What do all of these pictures have in common? They are all things beginning with the letter S, located at Indiana University. The idea of this project stems from the book B is for Brooklyn, written and illustrated by Selina Alko. Her book is a celebration of Brooklyn and the culture of the area. Doing an activity like this helps children recognize aspects of their own neighborhoods in a celebration of community. Students may chose to use pictures or illustrations of their school or favorite place. Landmarks, events, local art or murals, and cultural influences that make up the area are all examples that could be incorporated into your students' collages.
Learn how to be more creative with your students Here are a few inspirational resources to refer to: http://thomaselementaryart.blogspot.com/ http://elmwoodart.blogspot.jp/ https://artfulparent.com/
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I found this assignment really wonderful and definitely will be doing this with my students. 1- Students create instruments with found objects. (Shakers, drums, etc...) 2- Students are grouped. Each group should have a student from a different category of instrument (i.e. not multiple shakers in the same group). 3- Groups will select a book out of set of books provided by the teacher. 4- Student groups read the book then make a song using the book as inspiration. 5- Once the group has completed their song they will perform for the class. This activity can be modified for all age groups. Here is a video of Ms. Ward's Kindergarten students that are presenting the instrument they created. In class we learned about the six basic simple machines as well as Rube Goldberg machines. After we learned the science concepts behind each working part to the machines we were instructed to create our own. After designing and testing our Rube Goldberg machine we considered the elements we used in our creation. The main simple machine we used was an inclined plane. Therefore, following our creation we used multiple inclined planes to create a moving sculpture. Above is a video of our successful working sculpture. A marble follows three inclined planes to ultimately drop down a path that spins a playing card windmill and lands into a net at the bottom. a faithful attempt is a wonderful blog created with the sole purpose to share with teachers K-12 ideas for art projects. I hope you find this blog helpful when looking for ways to incorporate art into your classroom plans. As a future teacher this was a very helpful assignment. It forced me to push myself to see the value in and how to effectively integrate the arts. As a result of this course I now have a better understanding of art integration and how easily and meaningful it is to do in my classroom. In my final reflection I mentioned how this semester has been a success and made me a happier person. I notice a difference in my attitude and because of the big changes in my life that have taken place I will strive to include the arts into my future class as often as possible.
My Professor's Visual Art Projects Reflection Questions:
1) Look at your four projects. What statements can you make about all four of them? As a collection, what does your art say about you? 2) What part of the art process did you enjoy the most? The least? 3) How are you inspired by this process? 4) What have you learned about teaching visual arts? 5) Which project was your favorite? Which is the one you like the least? 6) What one word would you use to summarize your artwork? As a class assignment we were encouraged to find 1 inch of beauty and bring it to class. My object came immediately to mind when we were given the assignment. My great great grandmother's engagement ring is one of a kind and over 120 years old. My great grandma, the daughter of my great great grandma, passed it down to me as a Christmas gift about 6 years ago. I wear it frequently because it is so precious to me and I love sharing its beauty with people.
When everyone arrived to class, we were instructed to bring our object to the front table to share with the class. As we all placed our valuable items on the table there was a certain silence that took over the room. It was as if we were all being vulnerable and brave as we placed our item on the table. Everyone gathered around the table and stared at the objects. Was my object beautiful in the eyes of others, I wondered. Then, we began to discuss our objects: what it is, what it means to us, and the story behind it. My classmates were sharing some of the most brilliant stories. At one point I think we were all in tears. I didn't share about my object but I know that all of my peers and I had great attachment and love for our objects. Something so small, just 1 inch, can mean so much to a person. Beauty is relevant and beauty is about how it makes you feel. I looked at the objects in front of me and once I heard their stories their beauty began to shine. As teachers, we are conditioned to believe that every task needs to have an ultimate clear objective but in art the line becomes blurred. Students need to be creative to understand all areas we teach in whether that be science, social studies, reading, etc... and in a world where everything we do serves a purpose we need to be making sure we give students a chance to connect with their inner self and be creative. Art is a great way to do that and integrating the arts is a lot simpler than you think. Check out my blog about integrating the arts that's coming in the near future. In the meanwhile, I encourage you to watch this short video called Beauty Is In The Eye Of The Beholder (click here). We all see things differently. We even see ourselves differently from how others see us. This piece was painted by moi while listening to the song Hello / Lacrimosa by The Piano Guys. The purpose of this activity is to explain certain features of the brain. When a stimuli, such as music, is introduced to your sensory receptors a message is sent to the brain. Your brain deciphers the message; therefore, the mood (that my brain interpreted) of the song is conveyed in this painting. Individuals who have a genetic anomaly called synesthesia, experience a quite remarkable effect in their brain when stimuli is introduced. For example, artist Melissa McCracken sees color when she hears noise. This is caused by the production of a sensory impression that relates to one sense of the body that stimulates another sense of the body. Many of my peers also did this activity and no two paintings looked alike. Our brains all came up with different images to represent and encompass the emotion of the song. Just as we all created vastly different looking paintings, our students will also decipher things differently. Sharing, acknowledging and cherishing these differences is helpful in bringing you and your students closer together. You are able to see the inside workings of your brain and compare how two people might interpret something differently. How remarkable! In the links down below I have included a blog where people who have synesthesia can share about their lives. It is quite an interesting peculiarity. :) Also, check out the beautiful artwork Melissa McCracken has on her site. I encourage you to view her artwork and listen to the song while you take in the piece. Do you feel the color, texture, space, etc... that she uses in her artwork conveys the same feeling and images that your brain came up with?
https://www.melissasmccracken.com/ http://syndiscovery.com/blog/
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