Unit 1: Identity
Studio 1
Artist: Henry Matisse
Mini Compostions: Collage
Mini Compostions: Collage
Studio 2
Artist: Chuck Close
Self-Portraiture: Crayon
Self-Portraiture: Crayon
Studio 3
Artist: William Wegman
Artful Personifications: Mixed Media
Artful Personifications: Mixed Media
Unit 1: Identity Reflection
During studio one, we created mini compositions. These compositions were supposed to reflect a defining moment in our life or something special to us. I chose to create a collage of all the places I have lived because I feel that it is a big part of my identity and who I am as a person. This studio allowed us to reflect on our identity and express that identity through art. In my own classroom, I would use this art project as a get to know you activity. Students would create their own collage and present it to the class during a share time.
Studio two was focused on self-portraitures. We began by picking a Disney character that we felt a connection to. We also chose an antagonist and minor character. We then analyzed the different character's personality traits/characteristics. After analyzing all the characters, we decided on the character that we were most similar to. This art project allows students to express their identity in a different and creative way. I believe this connects to when Eisner (2002) stated, "The arts celebrate multiple perspective One of their large lessons is that there are many ways to see and interpret the world." Through this project, students are able to see their identity in a different perspective. This can be both rewarding and eye-opening for students. They may come across new personality traits that they didn't realize they had before! I would use this project in my classroom to show students that you can express yourself and who you are through multiple ways.
In studio three, we created an artful personification. This required more thinking than the previous two studios. We took a familiar story, such as a folktale and used a real-life human or animal to represent the lesson behind it. It required us to think about the identity of a certain character and figure out how to personify that person. I chose Pinocchio and the lesson about lying that we learn from the story. I then used a fox to represent Pinocchio because foxes are sly and sneaky. In my classroom, I would integrate this art project with literature and history. I would pick a folktale to read and talk about the history behind the story. Students would then personify characters from the folktale. During this project, I would also talk to my student about how stories are an important part of learning. As Pink (2005) stated, "Most of our experience, our knowledge, and our thinking is organized as stories."
Identity is an important part of young children's lives. I believe, as teachers, it is important to allow students the opportunity to express and develop their own unique identity. Art, in many forms, can provide students with this opportunity.
References
Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications.
Pink, D. (2005). A Whole New Mind. New York, NY: Riverhead Books.
Studio two was focused on self-portraitures. We began by picking a Disney character that we felt a connection to. We also chose an antagonist and minor character. We then analyzed the different character's personality traits/characteristics. After analyzing all the characters, we decided on the character that we were most similar to. This art project allows students to express their identity in a different and creative way. I believe this connects to when Eisner (2002) stated, "The arts celebrate multiple perspective One of their large lessons is that there are many ways to see and interpret the world." Through this project, students are able to see their identity in a different perspective. This can be both rewarding and eye-opening for students. They may come across new personality traits that they didn't realize they had before! I would use this project in my classroom to show students that you can express yourself and who you are through multiple ways.
In studio three, we created an artful personification. This required more thinking than the previous two studios. We took a familiar story, such as a folktale and used a real-life human or animal to represent the lesson behind it. It required us to think about the identity of a certain character and figure out how to personify that person. I chose Pinocchio and the lesson about lying that we learn from the story. I then used a fox to represent Pinocchio because foxes are sly and sneaky. In my classroom, I would integrate this art project with literature and history. I would pick a folktale to read and talk about the history behind the story. Students would then personify characters from the folktale. During this project, I would also talk to my student about how stories are an important part of learning. As Pink (2005) stated, "Most of our experience, our knowledge, and our thinking is organized as stories."
Identity is an important part of young children's lives. I believe, as teachers, it is important to allow students the opportunity to express and develop their own unique identity. Art, in many forms, can provide students with this opportunity.
References
Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications.
Pink, D. (2005). A Whole New Mind. New York, NY: Riverhead Books.