Identity Popplet::
Check out the Identity Popplet below! This will help you to learn a little bit more about our Identity Unit and find more insight on what this exactly means.
Artful Personifications- Mixed Medias::
Artist:: William Wegman
In class, we were all asked to create a collage based upon a fairytale. this collage was supposed to personify the fairytale by an animal and other aspects. I choose "Goldilocks and the Three Bears." I thought this would be fun to do because of all of the parts within the story, as well as the significant number three. I decided to incorporate a raccoon as "Goldilocks" because she is personified as nosey in the fairytale, and raccoons seem to be as well. I choose the number three for the 3 bears within the story, as well as a bed for the bed Goldilocks tries out and the Quaker Oats for the porridge that is significant within the story as well. I was able to pick the colors and background for this story based upon what I thought would be in the Three Bears home, and what symbolized a home to me. This within our identity unit most likely because we were able to find the identity of the characters in the story, but then fit them into an animals personality or characteristcs. I loved being able to find an animal that fit the traits of Goldilocks, and fit it to the story in a collage form. I was able to find how Goldilocks and I related to the story by finding bits and pieces from other medias to fit on my collage print.
In my future classroom, I could see myself using this within a literacy lesson or unit. I would love for students to use this in place of a book report or something similar. This would allow me to see their creativity, as well as see what they got out of the story or book, without having them practice structured and boring writing. I also would love to do something like this on a bigger scale with my entire classroom for a read-aloud book. This could be used for any grade, especially a chapter book, because it could be added to weekly as a class, and then presented to the school at the end of the unit. I would like to incorporate all of the types or writing and other lessons within the read-aloud book within this project.
In class, we were all asked to create a collage based upon a fairytale. this collage was supposed to personify the fairytale by an animal and other aspects. I choose "Goldilocks and the Three Bears." I thought this would be fun to do because of all of the parts within the story, as well as the significant number three. I decided to incorporate a raccoon as "Goldilocks" because she is personified as nosey in the fairytale, and raccoons seem to be as well. I choose the number three for the 3 bears within the story, as well as a bed for the bed Goldilocks tries out and the Quaker Oats for the porridge that is significant within the story as well. I was able to pick the colors and background for this story based upon what I thought would be in the Three Bears home, and what symbolized a home to me. This within our identity unit most likely because we were able to find the identity of the characters in the story, but then fit them into an animals personality or characteristcs. I loved being able to find an animal that fit the traits of Goldilocks, and fit it to the story in a collage form. I was able to find how Goldilocks and I related to the story by finding bits and pieces from other medias to fit on my collage print.
In my future classroom, I could see myself using this within a literacy lesson or unit. I would love for students to use this in place of a book report or something similar. This would allow me to see their creativity, as well as see what they got out of the story or book, without having them practice structured and boring writing. I also would love to do something like this on a bigger scale with my entire classroom for a read-aloud book. This could be used for any grade, especially a chapter book, because it could be added to weekly as a class, and then presented to the school at the end of the unit. I would like to incorporate all of the types or writing and other lessons within the read-aloud book within this project.
I'm Gonna Be A Mighty Queen::
Artist:: Chuck Close
I was immediately worried when I heard the word "Disney." I know it's strange I don't like Disney because I'm going to be an Elementary teacher. People look at me like I may have smacked a small puppy when I say this, but I just find anything Disney to be too overdone and almost creepy. Needless to say, I was less than thrilled. We were asked to choose two Disney characters that we connected with, kicker is, one has to be a protagonist, and the other, an antagonist. I knew which antagonist I would choose because I absolutely love the "we are siamese, if you please... duh dun dun dun." And, interestingly enough, I identified with little Si more than I thought. I thought for a little bit about some of the characters I remembered vaguely liking as a kid and went for Simba from The Lion King. I liked the music in this movie and I really liked his personality, so I went with it and low and behold, I found a lot of similarity.
We used this lesson in our "identity unit" which tied in perfectly. Finding characters, or really anything, that connects with you in a certain way puts you in a mindset of finding yourself and identifying with something other than the "day to day" you.
After starting this studio lesson, I actually loved it. I was really pulled by the fact that I could identify with something so light and childlike. We used a system to score which character we were most like, and then averaged our scores to find the highest number. One, I love the fact that there was some serious integration, but I really liked how many media types there were, which made me feel like I couldn't mess up. I've been working on letting go of the "perfection" idea while in art, and I think this project was perfect. I would more than likely use this lesson in my classroom, especially to relate to my students identity, as well as pull some math in, which I think ties a lesson to a perfect knot.
I was immediately worried when I heard the word "Disney." I know it's strange I don't like Disney because I'm going to be an Elementary teacher. People look at me like I may have smacked a small puppy when I say this, but I just find anything Disney to be too overdone and almost creepy. Needless to say, I was less than thrilled. We were asked to choose two Disney characters that we connected with, kicker is, one has to be a protagonist, and the other, an antagonist. I knew which antagonist I would choose because I absolutely love the "we are siamese, if you please... duh dun dun dun." And, interestingly enough, I identified with little Si more than I thought. I thought for a little bit about some of the characters I remembered vaguely liking as a kid and went for Simba from The Lion King. I liked the music in this movie and I really liked his personality, so I went with it and low and behold, I found a lot of similarity.
We used this lesson in our "identity unit" which tied in perfectly. Finding characters, or really anything, that connects with you in a certain way puts you in a mindset of finding yourself and identifying with something other than the "day to day" you.
After starting this studio lesson, I actually loved it. I was really pulled by the fact that I could identify with something so light and childlike. We used a system to score which character we were most like, and then averaged our scores to find the highest number. One, I love the fact that there was some serious integration, but I really liked how many media types there were, which made me feel like I couldn't mess up. I've been working on letting go of the "perfection" idea while in art, and I think this project was perfect. I would more than likely use this lesson in my classroom, especially to relate to my students identity, as well as pull some math in, which I think ties a lesson to a perfect knot.
All I Want For Christmas Is... not a baby sister::
Artist:: Henri Matisse
So, here's what we were supposed to do:: create a mini-collage out of construction paper and/or magazine cutouts. The catch was, it had to be about a moment or event in time that impacted who you are today. Let that be a family trip, hanging out with Grandma, or in my case, the day my sister arrived on Christmas Eve, and my Christmas was ruined. It sounds mean, but boy, I did not like the fact that I was 9 and the baby sister I was not so thrilled about receiving, screwed up my Christmas morning! I woke up to my Grandma in my parents bed which was not tradition, and then had to go see the little dark haired baby that I pictured would only have blonde hair. Now, things have changed over the years and I am more than glad she arrived, but that year, I was not thrilled with the pink "It's a girl" balloon floating around the living room next to my beautiful tree. Hence, this moment in time will always be a time that impacted my life forever.
It took me a while to choose this moment in time because I have a hard time deciding what defines me, but I knew immediately why we were doing this studio lesson. Everyone has an identity and somewhere along the road of life, there was a moment that defined you, which changed who you identify as, and who you are. These moments can be captured through shots in time.
I could see how this was relative to identity, but I wasn't too sure about how I would use this in my classroom. I love it for an art project, but I couldn't pinpoint how I would integrate this in my classroom. For someone who can't stand kids throwing little scraps of paper on the floor and claiming, "it's not mine," when you ask them to kindly pick it up, I was already a little stressed watching the art tables be destroyed. I was able to relax a bit when doing this studio because I love looking through magazines, and I especially loved creating a snapshot of time that I could remember. I could see using this in my classroom by pairing this with a social studies lesson on another persons life, or a science lesson to create an organism. I'm sure I could use this, I just couldn't find something as quickly as the others.
A little fact about my sister:: her name is Noelle, which means Christmas in French. Cute huh? She didn't think so! She decided when she was 6 she only wanted to be called Ellie. Everyone else calls her that, but guess what, I definitely do not, nor will I ever!
So, here's what we were supposed to do:: create a mini-collage out of construction paper and/or magazine cutouts. The catch was, it had to be about a moment or event in time that impacted who you are today. Let that be a family trip, hanging out with Grandma, or in my case, the day my sister arrived on Christmas Eve, and my Christmas was ruined. It sounds mean, but boy, I did not like the fact that I was 9 and the baby sister I was not so thrilled about receiving, screwed up my Christmas morning! I woke up to my Grandma in my parents bed which was not tradition, and then had to go see the little dark haired baby that I pictured would only have blonde hair. Now, things have changed over the years and I am more than glad she arrived, but that year, I was not thrilled with the pink "It's a girl" balloon floating around the living room next to my beautiful tree. Hence, this moment in time will always be a time that impacted my life forever.
It took me a while to choose this moment in time because I have a hard time deciding what defines me, but I knew immediately why we were doing this studio lesson. Everyone has an identity and somewhere along the road of life, there was a moment that defined you, which changed who you identify as, and who you are. These moments can be captured through shots in time.
I could see how this was relative to identity, but I wasn't too sure about how I would use this in my classroom. I love it for an art project, but I couldn't pinpoint how I would integrate this in my classroom. For someone who can't stand kids throwing little scraps of paper on the floor and claiming, "it's not mine," when you ask them to kindly pick it up, I was already a little stressed watching the art tables be destroyed. I was able to relax a bit when doing this studio because I love looking through magazines, and I especially loved creating a snapshot of time that I could remember. I could see using this in my classroom by pairing this with a social studies lesson on another persons life, or a science lesson to create an organism. I'm sure I could use this, I just couldn't find something as quickly as the others.
A little fact about my sister:: her name is Noelle, which means Christmas in French. Cute huh? She didn't think so! She decided when she was 6 she only wanted to be called Ellie. Everyone else calls her that, but guess what, I definitely do not, nor will I ever!
An architectural wonder::
Here, we were asked to draw with a pencil, freely, only making lines. I took it upon myself to draw many, many lines, because I had it in my head we were going to do a paint my numbers thing, and I wanted to have the most lines. Woops, not what we did! We then used a black marker to trace over the lines which stood out to us the most, and then erased the others. Well, this is what I ended up with. Then, we were asked to color in some of the parts and create something from the lines and areas. I decided this was a neat little house with a big giant flower garden in the front yard. Abstract, but I like it.