Blog #24 Final

Re-read your advice to yourself (blog #1). In this blog continue your advice, add some things that you’ve learned through your practicum, class discussions, interaction with your peers, or anything else that you’ve learned or investigated over the course of the semester since that first blog.

My responsibilities as a teacher will be stern. I finished young artist workshop and I now know how some kids test me. When my back is turned or when they are dropped off my mom and dad for someone to baby sit their child. My responsibilities needs to instill classroom rules for two weeks or longer. The student's needs cannot always be met as how I discovered again in YAW. The student is just being lazy or scared to take risks. I need to make the student take risks on their projects and If an item isn't available the student needs to understand their current need cannot be acquired and need to learn to improvise. The student may need a role model and I try and give the kids that.
Buying into the individual is something I learned with my practicum. The teacher gave the students respect and they gave it back. He was dry and to the point on suggestions of what to change or not change. He was not afraid say what an art piece looks like. Now I don't know if its because he taught AP and he can be more honest without hurt feelings or what, but.

Biggest take away from the course teacher was standards,real world issues, and loving yourself. She says you can't be a successful teacher if you yourself isn't happy or stressed. This shows to the students and then the class environment has a stink in the air. I did not interact much with my peers but I'd listened. I was more interested in hearing the teacher over my peers.

i cannot put into writing everything that I learned but I will say this. I got a long road ahead of me to becoming ready on Day 1 of teaching. I need to collect books, work on speaking and writing skills. Do the required busy work steps to getting my degree... Praxis...courses...fees...

I need to have a bang up interview and when I have my classroom I need to own it.
If that means my background phone and computer screen has some useless quote or some reminder every morning before the first class. I'm tall, I need to project my voice and become the adult in the room.

Blog #1 redo

Blog 1: Give yourself advice for the first day of classes teaching adolescents.

Think about:

• Your responsibilities
• Your student’s needs
• Buying into the individual
• Your content and curriculum
• Generational differences

My responsibility as a teacher is to keep the classroom in order. I'm not sure how to go about doing so as of yet. I have a whole semester to learn some more about this. The student comes first but I hopefully will not want to get shoved around for everything that they ask. Possible budget issues will prevent me from supplying all supplies. Buying into the individual I guess means that I need to get to know them. There will be some that will completely shut people out and I will have to just let them be. Make sure my content and curriculum is sound.

You will be an old man compared to these kids. They won't know who Creed or Nickelback is probably.

blog #2 contour

Blog Entry 2 Prompt: Describe procedures for how you will teach contour drawing skills to young adults following through to how you would have them complete a successful work of art using contour skills. Use as many images as you need.

I will have exercises where they are to draw the outlines of still life samplings. The student could be asked to pull anything the like out of their book bag that they wish to draw. Then challenge them to do a continuous line drawing, a blind contour drawing and much more.

The major lesson could be a study of the hands using contour lines. To make them better will be for them to practice. Have a take home art assignment with 5 minimum sketches so nothing major.

to further the contour lesson have the student draw something from nature using glue. onces dried have them outline the glue markings to see its contours. 

blog #24

Re-read your advice to yourself (blog #1). In this blog continue your advice, add some things that you’ve learned through your practicum, class discussions, interaction with your peers, or anything else that you’ve learned or investigated over the course of the semester since that first blog.

Blog #23

Describe something interesting about your practicum placement that you observed. It can be about the room, the teacher, the students. Leave out school specific details. How can you take what you’ve learned through observing and apply it to your knowledge as a new teacher?

I like to take note of the room. The room was a Mac lab with the AP art room dropped in the center. The room works because of the shear size but I wouldn't like things doubled up like this if the room was smaller. What I can take from observing and apply it to as a new teacher could be the fact that the teacher just needs to stay on top of things. All 3 teachers that I observed just made sure to control the room but stayed nice about it.

Blog #22

Describe your ideal teaching situation. What will allow you to be a successful teacher? What  will increase student achievement in your courses? What do you envision for your own continued learning?

My Ideal teaching situation would be like the teacher I observed for my practicum. He taught an AP and TAG course. I would like to teach my three years and take the courses that allow me to teach the advance classes. He was laid back and played music. This would be my ideal situation with a class of students that want to be there. In reality this won't happen for a while. My own continued learning will be what the school sends me to and my own investigations of what I can take. I think staying a step ahead and become wiser will keep my teaching career on an easier path.
The student achievement will come with my approach. I want to find a balance of giving students respect without getting walked all over. This will be my biggest challenge because well, I am too nice. Compliments are automatic and getting to know the kid. If I can pry into each kids interests then maybe have them create works from there.

blog #21

Since you are an artist, your teaching portfolio should include some of your work. Choose a few works to share on your blog (school appropriate) that you think would show a breadth of your skills. Describe your strengths and weaknesses as an artist. Discuss the medias you would like to teach. Describe how you will get more proficient at medias that you are not familiar with since you might need to teach them.

My strengths as an artist is when I can find the time I will make a piece of work rather nice. The weakness is that I do not have the time or can make time for new creations. Also my weakness is the human anatomy which I need to work on. I do not use color as much as graphite and charcoal. I could use help on ceramic skills and graphite design-like software programs.Someone once told me to say yes to all opening whether its ceramics or 3-D design and prepare yourself by being a step ahead of your students, It's a marathon not a race to be proficient in all art courses. I like the idea and to add I would practice mini lesson examples to get the hang of each media. 

Blog #20

What are your ideas for helping your students navigate career and college plans? What are ways you can introduce them to career possibilities? How will you advise them? What are some practical tips? What did you need to know that you learned by trial and error?

The first this that I would need to do is to get to know them. I have to take note on what they been discussing among their peers or if they haven't express any interest for me to tap in to that.

http://collegeforward.org/

I need to call around or ask the art teachers who have already been at the school for a long time on what they hand to the kids. Web pages? pamphlets? Word of mouth? I guess those can be my practical questions to practical tips for them. 

What I needed to know what how I can earn free scholarships. Take less routes to get where I was going. I took the longest way to get to where I am. 30 hours of credit in a tech college, undergrad, masters.

I will start by investigating what is available for an artist. here is a pic I hunted.

Architecture: model builder, city planner, interior designer, landscape architecture, marine architecture, theme park designer, environmental architect (sciency)

Art Education: art therapist, artist in residence, community arts, grant writer, historian, museum educator, researcher, art teacher K-12

Artisan: blacksmith, bookbinder, ceramist, fiber artist, furniture maker, jewelry designer, metalsmith, sign painter, woodworker

Art Services: art director, artist’s agent, gallery director, appraiser, consultant, critic, auctioneer, art supply sales
-provided by professor

Design: exhibits, floor coverings, floral, housewares, packaging, textile, toy, displays

Digital Media: advertising, animation/cartoonist, photographer, game designer, graphics, website design

Fashion: color consultant, clothing designer, art director, illustrator, merchandiser, patternmaker

Fine Arts: courtroom/police sketch artist, fine art copyist, mural artist, painter, sculptor, photographer

-provided by professor

One way that was kinda like a live take on giving advise was just last friday. It was our art exhibition. A parent was mentioning that her son only wants to draw anime, with kind of a discuss. I told the lady look I drew anime from 4-11th grade. Pokemon, Gundam Wing, Dragonball Z. It helped with skill practices like composition and perspective. My advice for her son is for her to think about Disney Pixar or major companies such as that. He's too young to think about it but I went after the parents to help them realize art careers are growing. 

If I had a student like this kid in my as a Junior Senior I could tell them the same thing. Or if someone is interested in game design or graphic design. We investigate which college teaches best and what state he or she needs to move to. 

Ways to introduce them to possibilities is print out nicely color sheets. Something maybe made by adobe so the student can think " Mr. Wynn went out of his way hunting things up for me". 

Student analysis part 2

Blog 19

Blog Prompt #19

Describe a collage project or another that you might like to do with students. If you choose to discuss this one, change something about it that improves the process. What other collage materials might you incorporate? What things will be required in the artwork and what things will be student choice?

One artwork design could challenge the student to make a comic or poster using magazine clippings to tell a story. The student would glue cut outs of vehicles, homes, persons from fashion magazines etc. The collage will then require the magazine cut outs to exclude faces, hands, feet. The objects chosen are to only have half the image so then, the student is asked to draw in the rest by pencil or pen and sharpie. The assignment story could go as follows.

How do you see yourself in 10 years?

Dream vacation?

Alter ego?

The day in the of...?

The paper size will be 24x 18x and the parts drawn have to be exceptional.

Or a collage story explained in word cut outs and or a half and half self portrait. 

Class collage examples

Blog #18

Document your experimentation with marker wash. Think about india ink and other types of watercolor methods that you know or might want to try out. What elements and principles can you address with these medias? How could you use these medias in a way that fosters creativity as described by Cindy Foley in the TED Talk?

For our study in class the teacher showed a simple and cheap effective way of experimenting with marker wash. A student basically can draw on the paper itself, or rub the marker on a container and dab a wet paint brush to spread the color on any given surface. The same goes to the marker drawn on a surface and then wet it with a brush to mimic a watercolor look or India Ink spread without making a permanent mess.




My drawing was that of a landscape in Charleston and below mine are samples of other classmate works.

I've seen methods where you paint with a wet brush first and before the liquid dry's too quickly on the surface you use a water dropper filled with India Ink and watch the image come to life as the ink spread through the watery tunnels. 

Elements and Principles:

Achromatic/Monochromatic lessons

Mix Paint colors (Tints/shades)

color theory

rhythm 

balance

value/space

shape/form

line

Since marker wash isn't %100 controlled or of a standard scholarly art lesson with traditional supplies. The marker wash can simply be an experiment that the students have to begin and finish and somewhere in between have them fine something unique. A form from a happy accident perhaps. 

The lesson could be as vague as to just tell them to "Discover something". By the time they go and find it they surely will cover a few of the Elements & Principles listed above anyhow. 

Blog #17

Develop an idea for a visual art field study. Where would you take the students, why would this be an important place to take them? What standards would the trip address? What is it that they are getting here that they can’t get in the classroom environment? Expand upon or address anything else you think is important.

A thought could be that for High School students that are working on a portrait design is taken on a tour to the Gibbes Museum of Art in Charleston South Carolina. The tour can cover history as far as some standards goes. Here is a brief description of their permanent exhibit This place is important for a couple of reasons. The students may not realize that they live in a state full of history. Good and Bad history but history none the less. The arts flourish down in Charleston and the over all location from a colony well on passed the civil war has plenty of art to tell what went on.

-Portraiture was the principal art form of colonial South Carolina. Though Europen immigrants willingly left families and possessions to come to the New World in hopes of a better life, they carried with them their European artistic ideals. As colonial America did not yet have an established artistic tradition, artists and sitters continued to look to Europe, and England in particular, to define the most desirable qualities of taste and refinement. ( Gibbesmuseum.org)

The permanent collection at the Gibbes contains work by artists who came to the colony with artistic skills gained in Europe, such as portrait artists Jeremiah Theus, John Wollaston and Henrietta Johnston, who is recognized as the first woman artist in America. Frequent and continued travel to Europe for education and business provided Charlestonians the opportunity for numerous portrait commissions by well-known artists working abroad, such as William Keable and Benjamin West.
(Gibbesmuseum.org)

This would be an important place to take them it's history and to ask them what skills do they think they have gained coming from a prior art class or from an old town that they left. The questions that I would ask and have them think are things like, where did your skills from come? Do you think they are hereditary and are passed down by a known artists in your family? Or do you believe you are the first of your family to embark down an artistic road? The study of self portraits at the museum could then be broken down into how they would make their own self portraits in the classroom. If this was a painting II course then I would require them to study the use in lighting and pigments. Assignment could then be paint a self portrait best derived from the works at the museum using oil paints.

What they are getting out of the trip if we are to go there is one the restless students can see the world of art outside their classroom. 2, there are limits to just Googling an image from any time period, A printed image on computer paper stuffed in a kids book bag is never a true experience than to take a break from a classroom's four walls to see paintings in person.

Blog #16

Describe procedures for how you will teach 3D using bought materials to young adults following through with how you would have them complete a successful piece of art using these skills. Lesson ideas from today can be used or you may find something totally different. Use as many images as you need, it can address any level of student or course in this age group. Feel free to gather resources from the Internet.

I would do a series of procedures. First off a lesson for a middle school class would include Twist-ez wires and tell them to make an animal. The course could also include a 100 piece 3-D design instillation to be placed around the school or in the classroom. To avoid the student body from damaging the pieces more than likely the designs will be left in the classroom. Only location that I could think of is maybe the schools library.







Bought material: construction paper
copper,soapstone, wire, cardstock, metal pieces, cardboard, foam, etc.

On a High School level the students could draw a 3-D design piece that both shows a use of negative and positive space. An organic form or some type of abstract angular design using cardboard. These pieces can be large and the student should think about tearing the outer coverings off on certain surface to make a corrugated work.


Another lesson idea could be the study of an organic plant and then designing a way that its shape could actually be built or lived in. A scaled version of the form with windows and ladders of some sort. A tree house or something on the ground.










Materials- cardstock, foam, construction paper. Any type of material that can bend and not break and yet sturdy.

Contour study design using wire is another option.