211 STUDIO ASSIGNMENT
1A: understands the elements of design: color, form, line, shape, space, texture, and value.
1B: understands the principles of design: balance, contrast, harmony, movement, pattern, repetition, rhythm, and unity.
1C: understands the expressive qualities and communication of ideas.
Description
Three weeks of this course were dedicated to teaching a unit plan covering a broad theme with projects created using techniques or concepts inspired by an artist related to the theme. The unit I co-taught was painting: color theory and abstraction. The artist I chose to base my project on is Michael Wille.
Rationale
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The artwork's content is thoroughly explained within the artist's statement and is associated with additional ideas.
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The artwork is very well crafted and shows an understanding of materials and tools.
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The artist's statement clearly links the artwork's expressive qualities and ideas to its design.
Evidence
This painting is my example of working with Mr. Wille's techniques in mind. All of the colors, with the exception of the dark blue, were mixed from primary color and white. I go into more detail about the painting in my artist statement, and you can see how our unit progressed through our lesson plan.
211 STUDIO ASSIGNMENT SELF-ASSESSMENT
3A: understands media and tools and how to use them in a safe and responsible manner.
1G: analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
Description
Students were provided worksheets for note taking on each of the four lectures days and a final artist statement worksheet at the end of the unit for self-evaluation.
Rationale
Through the use of lecture worksheets student notes will demonstrate the comprehension of concepts introduced during lectures on color theory and artists techniques. Through analysis of these worksheets instructors will be able to determine to what degree the students retained information to be applied to their art making, and instructional revisions will be made as necessary.
Evidence
ARTIST HANDOUT
2A: understands how to compare and contrast elements, principles, and tools in two or more visual artworks.
2B: understands how to compare and contrast artworks in two or more fine arts that share processes.
2E: expressive ideas, similar themes, historical periods, or societal contexts.
5G: analyzes and evaluates similar and distinctive characteristics in and among the arts. Analyzes the function of the visual arts in various eras and cultures.
5A: understands how the visual arts function in a cultural and societal context.
1G: analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
Description
My handout on Michael Wille utilizes the Conceptual Frameworks and Frames to structure critical information and provide a historical context about the artist and his work. The handouts also contains questions, vocabulary, a listing of resource websites, and suggestions for art making.
Rationale
The handout is meant to act as a guide for students and teachers in order to facilitate conversations and a deeper understanding for Michael Wille's art and art making process as it relates to the artist, audience, and the world as well as providing prompts to discuss the structural, subjective, postmodern and cultural frames.
Evidence
"DRAWING COLOR LINES" - OLIVIA GUDE
5F: analyzes how the visual arts do and have been used to inform and persuade.
Description
Olivia Gude's article "Drawing Color Lines" eludes to the subtle and subliminal racism that may speak to non-white viewers of Western art. She is concerned that the representations of good and evil through colors choices of black and white or even dark and light will send implied or unintentional messages of superiority of Caucasians and the inferiority of other races. Gude argues that we, as educators, should be aware of these messages, and explore discussions regarding issues of systemic racism in art. She suggests experimenting with how symbols and their meanings are perceived when presented in one color and then the opposite.
Rationale
Reading this article made me aware of racial issues I have not thought about before. As a white man the subtle messages that I have not been exposed to as racist before do require my attention as an educator in order to lead meaningful discussions about art that may be offensive to people with different perspectives and life experiences than my own.
Evidence
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
7G: understands the need for continuing study, self evaluation, and professional growth.
Description
Visiting Artists Lecture & Demonstrations
Jeremy Popelka and Stephanie Trenchard discussed thier artistic careers and techniques they developed for glass since graduating from Illinois State University School of Art in 1984.
Rationale
My introduction to Popelka and Trenchard's amazing work happened by accident when I attended SOFA Chicago in the Fall. I was thrilled to learn that they would be coming for a mini-artist-in-residence visit to ISU glass studio - for which Jeremy was part of the original team of students who actually built the space. Hearing them speak of their journey as partners and collaborators in glass and painting since college, and experiencing how they work together in the shop to create unique works of art was inspiring. I have lots of idea for variations of their themes.
Evidence
Description
The Creative Brain (2019) on Netflix
"Neuroscientist David Eagleman taps into the creative process of various innovators while exploring brain-bending, risk-taking ways to spark creativity."
Rationale
I was attracted to this documentary because I was familiar with David Eagleman through his collection of essays contemplating the afterlife called Sum. This documentary explores how the brain works best to promote creativity, and what we can do to improve our ability to be more creative. Of particular interest to me were the last eight minutes of the film in which Eagleman profiles the Integrated Arts Academy in Burlington, VT which uses the visual and performing arts to "help children learn core subjects."
Evidence
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions)
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Description
HOIC Art Festival
Illinois State University School of Art hosts art students from the Heart of Illinois Conference for a day of art workshops and networking. Students are invited to submit their artwork for a gallery showing and competition.
Rationale
I was able to assist students from the Art Teacher Education program who facilitates the workshops of the day. This allowed me to see what type of workshops were presented and how they were taught. I was also able to walk through the gallery and see the student submissions.
Evidence
Description
Hot Glass Lec/Demo at Lincoln High School
Professor John Miller puts together a mobile hot shop for the purpose of visiting area high schools to promote the School of Art and the glass program.
Rationale
As a performer, I am very comfortable in front of an audience. I was able to share my knowledge and love of glassblowing with art and industrial arts students at Lincoln High School. I look forward to having my skills utilized at other schools.
Evidence
