Artist: Thomas Hart Benton & Diego River
Studio: Political/Editorial Cartoon: Drawing and/or collage
Studio: Political/Editorial Cartoon: Drawing and/or collage
Artist: Faith Ringgold
Studio: Painted Story Quilt: Crayon Resist
Studio: Painted Story Quilt: Crayon Resist
Artist: Jean Shin
Studio: Mini Sculptures from found objects
Studio: Mini Sculptures from found objects
Unit 3: Stories Reflection
The unit 3 studios revolved around the big idea of stories. Our first studio was a political/editorial cartoon inspired by the works of Thomas Hart Benton and Diego River. For this studio I chose to play on the idea that the symbolic apple in the classroom is being replaced by lattes. This relates to the theme of stories because it shows how times have changed and how times have changed. If I were to use this studio in the future, I would encourage my students to expand on their idea with a short essay, describing the statement they were trying to make with their cartoon.
Our second studio was inspired by Faith Ringgold and was a painted story quilt. In this studio, I chose to create a image that represented a canoe trip I had taken with my dad. This studio relates to the theme of stories because it allowed students to create a still moment from a story, any story. I thoroughly enjoyed this studio and I could see it being easily integrated with multiple subjects. For example, students could create a freeze frame from a moment in history or students could expand their knowledge on the geometric shapes used in the border.
Our final studio was a mini sculpture from found objects inspired by the artist, Jean Shin. In this studio, we created a sculpture from found objects that are easily found and often discarded that related to a bigger idea. I chose to use balloons and ribbon to relate to the theme of celebrations. I cut apart different colored balloons and created a collage of the pieces in the shape of a balloon. This would be a great studio to incorporate with literacy. Students could be presented with an image or sculpture and asked to create their own interpretation of it, creating their own story.
Doing studios like these in my future classroom is a great way to help my students better engage with the content and understand the importance and relevance of the big idea. As Pink (2006) states, "Empathy is an essential part of living a life of meaning" (p. 165). It is important for students to understand stories so they can develop empathy. Through stories, students will learn to feel for and with the characters. Using artwork is a great and effective way to help students develop the ability to feel and relate to stories. As Bang (2000) says, "specific elements such as points of color or size seem to call up the emotions we felt when we experienced actual sharp points or colors or large or small things. It is these emotions attached to remembered experiences that seem to largely determine our present responses" (p. 73). Bang is emphasizing the idea that stories can be conveyed through artwork. In addition, the way artwork is presented can determine the mood and emotion that the piece elicits.
Bang, M. (2000). Picture this: How pictures work. San Francisco, CA: Chronicle Books
Pink, D.P. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Penguin Group
The unit 3 studios revolved around the big idea of stories. Our first studio was a political/editorial cartoon inspired by the works of Thomas Hart Benton and Diego River. For this studio I chose to play on the idea that the symbolic apple in the classroom is being replaced by lattes. This relates to the theme of stories because it shows how times have changed and how times have changed. If I were to use this studio in the future, I would encourage my students to expand on their idea with a short essay, describing the statement they were trying to make with their cartoon.
Our second studio was inspired by Faith Ringgold and was a painted story quilt. In this studio, I chose to create a image that represented a canoe trip I had taken with my dad. This studio relates to the theme of stories because it allowed students to create a still moment from a story, any story. I thoroughly enjoyed this studio and I could see it being easily integrated with multiple subjects. For example, students could create a freeze frame from a moment in history or students could expand their knowledge on the geometric shapes used in the border.
Our final studio was a mini sculpture from found objects inspired by the artist, Jean Shin. In this studio, we created a sculpture from found objects that are easily found and often discarded that related to a bigger idea. I chose to use balloons and ribbon to relate to the theme of celebrations. I cut apart different colored balloons and created a collage of the pieces in the shape of a balloon. This would be a great studio to incorporate with literacy. Students could be presented with an image or sculpture and asked to create their own interpretation of it, creating their own story.
Doing studios like these in my future classroom is a great way to help my students better engage with the content and understand the importance and relevance of the big idea. As Pink (2006) states, "Empathy is an essential part of living a life of meaning" (p. 165). It is important for students to understand stories so they can develop empathy. Through stories, students will learn to feel for and with the characters. Using artwork is a great and effective way to help students develop the ability to feel and relate to stories. As Bang (2000) says, "specific elements such as points of color or size seem to call up the emotions we felt when we experienced actual sharp points or colors or large or small things. It is these emotions attached to remembered experiences that seem to largely determine our present responses" (p. 73). Bang is emphasizing the idea that stories can be conveyed through artwork. In addition, the way artwork is presented can determine the mood and emotion that the piece elicits.
Bang, M. (2000). Picture this: How pictures work. San Francisco, CA: Chronicle Books
Pink, D.P. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Penguin Group