Unit 1 : Identity
Pink (2005) states “We are stories” (p. 115). This could not be more applicable to the first unit—identity. Each studio projects represents a different exploration of an identity in relation to a particular artist’s craft. The first studio was inspired by Henri Matisse, who was a famous collage artist. The materials included in the collage were construction paper and magazine pictures. My collage is a representation of my trip to South Korea, which was an influential experience contributing to my view of the world and teaching. Ultimately, I decided I want to gain experience teaching abroad since I experienced a wonderfully colorful view of a different culture while traveling. The second studio represents my identity through a play on Chuck Close’s technique of self-portrait. I used water-color and crayons to create a blend of colors around a Disney character that connected with my own identity. I chose Alice from Alice in Wonderland. Her and I share a passion for adventure, but also have some heavy responsibilities we must accomplish first. The bright colors and white rabbit holding the clock represent those tasks at hand. The third studio links a specific animal’s identity with a character from a fairy-tale. This technique of personification is taken from William Wegman. I chose the story of Rapunzel because I enjoyed that story as a child. When I found a picture of a Guinea Pig, I thought the fur would go perfectly with long, flowing hair. Guinea Pigs also remind me of little princesses who are just a little too spoiled.
All three of these studios helped me better envision integrative lessons for my future classroom. Eisner (2009) says “education can learn from the arts that open ended tasks permit the exercise of imagination, and the exercise of imagination is one of the most important of human aptitudes. It is imagination, not necessity that is the mother of invention”(p. 5). This quote speaks volumes. All three of these projects were open to my own imaginative interpretation. All of my future students will have an individual identity, and they may be able to depict this best using collage or relating to a certain animal or character from a story. I could integrate the self-portrait technique with social studies by having my students pick an individual from a history lesson who they identify with. These lessons could bring about big-idea discussions such as social justice because it deals with their own personal identity and how they treat each other.
References
Eisner, E. (2009). What education can learn from the arts. Art Education, 62(2), 22-25.
Pink, H. D. (2005). A Whole New Mind. New York, New York: The Penguin Group Inc.
All three of these studios helped me better envision integrative lessons for my future classroom. Eisner (2009) says “education can learn from the arts that open ended tasks permit the exercise of imagination, and the exercise of imagination is one of the most important of human aptitudes. It is imagination, not necessity that is the mother of invention”(p. 5). This quote speaks volumes. All three of these projects were open to my own imaginative interpretation. All of my future students will have an individual identity, and they may be able to depict this best using collage or relating to a certain animal or character from a story. I could integrate the self-portrait technique with social studies by having my students pick an individual from a history lesson who they identify with. These lessons could bring about big-idea discussions such as social justice because it deals with their own personal identity and how they treat each other.
References
Eisner, E. (2009). What education can learn from the arts. Art Education, 62(2), 22-25.
Pink, H. D. (2005). A Whole New Mind. New York, New York: The Penguin Group Inc.