My alter ego:
As family member is:
Not concerned, selfish, cautious, distant, dependent, secretive, anxious, deceptive, and lying.
I am not concerned about my family and I do what I want, regardless of what others want. I am not connected and keep secrets from my family. I do not care if I cause others pain.
As a student:
Inconsistent, secure, lazy, calm, self-centered, unmotivated, and nonchalant.
I do not care about my education or the effort which it entails. I remain calm, yet unmotivated.
As a teacher is:
Timid, shy, lazy, heartless, arrogant, serious, dull, selfish, and unmotivated, deceptive.
I am not concerned about my students and am not motivated to start to care. I deceive to get ahead and am not concerned about how I obtain my goals, as long as I reach them.
As an artist is:
Deceitful, has a strong faith, arrogant, passive, progressive, not enthusiastic, quiet, selfish, self conscious, and egotistical. I do not care about what others think of me and am very confident with my art work. I have a strong faith and base my art around it.
Sunday, February 28, 2010
Sunday, February 21, 2010
Sexal Identity
I am very open and excepting of GLBT individuals. Some of my closest friends are homosexual. If a student approached me to “come out” I would support him/her and their information would be confidential. I feel that I will be a teacher that students can talk to in order to sort things out in their own minds. I might suggest that the student talk with someone else, such as a guidance counselor, if I felt the student would benefit from talking about it further. I would especially do this if the student was continuously negatively affected by freshly “coming out”. I would not talk to the student’s family or friends unless the student wanted me to.
In order to have my classroom be a safe space for students, I will create an atmosphere that does not allow discrimination. This idea ties into the discussion on discrimination, but no group will be discriminated against in my classroom. I know this is easier said than done, but art classrooms are usually laid back. In my experience, art classrooms are a safe place where students feel comfortable. My art room will be a safe zone and I will strive to have my students feel comfortable and free to talk about anything as long as respect is continuous. I will also discuss homosexual artists, based on content. I believe this is important because by not discussing the sexual identity of some artists, I would be depriving students of information that may be vital to their understanding of art. I also believe that incorporating this into my classroom will allow for acceptance, comfort, and support of homosexuals.
In order to have my classroom be a safe space for students, I will create an atmosphere that does not allow discrimination. This idea ties into the discussion on discrimination, but no group will be discriminated against in my classroom. I know this is easier said than done, but art classrooms are usually laid back. In my experience, art classrooms are a safe place where students feel comfortable. My art room will be a safe zone and I will strive to have my students feel comfortable and free to talk about anything as long as respect is continuous. I will also discuss homosexual artists, based on content. I believe this is important because by not discussing the sexual identity of some artists, I would be depriving students of information that may be vital to their understanding of art. I also believe that incorporating this into my classroom will allow for acceptance, comfort, and support of homosexuals.
Sunday, February 14, 2010
Discrimination
I had a difficult time thinking about a time when I was discriminated against. I'm sure there are times that I do not remember or that I blocked out, but nothing is predominately sticking out. One thing that I find I get discriminated against is the fact that I am going to be an art teacher. Many individuals do not understand or believe in the importance of art. This happens many times, especially in my education classes. I have been shoved aside on more than one occasion and told that the material taught does not pertain to me because I am an art teacher. I hear words such as, "You won't use this, you're just an art teacher" and "Oh, you art people don't have to worry about assessment". This really infuriates me! It links brain to many other thoughts, especially how people view art in schools. This could pertain to parents, other teachers, administration, and students. When we are looked down on by all of the above and people already have the mentality that we are just "extras" and don't matter, it is much harder to be successful as a student and a teacher. I'm not saying that this is everyone's mentality, but it hurts to attend an education school when many professors do not care about or respect the arts and the individuals studying them.
As far as handling the situation, it depends on the circumstances. I have spoken against professors in class, in a professional way of course, about how they are addressing the art educators in the room. When one professor told me that art teachers do not use assessment, I spoke up and told the class that yes, in fact art teachers do use assessment! It developed into a discussion for the classroom. There are also classes that I do not feel I can speak up, so I just let it go or bottle it up to tell to my fellow art education classmates later. It's sad, but true.
As far as discriminating against someone else, I try not to. I'm sure that I've done it on more than one occasion, but I'd like to think that I am a relatively open individual. I remember when we'd chose a teacher we didn't like in middle school and high school and TP their home. This could be considered discrimination. I suppose I have discriminated against individuals who sit around on their butt all day while complaining about not having money. I have also discriminated against extremely religious people whom may speak in tongues on occasion. By discriminating, I mean that I do not enjoy such people and usually do not find myself hanging around them and being chummy. I'm not mean to these individuals, I simply do not take part in their lives. They could be some of the best people in the world, but by my general knowledge and my meeting of just a handful of said people, I don't care to surround myself with some individuals. You may think that I am shallow, and maybe in some ways I am, but everyone has groups or individuals whom they discriminate against, even if they have the best intentions.
In the classroom, there will be many students from all kinds of different families, histories, and backgrounds. I know that I will have students whom watch Family Guy every day and use curse words in their everyday language. I also know that I will have students whom are highly religious. Many aspects of students are developed by their parents. First and foremost, I will respect all students in my classroom, no matter what background they have. Cutting discrimination in my classroom will come from the environment and demeanor of my classroom. I will strive to have an open room, where students feel free and comfortable. It is important for students to embrace differences and I believe that this is much easier to do in an art room then in many other classrooms. Art can by an expression of the self and one's surroundings. Setting up the classroom as a safe, open, and comfortable area will be a good way to combat discrimination.
As far as handling the situation, it depends on the circumstances. I have spoken against professors in class, in a professional way of course, about how they are addressing the art educators in the room. When one professor told me that art teachers do not use assessment, I spoke up and told the class that yes, in fact art teachers do use assessment! It developed into a discussion for the classroom. There are also classes that I do not feel I can speak up, so I just let it go or bottle it up to tell to my fellow art education classmates later. It's sad, but true.
As far as discriminating against someone else, I try not to. I'm sure that I've done it on more than one occasion, but I'd like to think that I am a relatively open individual. I remember when we'd chose a teacher we didn't like in middle school and high school and TP their home. This could be considered discrimination. I suppose I have discriminated against individuals who sit around on their butt all day while complaining about not having money. I have also discriminated against extremely religious people whom may speak in tongues on occasion. By discriminating, I mean that I do not enjoy such people and usually do not find myself hanging around them and being chummy. I'm not mean to these individuals, I simply do not take part in their lives. They could be some of the best people in the world, but by my general knowledge and my meeting of just a handful of said people, I don't care to surround myself with some individuals. You may think that I am shallow, and maybe in some ways I am, but everyone has groups or individuals whom they discriminate against, even if they have the best intentions.
In the classroom, there will be many students from all kinds of different families, histories, and backgrounds. I know that I will have students whom watch Family Guy every day and use curse words in their everyday language. I also know that I will have students whom are highly religious. Many aspects of students are developed by their parents. First and foremost, I will respect all students in my classroom, no matter what background they have. Cutting discrimination in my classroom will come from the environment and demeanor of my classroom. I will strive to have an open room, where students feel free and comfortable. It is important for students to embrace differences and I believe that this is much easier to do in an art room then in many other classrooms. Art can by an expression of the self and one's surroundings. Setting up the classroom as a safe, open, and comfortable area will be a good way to combat discrimination.
Monday, February 8, 2010
Sunday, February 7, 2010
Communication in the form of Art
1.d.
Communicating to one individual:
Create a work of art that is dedicated to a specific person and utilizes a theme, materials, and a manner of expression that are so individualized that they constitute private communication.
My lesson consists of having students choose an individual that represents something important to them- someone whom has given them inspiration or has had an effect on the student’s life. After the student chooses their individual, they will brainstorm and sketch what it is about that individual that is so meaningful to them and what represents this individual. This could include things such as smells, items, memories, etc. Once the student has written down at least ten things, they can start to draw upon them for ideas.
My goal is to have students create a piece of art that is specific to the individual of his/her choice. The student can bring in objects that represent the individual, objects that the person used, etc. The final art project can be done in the form of a collage, in which the student draws from the objects important to the identity of the individual. It can also be developed into a kind of sculpture, or any form of art that is related to the individual and the student. Because I would only teach this to an upper level class, I feel that the openness of this project can be handled by the students. If students do run into problems with coming up with ideas or brainstorming, I would assist the student and have him/her work on many sketches to strike up their creativity. Skip Schukmann was my artist of choice for this project. His pieces work directly with the individuals he is making the art for. Environment and the space he works in also play a large roll. The artwork is specific to the individual, which is what I want students in my classroom to base their art from.
I chose this lesson because I feel that when a student gets to choose what their artwork is about, they become more intimate with it. When I was in high school, I really enjoyed working on things that were important to me or about someone I cared about. I hope that students will learn more about the individual of their choice, themselves, and their relationship with the individual. Students will also gain expansion of knowledge of materials, processes, and resources. One of the biggest difficulties I foresee with this project is the ability to figure out a way to deal with materials in a way that shows the relationship between themselves and the individual. Writing out ideas, experimenting with materials and processes, and looking at other artist’s work will hopefully help students better grasp the idea.
Communicating to one individual:
Create a work of art that is dedicated to a specific person and utilizes a theme, materials, and a manner of expression that are so individualized that they constitute private communication.
My lesson consists of having students choose an individual that represents something important to them- someone whom has given them inspiration or has had an effect on the student’s life. After the student chooses their individual, they will brainstorm and sketch what it is about that individual that is so meaningful to them and what represents this individual. This could include things such as smells, items, memories, etc. Once the student has written down at least ten things, they can start to draw upon them for ideas.
My goal is to have students create a piece of art that is specific to the individual of his/her choice. The student can bring in objects that represent the individual, objects that the person used, etc. The final art project can be done in the form of a collage, in which the student draws from the objects important to the identity of the individual. It can also be developed into a kind of sculpture, or any form of art that is related to the individual and the student. Because I would only teach this to an upper level class, I feel that the openness of this project can be handled by the students. If students do run into problems with coming up with ideas or brainstorming, I would assist the student and have him/her work on many sketches to strike up their creativity. Skip Schukmann was my artist of choice for this project. His pieces work directly with the individuals he is making the art for. Environment and the space he works in also play a large roll. The artwork is specific to the individual, which is what I want students in my classroom to base their art from.
I chose this lesson because I feel that when a student gets to choose what their artwork is about, they become more intimate with it. When I was in high school, I really enjoyed working on things that were important to me or about someone I cared about. I hope that students will learn more about the individual of their choice, themselves, and their relationship with the individual. Students will also gain expansion of knowledge of materials, processes, and resources. One of the biggest difficulties I foresee with this project is the ability to figure out a way to deal with materials in a way that shows the relationship between themselves and the individual. Writing out ideas, experimenting with materials and processes, and looking at other artist’s work will hopefully help students better grasp the idea.
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