This is my Pecha Kucha presentation (with the text) that I presented at the Surface Design Associations’ 40th anniversary conference 4/3 – 4/6/2017. Find out how receiving an SDA scholarship to attend the 2011 Minneapolis conference planted the seed for the creation of http://www.ExploreFiber.com
This presentation includes some history of artists that blazed the trail of working with metal using fiber techniques. The author’s and other contemporary artists work are highlighted in this presentation.
This presentation examines a school district’s Art I Foundation curriculum change into the Understanding by Design curriculum template. Find out the challenges and successes for this National Art Education Association annual conference in New York City March 2017.
See examples of art educators in the Plano Independent School District using fibers in their art projects. This presentation gives not just examples, but advice and resources to support including fibers in the classroom. Resources include the website Explorefiber.com, the blog of Cassie Stephens, and the fiber course of The Art of Education.
This is such an exciting time in the history of man! I want to share the history of photography with them, and get them thinking about the POWER they carry around with them – the camera in their phone. Never in the history of mankind have so many had such a powerful tool in their pocket. The 21st c. has seen the explosion of communicating information through visuals. The fact that a high percentage of the population of the world has the capability to transmit images globally in the blink of an eye has completely shifted the way we understand our world. It has been a huge democratization factor, and has changed not only art, but also politics and society.
This week’s Artist of the Day videos centered around the theme of Photography. I wanted to help them find out how to take better pictures, and to think more broadly about the kinds of pictures they might take. Here is the lineup:
- 9 Photo Composition Tips
- A Skydive Photographer in Dubai
- Epic Underwater Shoot, the Key to Success
- How to Take Amazing Animal Photographs
- 7 Photojournalism Tips by Reuters Photographer Damir Sagolj
My student teacher came up with these questions for the students to reflect on after viewing the videos:
- What is one way to improve the composition in your photographs?
- A photographer in Dubai takes photos while skydiving, how can you change the way you take pictures based on your interaction with your settings?
- What might be some challenges and considerations of taking successful photos underwater?
- Micro photography is taking photos of the smaller details in life (like the ant carrying the pink leaf). What objects or organisms would you be inclined to take photos of at the micro level?
- If you were a photojournalist, what story would you want to capture through photos?
Showing our students these viewpoints of professionals broadens their perception of the world. I asked each class how many students were interested in photography, and a healthy number of hands were raised in each class. Photography and video content are trumping text in information dissemination. Helping our students to strengthen their visual literacy is an important skill art teachers can pass on. Enjoy this lineup of videos, consider showing them to your students and use these questions, or come up with your own questions or activities to connect our students to the power of the image.
Living in the 21st century is living in a time when change is rapid and insistent. It can be difficult to keep up with constant change, much less embrace and incorporate it into our teaching practices. My experience as an art teacher has always been at the high school level in a public school setting. My school is highly diverse in every way – racially, culturally, economically, religiously, and with a high percentage of students with special needs. It is challenging teaching so many kinds of children while striving to target their individual needs! More than challenging, it can lead to a high level of frustration for both teacher and student! I know my experience is not unique – this is the common landscape of art classrooms across the country. When teachers get together, they talk about these common problems and wonder how we can reach our students when we feel like art can be at the heart of their individual expression.
Art education, just like education in general, is also in a state of flux. Decades of teaching centered on a teacher driven, studio techniques curriculum does not engage the majority of students taking beginning art classes. The teacher is faced with apathy, defiance and push back as the students query their teacher about why they should do it. It’s not that what we’ve been doing for the last 20 or 30 years is wrong, it’s just that we need to think about what we’re doing with a new lens, adapting our pedagogy to incorporate not only technology, but the mindset of the digital natives that we are teaching.
My presentation reflects my own journey as an art educator over the last 10 years. I have been exposed to many ideas, techniques, strategies and approaches to teaching art. When new ideas come my way, I have taken them immediately into the classroom and played with them with my students, and I have been very transparent with them about why we try these new methods or vocabularies – I want them to care about the art they make!
The lesson plan format I present here is the culmination of my own teaching experience. I have created an outline that put teaching studio techniques not at the front of the lesson, but is woven throughout the art making process. What comes at the beginning of my students’ experience is investigation, exploration, questioning and journaling to connect to their own discoveries and their personal lives. The art that results from this approach is more authentic and not formulaic like many “art projects” can turn out to be. They have more motivation and excitement in their creating. And, they are more involved in the assessment of their project because I have shifted my grading to assessing their effort and persistence instead of how skilled their end product is. My students like being graded this way and I do to. We are slowly changing from an art classroom to an art community, where their voice, ideas and creations are celebrated and valued as unique expressions.
After viewing the presentation above, here are some questions to consider about your own experience teaching, or how you think you will incorporate some of these ideas when you begin teaching:
- Have you ever been a part of a class in which the instructor used a questioning strategy –like QFT or artful thinking? If so, did it deepen your understanding or connection to what you were learning? Tell us about your experience and how you would incorporate questioning strategies into your own teaching.
- Do you think students can produce high quality artwork if they are focused on the process instead of the product? This lesson plan emphasizes discovery and investigation instead of teacher driven instruction about processes and techniques. How would you fold in studio technique instruction into a lesson plan that emphasizes students driving their own learning?
- In many art experiences, reflection and assessment come at the completion of the art project instead of throughout the process. Identify at least three types of assessment tools you would use with your students and how you might weave them into a process over product lesson plan format.
I welcome your thoughts and would love to hear your comments!
Back in the day, when I taught AP Art History, I would talk to my students about sacred geometry, the mathematical underpinnings of our world. Man’s art has connected to this universal law since the beginning of his art and architecture creations. Through keen observation, man recognized the relationships, the patterns and the power of essential shapes and proportions.
The Circle lies at the heart of this universal code and is rich with meaning and purpose.
The Circle is the most common and universal signs, found in all cultures. It is the symbol of the sun in its limitless or boundless aspect. It has no beginning or end, and no divisions, making it the perfect symbol of completeness, eternity, and the soul:
The circle is also the symbol of boundary and enclosure, of completion, and returning cycles. The circle symbolism most familiar to us is that of the wedding ring which encircles the finger associated in ancient times with the heart. The wedding ring symbolizes not just a pledge of eternal love, but the enclosure of the heart- a pledge of fidelity. (From the symboldictionary.net)
I was introduced to a beautiful collaborative activity at our art education in service workshop before we began the school year. Our Visual Arts Coordinator provided us with big panels of cardboard, paint and brushes, and we worked together to create our own circle painting. Instead of sitting at tables, clumped up with our art teams, we mingled together and painted with abandon. Instead of being talked at, we created together. It was active and fun. This collaborative art activity has sprung out of an organization that is using this simple but powerful activity to bring people together – Circlepainting.org.
Our district art team got to work that day and painted our own circle painting with glee.
After school got underway, our Visual Arts Coordinator organized our annual staff exhibit that is hung at three of the administration facilities in our district. She had one circle painting framed and hung at each of the exhibits to display the beauty of art teachers playing together.
The circle painting was a powerful influence! I had seen it grow from a big, blank piece of cardboard into a beautiful, dynamic work of art. It had been easy, quick and so much fun! When our school announced that we were going to have a Club Fair on our campus to promote all of the clubs offered to the student body, the circle painting was in the forefront of my mind for our table display. Let’s make our own circle painting! Off we went, aprons on, paint and brushes out, ready, set and GO!
In just one hour, our art club produced their own spectacular circle painting! The students LOVED it! As they left, each one expressed how much fun they had. A sign was also made and when we set up our table, we had the most dynamic, beautiful table of all of them!
I was incredibly proud of the students, and they were so proud of themselves! As they manned the table, you could see them beam in front of their creation. It was such a powerful way to start off the year! If you haven’t done this with your students, find a day when you need to infuse some energy back into your program. Get that paint out and make a circle painting! We all know how much fun it is, but your students may not have experienced an art activity that can bring the whole group together. Art – it brings people together.