Week of 4/5

Since I was in 6^th grade I have played Volleyball. I began playing for a traveling club team not associated with my school and then joined the school team in 7^th grade, I played until I graduated from high school. I played with the same girls for 7 years and every year our team had a new group dynamic. Some years the team argued and could not get along, while other years we went the entire season without a problem. Being apart of a team for so long I learned to listen to other’s opinions without putting them down if I did not agree and how to work with others. Being on a team can teach students listening skills, build their self-esteem, and participate in working towards the ultimate goal whether it be winning a game or finishing a project.  

Throughout high school and college I have had many final projects which required me to work with a group of people. At times it can be frustrating to compromise or for all group members to understand each other’s point of view, but in the end the project always gets finished. Group projects give you the skills needed to cooperate with others in life.

While working on the urban map my group had some misunderstanding on what urban meant, we all thought it included houses and parks. It was very interesting how all three group members did not know what and urban area included; sometimes asking for outside help is needed.

Teaching citizenship and social issues can be quite challenging in the classroom. Every student was raised differently and may not agree with their peers. The teacher must establish respect in the classroom so students feel safe explaining their beliefs. Students also must listen to each other and not insult other’s ideas. In teaching challenging issues teachers can separate the class into groups and once finished combine each group project to make a large class project. Using small group projects on social issues can expose the whole class to more issues than if the teacher taught a lesson on each issue. 

New Children Museum

The New Children’s Museum is a wonderful and exciting place where children can explore hands-on activities. Typically children are not excited about going to a museum, but in every room of this museum they have the opportunity to get involved and learn. Each room offered something different and for all ages. The museum is planned to give every age an engaging experience while also involving their parents. The museum is designed to have parents play and bond with their children.

Every room has an educational value, specifically in the room covered with orange carpet. You would not think that there is educational learning involved in the room until you notice the delayed camera on the wall. Children do not notice when they enter into the room, after playing with the carpet and writing their names they notice that they are being filmed then they realize that the camera is delayed. New media is all around the museum. 

In the cowboy themed room toddlers can play with an entire line of light switches that control the lights, music, and disco ball. They can learn the correlation between flicking a light switch and what it controls.

Outside children can leave their mark in the museum. They can paint on a monument inside of the museum, for many children this is an amazing experience. Typically you cannot touch anything in a museum and if you can you must leave it the way you found it, everyone can change the whale tail monument. 

Every child and adult should have the chance to visit the New Children's Museum. The constantly changing exhibits allow for children to return to something new and experience the museum in a whole new way with each year they age.

Luz Chung

1.)     (a) New media is changing and enhancing the art world everyday. On pg.174 in Children and Their Art, photographs of the same women are given to students to let them create their own variation. Combining all students' work creates a collage of the same piece of art, but each piece is different. Also copy machines present a way of shrinking or enlarging pieces of art. Copy machines can also combine art into one piece of paper. Color copies and black and white copies can produce a more vivid or a dull piece of art, depending on what look the artist is going for. (b) Teachers can post pictures of each student's work to increase student-to-student encouragement. Teachers cannot assume that every student has a computer or television in their home. During the year students can be exposed to different educational videos and photography through PowerPoint.

(#8) The artists iRI5 created a piece of artwork which displays cassette tapes and different characters all with variations of the same type of hair. The artist combined four people that could typically be art individually. Placing cassette tapes with people is very nontraditional, which gives the art work a music vibe.

http://www.space1520.com/iri5

Discovery Walk / Sturgess Architecture

—by ArchDaily / Monday, March 21, 2011

Nature is typically used in photographs, but the angle at which the photo was taken creates an illusion. The metal object is build horizontally into the hillside, but at first glance the photo seems to be shifted so that the object is coming out of the hillside. After analyzing the photo it becomes apparent that the photo is not taken at an angle, but the object is not build vertically.

Students can be taught to see photos in different ways and to view life as a photograph. If they pay more attention to their surroundings they themselves can create nontraditional photographs.

http://www.anothermag.com/reader/view/3361/Discovery_Walk__Sturgess_Architecture

2.) In the classroom all students should be treated as equals. Every student deserves the right to an unbiased education. Every culture views society in a different way and in the classroom students should be able to share their culture with each other without fear of judgment. The teacher is responsible for creating an environment where students feel comfortable and are accepting. (b) Every student will have a different background. Some students are not exposed to digit media at home. In the classroom teachers can provide students throughout the year with clips from the news and new art pieces.

week of 3/1

A.) The SDMA has a wide collection of art, which represents a large range of time periods. As a museum it exposes the public to intricate art pieces. I enjoyed the appearance of sculptural art as well as paintings and photographs. The gold sculpture was particularly interesting, having multiple body parts.  I was greatly intrigued with the history behind the gold sculpture. 

B.) Many schools do not have extra funding to use on field trips. If museums are willing to give free tours and admittance, the museums are accessible to all elementary and secondary schools. Yet, the museums may be too highly priced for every student to be able to use as a viable resource. The museums frequently have new exhibits and can enhance every education. If students are guided through the museum they are showed the different techniques and mediums used throughout the museum.

Without the help of a tour guide, students may not receive as enhanced of an experience compared to a guided tour. The museum has hidden information that I personally did not notice until a visit with a guided tour.   

Week of 2/22

A.) After the presentation of the Rough Faced Girl and the Cinderella Story I decided to make a headdress that represented both my personality and the stories illustrations. The original Cinderella story is told with bright whimsical drawings, which inspired me to use vibrant feminine colors. The drawing of the Prince’s castle had intricate purple detail. I used purple tissue paper on the back of the headdress to add height. The height replicated the height of the headdresses in the Rough Faced Girl. The pink paper around the front yellow band added a touch of femininity. I added mini disco balls on both sides of the hat, which is a modern decoration compared to beads. I added spiral ribbon to the back of the headdress, again adding femininity. When I was a child, the story of Rapunzel was my favorite fairytale. I wanted to have a headdress that represented Rapunzel as well as the two stories of Cinderella.

B.) You could use this art lesson to help children create their own version of what their favorite character’s hat/headdress would have looked liked. This would encourage personal creativity and let the student expand their favorite character’s traits.

While learning about challenges in the fairytale, students could create a headdress for their character. The headdress would represent a way for the character to solve the main problem present in the fairytale.

C.) Reading Standards for Literature K-2

Key Ideas and Details

#1-3

 Craft and Structure K-2

#4-6

Integration of Knowledge and Ideas K-2

#7-9

Art Week 4

A.)  Facilitating visual thinking in the classroom is critical because it allows every student to participate and give their own opinions. If the students feel safe in the classroom environment they will open up and not be shy about what they observed in the painting, even if it is different from other student’s thought. Self-confidence is very important in the development of young children and VTS helps to develop confidence while enhancing critical thinking. For me, in elementary school I dreaded the part of the day when we learned history. If my teacher had used VTS we would have been exposed to history and art at the same time. A teacher could tell the students the context of the painting or photograph to incorporate VTS into a history lesson.

B.)  I showed Healing by Deloris Anglin

C.)  When I showed Healing to my roommates. When asked, “What’s going on in this picture?” Roommate One thought that the people looked crazy or that they were all dancing like Egyptians. Roommate Two thought that they looked like they were having an outdoor party. When asked, “What do you see that makes you say that?” Roommate One pointed out how all of their arms are bent upward and most of them are facing each other. Roommate Two pointed out how some figures were holding brightly colored bottles and there is what looks to be a bar in the back ground. When asked, “What else can you find?”  Both noticed the speakers behind the bar, which they had not noticed before. Also they pointed out how all of the clothing is bright and patterned. Roommate Two noticed that all of the figures have dark hair and skin. They both thought it was a painting of Africa. 

Week 3

A.)  Art is a way for children to express themselves. Most children do not enjoy taking tests and writing essays. I think that having art in the classroom gives the children a way to express their creativity. Also taking the time to integrate art into grade level standards gives the children a break and to relax while still learning and being in the classroom. In the earlier grades we did many art projects with our teachers. I specifically remember my 4^th grade teacher doing a project on sea animals and I made a purple sea anemone out of paper mache, wire and lots of paint. Along with individual teacher incorporating art into the classroom, grades 2-6 had an art teacher come and teach for and hour once a week. We were introduced to oil pastels, watercolor techniques, and many other art skills that I still remember today. By the time I was in 5^th grade the art instructor came once a month and by 6^th grade the program had stopped. Personally, I love art. I feel it is a way for unfocused children and adults to focus all their energy on creating something beautiful. I wish art could be larger part in elementary curriculum. I am very comfortable with art. I may not be the most artistic person, but I am willing to try any art project.

B.)  Math, and Science cover different areas that are essential in today’s world. The aspects that art teach are sometimes thought of as less important than what science teaches about Earth. Art expands the mind in ways that learning Algebra cannot. The brain is separated into five separate sections; the frontal lobe, temporal lobe, occipital, cerebellum, and parietal lobe. Each lobe is used in the developmental stages. Visual performing art uses the Temporal lobe while physical art objects use visual processing in the occipital lobe. Art can increase brain function, just as much as math or science.

Morgan Appel stated that students benefit from enhanced teacher participation. Children develop everyday and may not receive the appropriate amount of attention at home to increase their social skills. Children placed in a group setting are working together to finish an art project which enhances their social skills. Also art provides children to take concrete things and transform them into the abstract. Math and science do not typically allow for children to use the skills that learning art will allow them to.

In the late 18^th century art was an essential part of life. In today’s schools art has become a very small part of the curriculum because a stronger focus on math, writing, and science is viewed as more important. Mr. Appel made the point that California is driven by design, aerospace, and a thriving entertainment industry. How can decreasing art involvement be beneficial in today’s economy?   

Week 2

1. Page 39 Activity 4 

http://www.kinderart.com/multic/ 

A BOX OF CRAYONS by Eileen Urbanski  

COFFEE CAN DRUM by Geoff Slate



















http://www.dickblick.com/multicultural/lessonplans/

Buffalo Hidesby Anne Pietropola 





















Huichol Yarn Painting By Todd Johnson


  





















Modern Day Mona Lisa
 http://www.teachervision.fen.com/childrens-art-activities/lesson-plan/5107.html?detoured=1 
Excerpt from Art Smart

Page 66 Activity 8 

Drawing #1: Learned to draw in Kindergarten. Stopped drawing in 3rd or 5th grade when Art Masters program stopped. Used slits as eyes and different shapes to create a body. Used the 5 different types of lines to create arms, legs, and curly hair. Also used a curly line and a circle to create a balloon. 

Drawing #2: Learned to draw in Preschool. Stopped drawing in 6th or 7th grade. Used side angles to create a peripheral view. Also used directional line changes to make the figure appear to be crawling. Figure does not have clothing. 

Drawing #3: Learned to draw in Preschool. Drew until senior year of High School. Still doodles. Most advanced of the three drawings. Used entire space given. Figure has realistic eyes, nose, lips, and hands. Feet are not proportional to body.   

2. Focus Activity

Week 1 6-10 daily life photos

 

Medium: Film

This photo was taken at a cultural fair where we ate multiple types of ethnic food. Many different cultures were displayed here and I think that it was a great way for everyone to learn about different cultures. 

 

Medium: Computer graphics

I am a member of Gamma Phi Beta sorority and through GPHI I have made so many friends and lasting memories. Different cultures sometimes have a bad perception of sororities, but Gamma Phi prides itself on philanthropy and giving back to the community. 

Medium: Film

Sarah's mexican booth is one of the many places in South Mission Beach that college students frequently eat at. It may be thought of as whole in the wall, but is actually one of the most authentic mexican restaurants. 

Medium: Film

Different cultures may perceive this image as random, but this street sign signifies where I call home. 

Medium: Nature

Every culture has a different meaning for nature and its gifts. Flowers can have significant meaning depending on what color they are. Yellow can symbolize energy and warmth.  

Medium: Nature, Modern day construction equipment, Film

Sunsets are peaceful and most cultures take time to enjoy the closing of a day. The presence of electrical equipment may ruin this picture for many people, but it is a part of our daily lives and many people do not realize how much we rely on it. 

  

Medium: Food

In every culture consuming food is a time for family to bond and take time to listen and learn about each other's daily life.