Journal entry: artists that work in my big idea

Finding artists that worked directly in my big idea, multiple intelligences, was rather difficult. So, instead I decided to find artists that worked in the seven types of intelligences that I am including in my big idea.

Big Idea Book: pages 3-4

For my big idea book I chose to feature Janet Hill because I think her work speaks to "linguistic intelligence." While she does not use the traditional meaning of words within her paintings, she has mastered the art of visual storytelling. She also includes a short excerpt of the story within the description of the oil paintings.

Blog Entry # 2: View and Respond to art work and readings

The object I chose for this blog entry is Fred E. Conway's Mardi Gras Scene.

Inspiration Board

1. What big ideas does your MUMAA artwork contain?

The artwork that I chose contains the following big ideas: holiday, festival, celebration, costume, religion, and music.

2. How would you utilize the artwork in a "juicy" Tiger Artist lesson?

This artwork would be a great tool to be utilized in a Tiger Artist lesson because it is an exciting and colorful piece that shows one person's perspective of a specific holiday. Holidays are a big idea that all children can relate to because all families have their own traditions and holidays that are celebrated in special ways. This would be an opportunity for students to create a work of art that embodies what his or her favorite holiday may look like.

3. Referencing your reading in the Walker text, develop essential questions that your students could investigate.

-What is going on in this work of art?

-What do you think of when people talk about Mardi Gras?

-What colors do you see in this artwork?

-How is Mardi Gras being celebrated in this painting?

-How does your family celebrate your favorite holiday?

4. Develop key artistic concepts connected to the Big Idea contained in the work from which TA students could make meaning and build art-making knowledge.

Students can use inspiration from the shape, line, color, texture, and collage style of Mardi Gras Scene to create their own work of art representative of their favorite holiday.

BIG Idea Book: Cover, page one and two

My big idea is the different kinds of intelligences and the way they can be used in art making! For those of you who were in Steve's class with me this summer, you know that for my final project I wrote and illustrated a children's book about the different kinds of minds, so I thought this would be a great way to talk about how art education can hone in on those intelligences!

Journey Map

Art:21 Big Idea

BIG Idea: Human Rights

How can you share their story?

Before introducing Ai Weiwei to the class, I would begin by asking the students what kinds of issues are most important to them regarding human rights. Who would they stand up for? Who would they like to give a voice to? There are many people in this world who suffer silently and art is a tool that can be used to give those people a voice.

I would then introduce Ai Weiwei to the class and talk about the ways in which he has used art to talk about important social issues.

As a class we would then watch Ai Weiwei's "Change" episode on Art:21 at http://www.pbs.org/art21/watch-now/episode-change.

After viewing the video, I would give each student a piece of paper and ask them to make a list of images that come to mind when thinking of human rights. This list will be used as a beginning brainstorm for their project. 

I will assign for the students to create a work of art in the form of a sculpture (using no specific materials) that tells a human rights story. Materials could range from sheets of newspaper to gathered earth materials. In creating their work of art, I would ask that students be mindful of the materials they choose to create the sculpture as they are an important component in telling the story as well.

After the students have completed their final projects, I would ask the students critique their work by asking whether or not what they have created successfully tells a story about the human rights issue that they chose. Also, where would the student choose to place this work of art if they could display it anywhere? What location would be the most effective and why? From what audience are they seeking attention?