
Frida Kahlo uses juxtaposition to contrast two sides of her personality
.The Frida on the left represents her more traditional self. Dressed in traditional Mexican clothes she is the weaker of the two the one that her former husband Diego Rivera has rejected. The woman on the right represents a strong and independent Frida , who looks over and protects the traditional Frida.
Damien Hirst Diamond Skull
Diamond Skull- Through his choice of materials Hirst contrasts two extreme opposites. Hirst symbolizes mortality with the use of a skull and eternity with the use of diamonds.
While researching I stumbled upon the artwork of Leslie Holt
Hello Goya 2006 oil on canvas 4x6"
Holt contrasts Goya's The shooting of May 3 1808 with a hello kitty doll. The Goya painting depicts a horrific event of terror and death, the hello kitty doll represents a sense of innocence and virtue.This contrast between a heartless massacre and childhood innocence represents the implementation of juxtaposition in art.
Juxtaposition means placing things side-by-side. In art this usually is done with the intention of bringing out a specific quality or creating an effect, particularly when two contrasting or opposing elements are used. The viewer's attention is drawn to the similarities or differences between the elements.
Some well known artists who use juxtaposition are Salvador Dali, Damien Hirst and Frida Kahlo (among many more).
The Two Fridas, 1939, Oil on canvas, 67" x 67" by Frida Kahlo
Frida Kahlo uses juxtaposition to contrast two sides of her personality
.The Frida on the left represents her more traditional self. Dressed in traditional Mexican clothes she is the weaker of the two the one that her former husband Diego Rivera has rejected. The woman on the right represents a strong and independent Frida , who looks over and protects the traditional Frida.
Damien Hirst Diamond Skull
Diamond Skull- Through his choice of materials Hirst contrasts two extreme opposites. Hirst symbolizes mortality with the use of a skull and eternity with the use of diamonds.
While researching I stumbled upon the artwork of Leslie Holt
Hello Goya 2006 oil on canvas 4x6"
Holt contrasts Goya's The shooting of May 3 1808 with a hello kitty doll. The Goya painting depicts a horrific event of terror and death, the hello kitty doll represents a sense of innocence and virtue.This contrast between a heartless massacre and childhood innocence represents the implementation of juxtaposition in art.
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