our first studio project
Art 309, Art for Children, Fall 2002
Marvin Bartel, instructor
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Kim Lint, Goshen College student teacher.
Fall Semester, 1998.
photos © Marvin Bartel - 1998
" montage - A photographic image produced by the collage technique."
" collage - A technique of composing a work of art by pasting on a single surface various materials not normally associated with one another, as newspaper clippings, theater tickets, fragments of an envelop, etc."
(to be determined for Fall 2002)
Unlike some subjects, many feel art is an ill-structured discipline. When learning a complex discipline like art, many learning instances are needed. Learning art is a bit like looking a strange landscape. It is easy to make mistakes about it if we only look from one direction. Only by walking through the landscape, and seeing it from many perspectives can it be understood. Much of what we learn in art is learned during the process of making art. We have to walk through it many times to understand it well.
Many think the final product is the reason for making art. Even most professional artists are not as interested in the final outcome as they are in what they can learn during the process. The process is a search, an experiment, and a quest. These are some of the questions to ask yourself in order to become aware of what you are learning during this art making process. Artists answer these questions for themselves by trying various options until they cannot think of any other ways. When art students are in a class, they often check with each other and with with instructor.
Use your actual Goshen College e-mail name in place of "your e-mailname" above. You will see a web page waiting for content provided by you. In the above URL, be sure to precede your email name with the ~ mark (top left of keyboard) and don't include any spaces.
Today's schools are actively looking for teachers who are not afraid to creatively use technology in the classroom. Since many current teachers have been too busy or unwilling to learn new skills, the schools are looking to their new teachers to bring them into the computer age. Goshen College makes it easy to use a Mac to drag and drop web pages to your personal web site. We are finding that students who have achieved some degree of technological mastery with their own web sites have had better teaching job opportunities.
click for How to use Layers
Goals/Objectives of this Project (art lesson)
You will use your own image and images of things, persons, objects, words, etc. that are in some way significant to you. This link describes a method to come up with ideas for content. The goal is reveal something about who you are and what you care about. In art education we also use the terms: Subject Matter and Topics to describe this objective.
Everybody immediately responds to subject matter in art. A picture of a butterfly and a picture of a snake do not get the same response, but they both get response. In addition to subject matter, in this assignment you are to create unity and harmonious variety in composition. This will be done through the use of design principles applied to the visual elements .
The Visual Elements (art elements) are: (see the Composition and Design page for details)
You will learn about at least one well known artist who creates collage or montage and works surrealistically (fantastic style). This link describes a "WebQuest" portion of this assignment portion of this project that is designed to assist you in learning to teach art history. This work will be shown to the class after the project is completed.
Multicultural and Diversity Objectives
How does this project help us become better art teachers? We are currently studying Chapter 3 in the Simpson, et.al. text. In "Cultivating Artistic Behaviors" the authors emphasize that visual forms and art materials can be employed by us and our students to produce feeling and meaning. This project cultivates of our own artistic behavior. As we work on this project, we can use it launch our creative ideas for teaching. While working on this assignment, we can gain experience and become more familiar with ideas, materials, and technologies that can be used to cultivate artistic behavior in the classroom (with modifications appropriate to the student's age and experience).
Some art educators and art teachers hesitate to show examples of finished projects before students do their creative work. As your teacher, I feel that looking at another artist's work could hinder your creative thinking if it solves a problem before you solve it yourself.
Many art teachers do "image flooding" as their way to introduce a new assignment and help students visualize the end product. It works to get better products. I am not convinced that it is a good way to teach thinking. It is a good way to teach, "monkey see, monkey do", but this does not seem like an appropriate way to learn art, which in our society is not art if not creative.
Imitation may be the most common learning style for children, but they probably don't need training in how to imitate. Who needs a teacher for that? There are other learning styles that are often much more useful in coping and solving the problems of living in today's world.
Instead of showing you examples of self-portrait montages, you may look at these two examples of web pages that I made by placing real objects on a flat bed scanner.
is my Acorn page
"One out of four women in the United States have worked in ceramics sometime during their life." According to Michael Feldman's "What Do You Know? -- Not Much" radio program quiz.
* Laura Chapman. Approaches to Art in Education, 1978. © Harcourt, Brace Jovanovich, NY. pp 46-52.
Students in Art for Children class are invited to send the instructor ideas, suggestions, concerns, and questions about this lesson and anything else about this course. e-mail to: firstname.lastname@example.org
final product the critique printing instructions scope and sequence objective
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Updated September 8, 2002