Art Gallery

I think that the art gallery is an incredible place for people of Prince George! I am jealous that we don't have something even close to this in Quesnel. The gallery is a perfect place to take students and immerse them in the world of art. Even though I didn't like the paintings in the exhibit, when the curator said that children can explore and discuss the uncomfortable topics, I was sold! I realized that the complimentary pieces are a great way for students to think about how a specific event happened and how it looked from two perspectives--our own, emotion driven perspective, and the outside, accurate perspective. I think that an exercise like this would tie nicely to a language arts writing assignment but then again I would love for students to do a quick write to come up with a life event/scenario and then do a drawing set to represent both perspectives. When the curator showed us the two perspectives, I went from disliking the installment to excited about the learning opportunities that pair with the large, uncomfortable paintings!! I really enjoyed our visit to the art gallery! And Quesnel's not that far...I see a field trip in my future!

UNBC Children's Art Show

The UNBC Children's Art show was such a lovely event. At first, I didn't think I would enjoy it much because I knew that my students weren't coming. However, I was so very wrong! I got to be part of something that had such beauty and such positive energy! At one point I looked around in awe as parents, grandparents, students, and younger siblings excitedly moved about the space. The decorations were wonderful!! The decorating committee did such a great job! And I really loved the sound of the violin playing in the background...that girl has talent AND stamina!

Even though my students weren't there I still felt an amazing pride for their work. I couldn't believe all the people gathered around the dot paintings! It was really cool to be able to talk about the art and tell a little about each student, even if it was to strangers (and classmates...thank you for showing so much interest :) )

This was a really great experience and it showed me how easy it is to pull off something amazing with teamwork!! Thanks to all my classmates for putting on such a great event, I am honored to be part of it with you.

And thanks to Willow for pushing us out of our comfort zones and believing that the night would go so well even when we were worried!!

Here's me...putting up my student's artwork!

Meeting Criteria

The UNBC children's art show was such a great event. Even though my students could not attend because of location, they were all really excited that their artwork would be showcased up here at UNBC. It was also a great motivator for students to get their work done before the deadline!

I had such a difficult time choosing only five paintings. I struggled with the idea of recognizing only a few due to my philosophy that I don't ever want to demotivate my students. What if a student has a love and passion for art but isn't as naturally talented as the next student who really does not have much interest at all? What if taking art from both students inspires them both to continue and practice and pursue art in their futures? I don't want to ever take that possibility away from someone. I am glad that I brought such a large sample. I know that part of what made my art display appealing was how the large grouping made a powerful impact. That said, I also discovered something...I didn't actually want to hang all of the art when I got here. In fact, it took me almost an hour to finally hang the last three pieces--Andrea actually noticed and asked me why. It wasn't because the pieces weren't as visually appealing as the others (in fact, one was a good painting on it's own) but it was because these students either didn't follow the criteria because of lack of effort or they didn't follow the criteria because they chose not to. For example, one student didn't create her painting with dots in a pattern and her painting didn't match the others at all...even though I had discussed this with her while she was painting. So here's the dilemma...do you take five or leave five? I'm glad I brought them all but I think the former would be better over  the latter. Although I kind of feel like the latter five should also realize that they are accountable...in this case, it wasn't talent that made their artwork not art show worthy, it was lack of effort or simply not caring about criteria.

Op Art and Trying to Stay Focussed



This is my youngest son's Op-art project. I've seen this style of artwork done before and it looks really cool when it's finished. I'm not sure if he quite understood what he was doing because the "highlight" didn't run in a uniform line down each section...which is fairly important for the illusion to work. He said he was sick the day the class got the instructions but they did do a smaller, rough draft first so I would like to think that any misconceptions were addressed then. Never-the-less, as I watched I thought "great project"--it teaches line form and depth-- but then as the hours passed and there was nothing left of the poor little pencil crayons or the child's tired out hand...I thought, hmmm maybe a bit too much repetitive coloring to keep the interest of the more "active" kids in the class (mine being one of them--"Anders, sit back down. Anders, keep shading. No, Anders, it's not time to play with the dog. Anders, the pencil crayon is sharp enough."--for approx. 4 hours!!). By the end, he had lost interest and just wanted to get it done and it showed in the change in quality from start to finish.
Here is his process:



I managed to find 3 pencil crayons of the same color and kept them sharpened for him so that he could just continue to color without getting distracted to sharpen. It also saved him from having to use an uber-short pencil crayon (like he did with the blue), which becomes really tiring on the hand.



 

Art Lessons During Practicum

During my practicum, my students created Aboriginal Dot Art. This was an exciting and in-depth project for me to take on with them as it was the first time I've taught art. However, I love love love visual arts and couldn't wait to get this project started with them!

Grade 6/7 C1 identify the historical and cultural contexts of a variety of images

The first lesson gave an historical context of Aboriginal Paintings and the evolution of the Aboriginal Dot Paintings. Students identified that the paintings are from Australia, that they date back 40,000 years, that they are the longest living art movement in history, recognized Aboriginal people as the first peoples of Australia and compared this vast history and connection to the continent to First Nations people in Canada, determined what materials traditional paintings were made from/with compared to contemporary Aboriginal paintings, and understood the purpose for Aboriginal paintings (storytelling/dissemination of knowledge). Yes, this was a history lesson!

• A1 compile a collection of ideas for images using feelings, observation, memory, and imagination, such as storyboards

The purpose of the second lesson was to have students identify the characteristics of Aboriginal dot paintings and generate criteria for their own dot paintings. Students selected an animal to represent them and had to complete a graphic organizer that listed and justified how the animal traits represented their personality. Students created a storyboard that included animal traits graphic organizer, color scheme, a draft sketch with dot patterns in marker, and a paragraph outlining the “story” within their painting. The storyboard was used for pre-planning and as a form of self-reflection to guide their final painting.

• A4 create images using a variety of materials, technologies, and processes
• A5 create 2‐D and 3‐D images that convey personal or social beliefs and values, for specific purposes, that incorporate the styles of selected artists from a variety of social, historical, and cultural contexts

The so-called last lesson was to have the students create their dot painting using their draft and the criteria as a guide. This lesson focused on using the painting techniques used by Aborigine artists. Students applied colors, designs, and patterns based on their learned knowledge of Aboriginal dot painting. This really wasn’t the last lesson and it really wasn’t the third lesson. It actually took two+ lessons to get through the pre-planning—students had a hard time making their pre-planning sketch a “rough” sketch. Most spent too much time perfecting during this process. If I were to do it again (which I will!) I will stress to the students that this is a ROUGH sketch!! Furthermore, I would show them the tools and supplies for the final project before this step—oops! I think knowing the selection of dowel sizes before sketching would have been useful—note to self: never assume that the 15 examples and a student-generated list of criteria based on exemplars (stating multiple sized dots) would inform the students that the dots should not be pin sized like the end of a fine-tipped marker!

Most of the changes I would make to this mini-unit (it was 6+ lessons in reality!) have to do with management (getting paint supplies, etc). Otherwise, it was a wonderful experience that fully engaged each and every student. It addition, the style and technique set students up for success—everyone could feel proud of their final painting. One of my favorite parts was when I had students volunteer to come to the front of the class to talk about and share their paintings with positive feedback from their peers. They enjoyed this too and I had lots of volunteers!

 

Art Strengths and Careers

Forensic Artist Video Clip

This is a powerful and moving video about a forensic artist who draws women's faces based on how they describe themselves and then by how they are described by someone else.

While it is a touching short clip, it also got me thinking about Fine Arts in terms of careers. How often is art (or dance, or music) added on to the weekly curriculum and treated a bit like fluff? Are we developing skills in these subject areas that students can take in to the real world the way we do with Math, Reading, Writing, and so on? Do we value Fine Arts enough to consider the content something that can prepare students for the future? What skills are transferable? Can we help students link future careers to their strengths in the areas of Fine Arts? Since not all children are exposed to or can participate in artistic activities outside of school so that they can hone their artistic skills (no access to music lessons for example) then school may be the place that unveils an artistic talent in a child. School is probably where most famous actors were introduced to drama!

When we have students who struggle in other areas of the curriculum but are strong in one area of the arts, I think it's important to help them identify ways that they can use their strengths to their fullest potential. So besides a job as a forensic artist (or famous actor/famous musician!), what realistic and achievable careers can you think of that are built on the foundation of either a talent in an area of Fine Arts, skills developed by practicing in areas of the arts, or by an interest in aspects of the arts?