Alexandra Weinholtz
EDU 431
Extra Credit
Today I visited the Noble Room in Hendricks Chapel. I was able to view Art by Art Educators in the show, The Happening! The piece I have chosen to write about is Ana, Mi Vida. Ana, Mi Vida was constructed by Photography Transparency, Plexiglas, and Copper Tape. The women at the gallery informed me that it was of your beautiful daughter. The piece reminded me of my aunt’s artwork. For one of her galleries she photographed my cousin’s eye using Photography Transparency, Plexiglas, and red whip. I could tell that the girl in your artwork was your life. I thought the different little images you chose for the piece were interesting and captured your daughter.
Sunday, April 19, 2009
Monday, April 13, 2009
Alexandra Weinholtz, Response
Alexandra Weinholtz
EDU 431
After reading these articles dealing with rubrics in the classroom, it can be a rewarding experience for teachers and students. I have not yet created my own rubric yet but realize how important one is for further development of a lesson. The articulation of a student is enhanced when brainstorming the contents of rubrics and is able to look for, recognize, and describe the qualities within the finished work. Student work begins to improve and is strengthened through the process.
I also believe that art teachers have one of the greatest outcomes of rubric development since they are able to give students multiple ways to perform. McCollister also believes that teachers can learn from their students which I strongly agree with. We learn through re-teaching concepts discovering our weaknesses as teachers and the changes that are needed within our instruction. She discusses how creating and modifying criteria rubrics in the art classroom model our willingness to learn and the creative process of teaching that we must never forget. Students and teachers learn from each other, along the process enhancing the qualities of their productivity as well as our own. The use of criteria rubric is an important strategy of assessment within an art classroom.
EDU 431
After reading these articles dealing with rubrics in the classroom, it can be a rewarding experience for teachers and students. I have not yet created my own rubric yet but realize how important one is for further development of a lesson. The articulation of a student is enhanced when brainstorming the contents of rubrics and is able to look for, recognize, and describe the qualities within the finished work. Student work begins to improve and is strengthened through the process.
I also believe that art teachers have one of the greatest outcomes of rubric development since they are able to give students multiple ways to perform. McCollister also believes that teachers can learn from their students which I strongly agree with. We learn through re-teaching concepts discovering our weaknesses as teachers and the changes that are needed within our instruction. She discusses how creating and modifying criteria rubrics in the art classroom model our willingness to learn and the creative process of teaching that we must never forget. Students and teachers learn from each other, along the process enhancing the qualities of their productivity as well as our own. The use of criteria rubric is an important strategy of assessment within an art classroom.
Monday, April 6, 2009
Alexandra Weinholtz
Alexandra Weinholtz
EDU 431
Reflection
Paula Kluth discusses the education and children with disabilities. Children with disabilities have been excluded not only from general education classrooms in the past but also from meaningful literacy instruction as well. Children with disabilities are now gaining access to meaningful and appropriately challenging literacy experiences. Teachers are now changing and expanding strategies used in daily lessons. By altering the methods used before all children have access to education.
By incorporating more visual supports is another way teachers can meet the needs of a wider range of students. Paula Kluth conveys different methods and teaching strategies that can be used for students with or without disabilities and appeal to children that do not learn effectively in classrooms using traditional teaching strategies. There are more opportunities for teachers to develop lessons that reach all students. I would like to learn more about story kits and how to use them in the classroom.
EDU 431
Reflection
Paula Kluth discusses the education and children with disabilities. Children with disabilities have been excluded not only from general education classrooms in the past but also from meaningful literacy instruction as well. Children with disabilities are now gaining access to meaningful and appropriately challenging literacy experiences. Teachers are now changing and expanding strategies used in daily lessons. By altering the methods used before all children have access to education.
By incorporating more visual supports is another way teachers can meet the needs of a wider range of students. Paula Kluth conveys different methods and teaching strategies that can be used for students with or without disabilities and appeal to children that do not learn effectively in classrooms using traditional teaching strategies. There are more opportunities for teachers to develop lessons that reach all students. I would like to learn more about story kits and how to use them in the classroom.
Monday, March 30, 2009
Alexandra Weinholtz, Response
Alexandra Weinholtz
EDU 431
When Romare Bearden discusses The Block, he tells the viewer how he created his master piece. As he observed a particular street, he translated it into visual form it became something else. He lost the literalness and allowed his imagination to take him, creating The Block. To create The Block he used different shapes, played with scale, exaggerated details, patterns, and repetition. By creating a collage Bearden was able to introduce art images from contemporary life found in magazines and newspapers, while injecting elements of reality and current issues into his work.
I believe that in some classrooms students are not able to create their interpretations or allow their imaginations to take them, when creating art. The Block, offers students to view art in non realistic ways and to cause them to think. Images such as The Block also allow teachers to bring this art into the classroom and use it for multiple purposes, while exposing our students to artwork. We can discuss the piece, finding shapes that we see, talk in-depth about each shape, and have students create their own versions of The Block by using shapes they have cut out. We can also have our students read scenes from Wilson’s plays, asking our students to compare his writings with Bearden’s art; finding similarities and differences. The students can create their own poems using descriptive questions to begin their thinking, to fit the images in The Block. These are only some of the possible ways to bring art into our classroom, creating discussion, challenging their thinking, and making poems or writing engaging. I think it would also be fun to have the students create their own image similar to The Block, having them look closely and listen.
EDU 431
When Romare Bearden discusses The Block, he tells the viewer how he created his master piece. As he observed a particular street, he translated it into visual form it became something else. He lost the literalness and allowed his imagination to take him, creating The Block. To create The Block he used different shapes, played with scale, exaggerated details, patterns, and repetition. By creating a collage Bearden was able to introduce art images from contemporary life found in magazines and newspapers, while injecting elements of reality and current issues into his work.
I believe that in some classrooms students are not able to create their interpretations or allow their imaginations to take them, when creating art. The Block, offers students to view art in non realistic ways and to cause them to think. Images such as The Block also allow teachers to bring this art into the classroom and use it for multiple purposes, while exposing our students to artwork. We can discuss the piece, finding shapes that we see, talk in-depth about each shape, and have students create their own versions of The Block by using shapes they have cut out. We can also have our students read scenes from Wilson’s plays, asking our students to compare his writings with Bearden’s art; finding similarities and differences. The students can create their own poems using descriptive questions to begin their thinking, to fit the images in The Block. These are only some of the possible ways to bring art into our classroom, creating discussion, challenging their thinking, and making poems or writing engaging. I think it would also be fun to have the students create their own image similar to The Block, having them look closely and listen.
Tuesday, March 17, 2009
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