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