BLOG # 19: Course Reflection

I really enjoyed learning about all of the contemporary artists from In the Making. As an art teacher I know I really need to keep up with what is going on in the art world. I should also buff up on my art history as well. I am a bit nervous about what positions may be available for me when I graduate. I think I really need to be ready to jump in to the education system as soon as I have the opportunity and just do the best that I can with the resources that I have. I have learned that every classroom can be so different. I was so impressed with some of the art that secondary students were creating. Getting back into a high school classroom really helped to remind me of where I was as person when I was in high school. I know that I want to teach high school students and I am so excited to try out my lesson plans.

BLOG # 18: Helping Students Foster a Positive Sense of Self-Identity

I think it is important that we develop meaningful relationships and really know who are students are in order for us to help them foster a positive sense of self-identity. Having our students use sketchbook journals is a great tool to encourage introspection. As a teacher, positively responding to our students' ideas and perspectives can also help cultivate an encouraging learning environment. Planning lessons that directly deal with the self is also an imperative aspect of bring self-identity to the menu for discussion. Sharing other influencing artists whose work is strongly guided by self-identity can be valuable as well. I think it can be enlightening for students when they hear about the stories of other artists and the challenges that they dealt with throughout their lives. The topic of identity looms with us throughout our lives. As we change and grow, our identities shift and morph to fit our new outlooks.

Blog #17: Collaboration

I was really interested in Ken Vieth's Contemporary Conceptualization of a Totem Pole project. It is a collaborative project that still represents each student on an individual level. However, the magic of the work exists when all the pieces are joined together to form one piece of art. Students also obtain unity through the use of color and the task of assembling each image in order to form a whole. The totem poles are composed from symbolic images that represent each student and embody aspects of their identity and personality.

I love that this collaborative project also calls for displaying the finished product in a public place. I found this sample image in From Ordinary to Extraordinary interesting to look at. Although many of the pieces reveal an expansive variety of shapes, they all visually cooperate with one another.

BLOG # 16: Expressing an Artistic Attitude (27a)

Migrant Workers

Dorothea Lange

1935

Mississippi Delta Children

Dorothea Lange

A couple wearing raccoon coats with a Cadillac, taken on West 127th Street

James Van Der Zee

1932

Gelatin silver print, printed later

Lange's Migrant Workers (top photo) and James Van Der Zee's Cadillac couple (bottom photo) depict two very different worlds. I found it interesting that they both of these photographs consist of a car that sprawl past the edges of the composition. Van der Zee's photograph is sharp, glitzy, and evokes the humans' admiration for luxury. The classy couple are enjoying their roomy ride of comfort while modeling their fancy clothing. I imaging them dressed for cocktails and a elegant night on the town.

In a different world, Lange's Migrant Workers have a different future. All the luggage that adorns the car reassures the viewer that travel is taking place. This photograph lacks the shine and reflective qualities that are shown in Van der Zee's photo. It is a bit grainier and not quite as clear. It makes me think of the future that these migrant workers might have had in store. I am sure uncertainty was an all too familiar part of their world.

James Nachtwey's website, Witness, also exhibits some intense photos depicting hardships and horrors of the world we live in.

http://www.jamesnachtwey.com/

BLOG # 15: Arts Advocacy

I have heard many art teachers note how IMPORTANT parents are for the arts in their schools. Everything is stronger in numbers. I hope to build healthy relationships with active and invested parents who strongly believe in the arts as well.

It is imperative that students' art has a presence in the community. Right now the Davenport school district has been displaying their students' work in the mall. It's right next to the Easter Bunny, so it gets lots of traffic. It's just a fabulous exhibit. When I checked it out the other day I also noticed lots of younger children admiring the art as well.

It's important that us art teachers have a little niche within the local art community as well. The more aware we are of things going on in our community, the more opportunity we can take advantage of in order to rally support for the arts. Writing lesson plans that are mindful of advocating for the arts and utilize students involvement as well, can be an important tool too.

It would be fun to do some creative fundraising as well to pull in some extra cash for important materials that the art room might need.

Blog # 14: Disabilities

My mother used to manage a facility for children with disabilities before she had my siblings and I. It's where she met one of her most dearest friends. If there is anyone who sees beauty in everything and just radiates kindness to everyone, it's those two women. When I was in high school she started subbing for a bit. Just something part time while the four of us kids were in school. Unfortunately, she was so displeased with the teachers that she had to work with in the special needs classroom. "I couldn't believe the things some of them say about the students, right in front of them or yelling across the room. - It's as if the thought that just because they are disabled they can't comprehend anything or have absolutely no feelings." I think it really disappointed her to work with professionals who worked in this manner.



I have been a visiting artist for Hand in Hand's Inspiration Studio for the past few years.

Here is a link to some of the students that I have worked with: http://www.handinhandqc.org/artists.php

I have learned SO much from those kids. There is never a dull moment. I think an important thing about working with students with disabilities is to know that many things that you plan might not go as expected or follow suite. I think you really have to gear the material towards the individual. It's important to be intuitive of the students' moods and give them the opportunity to lead their creative explorations. I was always so amazed with their artwork. Art is truly a valued outlet for their expression.

Blog # 13: Self and Alter Ego (3k)

My alter ego will be a combination of things that I hope I get around to doing and a bit of things that are my opposites.

Born: 1975, Spain
I grew up on a vineyard somewhere like la Rioja . It has been in my family for years.
Family: I am the youngest child
Education: M. Architecture, now I am self-employed. well versed in landscaping as well
Hobbies: piano player; classically trained but I love to play jazz and blues
I create mobiles
My work has given me the opportunity to travel all over the world.
I love math.
I am organized and rarely procrastinate or complain.
I am fabulous at organizing everything
My skin is a beautiful brown and I never get sun burnt or have to cake on the sunscreen when I am outside for extended periods of time.
I am daring and have very few fears. I have no problems watching scary movies.
Qualities: pragmatic, self-centered, pious, secretive, arrogant, daring, deceptive, courageous, irreverent

Personal: mind, imagination, intellect, memory, intelligence, sensuality, thought, spirit, brain, ideals, feelings, opinions, panic, order, chaos, perfection, unobtainable, splendor, comfort, excess, instincts

Activation: solo, instantaneous, constructive, predetermined, trial and error, passionate, evolutionary

Modern Day Athena, Peace Within

I responded to some one's self-identification blogs a few weeks ago. They were mentioning their goal to obtain peace from within. I was working on this modern day Athena at the time- The concept is always churning inside my brain. Thought I'd post it ;)

Blog # 12: LGBTQ

Julie Mehretu, Stadia II

Keith Haring, The Last Rainforest, Acrylic on Canvas, 1989

Keith Haring, Mom, Acrylic on Canvas, 1989, 60"x60"

I was first introduced to Keith Haring by my uncle who is gay. I think he really made a tremendous connection with this artist. He has two phenomenal prints hanging in his living room that he bought before Haring died. Keith Haring does tend to have phallic qualities throughout most of his work, but he also has plenty of appropriate work to show students. Exposing students to GLBT artists could be very helpful and comforting to a student who is challenged with their sexual identity with in society.

One of my closest friends during high school was gay. He was usually such a outgoing and personable individual that I don't think that he experienced any anti-gay/discrimination during high school. But it was probably because he never told anyone else about his sexual identity. I remember how melancholy he would get at times when he would express how difficult it was for him and how homosexual males were perceived totally different than homosexual females. He despised how being gay seemed to consumes one's entire identity. He was basically forced to pretend to be straight in front of others. His father especially, who was openly against homosexuality. I couldn't imagine having to live like that- I am sure many kids might experience a similar scenario at home with their family. Most of all I recollect his longing to simply love another human and have a normal relationship with a significant other.

If I was approached by a student who "came out" to me, I think the most important thing to do would be to truly listen to them. Whether or not they had "come out" to their family or friends is something that I would have no control over. It is their choice to decide who and when they feel they need to tell. Their confidence in my ability to keep their thoughts private would be important to me. I think if there was hinting of suicidal thoughts or threats against the student, I know I would be obligated to share this information with the school counselor and/or principal.

I think dealing with rude, inappropriate, and vulgar comments about a student's sexuality is important. It's vital to express that you do not tolerate it and you expect your classroom to be an environment where all students should feel safe.

Blog # 11: A Moment of Discrimination

I have felt discriminated against before or been belittled because I do not belong to an organized religion. My parents encouraged my siblings and I to believe in what we wanted to believe in and they never belonged to any place of worship or took us to services. I remember even when I was a little kid and many of my neighbors would get dressed up to go to church and then they would all go out to brunch with the Sunday crowd afterwards. It had such a social aspect to it. There were churches on practically every corner in Huntsville, Alabama. I do remember uncomfortableness arising between me a my peers and neighbors when the subject was discussed. I know peoples' religious beliefs, no matter what they may be, are a very important and PERSONAL issues. Peoples faith in a variety of religions is inevitable. However, I don't believe it's necessary to push your beliefs on others.

Rules for the Classroom

Blog # 10: Lesson Plan Ideas

I have decided to focus my first lesson plan on 1.h - Indignation

Students will create a work of art that represents something that sparks indignation. They must choose an issue that's physical setting takes place outside of the United States. I want to recommend that they choose an issue that they have found themselves to connect with and feel passionate about even though it is occurring miles away.

Their piece should provoke the viewer to somehow feel connected to this issue even though it is physically occurring outside of the country. It should entice them to relate to the situation as well as illustrate at least 3 details about the issue/situation to help inform the viewer and broaden their perspective on an event that they might have overlooked in the national news section of the newspaper.

Materials: mixed media (collage- newspaper clippings would probably be a great addition too!), colored pencils, watercolors)

I think this is a valuable lesson because high school students are at that blossoming time in their lives where they are becoming more aware of other events and issues throughout the world. Their concepts of the world are developing as they begin to think about the world beyond themselves. I believe it's important for us to get out of our bubbles and be aware of what is going on in other parts of the world. This lesson will encourage some research as well. I also believe that this lesson would be a good source for valuable discussions and a way for students to teach each other new information and voice awareness for issues that might usually get swept under the rug. I want students to bring out the advocates inside themselves and voice issues that are unjust and need to be heard.

I think this is a valuable activity for students, however, I imagine I might run into problems with appropriateness for the schools setting. It's almost a catch-22 because some things that happen in the world aren't beautiful or pretty to look at, they are harsh, disturbing, cruel, and inhumane. I want to allow students freedom to express themselves and their message, but at the same time I might have to sensor some of the images students wish to display.


Artists to show students:
Oswaldo Guyasamin, El grito No. 3

Oswaldo Guyasamin, Las manos de las esperanzas

Picasso, Guernica

Seth Tobocoman. War in the Neighborhood

I am still searching for more contemporary artists as examples.

Blog # 9: Self Identification: Transpersonal (3.C)

family: daughter, sister, niece, step-niece

gender: female

education: B.A. in Studio Arts- painting, minor in Spanish

sexual orientation: heterosexual

nationhood: American, Irish

neighborhood: West end

race: Caucasian

body type: short

preferred leisure activity: art, music, games, walking my dog

political belief: I share bits of perspective from many sides

religious affiliation: n/a

state of health: healthy

economic status: middle class

age: 25

generational identity: generation y or millenniums

marital status: single

diet: food - love it, except for seafood

preferred websites: amazon, etsy, Smithsonian

music: almost all types, surf, rockabilly, jazz, blues, old country, pop, funk, rock, 80s', indie, punk, alternative, folk, Americana, classic rock, reggae, etc.

taste in fashion: simple, I buy what I can afford and is comfortable -but I love retro and vintage stuff

taste in art: abstract, German expressionism, cubism, pop, figurative - appreciate almost all of it

Blog # 8: Self Identification: Personality (3.B)

Shape: Both round and angular

Colors: Varied: and they have various moments of harmonizing and clashing

Scale: Large scale - if you know me, but I am usually very quiet and shy around the unknown

Condition: Stable with room for dynamic growth

Blog # 7: Self-Identification: Personal - (3.A)

What makes me feel guilty?

• When I am not very productive
• When my pallet of mixed colors of paint dries out - and my unfinished paintings start to collect dust
• When I don't spend enough time with the important people in my life
• When I talk too much and if I interrupt others
• When I watch T.V.
• When I don't walk my dog or play frisbee with her often
• When I eat junk food or go out to eat too often
• If I am not prepared
• That I temporally stopped making/writing music
• When I slack-off on my sketchbook/journal
• If my schedule has conflicts and I am unable to do what I have told someone I could do
• When I think about how lucky I am compared to many people in the world
• That I don't keep up my second language - and my little sister has mastered it
• That I am so not Eco-friendly by commuting to Iowa City and the amount of $ I throw to the gas companies

What makes me feel worthy?

• Making art
• Being myself and a trying my best
• Being a good and reliable friend, sister, daughter,girlfriend, and employee
• Getting my art education teaching certification and braving the education system
• Sticking with my passion and doing what is important to me
• Helping others
• Donating my art for a good cause
• My dog, Sierra, was rescued from the pound
• Volunteering

What makes me laugh?

• Funny movies
• myself
• My friends and family
• My dog, Sierra
• The ironies of life
• Retelling my once most embarrassing childhood memories/stories about my siblings and myself
• King of Queens, the Office, and The Colbert Report

What embarrasses me?

• Being late
• Telling a story and I totally forget the point that I was going to make
• When I totally misinterpret something
• If I fall in front of a bunch of people
• When I grab the best looking apple in the produce aisle and the rest of the pile spills on to the floor

What thrills me?

• A beautiful day
• Roller coasters
• Being able to go on a vacation
• When we bought our fist home
• Throwing a fun party
• Going to live concerts
• Going to Johnny's Italian Steakhouse

What comforts me?

• A great pair of PJs and slippers
• My significant other
• A cup of coffee or hot tea
• Ice cream
• A bath
• Writing in my journal
• Bonfires or a fire in the fireplace
• Being in a greenhouse
• Reading bibliographies

What makes me sad?

• When others are in pain
• My cell phone and cable bill
• When I see paper in the garbage can and not in a recycle bin
• When I see the homeless holding signs by the interstate ramps
• Schools that don't have art classrooms
• If I miss a special event
• Abused animals

Blog # 6: Identity and Artwork

I was in a deep state of fluctuation with my identity in high school. I was wrestling with who I was and who I wanted to be. I battled with such low self-esteem throughout middle school and a bit through out high school. I think that is one of the reasons I fell into some the traps that I did. I was in this awkward state of frailness and craving to be noticed. At the same time I believed all my ideas were flawless and I loudly voiced my opinions. Especially to my parents because they usually listened. I started realizing that things in the world aren't as they seem. I constantly wondered why everyone else could live with some of the harsh realities of the world. In middle school and high school I was emerging out of a sugar coated world and into reality.

I think my identity really began to develop much further once I was out of my parents house, living on my own, and starting to forging my own way through the world. Maybe our identities are in a constant state of development. Now, I know I look at things and see myself differently than I did when I first went to college and was getting my B.A.

I think my artwork is always changing in some aspect or another. It has definitely evolved from my work in high school. I am happy that I can still look back on a few of my high school works and appreciate them for what they are and what I was as an artist at that point of time in my life. When I was younger, I think my focus was on learning how to use different mediums instead of the messages that I wanted to send my viewers. I was more concerned with acquiring skills so I could later manipulate and alter them in some way.

Blog # 5: Experience at High School (1/26)

I feel that my overall experience at the high school went well. There seemed to be a positive atmosphere throughout the room. Two students from our group were absent that day so I think we could only go so far with our brainstorming in order to grant the absent students some room for their opinions and ideas. One student was a bit out of it, however, I think he perceived that the cake project might provoke some interesting happenings in the future. I am very curious to see this project progress and the actions and reactions that will occur as we cross the barriers that exist within the clay world and gravity. I am pretty sure the students have decided to go with the banana spilt/sundae idea. I like the idea. Who disagrees with ice cream? I also googled a blurb about the origins of the ice cream sundae. Historians actually have three different opinions - one version comes from Illinois! Maybe they could make some historical/social connections. I have printed off several close-up and detailed photographs of ice cream for the students. They might come in handy in the future when they are focusing on the textural details of the ice cream. I hope we can encourage a bit more activity from the students during our next visit (dive into the project with a bit more energy and accomplish some more of their sketching).

Blog # 4: Summary & Response - Fires in the Bathroom & From Ordinary to Extraordinary

Fires in the Bathroom
Chapter 2 mainly focused on ways that teachers can interact with their students while showing respect for their students. It boils down to respect instead of "liking". Students are very aware of the intentional and unintentional messages that teachers send. I found the two lists titled The Bargain We Make with Teachers and Some Things We Want to Know on the First Day interesting.

From Ordinary to Extraordinary
I really enjoy Vieth's perspectives on creating art projects. The most reoccurring concept throughout chapter 2 focuses on inspiring students to look at all the subjects that they work with in different ways (Ex: popcorn, soda cans, pencils, slides, food, tools/keys, etc.). Once students experience art this way, they will forever take these lessons and ideas with them throughout their lives. I found so much potential in each of the projects that were mentioned. Vieth approaches art with a phenomenal sense of being able to balance expectations and focus along with allowing students freedom to make important choices that will guide the outcome of their projects. Another very valuable attribute that exists within all these projects is that the results are all DIFFERENT and unique. It's important for students to see the individuality in their work and find comfort or pride in their individuality. Vieth also mentions that he always displays the students' work right after they have finished. He also attempts to get "non-art students" involved in his creative-thought provoking projects. During the brain-storming process of the doorknob activity, Vieth placed some doorknobs and a sign in a display case near the art room in hopes of sparking interest. Ultimately, he was successful and several students completed the project.

Blog # 3: Scoping an Audience (7A & 7B)

Claes Oldenburg & Coosje van Bruggen
Typewriter Eraser, Scale X
Washington, D.C.
1999

Claes Oldenburg & Coosje van Bruggen
Dropped Cone
Neumarkt area of Cologne, Germany.
2001

7A
Claes Oldenburg work thrives in a public setting, just like Charles Ray's Firetruck. I can connect his work with the still life masters mentioned in the sense that they both illustrate realistic portrayals of everyday objects. The melted part of the ice cream in The Dropped Cone really appears as if it has dropped from the sky and been left to melt in the sun, stuck on the corner of a downtown building. The Typewriter Eraser illustrates a sense of movement, just like his dust pan piece at the Denver Art Museum.

Raphaelle Peale

Venus Rising from the Sea - A Deception (After Bath)
1822

Charles Ray

Fall '91

1992

7B
I choose to compare Charles Ray's Fall '91 and Raphaelle Peale's Venus Rising from the Sea - A Deception (After Bath). One similarity between these two artists and these particular pieces is that they both toyed with their viewers' expectations. When a viewer approaches Ray's Fall '91 they are expecting a life-sized woman mannequin figure. The closer viewers get, the larger her proportions get. Peale's piece is misleading through the title and plays on the idea of what was tolerable in mainstream American society during the early 1800's. By viewing the title, Venus Rising from the Sea, one would expect a figurative piece of a nude female. Instead the viewer experiences an incredibly realistic depiction of a cloth hanging from two pins on a clothes line. It intentionally blocks the viewer from the female figure in the background. Peale reveals a hint of a foot and an outreached arm that are barely visible from outside the cloth. This cloth is of course much less offensive to viewers as opposed to a nude figure during this time period in American society.

Besides Peale's spin on the title, he depicts his true ability to create a trompe l'oeil effect with the draped cloth/towel. Peale operates within a 2 dimensional setting. Ray deceives the viewer by utilizing a 3D space. He analyzed how and what a viewer would visually perceive from a distance. The manipulation of space exists with in the viewer's space in relation to their physical location of Fall '91.

Blog # 2: From Artist to Teacher

My style and the nature of my art has gifted me with much patience and persistence. When ever I explore new outlets of creating or manipulating a material, I want to try dozens of ways to do it. Sometimes I strive to create a whole series out of a new method. I believe you have to make a lot of art in order to evolve. Certain steps will inevitably lead you somewhere you have never explored before and inspire artistic growth. I feel my ability to exercise my patience and persistence with my art will be an attribute that I aim to share with my students. Most of us are capable of doing so many things way beyond what we could ever imagine ourselves doing. I think secondary students especially, thirst for external support from their peers and especially an experienced adult/teacher. Since my secondary school years, I have held interest in many artistic fields such as music, writing, sculpture, photography, and the studio arts (painting, mixed media, etc.). I hope my versatility will aid my ability to teach students who seek to incorporate a multitudes of different interests.

Artists are open to new perspectives and they are continually diversifying to new unknown grounds. They are explorers who crave to share their findings with the world and inspire others to take a second look or question something they never questioned. Students are an audience, they are a future. If an artist has an undying passion for their work and their quest for expression is dynamic, these features can lean themselves towards a successful teacher.

Not having time to make art when I become a teacher is one of my biggest fears. I have met so many people who put their art on hold and then pick it back up as a hobby after they retire. I can't ever imagine myself doing that. Creating art is part of my overall health. I expect to battle between prepping and time to make art during my first few years of teaching, but I must continue making art, especially if I am an art teacher.

Over the course of my experience at the Museum, I have found that making samples of the next project to show my students is a great way to keep me doing something very regularly. It challenges me to work with new materials. I noticed that Veith also mentioned this idea in Chapter 1. I have also found it beneficial to work with the exact same material that you are making your students work with. Some papers will react differently to different mediums and paints have various levels of viscosity. You will also be better prepared to educate you students about the more technical procedures that they need to be aware of. Successful and well-rounded art education incorporates both the technical elements of art as well as creative essences. I think allowing students time to experiment and acquire experience with a material is necessary in order for them to exercise their full potential in the realm of creativity.

Blog # 1: Remembering High School and Facing Fears

Art class and creative writing class saved me when I was in high school. My father's job moved my family around quite a bit when I was a kid/teenager. I was always on the lookout to make new friends considering I always had to leave my old ones behind. As a teenager, I thought it was the cruelest thing my parents could have done. Now, I thank them for supplying me with a myriad of life experiences and exposure to different cultures and ways of life. During my high school years, I lived in the art classroom. I had a wonderful art teacher who always supplied me with inspiration and never criticized my wild endeavors. For many students, the art classroom was a class where they could exercise their disruptive behaviors and seek out creative ways to misuse art materials. It irritated me as a student because I would constantly walk back to my workspace area and find puddles of paint left upon the counter tops and wads of clay miscellaneously thrown about. In high school I took art so seriously. It was such a vivid attribute to my life. I found it difficult to imagine how some individuals weren't really interested in it. It will be these kinds of students who will continually challenge my teaching abilities. No matter who you are, there is some way, some how that you can find something relevant in art or something worth expressing. I believe in art and I believe everyone needs exposure to art, whether they know it or not. This is what I am excited about. Helping students find something inside themselves that they didn't even know existed and showing them outlets to expand their capabilities to artistically express themselves. Introducing new perspectives and interpretations and hearing about their own perspectives and interpretations. That's exciting!