Essential Questions and key concepts

I have chosen a different artist to discuss essential questions and key concepts. Frida Kahlo is a well known Mexican Artist as well. Her work deals with her own identity, blended heritage, personal tragedies and physical/emotional suffering.

"Two Fridas"

"The Broken Column"

"The Love Embrace of the Universe, the Earth, Myself, Diego and Senor Xolotl"

"My Grandparents, My Parents, and I (Family Tree)"

 5 Essential Questions:

1) How does personal experience shape our identity? (ex: tragedy)
2)Where do our relationships with others factor into how we see ourselves? how we are seen?
3) Do our emotions affect how we perceive experiences?memory?
4)What about our bodies do we use to identify ourselves?
5) How much of a role does our cultural and/or family background play into our identity?

5 Key Concepts

1) Many different things factor into our identity: experiences, relationships, cultural background, etc.
2)Our identity can shift depending on where we are in life, or who we are with (situational).
3)How we feel (our own perceptions) creates the identity for ourselves.
4)Identity is made up of both physical and emotional elements of the self.
5)We can often feel like many people at once. 

Tatiana Parcero- Artist Exploring Identity

Tatiana Parcero is a  Mexican artist/photographer who creates autobiographical work exploring identity. She uses the body as a way of identifying herself, then adds additional elements to discuss metaphors, both social and personal. Parcero has been included in several exhibitions focusing on the theme of feminine and Latin Americn identity; "A Complex Weave: Women and Identity in Contemporary Art", "Re-framing the Feminine" and "Opening Maps (Mapas Abiertas) ".
              

                                                                           "Portada"

                                                                      "Fin y Principio"

                                                                     "Cartographies"

This American Life

I found this radio program really enjoyable to listen to. I like the fact it was separated into segments, it made it easy to focus on the topic at hand. The interviews with the kids were so great and they touched on different aspects of this time in a persons life. The kids talking about the school dance were so funny, and the the boy who was so miserable since his move to a new school really tugged on my heart strings. It made me think about the reality that anxiety and depression really start at middle school age. Many anxiety disorders have their first symptoms starting in the early teen years. I remember the first time I ever felt recurring physical anxiety, that dropping stomach feeling and instant rush of heat, I was in 7th grade. Most of the kids being interviewed commented at one time or another, on how middle schoolers are so judgemental. The boy who had moved said it's easier to make friends when your little because people don't criticize or judge as much. He was so hesitant to make a phone call inviting a new friend over. Another girl talked about how nervous she was just to wear a new sweater to school because other kids might not like it and make fun of her. The Mimi's created an entirely new persona just to be accepted.

This connects to the readings, as they all mentioned the insecurity of this age group. So unsure of themselves and afraid of criticism, they often hold back. Oddly enough, I found it comforting to hear these stories because I delt with these same fears in middle school, and most of the time they came true. One kid had mentioned people will find anything to make fun of as far as others are concerned, so really they feel like they are never really "safe". No wonder they are so on edge, not only from hormones and emotional rollercoasters, but a constant threat of ridicule! I thought it was wonderful how one teacher took some girls aside who were putting another student down and let them understand what that boy was going through. They felt "empathy" which was also discussed in the readings, and also the fact that this stage in life is when they start to be able to consider various points of view. The girls took that understanding and started a dialogue with the boy, resulting in a realization for him as far as how his behavior was affecting others. As they said, it turned peer pressure around and allowed it to work for a good cause. It is questionable though, that she may have gone too far revealing the personal details of this boy's home life. That becomes a violation of privacy, and I don't necessarily agree with that.

I found it interesting that different teachers had such varying opinions about middle school students. Some had said it becomes a waste to try and teach them because they're so caught up in social and emotional matters.
 Another woman, Linda Pearlstein was very positive emphasizing the significant growth of the brain at this age and how it can be the best time to retain information. Again, as mentioned in the readings, she said it's a wonderful time as they are finally able to communicate their reasons for doing things, and they are starting to see "the big picture". I still haven't gone to my middle school observation, but everything I'm finding out is getting me really excited for the challenge. It's such a crazy time in life, and it brings up a lot of memories, good and bad, but I think it will help to relate to these kids and what they're going through.

Art Education Application Portfolio

Artist Statement:

           I am drawn to the sensuality and versatility of clay, and the intimate relationship that is created between maker and object. My forms are inspired by movement and nature, with smooth organic line often referencing the silhouette of a woman. I am also deeply influenced by aspects of fashion and interior design. The graphic patterns found in textiles and wallpaper provide me with endless inspiration for surface decoration. I am interested in translating the aesthetic found within fiber arts, into the language of ceramics. Embroidery, sewing and crochet have been traditionally considered domestic crafts performed by women. I feel some profound connections can be made with the medium of clay, which has also been given various associations. Used to make household items or artistic masterpieces, its versatility relates to the complex role of a woman. Both possess a certain level of fragility, along with a fierce sensuality and strength. My work is a unity of these ideas.

                             "Figure Study: Man", 2005, Charcoal on Paper, 17" x 22"

                             "Becoming Stagnant", 2005, Charcoal on Paper, 13" x 15"

                                  "Still-life: Chairs", 2005, Acrylic on Canvas, 16" x 20"

 

                         "Rosy", 2006, Black and White Photography; 35 mm Film, 9" x 6"

                                     "Coil Pot", 2006, Ceramic and Glaze, 3" x 16 3/4"

                                   "Untitled", 2006, Ceramic and Underglaze, 5" x 13"

                         "Lidded Forms", 2010, Ceramic and Glaze, 3" x 6" and 3 1/2" x 4"

 

                                "Ladies", 2010, Ceramic and Glaze, 3 1/2" x 9" each

 

                               "Oribe Cups", 2010, Ceramic and Glaze, 3" x 7" each

      "Object as Multiples: Lighting Element and Tulip Vase", 2011, Ceramic and Glaze, Metal,Wire, Bulb

                               "Tulip Vases", 2011, Ceramic and Glaze, 2" x 10" each

                                                

Studio Explorations

Bard Rock, a riverfront section of the Vanderbilt Estate in Hyde Park New York, is the place I have chosen to do my Studio Explorations Project. A beautiful, peaceful place with a connection the the rich history of the town. A more in depth description can be seen in my posting "Place Project Idea." Aside from my personal experience with this place, I know it has gone through many changes throughout the years. I was able to find some information about the history of Bard Rock on the internet, however, I could to go to the Vanderbilt information center and speak directly to the guides available there. They have a small museum and knowledgeable staff to answer any questions I may have. I read that Bard Rock used to be one of 4 Hyde Park landings, serving as a port for business and leisure complete with a ferry service. It seems that was bought out by the railroad, which to this day, still runs through that space. I'm curious how connected to the Vanderbilt Mansion this place actually is, and possible other uses before it was made into an historical site.

In thinking about artists to use as inspiration for this project, I came up with three different options. There is the Earth Art movement with their natural installations, the Hudson River School of Painters who have romantically depicted areas like Bard Rock, and Joseph Cornell with his assemblage art. I could draw upon aspects of each type of work for my project. I thought about making some sort of temporary installation on site with photo documentation. However, I am much more attracted to the idea of making assemblage or shadow boxes with collected material. As a project, children could gather objects they find interesting, bring them back to the classroom and create their own impression of the experience by arranging the items in a 3D collage format inside provided boxes. Each one would have a glass front, and would be exhibited for other students to learn about their findings. This would reflect each child's unique interests, and different ways of experiencing a place. Learning more about the history of Bard Rock may help me to bring in some social, political or historical issues to the project.

Trimis and Savva, Questions??

I found this article to be enlightening, and it gave me some more ideas for our Space -Place Project. As far as questions, one of the things I'm curious about is safety. I suppose this could come up during any field trip and that's why we have chaperones, but in these specific situations I'm picturing one teacher with 20 students running around in the forest or on the beach. Making sure all the children stay close to the group is important, but also as they're collecting materials, I'm wondering how the teacher can avoid children picking up things which could be dangerous. These are 4 and 6 year olds, so I'm sure they wouldn't recognize that they shouldn't touch a hypodermic needle, or a jellyfish on the shore.
Another thing I noticed about this article was the fact that all of the schools used in the study were near some sort of natural land, be it forest, sea, or even a large school yard. In situations where the school is in the center of a busy city with no access to outdoor materials we would have to come up with some very different ideas as far as collection and interaction with objects. The positive aspect of that is there are usually museums and other places of cultural richness to explore nearby. I think it was important that the students from Greece had actual material to bring back to the classroom, to further the enrichment, but also to stay interested. If we simply take the children back inside with no reference to the amazing experience they had outside, they would become restless and the project would not have the desired impact. With schools in the urban areas, what kind of things could we collect and bring back with us? Maybe sketches, photos, brochures, I don't know... something to think about.

Place Project Idea

I have a specific site in mind for the place based education project. Bard Rock, a riverfront area down below the Vanderbilt Estate in Hyde Park, NY. When sacred place was mentioned, I thought of it right away. I grew up in Hyde Park, moved away a few times, but now I'm back. Bard Rock is an historical landmark, with a strong connection to local history and community. I also feel a personal connection to the site, and I've gone there ever since I was a little girl. When I drive down the long steep hill, and see the river, I instantly feel removed from the chaos of the outside world. It is a peaceful place, abundant with trees, wildlife, and small cliffs. I go to have a picnic, read a book, or simply as an escape when I'm having a hard time. It is a place of refuge.

Although it feels like a private sanctuary, it is quite a public place as well. The train runs under a bridge just before Bard Rock. Looking out on the water, there are boats, big and small. People are always coming in and out , families, couples, people walking their dogs, or many for some peaceful time alone. It is a place to reflect on one's own experience, and that of the area, the river, the town, the history. Every time i go there, I feel so thankful to live where I do.

As I think of these things, and maybe go there and do some more research, I will come up with a more concrete idea for the project.

Group Work

Last Thursday, we got into groups to reflect on the articles we read. We had a big sheet of paper which we divided it into 5 categories, environment, student development, student actions, teacher actions, and change. Although each one of us read a different articles, all by different authors, profound connections were made with all of them. Ideas about broadening students' horizons seemed to be a common theme, whether it was through use of technology, or bringing children outside of the traditional classroom setting. One article talked about working other subjects into the art education curriculum, while another brought up issues of race and cultural awareness. Overall, each article was somehow reacting to change, and putting forth the idea that it is inevitable. Cultural and physical environments are constantly growing and changing, and each author had their own ideas of how those in the field of art education could work with these ongoing challenges. As we tried to separate these points into distinct categories, it became difficult, as they were all intertwined. Each section affects the other, so one can therefore understand the importance of each element to the whole.