identity
identity popplet
automatic drawing
This was our first class studio lesson. Be began by drawing a continuous line for about a minute. After our lines were drawn, we were challenged to darken strong lines. I panicked at first because I wasn't seeing anything, but with some patience and imagination, I started seeing the lines. I kept darkening lines and wasn't sure where I was going, but then I saw it! Well I saw her... I added a face and and a bit of color to help bring her out more.
I think this studio lesson would be a great lead into an activity I plan on incorporating in my classroom. I am a firm believer in imagination and it is something I want to encourage and develop with my students. My fourth grade teacher introduced me to the "Squiggle Journal" way back when, and it has stuck with me ever since. The "Squiggle Journal" is simply a notebook where, after a random "squiggle" is drawn, students have time to create a picture incorporating that line. There is a world of possibility and students have the freedom to take their "squiggle" anywhere they want it to go. After drawing their pictures, students have time to write a story about what's happening in the picture. I think by encouraging kids to find strong lines in their own lines will help fuel their creativity in their "Squiggle Journals."
I think this studio lesson would be a great lead into an activity I plan on incorporating in my classroom. I am a firm believer in imagination and it is something I want to encourage and develop with my students. My fourth grade teacher introduced me to the "Squiggle Journal" way back when, and it has stuck with me ever since. The "Squiggle Journal" is simply a notebook where, after a random "squiggle" is drawn, students have time to create a picture incorporating that line. There is a world of possibility and students have the freedom to take their "squiggle" anywhere they want it to go. After drawing their pictures, students have time to write a story about what's happening in the picture. I think by encouraging kids to find strong lines in their own lines will help fuel their creativity in their "Squiggle Journals."
inspired by Henri Matisse
This studio lesson relates to the given big idea of "Identity" because it was all about representing yourself through a collage that depicts a significant event in your life. For this lesson, I chose to portray my experience on Kairos. Kairos is a retreat for seniors at my high school. I had the opportunity to participate and then go on to lead a Kairos and both experiences helped mold me into who I am; they helped mold my identity. Kairos is Greek for "God's time" and the cross portrayed in the collage is the Kairos cross. A commonality in Catholic Churches around the world is the stain glass windows that fill the walls, which I chose to incorporate into my collage to illustrate how Kairos is rooted in and has encouraged growth in my Catholic faith.
I think this studio lesson would be a good tool to use in my classroom to get to know my students and to see what experiences have shaped them in a social studies setting. I also think it could be utilized in less obvious environments like physical education, where students identify what being healthy means to them, or a math classroom, where students use this studio lesson to reflect on where they see math in their everyday lives.
I think this studio lesson would be a good tool to use in my classroom to get to know my students and to see what experiences have shaped them in a social studies setting. I also think it could be utilized in less obvious environments like physical education, where students identify what being healthy means to them, or a math classroom, where students use this studio lesson to reflect on where they see math in their everyday lives.
inspired by Chuck Close
This studio lesson relates to the given big idea of "Identity" because it was focused on representing different sides of your personality through Disney characters. Through self-reflection, this studio was designed to help you discover the Disney protagonist and antagonist that you most closely identify with. By making these connections, you begin to see your personal identity through a different perspective, that of a Disney character.
Through this studio lesson, I was able to discover my inner protagonist and antagonist qualities.The Disney protagonist that I connected to the most was Fa Mulan. Mulan is described as courageous, outspoken, independent, intelligent, determined, self-reliant, and clumsy. These are all personality traits that I believe I can relate to in some way. Mulan is also known for having her hair tied in a bun on top of her head, which is also my signature hair style :). Finding my inner protagonist was an interesting experience. After contemplation, I found my connection to Madame Medusa, from The Rescuers. Madame Medusa is described as greedy, crazy or unstable, ill-tempered, having a bumbling nature, intelligent, patient, determined, and obsessed. While some of these are great qualities to relate to, it's harder to acknowledge the others in myself but there is at least a hint of all of them within my personality... just ask my mother :).
Through my piece of art, I illustrated these two characters interacting with each other. You see Madame Medusa screaming into Mulan's ear and Mulan being surprised and shocked by what she is hearing. I feel that acknowledging the inner antagonist in myself is a surprising and shocking experience and I wanted to convey those emotions through my art.
I think this studio lesson would be a good tool to use in my classroom to help my students better understand themselves. It is natural to make connections with things we are familiar with and most elementary aged children are familiar with Disney characters. I think this studio could also be used to identify our protagonist and antagonist traits when it comes to school, by identifying what we do well and what we could work on, which would help me understand my students as learners. I believe that this studio lesson is very versatile and could be incorporated into a variety of situations to better understand personal identity.
Through this studio lesson, I was able to discover my inner protagonist and antagonist qualities.The Disney protagonist that I connected to the most was Fa Mulan. Mulan is described as courageous, outspoken, independent, intelligent, determined, self-reliant, and clumsy. These are all personality traits that I believe I can relate to in some way. Mulan is also known for having her hair tied in a bun on top of her head, which is also my signature hair style :). Finding my inner protagonist was an interesting experience. After contemplation, I found my connection to Madame Medusa, from The Rescuers. Madame Medusa is described as greedy, crazy or unstable, ill-tempered, having a bumbling nature, intelligent, patient, determined, and obsessed. While some of these are great qualities to relate to, it's harder to acknowledge the others in myself but there is at least a hint of all of them within my personality... just ask my mother :).
Through my piece of art, I illustrated these two characters interacting with each other. You see Madame Medusa screaming into Mulan's ear and Mulan being surprised and shocked by what she is hearing. I feel that acknowledging the inner antagonist in myself is a surprising and shocking experience and I wanted to convey those emotions through my art.
I think this studio lesson would be a good tool to use in my classroom to help my students better understand themselves. It is natural to make connections with things we are familiar with and most elementary aged children are familiar with Disney characters. I think this studio could also be used to identify our protagonist and antagonist traits when it comes to school, by identifying what we do well and what we could work on, which would help me understand my students as learners. I believe that this studio lesson is very versatile and could be incorporated into a variety of situations to better understand personal identity.
inspired by William Wegman
This studio lesson relates to the given big idea of "Identity" because it centered around personification, or giving human qualities and traits, to animals or inanimate objects. In this studio, I used personification to convey the classic fairy tale, Clever Gretel, by the Brothers Grimm. In the story, Gretel is a cook who is very greedy and sly. She parades around in red heals and loves being complimented. She sneaks the food she cooks for her master and ultimately tricks her master's guest into leaving and convinces her master that the guest stole the food so she could eat the meal she prepared. I used a pig to personify Gretel because whenever you think of someone who is greedy with food, you think of a pig. I put my pig in a maid's outfit with elegant red heels to portray Gretel's need to look pretty. The question, "Who chews gum on the sly?" seemed appropriate because Gretel is sneaky and clever when it comes to "tasting" the food she prepares. In high school, we weren't allowed to chew gum and this reminds me of when we would try to sneak it, but always got caught. Chewing gum is one of those things that you really just can't hide... no matter how hard you try, there is always a tell.
I think this studio lesson would be a good tool to use in my classroom in a variety of ways. The most obvious would be to integrate literacy and art. Introducing the idea of personification to elementary aged children can be challenging because it is an abstract idea. You don't see inanimate objects or animals with human characteristics and traits in the real world, but you do see it all the time in children's literature. This studio would be a good way to learn how to identify personification in stories because you are creating the personification. This particular fairy tale would be a good tool to address greedy, conniving, and dishonest characteristics, or how to NOT be... In an elementary classroom, we could use this story to learn to share, be fair, and be honest. The lessons that can be learned from fairy tales are easy to incorporate into developing a classroom community at the beginning of the year.
I think this studio lesson would be a good tool to use in my classroom in a variety of ways. The most obvious would be to integrate literacy and art. Introducing the idea of personification to elementary aged children can be challenging because it is an abstract idea. You don't see inanimate objects or animals with human characteristics and traits in the real world, but you do see it all the time in children's literature. This studio would be a good way to learn how to identify personification in stories because you are creating the personification. This particular fairy tale would be a good tool to address greedy, conniving, and dishonest characteristics, or how to NOT be... In an elementary classroom, we could use this story to learn to share, be fair, and be honest. The lessons that can be learned from fairy tales are easy to incorporate into developing a classroom community at the beginning of the year.