Automatic Drawing
On the first day of class, I was asked to simply create lines without picking up my pencil until "stop" was called. So, I simply did just that. At the conclusion of this "free draw" the class was then told to use the lines we created to form an image. Ironically, after erasing a few lines I was presented with a platform with which a colorful fish emerged. I have always had an intense love for the water, so I was pleased to see the image that began to appear before me.
Art is everywhere around us. Even though we were simply told to draw lines, the images we created from these lines helped to represent our identities. For me, the colorful fish that I saw from the lines I drew is an image that is relatable to my identity.
Similarly, this activity can be used in a classroom as students can think abstractly about the images they create and the relationships that can be made between these lines and a student's identity. Teachers can utilize this opportunity for art integration by probing students to make connections between their identity and the images they discover amongst the lines they initially created.
Art is everywhere around us. Even though we were simply told to draw lines, the images we created from these lines helped to represent our identities. For me, the colorful fish that I saw from the lines I drew is an image that is relatable to my identity.
Similarly, this activity can be used in a classroom as students can think abstractly about the images they create and the relationships that can be made between these lines and a student's identity. Teachers can utilize this opportunity for art integration by probing students to make connections between their identity and the images they discover amongst the lines they initially created.
inspired by: Henry Matisse
When asked to create a small collage depicting events or things that have shaped my life and the person that I am today, several memories came to mind.
The first collage, a scene of grass, a blue sky illuminated by beams of light, and an ice cream cone remind me of my childhood memories at my grandparent's farm. Sundays spent at the farm in the summer featured clear blue skies, fresh air, and refreshing ice cream after mass.
The second collage exudes a much solemn emotion as signified by the orange ribbon representing Leukemia. April 12, 2012, a day infinitely engraved into memory, will always resonate emotions of pain, sadness, and fear as I learned that my sister and best friend Ashlee had Leukemia. The umbrella symbolizes hope and comfort from the bond Ashlee and I share as sisters.
The first collage, a scene of grass, a blue sky illuminated by beams of light, and an ice cream cone remind me of my childhood memories at my grandparent's farm. Sundays spent at the farm in the summer featured clear blue skies, fresh air, and refreshing ice cream after mass.
The second collage exudes a much solemn emotion as signified by the orange ribbon representing Leukemia. April 12, 2012, a day infinitely engraved into memory, will always resonate emotions of pain, sadness, and fear as I learned that my sister and best friend Ashlee had Leukemia. The umbrella symbolizes hope and comfort from the bond Ashlee and I share as sisters.
Henry Matisse cont.
The studio concept of the mini-compositions project is closely intertwined with the theme of identity. Through these collages, one is able to express their identity through depicting the events that have shaped the individual into the person he or she is today.
This project can ultimately be used to employ visual art integration into the classroom. Students can create their own collage compositions to express their unique identity. The students should explore the events and things that have shaped their lives thus far and use an array of media to create their work of art. These collages provide a great arena for creativity to emerge as students are simply bound to their own experiences.
inspired by: Chuck Close
This Disney inspired piece of art required me to reflect on myself and the different sides of my personality. I was able to relate to the Disney protagonist Ariel in several ways. Ariel can be described as impulsive, curious, loyal, emotional, adventurous, charming, kind-hearted, and naive, characteristics with which I can relate. On the other hand, I found myself to closely resemble the personality of the Disney antagonist Scar. Scar is viewed as being jealous, manipulative, intelligent, charismatic, and power hungry, many traits of which I can closely relate. Through my art, I illustrated these two characters, and ultimately Ariel's "waves" are "putting out" or compensating for Scar's "flames."
Once again, this project calls for self-reflection. By exploring one's personal identity, it is evident that the connections that can be made between one's identity and the characteristics of Disney characters can cause an individual to further explore his or her own identity.
Art integration can be employed through this activity as students can make text to self connections as they search for a Disney character to which they can relate and ultimately utilize these connections to create a work of art. Students must self-reflect to discover who they are and the characteristics that help to create their own identities.
Once again, this project calls for self-reflection. By exploring one's personal identity, it is evident that the connections that can be made between one's identity and the characteristics of Disney characters can cause an individual to further explore his or her own identity.
Art integration can be employed through this activity as students can make text to self connections as they search for a Disney character to which they can relate and ultimately utilize these connections to create a work of art. Students must self-reflect to discover who they are and the characteristics that help to create their own identities.
inspired by: William Wegman
For this project, I used personification to capture the classic story of The Ugly Duckling. Through this image, the "ugly duckling" is originally pictured as a joke as characterized by the joker card. This character is portrayed by a rat, an animal that typically is thought to be disgusting and as an outcast lacking value. However, after facing a great deal of despair and rejection as symbolized by the fog, the ugly duckling transforms into a swan. This transformation is marked by the figure leaping forth from the water or the ugly duckling's former pond and taking flight. The stallion represents the beauty from the ugly ducklings new confidence. The question "Who has an honest though plain face?" is centered on the rat's character. The rat is also being "looked down upon" as his foes ask "Whose face is her fortune." This represents the bullying that the ugly duckling endured.
This task can bring forth a variety of topics to be introduced to students. For example, literacy and art can be integrated into this project as teachers can discuss the meaning of personification as well as introduce classic literature to students to introduce characters such as the ugly duckling. In addition, within the story of The Ugly Duckling, the topic of bullying and its repercussions can be discussed. This prelude to bullying could help significantly in enhancing the classroom community.
This task can bring forth a variety of topics to be introduced to students. For example, literacy and art can be integrated into this project as teachers can discuss the meaning of personification as well as introduce classic literature to students to introduce characters such as the ugly duckling. In addition, within the story of The Ugly Duckling, the topic of bullying and its repercussions can be discussed. This prelude to bullying could help significantly in enhancing the classroom community.