Tying up some loose ends. With wire.

This is Leonardo the lion. He's a wire sculpture. We learned about disabilities and how they affect (or don't affect) creating art. Every disability I'm sure had its obstacles, but the sculptures turned out great. I made Leo blindfolded- which was my disability. This led to Leo being a little disabled too. But he turned out pretty handsome I think. Wire sculptures are awesome! So is Alexander Caulder! The end.

Remember those days when I used to post stuff I did in class?

Yeah. me too. Well, here's all the stuff we've been doing!

Printmaking! O so fun. We made imprints into Styrofoam, laid on the ink, and printed things in our "visual culture." Mine is toothpaste! I made three other prints on different colored paper.

Vincent Van Gogh was a little bit crazy, but he was also a genius! We used oil pastels to paint a scene we saw outside our windows in a Van Gogh like manner, then painted over it with black paint. This was great to experiment with watercolor and oil resist and learn about Van Gogh.

By far my favorite assignment. Okay, so I'm a little biased towards water color. :) We got to taste different things, then tried to paint what we tasted with different water color techniques. It was a little tough to not use the color schemes of the food- to detach yourself from what you know it looks like and just paint a representation of the taste, but it was a lot of fun.

Google sketchup is magical. That's all you really need to know. We learned about different parts of Greek architecture then made buildings in this program I can't believe I didn't know existed until now. So, I probably should have done a more modern looking building with a purpose in mind, but I thought this looked cool! See the relief in the pediment? If you guessed those were the faces of Mount Rushmore, then, ding ding ding! you're right.


We colored thick with crayons on medium weight paper, then covered it with tempera and a drop of dish soap. After it was dry, we scratched in this continuous line alphabet and filled in the negative spaces with texture.

Coil Pots!
S0- after this we did some pots out of real clay that we got to glaze and and fire and all that jazz, but I wasn't able to make it up! But pinch pots and coil pots are elementary art staples. I still have a pinch pot that I made in third grade and a coil pot I made in high school. Fun stuff.

I think pots are a great to incorporate with social studies- they've been made throughout time and across cultures. Though I didn't get the full experience (I didn't get to use my awesome yarn stamps!), I would definitely teach this in a classroom.

Here's my pretty portfolio cover. :) The assignment was to cut out the block letters of your name and glue on the negative space on one side and the positive on the other. I stretched the assignment a little. cool huh?

So this one time, we drew a map of our neighborhood. Then we took a field trip and looked at maps in the Library and looked at the art gallery and talked about maps and glued the map we made on the back of another map and colored in on the map where Logan is and looked at more stuff in the gallery... It was a really long field trip. Then we were supposed to fold the map and cut the map and, well, quite frankly, I'm not really sure what we were supposed to do with the map. So I made mine into a book. This is that book.

This is an authentic African mask! ... ok, so really it's a milk carton with tape, shoe polish, paint, and raffia. But it's pretty cool lookin! If you'd like to know more about African masks, please reference the blog entry entitled "research on African masks." Or google it.

Well, that's all folks! ...for now

Research on African Masks

In class, we got to make African masks out of milk jugs. Original African masks varied from tribe to tribe, but were generally made to represent gods and spirits, either an ancestor, mythological hero, or a combination with an animal spirit (1). Commonly seen animals were hawks, crocodiles, and buffalo (2). These different masks were used for ceremonies of different occasions such as initiations, agricultural festivals, rituals for luck, ancestor cults, fertility rites, and other rituals (1).
At times of war, special masks designed to inspire fear were also worn by tribes(2). Some examples of specific masks are:

• Punu Mask: The Punu Mask is associated with the Gabon people and is painted white. This mask represents the spirit of ancestors. The Gabon people used to wear this mask during celebrations and festivals. The use of Punu Masks in the masquerade dance was a common practice.
• Guro Mask: The native people living along the Ivory coast wore this mask. This mask represented the spirit of 'Gu'. A character from tribal mythology, 'Gu' was the wife of a supernatural entity.
• Funeral Mask: The Funeral Mask was used by the Bete and Yoruba people from Africa. The belief/purpose of the Bete people behind wearing these masks was to keep sorcerers, who would possibly cause harm, at bay. As per the Yoruba people of Nigeria, Funeral Masks were believed to embody the spirit of deceased people. It was also believed that the person wearing such masks would be able to speak to the souls of the dead.
• Ngil Mask: People of the 'Fang' tribe wore the Ngil Mask. The mask was used to initiate new members into the male secret society. (3)
  

Masks were made out of a variety of materials such as metal, leather, and fabric, (1) but according to African Tribal art.net, they were mainly crafted with wood and decorated with paints, shells, colored glass, nails, plant fibers, and even horns. Most were just face masks, but some were worn like helmets, and a few were full body "masks." (3) To make a mask, tribes would first ask for guidance, then cut down a tree. They'd wait a couple days for the spirit of that tree to find a new home, then begin carving(4). Spirits can then possess the dancer that's wearing the mask.

African tribes today still use traditional masks, but infrequently. However, they're a rich part of art history. They can be seen in museums, and have inspired artists, namely Picasso. (5)
Making masks in the art classroom can teach symmetry and expression, but also gives an opportunity to integrate their fascinating culture.

1) http://www.mask-and-more-masks.com/masks-of-africa.html
2)http://www.ehow.com/facts_4856201_facts-african-masks.html
3)http://www.buzzle.com/articles/african-masks-history.html
4)http://www.african-tribal-art.net/?page_id=2
5)http://www.theaccidentalartist.com/content/art-history/about-picasso%27s-african-art

Incorporating technology in my classroom

Alright, alright- those last few paragraphs were not very productive, so I decided to post them anyway and start a new post to actually answer the question. :)

I loved the sketchup experience in class. I would definitely use that. I think blogging is a great way to have organized feedback. It'd be fun to post a piece of artwork like an online gallery that the class could respond to. As the book said, you can learn about line, color, shape, etc. through computer resources. On the Art Core Rainbow Chart it gives a link to this awesome website where you can see a super detailed color wheel and play around with hue and intensity or just view analogous colors or complimentary.

I taught a ten year old sunday school class with a power point once and they loved it. It held their attention better, it was animated, they could read info as well as hear it, and it helped me stay organized. For an art class, I could make a fun powerpoint for any principle from color to balance to composition, or even to introduce a project. For any age, kindergarten through high school, utilizing the things you can do with computers is so advantageous to their learning. You can more easily cater to the varied learning styles of your students. However, it's best if it's used in moderation. "That which we obtain too cheaply we esteem to lightly." It's the same with teaching. If I were to pull off an amazing power point display every day, where's the "WOW" factor in that? The novelty of it is gone. Not going to lie- my power point primary lesson was awesome- but I think the main reason for its success was that it was different. It's best to expose your students to a variety of teaching methods to keep their interest, and technology should be a key player.

My little cousin was telling me about the primary colors and what the make when they mix. How'd she know? A computer game. That's so cool! If kids are old enough to work a computer, that sort of game would be a really beneficial asset. Teaching from a traditional standpoint is essential, but so is using stuff like this. You can't have you're students thinking you're an irrelevant, behind-the-times dinosaur.

In my own art experience, I've found computers really helpful in composing pieces. I had an art class when I was maybe eight, and the teacher had a library of art books on tons of subjects. If I wanted to draw a dog, we'd have to go searching for the dog book. In the art class I taught last summer, I'd have a boy say, "I want to draw Indiana Jones," and I could have a reference printed for him in no time at all. I still think a library of art books and magazines is a good thing to have as an art teacher so the kids can actually go through stuff and discover images that appeal to them, but a computer is a vital resource too.

I think it's good to go online to look at art. I had a high school teacher that would read us articles about contemporary artists and show us cool art peices made possible through the wonderful world wide web.

Despite my resentment towards technology at the moment, it is good. It is useful. I could go on about more ways you could incorporate it, but I feel like I'm rambling and I'd rather just refer you to this article- this dear woman has already written it for me in an extremely sensible manner. I'd use every idea she mentions if it fit with my curriculum.

http://www.associatedcontent.com/article/5509292/using_technology_in_the_elementary.html?cat=4

Technology. Oi vey.

Once upon a time Caitlin's computer decided not to turn on. The end. Sad story, right? I lived in the UR lab last week and it's a wonderful place to spend time, but not having my convenient laptop seemed brutal. It made me realize how absolutely dependent on technology I am in many aspects. I wanted to listen to my ipod as I painted but couldn't 'cause it wasn't charged 'cause that's my laptop's job. I wanted to have some tv playing in the background as I worked on some 3-d homework, but I rely on hulu as my source of entertainment. I got behind on making institute posters and wedding invites for people 'cause they were all saved on that blasted device. I wanted to blog last minute at the final hour last week but alas. The time to utilize the on campus labs was past and all roommates were asleep with their own laptops locked up. Dumb.

Well, now that I've whined for a paragraph (sorry, reader), I really did just want to make the point that it's pathetic how much having an indisposed laptop impeded my everyday life. We all rely so much on technology. Such an emphasis is placed upon it. I've had people tell me to quit using messy paint and go completely digital. It's easier. Go into graphic design, it's the only way you'll ever make money. Put down the paint brush, pick up the wacom tablet.

This is all a bit off topic, but let me say this: Technology cannot replace art. Of course it will be a big part of my classroom, but I hope my classroom isn't dependent on gadgetry. Well, that's my rant, but really, I'm just resentful towards computers right now. Let me start over. Focus, Caitlin.

Arts and Crafts

Art is a craft, but not all crafts are art. So, this is as deep as it's gonna get this time, dear readers. If you'd like a philosophical explanation of what qualifies as art, please reference the entry of this blog entitled "Art?"

Crafts can be art. I think the line between crafts and art can be very fine, so for our purposes, let's be shallow.

When I think of crafts, I think of relief society. If you're not familiar with the mormon culture, relief society is a woman's organization that gets together to do be edified spiritually, but also to have activities, many of which involve "crafts." These crafts may involve, but are not limited to, toll-painting, step by step instructions, inspirational vinyl lettering, quilt tying, and modgepodge. These are crafts. Many times they're utilitarian, and it's okay if they're one-dimensional.

"Crafts," although they can be artistically executed and require creativity, do not have to be, and more often than not, do not qualify as art. Let's juxtapose the relief society experience with my 3-d art class. In this class, we're given assignments like wire sculptures, where I had to brainstorm thumbnails, experiment with and assemble the wire, and figure out how to make it aesthetically pleasing. It was so open ended. I was graded on the balance, the quality of line, and other elements of art. Art is more expressive and unique. Its point is to be analyzed, to provoke thought, and to please aesthetically. Crafts are more like cookie cutters. They can also be aesthetic, they can be decoration, they can be something functional.

Now let us apply. In a classroom, you give every kid strips of paper and teach them how to weave them together. Art?
False. Craft. It's not open ended. It's utilitarian.
You have each child look in a mirror and draw themselves. Art?
Ding ding! It's open ended. They have to work through problems, there's no set instructions, and it can be critiqued with the elements of art.

Let's not misunderstand. Crafts have their place in the classroom. It's good for kids to learn how to follow instructions. It's good to have an objective and work through obstacles to achieve it. Crafts can even involve a level of inventiveness and creativity. However. It is NOT okay to do crafts in lieu of art. It's important, whether it is a kindergarten class or a group of sixth graders, to give kids an outlet to be creative, to activate that part of the brain, to figure out how to create "art."

There is no debate between Arts and Crafts. They are in the same category. They're related. But they are different and distinctive. It must be understood that they are two different tools that are necessary to teach, but can't be used in substitution of each other.

What motivates me as a learner?

My first thoughts on this question were shallow to say the least. ummm- is it 'cause, I want knowledge? Is it because I'm a perfectionist and therefore want to achieve highly in school and if learning comes with it that's a bonus? I want to learn so I can be smart? I've just never really thought about this. I'm a college student. Learning is just-what I'm here to do. But why am I doing it? Why am I spending my time and my money to...learn?

The answer: I love learning. That's why I'm here. I love finding out things that I didn't know before. I think everybody does. One of the most important things to learn is a love for learning. The problem is that learning isn't always fun- it's work, and many times we only learn because we messed up and had to learn from the mistake. But learning is satisfying and THAT is what motivates us. We find fulfillment in this life as we learn- we learn about each other, about ourselves, about the world around us, and about great thoughts. Even if I learn how to do something I don't necessarily want to know, I think I still recognize that it's for my benefit, so I still find fulfillment. I believe that the whole reason we exist is to learn and grow and become and utilize as much of our potential as we can.

To condense that thought, I think we have an intrinsic desire, even a passion, to learn, but I also think there are many outward motivators that help you develop that. One key force to help discover and increase the desire to learn about something is someone who already has it.

The idea of a "Role Model" is somewhat ubiquitous. Everyone has probably had to write a paper/multiple papers on who their role model is and why, we should be worried about who kids are choosing as their role models, on the USU campus there are signs that say "who mentored you?" Identifying someone you look up to and aspiring to be like them is human nature. I am no exception. I'd watch Cinderella and want to put on a blue dress and scrub the floor. When I learned about Thomas Edison, I wanted to invent something. When I see my little sister play the piano with such skill it makes me want to practice every day. When I saw my art teacher's work and his expression of why he loved art, it made me want to be an artist. He sincerely told me I had what it takes. I felt special. I felt talented. I felt like learning how to paint. A teacher can be the motivation that sparks our innate desire to learn.

I hope what will motivate my future students will be my love for art. I hope they'll see my dedication and the happiness it brings me that they'll want that too. I'll have less conceptual motivation tactics too. I'd like to have my students all enter their work in exhibits- giving them a motive to accomplish. Of course there will be grades, but I'm aiming for that not to be a main source of motivation. I hope that I can invest myself in each student's endeavors and personally give them confidence in art, push them, and help them grow. If I were a math teacher, my motivation techniques may sound less idealistic, but as an art teacher, I hope I'll have enough enthusiasm that it's inspiring, and give the right guidance so that they will succeed.

I want to learn as much as I can not only so I can be the best I can be, but so I can have the passion and wisdom to make an impact on the lives of others, just as someone impacted me.