unit 1-identity
popplet - group 1
Automatic drawing
- Automatic drawing is when the artist lets the hand move randomly across the paper to make a drawing. This shows the expression of subconscious. I had a difficult time at first just letting my hand go and randomly drawing on my paper.
- I might employ this visual art integration in my own classroom by having my students use this drawing to show their creativity and imagination. Teaching my students that all artists have their own unique outlook on art.
inspired by: henri matisse
- This studio really helped me to relate to the big idea of identity because it allowed me to take some time and think about what was really important to me. At first, I had an extremely difficult time creating my collage and finding a topic that I liked. Although, after experimenting for a while I realized my obvious passion for teaching and education and decided to show my passion in a collage.
- I might employ this visual art integration in my own classroom to have my students create a collage of something that is very important to them. I put a lot of time and effort into this project outside of class and I really enjoyed doing so. I get happy and excited about my future when I look at this and realize that I made I can someday share this excitement with my students.
Inspired by: chuck close
- This studio lesson has been my favorite thus far in relation to the big idea, identity. I had a difficult time coming up with a protagonist and antagonist Disney character that resembled myself. I thought about the movie Monsters Inc. and realized that Sully is a lot like me. He is faithful and well-liked, loves children, and is warm but forceful. I then googled Disney antagonists to figure out a character that resembles me. Turns out, Randal from the same movie resembles me the most. Randal has a large and in charge mentality, adapts to his surroundings, and makes his presents felt not seen. It was really fun to find characters whose personalities and identities were very similar to mine.
- I might employ this visual art integration lesson in my own classroom by having my students do the same project. There is nothing that I would change from this lesson in class because I thought all parts were very helpful in choosing my characters. This lesson could be integrated by using Social Studies and autobiographies to find Disney characters that relate presidents or other historical figures, for example. There are numerous subjects you could use to integrate this project and create art with the identities of people.
inspired by: william wegman
- This studio lesson relates to the big idea identity, because of the way we created our main character through unique images. I chose to do the story The Gingerbread Man. I at first had an extremely difficult time coming up with an animal that I would use to interpret the gingerbread man. After much though I decided to use a lion because they are fierce, fast, and somewhat sneaky. I think of the gingerbread man as those exact qualities, because throughout his entire story he is running. "Run, run, as fast as you can! You'll never catch me, I'm the Gingerbread Man!" I though having my character running through a garden, nicely played the story of the running character. Although this studio lesson did not relate to my personal identity, it was fun and interesting trying to find the identity of a famous storybook character.
- I might employ this visual art integration lesson in my own classroom by using it also to teach literacy and art together. Teachers can use this lesson to teach classic literature and famous stories to children. They can help students identify main characters and use art to create an identity for that specific character. Teachers could also help teach students about the use of personification through this art lesson.