In my story quilt, I drew a picture that portrayed my grandma's farm. When I was younger, my dad, brother, sisters and I would spend the entire summer fishing at my grandma's pond. However, whenever I think of grandma's farm a million memories flood through my head. I have a fairly large family, and family was very important to my grandma. Every single Thursday she would cook her famous fried chicken dinners for all my aunts, uncles, and cousins, and she did this until the day she passed at age 91. Every time I think of grandma's house, all I can think about are the traditions and memories I have with her, and I will cherish them forever and ever. Faith Ringgold received her bachelor's degree at the City College of New York and eventually began teaching at public schools. She then obtained her Master's degree and began teaching college courses. She is a retired professor from the University of California, San Diego in the visual arts. Her mother was a fashion designer, which inspired her to use fabric in most of her artworks. She is known highly for her famous story quilts, which combine painting, fabric, and storytelling.
The story quilt on the left is "Who's Afraid of Aunt Jemima?" and the one on the right is "Picasso's Studio."
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1. Who was Henri Matisse? Henri Matisse was born in Northern France in 1869. He studied law in 1887 in Paris, then worked as a court administrator after getting qualified. He first started painting in 1889 when his mother bought him art supplies, and described it as “a kind of paradise.” Henri’s father was very disappointed in him when he made the decision to become an artist. He started using the art type Divisionism in his artwork, which is painting with the separation of colors in individual dots or patches the flowed together. Later on, he devoted much of his time and energy in sculpting. He was diagnosed with cancer in 1941 and died in 1954 at the age of 84. 2. What was his connection to Picasso? Matisse, Picasso, and Duchamp were seen as the three artists who helped define the revolutionary developments of plastic arts in the early twentieth century. Matisse and Picasso met in 1906 and became great friends, but they also had a rivalry between them. The Cone sisters became regular clients of both Picasso and Matisse, collecting a large number of their paintings and drawings. 3. What were the paper cuts and their significance?
When Matisse was diagnosed with cancer, he had to undergo surgery that caused him to be chair and bedridden. It was difficult for him to continue sculpting and painting, so used paper cuts as a new medium. With his assistants helping him, he would create decoupages. Matisse would cut sheets of paper that were painted with gouache into an assortment of different shapes and sizes, developing them into lively configurations. At first they were a descent size, but he eventually turned them into murals and room sized pieces of work. Title: Picasso Pastel Portraits
Grade Level(s): 4-7 Suggested Time: 2 class period Unit: African Art Medium: Oil and chalk pastels Instructional Objectives:
Principles of Design: Movement, contrast. Materials and Equipment: Oil and chalk pastel, pencil, black paper, blue paper, glue. General Vocabulary: Cubism, simplify, distort, fragment, portrait, Picasso, profile view, frontal view. Art Production:
Content: Student did layer two or more colors using oil and chalk pastels. They also identified works of art from Europe (painting, architecture). Creativity: The students used imagination and uniqueness to create an original painting. Craftsmanship: Students made no indication of black or blue paper. Completion: Students completed the project in the given time. MODIFICATIONS Special needs: For students with autism, have them use a glove to blend the colors so it doesn't bother them getting on their skin. Gifted: Have the student create a design in the background of the portrait so that they have more to color. In chapter 8, it talks a lot about what visual culture is. It is the objects and images we come across every day of our lives, like advertisements, films, televisions, computers and handmade items. It also says that the term includes beliefs, ideas and other realms that function around visual concepts. Both the terms visual and culture are very significant. Tying are with visual culture is another story; it is told as not to educate the students about the past, no matter how important the historical context may be. One thing I found interesting to read about in the chapter was the “skateboarding culture” and the groups that were created by Nikki S. Lee. I like looking at the skateboarding group because there was a lot of movement in the photo to look at, which said a lot about the culture that those people were from. Even just looking at the background to see the type of people that were hanging out or what kind of neighborhood setting they were in said a lot about the photos. I also liked reading about the personal connections and the questions that were asked so that a person can get a full understanding about what the artist was trying to portray in their artwork. Reading the questions I interpreted the skateboarding culture so much better than I would have without the personal questions.
(1) Gifted
(2) Cognitive/Physical Disability Family Portrait Contours
Title: African Coil Pot
Grade Level(s): 3-6 Suggested Time: 1 class period Unit: African Art Medium: Model Magic Instructional Objectives:
Principles of Design: Pattern, movement. Materials and Equipment: Model Magic General Vocabulary: Sculpture, three-dimensional, additive sculpture, coil, texture, form. Art Production:
RUBRIC Content: Students did demonstrate openness in trying new ideas, materials, methods, and approaches in making a work of art. Student also built a container using a coil technique. Creativity: The students took their time to create a unique coil pot using their creativity. Craftsmanship: Students neatly and uniquely created a pot using different kinds of coils. Completion: Students completed the assignment in the given time. In chapter 7, it talks about using art to link to other subjects. For example, a teacher can give students a project to draw or paint something to do with an important date in history, like Pearl Harbor or the Titanic. It's important to learn more than just a single school subject so that students develop a substantive instruction. Teachers of all school subjects would focus on an idea, theme or issue and plan and brainstorm to reach the instructional goals. The arts do not have an interpretation of the world like math and science does. Students have art to experience nature and the structure of metaphor. It is in the arts where people encounter and explore using their imagination. Another dimension that the arts brings is the aesthetic dimensions. Some artists use their creations as a portal to knowing the world. After using some of these experiences, people claim experiences of baptism and resurrection.
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AuthorMy name's Hayley Poljansek and I am a student at Pittsburg State University! This blog is for my projects done in Art Education. Enjoy! Archives
October 2015
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