Unit 2: Relationships
Studio 1
Artist: Mary Cassatt
Portraiture: Printmaking
Portraiture: Printmaking
Studio 2
Artist: Rene Magritte
Surreal Journey Postcards: Collage
Surreal Journey Postcards: Collage
Can you imagine a world beyond Earth? A world where things are not ordinary. People can fly! There is no such thing as time in the place beyond Earth. There is calmness and peace. All around me I am surrounded by a sense of "unworldliness". Just imagine.
Spring Time
Spring is in the air. All around me I see flowers begin to bloom. I hear birds chirping and I feel the cool breeze of the warm wind against my skin. Everything is alive. The leaves of the trees are beginning to appear. No more bare branches with frozen icicles. I'm so happy it's spring!
Spring is in the air. All around me I see flowers begin to bloom. I hear birds chirping and I feel the cool breeze of the warm wind against my skin. Everything is alive. The leaves of the trees are beginning to appear. No more bare branches with frozen icicles. I'm so happy it's spring!
Studio 3
Artist: Do Ho Suh
Pop-Up Homes and Habitats: Mixed Media
Pop-Up Homes and Habitats: Mixed Media
Unit 2: Relationships Reflection
Studio one was an introduction to printmaking. For this particular printmaking project, we were asked to think about a relationship that is important to us. I chose to make a print related to family. My family is extremely important to me and represents a strong relationship in my life. This studio relates to the "big idea" of relationships because it allows for originality and a chance to show/express the meaning of a particular important relationship in our life. In my future classroom, this studio could be used in the same way. Students would pick a relationship that is important to them and, instead of using printmaking, I would have them simply draw a picture of their relationship. They could draw how that relationship makes them feel, a particular person or persons, a memory that describes their relationship, etc. After completing their drawing, I would have students write a reflection on the the particular relationship they chose. They could reflect on why they chose the relationship they did and what it means to them.
For studio two, we created two postcard collages as a class. We started out by individually tearing pages out of magazines. These would be used as our background and used when cutting out objects/backgrounds to put on our classmates postcards. Beginning by passing your postcard to the left, we would cut out a piece from one of the magazine pages and past it on the postcard. After passing our postcard to three different classmates, we got our postcard back and began to analyze what it meant and what we could write about on the back of our postcard. When analyzing my first postcard, I felt that the object (particularly the human figure located in the upper half, pointing upwards, and coming off the page) represented a feeling of being beyond Earth. This relates to one of the principles discussed in Bang's book which states, "The upper half of a picture is a place of freedom, happiness, and triumph; objects placed in the top half often feel more 'spiritual'." (2000, pg.54). Bang also states, "objects that are higher up give a sense of floating or flying or otherwise escaping the gravitational pull of the Earth." (2000, pg.54). This studio relates to relationships because you have to make connections and determine relationships between different objects and designs. As Pink discusses seeing relationships he states, "People who hope to thrive in the Conceptual Age must understand the connections between diverse, and seemingly separate, disciplines. They must know how to link apparently unconnected elements to create something new. And they must become adept at analogy - at seeing one thing in terms of another." (2005, pg. 134). It also relates to relationships because we, as a class, have a relationship and we were all working together. Like studio one, this studio could be used in the same way in an elementary classroom. Students could begin with a blank notecard and trade with a few peers who add a piece to the notecard. I could relate this to a specific unit I am working on. For example, when learning about geography and different land formations I could provide the students with images of Earth's land. For the postcard writing portion, students could write a fictional story, facts about land formation, etc.
Finally, in studio three, we created pop-up homes. These homes were to signify a special place that you can always carry with you. I chose to create my home to appear very basic. I did this because I have lived in many homes over the year and I do not consider my "home" to be one particular structure. This relates to the big idea of relationships because it represents a relationship you have with a particular place. That place may also represent human relationships you have such as relationships with family members. This studio could be used in an elementary classroom. I could have students create a pop-up of their own home. As the teacher, I would want to reiterate that everyone lives in different types of homes and that each individual home is special in some way for each student. Could offer students a chance to share their pop-up home with the class and/or write a description of their home and a reflection about why their home is important to them.
Overall, all these studios reflect the "big idea" of relationships. They could all be used as activities in an elementary classroom as a way to teach students the importance of relationships in their life and to reflect on the relationships they currently have.
References
Bang, M. (2000). Picture this: How picture work. San Francisco, CA: Chronicle Books LLC.
Pink, D. (2005). A Whole New Mind. New York, NY: Riverhead Books.
For studio two, we created two postcard collages as a class. We started out by individually tearing pages out of magazines. These would be used as our background and used when cutting out objects/backgrounds to put on our classmates postcards. Beginning by passing your postcard to the left, we would cut out a piece from one of the magazine pages and past it on the postcard. After passing our postcard to three different classmates, we got our postcard back and began to analyze what it meant and what we could write about on the back of our postcard. When analyzing my first postcard, I felt that the object (particularly the human figure located in the upper half, pointing upwards, and coming off the page) represented a feeling of being beyond Earth. This relates to one of the principles discussed in Bang's book which states, "The upper half of a picture is a place of freedom, happiness, and triumph; objects placed in the top half often feel more 'spiritual'." (2000, pg.54). Bang also states, "objects that are higher up give a sense of floating or flying or otherwise escaping the gravitational pull of the Earth." (2000, pg.54). This studio relates to relationships because you have to make connections and determine relationships between different objects and designs. As Pink discusses seeing relationships he states, "People who hope to thrive in the Conceptual Age must understand the connections between diverse, and seemingly separate, disciplines. They must know how to link apparently unconnected elements to create something new. And they must become adept at analogy - at seeing one thing in terms of another." (2005, pg. 134). It also relates to relationships because we, as a class, have a relationship and we were all working together. Like studio one, this studio could be used in the same way in an elementary classroom. Students could begin with a blank notecard and trade with a few peers who add a piece to the notecard. I could relate this to a specific unit I am working on. For example, when learning about geography and different land formations I could provide the students with images of Earth's land. For the postcard writing portion, students could write a fictional story, facts about land formation, etc.
Finally, in studio three, we created pop-up homes. These homes were to signify a special place that you can always carry with you. I chose to create my home to appear very basic. I did this because I have lived in many homes over the year and I do not consider my "home" to be one particular structure. This relates to the big idea of relationships because it represents a relationship you have with a particular place. That place may also represent human relationships you have such as relationships with family members. This studio could be used in an elementary classroom. I could have students create a pop-up of their own home. As the teacher, I would want to reiterate that everyone lives in different types of homes and that each individual home is special in some way for each student. Could offer students a chance to share their pop-up home with the class and/or write a description of their home and a reflection about why their home is important to them.
Overall, all these studios reflect the "big idea" of relationships. They could all be used as activities in an elementary classroom as a way to teach students the importance of relationships in their life and to reflect on the relationships they currently have.
References
Bang, M. (2000). Picture this: How picture work. San Francisco, CA: Chronicle Books LLC.
Pink, D. (2005). A Whole New Mind. New York, NY: Riverhead Books.