ART JOURNAL 2
02/03/2020
Please think about and answer the following questions
What events/moments/personal experiences change or refine my past perspective to look at art teaching and learning now?
What current learning or art education theories do I learn related to this change or revision?
How does my art piece (or the process of making this art piece) represent this change or revision?
How does my current understanding influence my path of be/coming an artist and educator?
Upon reflecting on these questions I reflected back to my 10 ideals, which ultimately represent my teaching philosophy to this point:
1. Eclectic: Students find a home in the art room among a diverse array of ideas, ways of thinking, approaches to art, cultures, and practices. These interactions help them reflect, assess, compare, incorporate, and grow.
2. Failure as a tool for success.
3. Experimentation and active involvement in learning.
4. The freedom for students to choose which areas of study interest them: (personal relevance).
5. Insight and interactions with the community, and ways that students can get their artwork out into the world NOW! (Instagram, Etsy, Deviantart... etc)
6. Creative thinking as a developed skill to impact other aspects of students' lives.
7. Avocation of the arts, art appreciation, and enjoyment of art regardless of the student identifying as an artist moving forward or not.
8. Possible career avenues available as an artist.
9. Life Long Learning: this includes my students and myself.
10. Personal Connections to students and presence as an active member in the community in non-art related areas.
Based on these pillars I connected back to the importance of representing these ideals through my teaching practice, and developing them further through continued reflection and assessment... But, what events lead me to feel this strongly about these particular ideas and what direction can I envision them going? With the in-field experiences I witnessed at the ECC observation, my experiences from last semester teaching first and second grade at Beattie, and my lecture coursework at CSU, I have grown from an aspiring artist into a teacher.
In accordance with the visual requirement of the journal entry, I created and documented an art project that I have been working on (and developed further); which encompasses the lessons I have learned to this point, as an artist and as a teacher. I have analyzed the trajectory I would like to explore further with experiences from the guest speaker and young student learning discussions we have had. This art project is my hope to create children's picture books, as a side interest of my ultimate goal of becoming a teacher. Writing and Illustrating combine literacy and art in an intimate way. I hope by the end of this semester to complete this book and use my growing knowledge of my students developmental journey to influence my writing and art for the better, and make a work of art that I can read with my students and inspire them to appreciate art.
"Please reflect on three aspects of personal teaching and learning experiences—past, current, and future application— in your journal along with an art practice/piece (or refined art piece) that you created."
The art piece combines my experience as well as my goals as a teacher and working artist. In remaining active as an artist I feel I will be able to better inform my students about changes in the art-field landscape, and for my older students, particular knowledge in regards to possible art career paths.
In creating a story, I feel like it lends itself to the repetitious viewer, who can have an intimate experience with the art, but also the ability to return back to the "scene of the crime" and discover new revelations or interpretations of the work. To engage the viewer in this manner, through a book, gives me as an artist and teacher, the opportunity to create something that has multiple ways to connect with the reader overall.
What events/moments/personal experiences change or refine my past perspective to look at art teaching and learning now?
What current learning or art education theories do I learn related to this change or revision?
How does my art piece (or the process of making this art piece) represent this change or revision?
How does my current understanding influence my path of be/coming an artist and educator?
Upon reflecting on these questions I reflected back to my 10 ideals, which ultimately represent my teaching philosophy to this point:
1. Eclectic: Students find a home in the art room among a diverse array of ideas, ways of thinking, approaches to art, cultures, and practices. These interactions help them reflect, assess, compare, incorporate, and grow.
2. Failure as a tool for success.
3. Experimentation and active involvement in learning.
4. The freedom for students to choose which areas of study interest them: (personal relevance).
5. Insight and interactions with the community, and ways that students can get their artwork out into the world NOW! (Instagram, Etsy, Deviantart... etc)
6. Creative thinking as a developed skill to impact other aspects of students' lives.
7. Avocation of the arts, art appreciation, and enjoyment of art regardless of the student identifying as an artist moving forward or not.
8. Possible career avenues available as an artist.
9. Life Long Learning: this includes my students and myself.
10. Personal Connections to students and presence as an active member in the community in non-art related areas.
Based on these pillars I connected back to the importance of representing these ideals through my teaching practice, and developing them further through continued reflection and assessment... But, what events lead me to feel this strongly about these particular ideas and what direction can I envision them going? With the in-field experiences I witnessed at the ECC observation, my experiences from last semester teaching first and second grade at Beattie, and my lecture coursework at CSU, I have grown from an aspiring artist into a teacher.
In accordance with the visual requirement of the journal entry, I created and documented an art project that I have been working on (and developed further); which encompasses the lessons I have learned to this point, as an artist and as a teacher. I have analyzed the trajectory I would like to explore further with experiences from the guest speaker and young student learning discussions we have had. This art project is my hope to create children's picture books, as a side interest of my ultimate goal of becoming a teacher. Writing and Illustrating combine literacy and art in an intimate way. I hope by the end of this semester to complete this book and use my growing knowledge of my students developmental journey to influence my writing and art for the better, and make a work of art that I can read with my students and inspire them to appreciate art.
"Please reflect on three aspects of personal teaching and learning experiences—past, current, and future application— in your journal along with an art practice/piece (or refined art piece) that you created."
The art piece combines my experience as well as my goals as a teacher and working artist. In remaining active as an artist I feel I will be able to better inform my students about changes in the art-field landscape, and for my older students, particular knowledge in regards to possible art career paths.
In creating a story, I feel like it lends itself to the repetitious viewer, who can have an intimate experience with the art, but also the ability to return back to the "scene of the crime" and discover new revelations or interpretations of the work. To engage the viewer in this manner, through a book, gives me as an artist and teacher, the opportunity to create something that has multiple ways to connect with the reader overall.
I found this question profound… “As you reflect on your projects over the past decades, do you say to yourself, “Wow I’ve done a lot”, or do you come from the mindset that there is still a lot to do? I believe it is a journey, which coincides with the readings and field-experience we have shared. There is great value in the process of creative thinking, and art-making lends itself to indefinite discovery… if exploration is the emphasis of the project!
Intrinsic value and processes orientated teaching for children is essential to developing a positive association with art, particularly in regards to the development of their motor skills and linguistic abilities. We discussed this correlation through class readings and lecture, and engaged in an in depth conversation of how these absolute principles affect young children and their ingratiation into the modern education system.
Art has a proven correlation to linguistic and numerical understanding also, and this triad is expressed relatively well through students early on in their education as a whole. However, as we age we tend to specialize into a field that, not only caters to our disposition, but also to our career goals and financial aspirations. This is the point in which students, myself included, tend to dissociate with art as a means to create a livelihood, and look to other avenues as a socially successful life.
I was a poor art student initially. I used my drawing skills and work ethic to impress people with realistic drawings, however once I devoted myself to the craft, I began to understand the value creative thinking and problem solving techniques can have on all aspects of a person’s life. These skills transitioned well to my athletic and business endeavors, and developing an appreciation for art helped me to experience a more fruitful experience of what the world has to offer. With the young students of the ECC I saw that these ideals directly translated into their curriculum, but wondered how a Reggio Emilia inspired programs could impact later progressions of the education system?
In Reggio Emilia inspired programs, student centered learning is the desired outcome. Reggio schools employ social constructivist art projects, with the goal of students engaging in sensory exploration in their natural environment. With emphasis on the “natural environment”, the classrooms offer a connection to nature, plants and animal life, with students learning the importance of following through on clean up, maintenance, animal care, and role/task fulfillment. This takes place in a classroom environment that mirrors a home environment, with teacher supervision that is both authoritative and receptive to student feedback. As we witnessed at the ECC, the students were very receptive to this type of learning environment. It not only promoted choice based experiences, genuine social interaction, but also naturalist well rounded development.
I was immediately impressed with how our readings and coursework, reflected life.
In regards to the visuals presented, I am keeping in mind the linguistic age of my audience, and learning from how they are interacting with the world around them. By allowing the teacher to be the: adult, peers, and environment, I am able to grow as a communicator to these children, as well as an artist, and teacher. My correlation to understanding art mirrors my students in an intimate way. I hope that by further learning about how the student at this stage in their development learns, I will be better equipped to teach, and create art that impacts them as the viewer in a greater way.
Intrinsic value and processes orientated teaching for children is essential to developing a positive association with art, particularly in regards to the development of their motor skills and linguistic abilities. We discussed this correlation through class readings and lecture, and engaged in an in depth conversation of how these absolute principles affect young children and their ingratiation into the modern education system.
Art has a proven correlation to linguistic and numerical understanding also, and this triad is expressed relatively well through students early on in their education as a whole. However, as we age we tend to specialize into a field that, not only caters to our disposition, but also to our career goals and financial aspirations. This is the point in which students, myself included, tend to dissociate with art as a means to create a livelihood, and look to other avenues as a socially successful life.
I was a poor art student initially. I used my drawing skills and work ethic to impress people with realistic drawings, however once I devoted myself to the craft, I began to understand the value creative thinking and problem solving techniques can have on all aspects of a person’s life. These skills transitioned well to my athletic and business endeavors, and developing an appreciation for art helped me to experience a more fruitful experience of what the world has to offer. With the young students of the ECC I saw that these ideals directly translated into their curriculum, but wondered how a Reggio Emilia inspired programs could impact later progressions of the education system?
In Reggio Emilia inspired programs, student centered learning is the desired outcome. Reggio schools employ social constructivist art projects, with the goal of students engaging in sensory exploration in their natural environment. With emphasis on the “natural environment”, the classrooms offer a connection to nature, plants and animal life, with students learning the importance of following through on clean up, maintenance, animal care, and role/task fulfillment. This takes place in a classroom environment that mirrors a home environment, with teacher supervision that is both authoritative and receptive to student feedback. As we witnessed at the ECC, the students were very receptive to this type of learning environment. It not only promoted choice based experiences, genuine social interaction, but also naturalist well rounded development.
I was immediately impressed with how our readings and coursework, reflected life.
In regards to the visuals presented, I am keeping in mind the linguistic age of my audience, and learning from how they are interacting with the world around them. By allowing the teacher to be the: adult, peers, and environment, I am able to grow as a communicator to these children, as well as an artist, and teacher. My correlation to understanding art mirrors my students in an intimate way. I hope that by further learning about how the student at this stage in their development learns, I will be better equipped to teach, and create art that impacts them as the viewer in a greater way.