Thursday, October 10, 2013

School observation #4

Overall my cooperating teacher is pretty lax with general discipline and classroom management. 
There is only one small sign posted in the whole room, of rules which are as follows: 

1. Respect others and their property/ artworks.

2. Respect all Art materials

3. Be prepared  for class and be on time.

4. Clean up after yourself and keep your workstation in a neat and orderly manor.


6. All other NEHS rules apply.

 The classes can get a bit loud and rowdy but as far as I have been able to observe nothing ever goes beyond just verbal warnings. One reward that I have observed is that if the students complete their assignment early and have good quality work my cooperating teacher will post photos of their work on her own artist account on Instagram if the student would like to share it.
Material distribution and basic organization are the students responsibility and the class room layout for the most part seems to be organized enough to where students can find what they need but it is still a bit chaotic for my taste. 
The back room that's used for storage of the remainder of materials is in complete disarray (I wasn't  permitted back there the first day because it was so bad) with posters, a mass of fabric, yarn, still life supplies, paint, etc. the only clear place on the floor is the little safety square that's around the small kiln the school has. 
 Since it is older students a vast majority of their work is done independently with slight assistance/guidance given when asked for. Materials do seem to vary between levels but I'm still getting adjusted to the odd class structures.

School observation #3: Visual journals

                                                        My visual Journal 

The main goal was just to give a break after a large  project/critique and was used as a creative outlet for the students to experiment with new materials. In her class she does usually have "Visual journal Friday" the subject matter evolves but I believe the same premise of it being creative outlet remains the same.
 Requirements for this particular journal were to include: 3  circles properly  shaded to create depth, some kind of collage element, variety of color, and to try a new medium.  While the students were working, my cooperating teacher showed YouTube videos about  a variety of visual journals and also played music ( mainly folk or indie). 
She provided new materials of stencils, woodless graphite and higher quality acrylic paint (most of which she purchased with her own money since the budget for art supplies is small). So distribution of those materials actually depended on her and I. But the remainder of the class just consisted of completing the journals and "art chatter" amongst the students. 

School observation 1#


I am observing Mrs. Palmenteri who currently  oversees  63 students total, and is the head art teacher at Northeast Guilford High School.
 It is a lower middle class has nearly an even population of Caucasian and African American with as small percentage of Latino and Asian American students.  
The structure for each period of classes I'm able to observe consist of  three to four different class levels (art 3, art 4, honors art 4 and AP art) which was a little confusing and odd to me.
The classes were pretty loud and rowdy (which I completely didn't expect especially on my first day) but a majority of the student were doing their assignment of self portraits in charcoal or pastel.
 Each level had slight adjustments to their requirements and the higher levels had to incorporate more into the background of their drawings  and had a more difficult rubric when it came to critique.
I enjoy my cooperating teacher very much and her teaching philosophy seems to correlate with my own, she has been teaching for over 10 years and her experience and  the relationship she's able to create with her students is pretty inspiring. 
(The images of the student work were taken by my cooperating teacher and posted online with the students permission) 

Journal #3: Issue based lesson idea: Dealing with grief

Although grief is not a social issue per say  I believe it is an important topic to discuss within all grade levels since it is such an inevitable part within the human condition and something that all of us have had to experience or will experience within our life time.


 Motoi Yamamoto is an instillation based artist who works in salt,  in memory of his sister who passed away from brain cancer. For the assignment with High School  aged students I would like to share a few of the short documentaries about Yamamoto and his work then to have a class discussion about their own experiences of loss and grieving. 
Afterwards  they are to research historical art based on memorializing those that have passed away ( such as funerary pottery in Peru ,folk paintings for dia de Los muertos, hieroglyphics, etc.)  and create their own artwork memorializing someone they've lost either with sculpture, painting or drawing. They may choose whatever mediums they would like but it must be at least 6x6 inches if it's a painting  or drawing, and must be free standing if it is a sculpture. If the students would like to do instillation based art it would have to be done in teams and not exceed the space allowed. Regardless of medium the understanding of composition, line, and form must be shown.

Wednesday, October 9, 2013

Journal #2:

          For my complexity of self project I chose Yoskay Yamamoto  a contemporary  "low-brow" artist who mainly works in sculpture and instillation based art. I feel as if his own inspiration and influences  of popular culture as an artist, will help capture the students interest but also allow them to further engage and analyze the deeper meaning  and stories that he achieves within his work . Thusly incorporating both the students own passions and allow for critical thinking about how they see themselves.

          The assignment is  aimed for high school level students  to make an anthropomorphic spirit animal or mythical being based on their life. The sculpture itself can be made of any materials the student so chooses, however it must incorporate/ show :

-understanding of form and composition 

-genuine effort put forth


In addition to the sculpture itself the students are to write a description of their piece, how they believe the sculpture represent them, and whatever other opinions or cool facts they would like to tell me about their spirit animal/creature.

                For my spirit animals I chose to make a sloth, it's one of my favorite animals.


Journal #1:

        First and foremost I consider myself as an artist and generally art influences a great deal of my life. I'm a member of a few local artist groups and really I joy and thrive off of surrounding myself with other creative individuals. 
        Over the summer (and when ever I can get the chance) I become engrossed in art and to the point that it's what I do from the moment I awake, till dusk; spending hours  or sometimes working for a few days straight... I invest my whole heart in my work regardless if it is just personal projects or commissions.
        I'm somewhat agoraphobic and am an introvert at heart, but I do cherish a small tight-knit group of friends and family. All of whom have been a pivotal part of helping me form as a person.
 Right now I live in the country, which I enjoy a great deal. Having the open space and separation from the city and noise; to be able to connect with nature feels best to me.
        As for my image I feel as if it needs a description since it is a bit jumbled and abstract but I incorporated things that I enjoy:  like doodles, experimental shading  and even a cow eye (that day I was daydreaming about my sisters house which is deeper in the country then mine. She has cows on her property of whom, we both enjoy feeding treats like Cheerios or lucky charms when I come to visit.)