Log 9

Written by: Christine Anderson

Jess- next week I will have a few slides for us. We should have some stuff prepared and see who is doing what.

The idea is an authentic picture of the world, the news as an interface to decifer information and we want to see the students transform the news and thinking about bias and social context. Also, how materials can speak to the issue (i.e. replacing text). Also, replacing newspaper into the stand and what that means. So in abstract we are critically looking at media.

Michael: Are we going to talk about Duchamp? What is the one lady who did graphic work?

Christine: yes and Barbra Kruger

Jess: We will be in two groups- 3 to the presentation, 4 to the activity.

Ana: We need to include examples.

Jess: presentation is including of art history and the way we critically look at media.

Michael: Activity is explaining is how the presentation connects.

Ana: After the presentation, we will have the introduction to the activity and then split into seven groups where each of us will faciaite and give feedback and aid. In the end we will have the groups present artwork.

Michael: Do we want to do the exact same newspaper for the groups?

Consensus: lets mix it up (Red eye, Chicago Reader, Chicago Tribune)

Jess: What do we want them to come away with?

April: the distortion of media, to critically look at media

Christine: Lets talk about the presentation, who is doing it?

Ana: Gabe and April, and Jess

Christine: So Michael, Ana, Danny and myself will do the activity

Ana: So we will make one example of the news paper distortion.

Michael: Our group will connect and how to apply what the students just learned, we will show them an example and introduce the activity.

Christine: After we explain the activity we will each break off into a group.

Christine:  We need to think about supplies?

Ana: Scissors, stick glue, newspapers, pencils

Jess: After we finish the activity we will have a group critique

Christine: How long will we allow for the activity?

Michael: The power point is 10 minutes, 5 minutes to introduce the activity, 15 minutes for the project, 10 minute critique

Gabe: We should make a sheet explaining the activity.

Michael: The sheet should also should have some questions asking them what they are thinking about it?

Log 8

Log by Ana Sotomayor

How to incorporate diversity in the art setting?

Christine : if we have a short lecture on artists we can incorporate different diverse artisst with different backgrounds, so students aren’t only informed about art only coming from European men.

Mike: just follow the holidays

Christine: I think that idea is suitable for elementary kids its yet it will not produce metacognition and deeper critical thinking skills in high schoolers.

April: put people in different settings or genres for them to work with

Jess: more than likely we are going to be given an art program like art 1 so its better to give a material diversity.  Incorporate different materials instead of the typical paper mache

April: I agree my teacher did that, he incorporated graphic design, metal workshop,ect. It’s a good way to teach

Jess: cultural diversity is to research the culture and do some project based on it

Christine: If we become more aware of the reality of the ice berg we can incorporate the bottom half or the root of culture

April: propaganda

Gabe: aspect of their culture to incorporate into their project

Jess: most projects then will be diverse and different. Maybe teaching them about critiques and how to take it well without getting offended. Maybe we can teach just in the nature of it since everything is already going to be personal in art

Christine: what if they had to explore some other person’s life?

Gabe: maybe if it was gender diversity. If you place different races they might get offended

Christine: I think we could work with that; it will help students learn the value of different culture as well as learn tolerance.

Danny learning occurs through conflict.

Gabe: these are high school students..

April: you can also diversify art by taking away the senses, exchanging how they process their art, incorporate music

Danny: today we see sculpture and everything is so diverse. It’s the same class but everyone has different topics and interest that it’s very broad.

Mike: we should have the students follow the seasons

Christine: how about having the students select a topic from the news or something that is happening in the country.

Mike: I would just tell the kids to draw something from home and has regards to their culture. Then they can explain their subjective culture. Having them explain where it comes from?

Ana: maybe have them look into current controversies and make projects.

April: searching for problems within the school, what they would like to change it

Christine: what issues are underlined in the school?

Danny: I feel that when it comes to diversity some schools are over emphasized. In my hs it was mostly Hispanic. Most of the celebrations were Puerto rican but they never offered anything new. The students already know what to expect. If you are surrounded by the same culture then there is nothing to learn

Christine: it would be stimulating and interesting to have a classroom  exchange

Danny: Oprah did that, she took kids from low poverty schools and changed them with high economic schools. They were overwhelmed and it was very interesting.

Gabe: maybe in the art classroom you can create diversity by bringing a chinese cultural technique and integrate it in the classroom which makes them look at art in a different way

Jess: I like the events on local artists

Danny: you still need to have the fundings to take kids to places, I think I had a total of 2 fieldtrips in high schools

Gabe: there are a lot of policies in order to do this

Danny: the field museum is very cool there are a lot of different cultures stuff in there

Mike: it would be cool to have a wheel full of cultures and spin it and learn about the specific culture that came in and make a project of them. A culture wheel! You can select a different era in which students can choose and then have them learn

Danny: we didn’t mention food, it might not have to do with art but I wouldn’t mind having a day where the students bring in food. It could really work out, maybe during midterms, it gives them a moment to relax

Jess: integrating culture in a week by week system where they can learn new things

Log 7: Group Project Discussion

log 7

Oct. 31

April Clark, Christine Anderson, Gabriel Dominguez, Danny Penna, Jess Rogawski, Ana Sotomayor, Michael Abeja

Topic for Final Project

-30 Minutes

-Lecture

-Activity

-Site specificity

-Critique

Materials:

-Scissors

-Newspaper

-Glue

Intuition

-Kevin Greenberg

-Blind Drawing, Perception

Activity (all contributed)

Jimmy and Jack

Jimmy

Newspapers, articles can incorporate all his interest.

Engage him with movement; engage different stations for different supplies.

Jack:

Hands-on.

Improve his reading and writing skills.

Newspaper- Visually appealing; Keeps the student engaged.

Bring in outdoor materials and newspapers of his interests to hold his attention; engaged.

Inquiry

What if the student cannot read, then that’s when we would step in an assist them?

Log 6: Final Project Premise Inquiry

log 6 April Clark

Oct. 24

April Clark, Christine Anderson

Premise Inquiry:

April: What topic do you think we can cover?

Christine: Well it’s a lot of things we can cover because we are art students.

April: Well I think we can cover art history section?

Christine: Color theory?

April: Perspective is probably a more reasonable lesson plan on a how to level.

Christine: What if we did talk about an artist, not just an artist but also their style. We could also go into exploring the styles artwork and exploring other artist that are similar to that. And in order to sustain their motivation by getting them actually engaged somehow, actively engaged.

April: What if we engaged them into an in depth conversation about what they think of the artist; what they would ask the artist themselves? I think we could do this by personalizing the lesson and learning experience.

Christine: What age?

April: High School Students

Christine: Juniors and senior, liberating. What if we talked about Beethoven and contrast with an artist with different stimuli?