Artistic and Holistic Development Portfolio
Kyra Garabedian
ARTE 303: Introduction to Art Education, Spring, 2019
Rhode Island College
Instructor: Dr. Rebecca Shipe
📷 📷 📷
📷 📷
Table of Contents:
Introduction------------------------------------------------------------------------------------------------------------------Page 1
The Mark Making Stage-------------------------------------------------------------------------------------------------Page 2
The Early Symbol Making Stage--------------------------------------------------------------------------------------Page 5
The Symbol Making Stage----------------------------------------------------------------------------------------------Page 7
The Emerging Expertise Stage----------------------------------------------------------------------------------------Page 9
The Artistic Challenges Stage-----------------------------------------------------------------------------------------Page 11
The Artistic Thinking Stage--------------------------------------------------------------------------------------------Page 13
The Adult Artist-----------------------------------------------------------------------------------------------------------Page 15
Lesson Plan: Extraordinary Fruit-------------------------------------------------------------------------------------Page 17
Lesson Plan: My Favorite Memory----------------------------------------------------------------------------------Page 19
Lesson Plan: Make a Statement-------------------------------------------------------------------------------------Page 21
Lesson Plan: Building Buildings-------------------------------------------------------------------------------------Page 23
Lesson Plan: Shape-Shifting-----------------------------------------------------------------------------------------Page 25
References---------------------------------------------------------------------------------------------------------------Page 27
Introduction
To be an art educator, there are many different components that make up a good teacher. One that often isn’t as well known as the others is understanding the artistic and holistic development of their students. Artistic and holistic development refers to the developmental stages both artistically and comprehensively students go through as they grow. It is essential for teachers to know and understand the stages in order to be an effective teacher. If a teacher doesn’t know how her students will be developing, there will be no clear expectations for students. Planning appropriate lessons that students are capable of is very dependent on knowing their stage of development. If a teacher is unaware of their current development, they may plan lessons that are too difficult or too easy. Its important to know the capabilities of your students in order to be an effective teacher
In this portfolio, I will present the artistic and holistic stages of development that are based on Marianne Kerlavage’s chapter “Understanding the Learner” within the book Creating Meaning through Art: Teacher as Choice Maker. Along with descriptions of the stages, there is also supporting examples of artwork that represent each stage as well. The exemplar work was chosen to best demonstrate some of the key visual characteristics of each stage to further the understanding of development. I also provided an analysis of each chosen work of art to prove they fit the stage they are listed under.
In addition to the inclusion of the stages of development, there are also 5 lesson ideas that correspond with five of the stages. These lesson ideas help to illustrate some appropriate lessons for the different stages while considering the areas of development each stage witnesses.
The Mark Making Stage (Ages 2-4)
The mark making stage is the first stage of artistic development where children ages 2-4 create accidental marks and lay the foundation for their understanding of the visual world. Children in this stage exhibit four different behaviors and attempt to create meaning in their marks by bouncing back and forth between behaviors.
One of the behaviors is manipulation, which occurs when children discover pleasure in the kinesthetic movement of banging mark-making tools on a surface. The marks created in this process are referred to as bang dots. Children are not aware or attentive to what marks they are making, and the activity is purely about movement.
Uncontrolled marking happens when children become aware of the relationship between the movements they are making and the marks on the surface. Although the marks are still primarily unintentional, experimentation occurs with different movements in order to create unique marks.
Controlled marking refers to when children start making intentional decisions to control marks and give them meaning. Children now understand the difference between the surface and the marks they are making. Being able to recognize a figure-ground relationship is a huge step in the development of visual communication. Children are also able to provide a label for their mark making now, which develops their visual vocabulary.
Planned or named marking is the behavior where children are able to hold the tool with their fingers, giving them more control over marks. More attention is given to forming shapes, which is development in the process toward symbol making. Children can plan drawings ahead of time, choose tools and surfaces, and use color.
Drawings created by children in the mark making stage will often look like a combination of arbitrary lines and shapes in the eyes of adults. As children gain more control over their motor skills, the shapes will appear to be placed more thoughtfully, and children will assign meaning to their work.
Relationship for Mark-Making Behavior to Holistic Development
Cognitive Development: During the mark making stage, cognitive development occurs when children begin to experience external stimuli, such as the sound a tool makes when applied to a surface. This develops their ability to become aware of the relationship between their movements and the marks. Children are not yet able to consistently create symbols or shapes, but they are able to assign meaning to drawings even if they aren’t recognizable to adults.
Emotional / Moral Development: Development in emotion and morals also occurs during the mark making stage. Children begin to understand the difference between right and wrong but can’t consistently behave in one way or another. Most actions are based on instant gratification, and there is a shift from pleasure of movement to the materials.
Social Development: By the age of two, most children are able to interact with others. Social understanding is strongly based on observing other people in their lives. Without social interactions, it wouldn’t be possible for children to assign meaning to their marks.
Language Development: When children begin to communicate visually, they also improve their verbal communication skills. Children are able to identify meaning in spoken words as well as the visual images they make with their marks.
Physical / Perceptual Development: The mark making stage allows children to develop significantly in physical and perceptual ways. At the beginning of the stage, children have very little control over motor skills. As they develop, uncontrolled marks become controlled with greater muscle control, and hand-eye coordination. Once children can hold the tool with their hand, they start making planned marks on a surface.
Aesthetic Development: In this stage, understanding of aesthetics are based on the sensory response to the visual world. Children have not yet developed the understanding of symbols and respond to visual images in the world they see. Children react positively to abstract works with simple patterns and colors. They won’t be able to explain why they have preferences of visual images very often, but when they do, they typically name color patterns like their own work.
📷
The image above was created by a 3-year-old girl who just went to the movies to see “Yogi Bear.” There are a variety of unrecognizable lines and shapes made with different colors, but the child was able to assign meaning to her work by saying it was of Yogi. This drawing has no symbols but features simple geometric shapes with attention to the edges of the paper. This drawing could be classified as controlled marking due to the realization of a figure-ground relationship.
📷The image to the left is of a drawing made by my co-worker’s 3-year-old daughter. I believe this piece falls into the mark making stage under the uncontrolled marking category. She is still making uncontrolled marks on the paper but is starting to become aware of how her movements create different marks. There is clear evidence of experimentation with different marks and that they were created by different physical movement. There are no recognizable shapes or symbols yet, just experimentation.
📷 This drawing was also created by my co-worker’s daughter. Here, she used a note sheet and a pencil to create this drawing. I believe this piece can be classified as uncontrolled marking as well due to the different marks made with unique movements.
There are no recognizable symbols yet, because the main purpose of the drawing is experimentation.
The Early Symbol Making Stage (Ages 4-7)
The early symbol making stage occurs when children ages 4-7 begin to simplify things they see in the world into basic shapes. Their goal is not to realistically depict objects, but to create something that makes sense to them.
Artwork created by children in the early symbol making stage will have a variety of simplified visual symbols. The forms will appear to float on the page as children experiment with placement. Children do their best to use their visual symbols in order to represent something they see. Some people may describe the figures made by children in this stage as “tadpole figures” due to their simplicity.
Relationship of Early Symbol-Making Behavior to Holistic Development
Cognitive Development: The early symbol making stage is the point in a child’s life where they start to develop symbolic and representational thought. They can use mental imagery they have stored in their brain to create art. They still don’t understand the difference between reality and fantasy, and don’t necessarily have a clear purpose for anything. Children in this stage are egocentric, and have a hard time understanding perspectives of others. As children develop more logical thinking, they start to understand what symbols are understood by others.
Emotional / Moral Development: The most important emotional and moral development that takes during this stage is self-control. Children in this stage are able to make decisions about how to behave and understand consequences. They develop the concept of sharing, but mostly think about how they can serve themselves.
Social Development: Children are now experiencing new social relationships outside of their family when they attend school. They now begin to understand cultural and gender differences and start comparing themselves to others. This causes them to share schema with others and enhance their visual vocabulary
Physical / Perceptual Development: Children in this stage continue to develop their fine motor skills and gain more control over their muscles. They can now combine the use of small muscles and larger ones to add more detail to their artwork. Children can also more easily distinguish between 2-D and 3-D objects.
Aesthetic Development: In the early symbol making stage, children become less focused on the sensorial experience in art making, and more on subject matter. There isn’t much attention given to individual expression yet, but there is a need to express a theme. Children will now make judgments about their own work as well. They will not be consistent with providing rationale for judgments they make.
📷The drawing above was made by a 4-year-old who describes it as a family portrait. This drawing classifies as the early symbol making stage due to the simplified symbols, and “tadpole” figures. The child used visual imagery in their head to create a drawing of something they see in the world. The artist was not concerned with making a realistic drawing of their family, but rather to represent their family in a way that made sense.
📷
This drawing was made by a 5-year-old who is most likely in the early symbol making stage. It is unclear who the artist was drawing, but it is safe to guess it was someone they knew and can see in the world. The most convincing reason this drawing falls into this stage is the tadpole like qualities of the figure. This artist is just trying to create a representation of someone without trying to be realistic.
📷
This drawing was made by a 4-year-old who is also in the early symbol making stage. Like the previous two drawings, this artist is also using tadpole figures to portray people they see in the world. Another characteristic that proves this drawing fits into this stage is the way it floats in space and how the eyes take up most of the face.
The Symbol-Making Stage (Ages 7-9)
In this stage, children become very interested in the process of creating a form of visual communication. Children in this stage will draw humans with distinct heads and torsos, become more organized, solve spatial problems, and assign specific colors to objects to symbolize something in our world.
One major visual quality that changes from the early symbol making stage to the symbol making stage, is the evolution of the human figure. Children in the symbol making stage will no longer create “tadpole figures” without necks, torsos, or defined heads. Instead, more details can be seen, such as stacking shapes or adding an outline to unify shapes. Having a narrative or theme often develops further at this stage as children try to capture what they see and experience in the world.
Relationship of Symbol-Making Behavior to Holistic Development
Cognitive Development: This is the first stage where thought processes become more logical and start to resemble how an adult would think, minus the ability to understand abstract concepts. Children can now categorize information, which aids in the process of problem solving and multitasking. They also develop concepts of space, time, distance, and speed, while having a clear distinction of fantasy and reality.
Emotional / Moral Development: This stage marks the point where children are able to self-regulate their behavior without adult guidance. Social norms are recognized, and children will base behavioral decisions on rewards and punishments.
Social Development: Children can now treat social experiences in different ways, and have many relationships. Children learn different social rules for multiple settings such as school. Specifically in the art classroom, children will attempt to interpret what the teacher is asking of them rather than just use materials. Then also develop a self concept and compare themselves to others.
Language Development: When children enter school, they have an approximate vocabulary size of 14,000 words. They understand more complex conversations with several speakers, and have in depth discussions about their artwork. Teachers can now begin to introduce art vocabulary to students to further their understanding.
Physical / Perceptual Development: During this stage, fine, small, and gross motor skills continue to develop, and can be used for more complex physical activities. Hand-eye coordination is very well developed, allowing them to see and understand depth, proportion, perspective, and differentiate between 2-D and 3-D spaces.
Aesthetic Development: Children at this stage still believe the purpose of artwork is to depict something in the real world. They have very defined preferences, and can give supporting reasons for them. Historical time is still not fully understood, but children in this stage can put works of art in a sequence. They start to see differences based on the medium used and the artist.
📷📷
📷📷
📷📷
The Emerging Expertise Stage (Ages 9-11)
During this stage, creating art becomes less about communication through symbols, and more about expressing creativity. There is now a realization that artwork can be realistic or abstract representations of the world. This stage can be defined by the struggle of one trying to develop skills necessary to become an expert in art making.
Key visual qualities of work created by children in this stage can include a shift towards accurate proportions and showing movement and action. Figures can now be drawn from multiple perspectives, not just the frontal view. Often times, there will be attention given to solving one specific artistic problem while the rest of the canvas is left blank, or given little thought. There is also the establishment of a horizon line at this stage, allowing for a foreground, middle ground, and background.
Relationship of Symbol-Making Behavior to Holistic Development
Cognitive Development: During this stage, learners move more towards adult thinking and reasoning. Abstract concepts start to be recognized and understood, based on examples they have seen in the world. Logical thinking continues to develop where learners can accept multiple solutions to problems, and become more cognitively organized. There is now a realization of various thoughts that affect performance, or active metacognition. Learners now become aware of their own information processing abilities, and develop ways to help them be successful.
Emotional / Moral Development: Learners now become responsible for their decisions, and need to differentiate between right and wrong on their own. They also realize there are many different situations they will encounter that require different emotional responses. In this stage, individuals also develop their own set of rules, concerning what is right and wrong, which helps them accept their artwork because it was made according to their own ideals.
Social Development: There is a strong influence by peers in this stage, which allows learners to develop their own self awareness. The need to have a larger group of peers is important, which can result in lessening themselves in attempt to fit in. Within peer groups, students will also compare their talents, which can leave a sense of low self-esteem or inadequacy. The concept of what a “good artist” is will be developed and the willingness to participate in activities where they feel inferior to others is lost.
Language Development: By ten years old, most children have developed an adult capacity to effectively use language to communicate. Metaphors, humor, sarcasm, and multiple meanings can now be used and understood. The new skills and gained confidence allows students to make the change from symbolic representation in their artwork to deeper meaning and the desire to create in new ways.
Physical / Perceptual Development: There is a stall in physical and perceptual development during this stage, which explains the frustration learners experience when they create artwork. The development in cognitive abilities allows learners to think from adult perspectives, but the lack of development in physical and perceptual aspects causes conflict. They are unsuccessful in most cases when it comes to completing their goals. It is crucial to provide instruction and allow for practice at this stage so students can properly develop the needed skills.
Aesthetic Development: The development of abstract concepts during this stage allows learners to understand stylistic and expressive works of art rather than strictly symbolic. There is still a strong interest in realistic work, but acknowledgement of abstract and expressive work. Learners start to realize that different media can create different marks and express subject matter in a variety of ways. Learners in this stage also start forming preferences of artwork based on expressive and emotional reasons. They are able to differentiate between different types of artwork such as a photo, and a painting or drawing. A proper historical timeline is also established to properly understand the time period in which a piece of art was created.
📷
📷
📷📷
The Artistic Challenges Stage (Ages 11-13)
During this stage, students either begin to understand there can be challenges associated with being an artist, or their formal art education ends. Students who continue art education will have the desire to develop the necessary skills to produce art with emphasis on the final product verses the process. They move from an unconscious imaginative activity to being aware of the world around them.
Key visual characteristics of this stage include greater attention to accurate proportions, displaying action, and using color in a realistic way. Students also have a better sense of three-dimensional space during this stage. They will change the size of objects and figures to show a difference in space. Most drawings will be from observation rather than imagination, and often work from references. Work produced in this stage will be more expressive and often depict social issues.
Relationship of Symbol-Making Behavior to Holistic Development
Cognitive Development: During this stage the ability of the learner to think abstractly is not fully developed, but they don’t require specific information to think. They are able to consider multiple solutions to problems, and all factors that may affect the outcome. Frustration can be experienced as learners struggle to address multiple problems in a single drawing. They may be able to handle all the important elements in creating good artwork, but not all at once just yet.
Emotional / Moral Development: During this stage, learners are becoming adolescents, which makes their emotions change quite a bit in short intervals of time. They can become frustrated by trying to understand the difference in roles of children versus adults. They feel the need to make their own rules even though there are some established by adults.
Social Development: During this stage, learners start to question all of the social skills they previously learned as they try to establish their roles in an adult world. Competition against peers becomes a test for them to realize their abilities and can lead to low self-esteem. Most learners in this stage have at least one peer they consider their “best friend” who they can share struggles with. They also want to establish independence from their parents in this stage and have their own identity. These elements affect the behavior of students in an art classroom by influencing their chosen themes and interest in art in general.
Language Development: Most learners now have a vocabulary of about 30,000 words and have added abstract words to help them communicate at a more sophisticated level. Adolescents also develop slang and made up words to communicate with peers.
Physical / Perceptual Development: By the end of this stage, children will most likely have entered puberty. Girls tend to develop a bit faster, and often reach a higher level of maturity than boys in this stage. This rapid growth can affect coordination where learners may have difficulty controlling their bodies. This can cause frustration when trying to create artwork due to learners not being able to physically meet the expectations, they have set for themselves. Activities that are not dependent on physical control, such as modeling and construction are generally more successful than two-dimensional projects.
Aesthetic Development: Students in this stage are very focused on why artists create the work that they do. With this curiosity, individual artistic expression can emerge. They are still more focused on realistic work, but still recognize and appreciate many different styles. They are also able to analyze artwork based on principles of design, style, media, technique, and historical time period.
📷📷
📷
📷
The Artistic Thinking Stage (Ages 14-17)
This stage can be considered the official entrance into the adult world, where learners start to develop an adult understanding of art. Learners begin to mature, and treat art as a creative process rather than an interpretation of reality.
Key visual qualities of this stage include a wide variety of subject matter from realistic work to abstract. Social issues and emotion become factors in the motivation for creating art, and a personal style emerges. Ideas will be tried out with different media and techniques in order to best communicate what they are trying to say with their work. Objects will be portrayed from different viewpoints, and can be considered to have unusual perspectives at times.
Relationship of Symbol-Making Behavior to Holistic Development
Cognitive Development: In this stage, abstract thinking is fully developed, and learners are fairly capable of monitoring their own metacognition. They are able to see where they have learning gaps, accuracy, and what they need to learn more about. Their memory becomes very strong, and they are able to connect new ideas to their pre-existing knowledge. Student can now work and think in a very creative way, and their level of artistic involvement increases.
Emotional / Moral Development: During this stage, puberty still has an impact on hormonal changes, trying to fit in, and controlling emotion. Learners are still concerned with understanding and determining their role in the world. There is a belief that they are unique and no one can understand them. They think they are immune to danger, and have difficulty foreseeing consequences for their actions.
Social Development: Learners in this stage are very concerned with how they are seen by others, and what is acceptable to society. Rebellious behavior often occurs in this stage, and adolescents will experiment with harmful things such as smoking or drinking due to peer pressure. There is a high rate of suicide because adolescents have difficulty seeing solutions to problems. Interactions with the opposite sex change drastically at this stage, due to the need to establish socially accepted behavior. There is still a need for friendships, and having strong role models. This helps teens feel grounded when trying to solve social problems.
Language Development: Little change occurs aside from new vocabulary during this stage, as most teens have developed a full adult vocabulary.
Physical / Perceptual Development: Physical and sexual maturity is reached in this stage, but there are still individual differences. Learners have better control over coordination and motor skills, as they become more refined. Involvement in skills and technique increase in art making, and they gain confidence. As puberty ends, teens start to develop their sexual identity. Teens will try to meet physical standards for beauty, even if it causes harm to themselves.
Aesthetic Development: In this stage, learners can analyze artwork from the point of view of the artist. They can understand complexity and emotion in artwork, and can appreciate artwork based on elements other than realism. Artists are able to understand the value of artwork and use those ideas to create their own work.
📷📷
📷
📷
The Adult Artist (Self Reflection)
From a very young age, my family members knew I had a creative mind, and had different ways of looking at objects in our world. I truly think they knew I would become an artist sixteen years before I did. It took me until my sophomore year of high school to realize I wanted to be an artist, and recognize my own talent.
At eighteen years old, I entered the Art Education Program at Rhode Island College with minimal experience in art classes. The only significant experience I had was an internship with my ceramics teacher during my senior year. This particular teacher is the reason I want to become an artist and a teacher. This experience helped me develop skills very rapidly, as I was very passionate about the class, and I spent all of my free time in the studio with my teacher.
When I started my first semester at RIC, I think my artistic growth was exponential. I had little experience in basic foundations, and had to learn very quickly, but did surprisingly well. I was concerned in the beginning, and wasn’t sure if I really had what it takes to be a successful artist. However, the feedback from my teachers and the satisfaction I developed about my work helped me to feel like I was right where I belong. Sometimes things wouldn’t go exactly the way I wanted, but that just pushed me to do my best.
In my foundations courses, I learned about the principles of design, color theory, and many different elements that make art successful. As important as these technical skills are to being a good artist, I think my most valuable lesson came from my 3D Synthesis course. In this class, we had almost complete freedom over the project we created, as long as it met a deadline, and a size requirement. This was very scary to process coming out of foundation courses where assignments are pretty straightforward. However, I learned how to organize my thinking before I start creating, and I don’t think I will ever create art in a different way. Professor Douglas Bosch made it clear to the class that there is no right way to discover your process, but he encouraged us to find what works for us individually. He taught me how to become excited about going into the studio and working on a project, and how it’s okay to not know the final outcome right away. I think this was the turning point for me where I realized successful artists need to be passionate about what they create, and that is usually when the best work is made. Also, I learned that it’s more fun to not know all of the answers at first, sometimes you need to have a bit of experimentation. This class changed my perspective about being an artist for sure.
As I think about all of the professors I have had so far at RIC, I believe all of them influenced my artistic growth in one way or another. I have already mentioned a bit about my experience in 3D synthesis with Professor Bosch, and I truly think he may have had the greatest impact on my overall self concept as an artist, and my growth. I always felt like he did such a great job of pushing me to my greatest potential with an open mind, but never overwhelmed me or told me what I should and shouldn’t do. I have taken a handful of courses where I create work based on what I know the professor will like, but Professor Bosch acknowledged the fact that every individual has their own artistic tastes and encouraged us to follow our instincts.
As for my holistic development since age 18, I think there are a few areas where I experienced development. I think learning how to be organized in 3D Synthesis has become a very regular cognitive exercise for me. I experienced development here as I learned how to make prototypes and do research to set myself up for success. I have always been a very organized person, it makes sense that my brain has now developed a way to be organized in art making as well.
I see development in a physical way when I learned how to draw in in my drawing classes. I now understand the importance of using different muscles and different movements of your arm to create unique marks. One specific example that occurred in my drawing I class was when we did work with still life drawings. My teacher would tell us to trust our hand and look at the objects more than the paper we were drawing on. It was very important to develop the coordination between what you are seeing with your eyes and how your hand moves across the paper.
I also see development in my aesthetic tastes. Before I came to RIC, I could look at artwork and be interested, but I didn’t know why. Now, I know that I tend to be drawn to very heavily textured, painterly like marks that are thick. I like the feeling of wanting to touch them because they are so interesting. I am most interested in marks like those because that is what I like to create in the studio, and often look to for inspiration.
📷
📷
📷
📷
ART LESSON IDEA TEMPLATE
1. Picture of Exemplar Artwork(s):
📷📷
2. Exemplar Artist Name: 1. Paul Cezanne
2. Mac McRae
3. Category: 1. 20th century Impressionist/ Post-Impressionist Painter
2. Graphic Designer/ Illustrator
4. Title: 1. Still Life with Apples
2. Untitled
5. Source of Work: 1. https://painting-planet.com/still-life-with-apples-by-paul-cezanne/
6. A question the artist may have asked that prompted this work
-What intrigues me about this object?
-What other objects/ ideas does this make me think of?
-How can I transform this object into something more than what it is?
7. Art Theme: Transforming the ordinary into the extraordinary
8. Lesson Idea Title: Extraordinary Fruit
9. Stage of Artistic Development: Emerging Expertise (9-11)
10. Why is this art lesson idea appropriate for this Artistic Stage of Development?
In this lesson, students will be asked to select a fruit (from a provided selection) and portray it in an interesting way. This is appropriate for this stage, because learners are starting to think in abstract and expressive ways other than just symbolic representation. (They move beyond the thinking of “this is a lemon, it must be yellow” and start to invent their own ways of expression.) Students in this stage also develop their own ideals which they can be free to create a piece of art to fulfill those standards due to the open interpretation of this project.
11. Lesson Overview:
· What can you do to change your chosen fruit in an interesting way?
· Colored Pencils, Markers, Crayons, Poster paint.
· Create a new interpretation of the fruit they chose to match their own standards.
· How to think in both abstract and expressive ways.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
This standard would be addressed in this lesson because students are being asked to use creative thinking in order to create an innovative new idea. They will combine the concept of their selected fruit with an idea they thought of to create something new and creative.
Anchor Standard 7: Perceive and analyze artistic work
This standard applies to the conceptual understanding of this lesson. This would be addressed in the introduction to the lesson when supporting examples of work are looked at. Students would be asked to investigate why the artist chose to produce the work they did. Why did they decide to portray the fruit in the ways that they did, and how does that relate to what they want to create in their own work?
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
This standard would be addressed in this lesson by asking students to take an object and create something with new meaning. They can use pre-existing knowledge and experiences of life in order to come up with a creative idea for their artwork.
ART LESSON IDEA TEMPLATE
1. Picture of Exemplar Artwork(s):
📷 📷
2. Exemplar Artist Name: 1. Susan Michutka
2. Ryan Fox
3. Category: 1. Self-taught surrealist/ folk painter
2. Contemporary watercolor artist
4. Title: 1. Emma’s New Puppy
2. Giraffe at Zoo
5. Source of Work: 1. https://pixels.com/featured/emmas-new-puppy-susan-michutka.html
6. A question the artist may have asked that prompted this work
-What do I like about this subject/ experience?
-Why is remembering this experience important to me?
-How can I communicate and share this memory with others?
7. Art Theme: Telling a Story
8. Lesson Idea Title: My Favorite Memory
9. Stage of Artistic Development: Symbol Making (7-9)
10. Why is this art lesson idea appropriate for this Artistic Stage of Development?
In this lesson, students will be asked to select one of their favorite memories and share it with others. They will have to think about why they want to capture this memory, and how they can accomplish doing so. This lesson will be particularly effective for students in the symbol making stage because they are very interested in accurately capturing experiences they see in the real world. They are also interested in telling stories and having narratives to accompany their work. With this lesson, they can use visual communication to tell the story of their favorite memory.
11. Lesson Overview:
· How can you use art to tell the story of your favorite memory?
· Colored Pencils, Markers, Crayons, Poster paint, (pretty much anything)
· Students will tell their favorite memory using art and be able to talk about it.
· Students will understand how to transfer a memory of something they saw in the real world into a work of art.
Anchor Standard 2: Organize and develop artistic ideas and work
This standard would be addressed in this lesson because students are being asked to organize their pre-existing memories and transfer them into their artistic work. They will experiment with different materials and ideas to communicate their ideas.
Anchor Standard 8: Interpret intent and meaning in artistic work
· This standard applies to the conversation the class will have after the work is complete. I would ask the students to look at each other’s work and try to understand their intent. Students would attempt to analyze what they see and determine why the artist made the choices they did.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art
This standard would be addressed in this lesson because students are using their personal memories to make their work. They would be asked to recall memories outside of school that they can create art from. This allows them to make connections between their lives and making art.
ART LESSON IDEA TEMPLATE
1. Picture of Exemplar Artwork(s):
📷 📷
2. Exemplar Artist Name: 1. John Holcroft
2. Judith Bernstein
3. Category: 1. British Illustrator
2. Feminist/ Political Artist
4. Title: 1. Like Ego
2. Seal of Disbelief
5. Source of Work: 1. https://www.boredpanda.com/satiric-illustrations-retro-john-holcroft/?utm_source=google&utm_medium=organic&utm_campaign=organic
6. A question the artist may have asked that prompted this work
-What angers me in the world and why?
-What do I have to say about this topic?
-How can I say something about this in an original way?
7. Art Theme: Responding to Experiences
8. Lesson Idea Title: Make a Statement
9. Stage of Artistic Development: Artistic Thinking (Ages 14-17)
10. Why is this art lesson idea appropriate for this Artistic Stage of Development?
In this lesson, students will be asked to select a social issue/ event to base their work from. I think this lesson is ideal for this stage of development because students are starting to mature, think about social issues in the world, and think abstractly. Giving them the opportunity to select the issue that interests them most will help them stay engaged.
11. Lesson Overview:
· What about this issue makes you feel certain emotions and makes you want to create something?
· Colored Pencils, Markers, Crayons, Poster paint, pastel, digital media
· Make a statement about something in our world in their own, creative way.
· How to think in both abstract and expressive ways while expanding their knowledge about social issues.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
This standard would be addressed in this lesson because students are being asked to make connections to the real world with their work. They must use these ideas to make a statement about it in a creative way.
Anchor Standard 6: Convey meaning through the presentation of artistic work
· Students will be asked to think about the way they present their work in this project because that makes a difference. Perhaps I would do I mini-lesson about why the placement of political artwork makes a big difference in the presentation. Thinking about how you will present your work helps you convey meaning and make your statement stronger.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
· With this project, research may be required for students to fully develop their concepts. To understand the social issue they have chosen, they might want to see how this issue was handled over time and in different cultures/ societies. Making connections to historical events can help form ideas and new ways to communicate information. The more information a student has about the issue, the better.
ART LESSON IDEA TEMPLATE
1. Picture of Exemplar Artwork(s):
📷 📷
2. Exemplar Artist Name: 1. Perugino
2. Vincent Van Gogh
3. Category: 1. Renaissance Painter
2. Post-Impressionist Painter
4. Title: 1. Delivery of the Keys
2. Bedroom at Arles
5. Source of Work: 1. http://www.beginnersschool.com/2015/05/04/two-point-perspective/
6. A question the artist may have asked that prompted this work
-How can I create an interesting space here?
-What perspective would make this look how I want?
-Does it make sense to the viewer or does it not have to?
7. Art Theme: Learning to see
8. Lesson Idea Title: Building Buildings
9. Stage of Artistic Development: Artistic Challenges (Ages 11-13)
10. Why is this art lesson idea appropriate for this Artistic Stage of Development?
In this lesson, I would take students outside so they can see the building. I would have done a lesson about one-point and two-point perspective and shown examples. This lesson is more technique based, but I think they can still benefit from it in some way. This would be particularly useful at this stage of development because students are starting to understand there are different perspectives and this lesson will help them be accurate.
11. Lesson Overview:
· How can you best capture the space that you see?
· Colored Pencils, pencil, charcoal, ruler
· Drawings of the school/ landscape
· Understand space better and be able to effectively create space that makes sense.
Anchor Standard 2: Organize and develop artistic ideas and work
· Most students will be learning about perspective for the first time. They will need to develop the skills they are taught and use them to create interesting interpretations of what they see in the world.
Anchor Standard 6: Convey Meaning through the presentation of artistic work
· Students would investigate how different perspectives can greatly affect the presentation of the work. Even the perspective at which a piece of work is viewed. I might talk briefly about how different perspectives such as work on a wall, floor, or ceiling can determine how a person views the work.
Anchor Standard 7: Perceive and analyze artistic work
· This standard would apply indirectly to this lesson. I would ask them to analyze different perspectives in art and understand the difference between them. Choosing the perspective that makes the most sense for the work is an important decision, and I would want them to be aware of that. They would also be asked to analyze the work of others and evaluate their decision as well.
ART LESSON IDEA TEMPLATE
1. Picture of Exemplar Artwork(s):
📷 📷
2. Exemplar Artist Name: 1. Jackkrit Anantakul
2. Paul Klee
3. Category: 1. Graphic Designer
2. Abstract Artist
4. Title: 1. Shape and Form
2. Red Bridge
5. Source of Work: 1. https://www.creativebloq.com/computer-arts/basic-shapes-turn-beautiful-these-colourful-illustrations-71412176
6. A question the artist may have asked that prompted this work
-How can I simplify my subject?
-What shapes do I see in the subject?
-What colors are important?
7. Art Theme: Commemorating a person, event, or object
8. Lesson Idea Title: Shape-Shifting
9. Stage of Artistic Development: Early Symbol Making (4-7)
10. Why is this art lesson idea appropriate for this Artistic Stage of Development?
In this lesson, students will be given simple geometric shapes made of paper of different colors and sizes. They will select something in the world they like, such as an animal or a food, and re-create it using simple shapes. This will be particularly effective for this stage of development as students are already simplifying things they see. This project will help them use their imagination a bit and make something they see in the world from simple shapes.
11. Lesson Overview:
· How can you best depict your subject in a simple way?
· Paper shapes, glue, crayons
· Use their creativity to depict their subject from simple shapes.
· How to transfer something they see into artwork in a simple way.
Anchor Standard 2: Organize and develop artistic ideas and work
· Students will be given the opportunity to pick their subject matter, and they will need to use their creativity to use the shapes they were given to create their work. This requires a bit of organization and planning which would be a good lesson for this age of students.
Anchor Standard 8: Interpret intent and meaning in artistic work
· When students have completed their work, they will share it with the class. I will prompt a discussion about the decisions students made and ask them to explain. When they attempt to interpret each other’s work, that will be a demonstration of this standard.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
· When students choose their subject matter, it is for a reason. Even if they aren’t able to identify the reason why yet, it is still important they understand they are making choices based on their experience in the world.
References
Kerlavage, M. (1998). Understanding the learner. In Simpson, J.W., Delaney, J.M., Carroll, K.L.,
Hamilton, C.M., Kay, S.I., Kerlavage, J.S., & Olson, J.L., (pp. 23-72). Creating meaning
through art: Teachers as choice makers. Upper Saddle River, NJ: Prentice-Hall.
Simpson, J.W., Delaney, J.M., Carroll, K.L., Hamilton, C.M., Kay, S.I., Kerlavage, M.S., & Olson, J.L.
(1998). Creating meaning through art: Teachers as choice makers. Upper Saddle River, NJ: Prentice-Hall.
Kommentare