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
Alexandra Weinholtz
EDU 431
Response
Gene Yang has introduced a new way to incorporate visual aids within a classroom. Through her success it is evident the importance of bridging a gap between what we watch and what we read. By using cartoons in the classroom our students will have the opportunity to go back and refer to these visual aids at any point in time, offering permanency.
I am very interested in this method because when I think of math it is hard for me to understand how art can be applied within the classroom. The cartoons seem to work for all subject areas and support learning positively. I believe this will dramatically impact students that are visual learners especially in areas such as math and science. Children that struggle with reading are also finding success which makes cartoons an excellent learning tool. This new style is current making learning fun and easy.
EDU 431
Response
Gene Yang has introduced a new way to incorporate visual aids within a classroom. Through her success it is evident the importance of bridging a gap between what we watch and what we read. By using cartoons in the classroom our students will have the opportunity to go back and refer to these visual aids at any point in time, offering permanency.
I am very interested in this method because when I think of math it is hard for me to understand how art can be applied within the classroom. The cartoons seem to work for all subject areas and support learning positively. I believe this will dramatically impact students that are visual learners especially in areas such as math and science. Children that struggle with reading are also finding success which makes cartoons an excellent learning tool. This new style is current making learning fun and easy.
Monday, March 2, 2009
Alexandra Weinholtz, Response
Alexandra Weinholtz
EDU 431
Islamic Art
After reading both articles, art is can be used as a starting point for interdisciplinary investigations leading our students to explorations in different subject areas. I never really understood how to connect art and math or science in the classroom. I always thought of math as numbers that have a correct or incorrect answer, never allowing students to illustrate or express ideas. Through art we gain a greater understanding of artistic and cultural concepts that introduce them to different people.
Math teachers can use activities that reinforce geometric principles. Science teachers can utilize the many underlying principles of these patterns that have effects in the natural world. After we understand the material we can introduce this different form of art to our students through slides, example, or other visual aids that will inspire our students. We can then give a history of Islamic art, the purpose, and origin. The students should examine the art finding important points, later creating their own art through geometric patterns, and having an in-depth class discussion.
This past week in math we have learned about tessellations. Our teacher introduced the geometric forms and asked us to create our own as a group with cut out shapes. Before reading this article I did not understand that we were creating Islamic art, since we were not given any information but to create patterns. I believe that the lesson would have been more productive and inspiring had we seen actual Islamic art and learned about the patterns that we were creating.
Both of these articles enforced that art should can be incorporated within every aspect of the classroom, even math and science.
EDU 431
Islamic Art
After reading both articles, art is can be used as a starting point for interdisciplinary investigations leading our students to explorations in different subject areas. I never really understood how to connect art and math or science in the classroom. I always thought of math as numbers that have a correct or incorrect answer, never allowing students to illustrate or express ideas. Through art we gain a greater understanding of artistic and cultural concepts that introduce them to different people.
Math teachers can use activities that reinforce geometric principles. Science teachers can utilize the many underlying principles of these patterns that have effects in the natural world. After we understand the material we can introduce this different form of art to our students through slides, example, or other visual aids that will inspire our students. We can then give a history of Islamic art, the purpose, and origin. The students should examine the art finding important points, later creating their own art through geometric patterns, and having an in-depth class discussion.
This past week in math we have learned about tessellations. Our teacher introduced the geometric forms and asked us to create our own as a group with cut out shapes. Before reading this article I did not understand that we were creating Islamic art, since we were not given any information but to create patterns. I believe that the lesson would have been more productive and inspiring had we seen actual Islamic art and learned about the patterns that we were creating.
Both of these articles enforced that art should can be incorporated within every aspect of the classroom, even math and science.
Monday, February 16, 2009
Alexandra Weinholtz
Alexandra Weinholtz
EDU 431
“Chairs, Cars and Bridges”
“The aesthetic experience may involve viewing something in a new way; provoking an instinctive response that promotes well being; reflecting personal goals and a hope to fulfill those goals; and/or leading to deeper knowledge.” In the article “Chairs, Cars and Bridges,” Robin Vande Zande discusses the importance of bringing aesthetics into the classroom. Seven components to frame the discussion about design aesthetics include, use, method, need, standards, association, milieu, and aesthetics. Each component causes the student to think through each point of art or objects allowing them to respond and reflect. These components are powerful communication tools that can relate messages to others through senses; this creates an awareness of the influences that play on our thinking and decision making. Aesthetics can enrich our classrooms and the lives of our students.
“Design function and the integration of aesthetic factors enrich life; they support the values of a community or an individual by making tangible examples of ideas and beliefs of the community or individual.” We as future teachers can integrate aesthetic ideas common to design that parallel to art. We can use aesthetics through context from which the object emerged, the creation, and responses to the created object in society, and the standards for judging the objects significance and interpreting its meaning. If we ask the right questions we can push our students thinking into different areas of the classroom such as, psychology, biology, sociology, and elements of art.
EDU 431
“Chairs, Cars and Bridges”
“The aesthetic experience may involve viewing something in a new way; provoking an instinctive response that promotes well being; reflecting personal goals and a hope to fulfill those goals; and/or leading to deeper knowledge.” In the article “Chairs, Cars and Bridges,” Robin Vande Zande discusses the importance of bringing aesthetics into the classroom. Seven components to frame the discussion about design aesthetics include, use, method, need, standards, association, milieu, and aesthetics. Each component causes the student to think through each point of art or objects allowing them to respond and reflect. These components are powerful communication tools that can relate messages to others through senses; this creates an awareness of the influences that play on our thinking and decision making. Aesthetics can enrich our classrooms and the lives of our students.
“Design function and the integration of aesthetic factors enrich life; they support the values of a community or an individual by making tangible examples of ideas and beliefs of the community or individual.” We as future teachers can integrate aesthetic ideas common to design that parallel to art. We can use aesthetics through context from which the object emerged, the creation, and responses to the created object in society, and the standards for judging the objects significance and interpreting its meaning. If we ask the right questions we can push our students thinking into different areas of the classroom such as, psychology, biology, sociology, and elements of art.
Monday, February 9, 2009
Alexandra Weinholtz
Alexandra Weinholtz
EDU 431: Art in Literacy
The article by Amy Shultz enforces the role of art in education dealing with writing. As future teachers we need to understand the different learning styles of our students. Some children are verbal learners and process information through words; some students are visual learners that process information through images. Our lessons must support all types of learners so that all children have the opportunity to succeed in education.
Allowing children to move back and forth between their words and images support their ability to “read pictures” and understand key concepts. Other techniques that we can use to support each learning style includes, the creating of colleges, orally rehearsing stories, incorporating writing, and practicing reading them aloud. Through those stages we are working on movement, expression, writing, and verbal communication which I think are strong aids in learning. Introducing a different medium will also give students the ability to experience new forms of art and expression. I believe that art is important in all areas of the classroom and especially when dealing with writing.
Across the world art is used to pass on stories, tell of events that have occurred, and used portray a certain culture. In my culture we use art to tell stories, express our ideas about those stories, and identity the nation of the artist. We incorporate these images and stories in pots, clay, beadwork, paint, and other common modern mediums used today. Since most of our traditions, beliefs, stories, and how we came to be upon this earth have been passed on orally, we use art to convey our ideas or the images that we see. Writing is a form of expression and art is a natural form that must be included to fully communicate. Art in the classroom will allow teachers to recognize if the student understands the lesson.
EDU 431: Art in Literacy
The article by Amy Shultz enforces the role of art in education dealing with writing. As future teachers we need to understand the different learning styles of our students. Some children are verbal learners and process information through words; some students are visual learners that process information through images. Our lessons must support all types of learners so that all children have the opportunity to succeed in education.
Allowing children to move back and forth between their words and images support their ability to “read pictures” and understand key concepts. Other techniques that we can use to support each learning style includes, the creating of colleges, orally rehearsing stories, incorporating writing, and practicing reading them aloud. Through those stages we are working on movement, expression, writing, and verbal communication which I think are strong aids in learning. Introducing a different medium will also give students the ability to experience new forms of art and expression. I believe that art is important in all areas of the classroom and especially when dealing with writing.
Across the world art is used to pass on stories, tell of events that have occurred, and used portray a certain culture. In my culture we use art to tell stories, express our ideas about those stories, and identity the nation of the artist. We incorporate these images and stories in pots, clay, beadwork, paint, and other common modern mediums used today. Since most of our traditions, beliefs, stories, and how we came to be upon this earth have been passed on orally, we use art to convey our ideas or the images that we see. Writing is a form of expression and art is a natural form that must be included to fully communicate. Art in the classroom will allow teachers to recognize if the student understands the lesson.
Monday, February 2, 2009
Tattoos carry deep roots within the Hawaiian and Polynesian cultures commonly used for celebration or self expression. The tattoos are applied through a sharp claw, beak or fish tooth dripping with ink made from plant matterials or burned nuts, that is plunged into the skin. This tattooing method goes well into early Hawaiian society that takes the form of identification and the representation of a particular tribe. The designs are usually gemotric patterns that reflect nature.
Alexandra Weinholtz
Alexandra Weinholtz
EDU431: Tattoos
Tattoos act as a blank living canvas that represent and communicate an individual’s hopes, values or beliefs. After reading this article, tattoos are not different today in comparison to before, they convey important rites of passage, indicate group membership, and sometimes declare love. “Teenagers explore their identity through experimentation with their outward appearances.”
As future teachers we can utilize the desire of our students to investigate tattoos, to create meaningful lessons. As Blair discuses, we must offer multiple ways to include identity development, diversity issues such as class, oppression, privilege, since this teen-age stage is primarily about the construction of identity. We can use tattoos in the classroom and create opportunity to think “critically about their own and their group’s actions and who they are empowering or disenfranchising through their personal lives, actions, and work…” Tattoos can allow students to study and understand the significance of history. They must also learn the responsibility of obtaining a tattoo since multiple messages can be derived from them. Tattoos are not simply an image; they carry social responsibility, culture, and the reflection of self image.
Our job is to educate students using multiple effective learning styles that will appeal most. Tattoos offer a different approach to understanding history and other subject areas using modern culture, while educating them on the impacts of tattoos. We are not supporting tattoos but dealing with this established part of youth culture by bringing them into the classroom and instructing our students about the responsibility, health risks, and deeper meanings of tattooing.
EDU431: Tattoos
Tattoos act as a blank living canvas that represent and communicate an individual’s hopes, values or beliefs. After reading this article, tattoos are not different today in comparison to before, they convey important rites of passage, indicate group membership, and sometimes declare love. “Teenagers explore their identity through experimentation with their outward appearances.”
As future teachers we can utilize the desire of our students to investigate tattoos, to create meaningful lessons. As Blair discuses, we must offer multiple ways to include identity development, diversity issues such as class, oppression, privilege, since this teen-age stage is primarily about the construction of identity. We can use tattoos in the classroom and create opportunity to think “critically about their own and their group’s actions and who they are empowering or disenfranchising through their personal lives, actions, and work…” Tattoos can allow students to study and understand the significance of history. They must also learn the responsibility of obtaining a tattoo since multiple messages can be derived from them. Tattoos are not simply an image; they carry social responsibility, culture, and the reflection of self image.
Our job is to educate students using multiple effective learning styles that will appeal most. Tattoos offer a different approach to understanding history and other subject areas using modern culture, while educating them on the impacts of tattoos. We are not supporting tattoos but dealing with this established part of youth culture by bringing them into the classroom and instructing our students about the responsibility, health risks, and deeper meanings of tattooing.
Monday, January 26, 2009
EDU 431
In the article “Not Thinking in Pictures,” Williams expresses three different types of specialized thinking, they include visual thinking (thinking in pictures), verbal logical thinking, musical and mathematical thinking) Visual thinkers enjoy art, using concrete objects, and translate pictures into words before they are spoken. Verbal logical thinkers are comfortable using lists and numbers. Musical and mathematical thinkers use patterns. “All minds of the autism spectrum are detail-oriented, but how they specialize varies.” We must not concentrate on what individuals with ASD cannot do, but build on the child’s strengths and teach them according to their basic pattern of learning.
The article “Autism- The Way I See It,” Temple Grandin discusses how children with ASD do not see pictures at all but pictures as something to flap, chew or lick. Children with ASD do not always see whole objects or images, understanding the concept. The article made me realize that not everyone sees what I see, when Grandin described asking for a tooth-pick. She broke down the experience in a way that was helpful in understanding how she understands objects. As a future teacher this is very important for us to understand for all students since we do not all experience or learn in the same ways.
After reading both articles it is evident that all students can learn with the correct concrete objects, patterns, numbers, or system that builds on their strengths, not their weaknesses. We must keep in mind that we all see things in different light so we must give our students the opportunity to learn in those situations.
The article “Autism- The Way I See It,” Temple Grandin discusses how children with ASD do not see pictures at all but pictures as something to flap, chew or lick. Children with ASD do not always see whole objects or images, understanding the concept. The article made me realize that not everyone sees what I see, when Grandin described asking for a tooth-pick. She broke down the experience in a way that was helpful in understanding how she understands objects. As a future teacher this is very important for us to understand for all students since we do not all experience or learn in the same ways.
After reading both articles it is evident that all students can learn with the correct concrete objects, patterns, numbers, or system that builds on their strengths, not their weaknesses. We must keep in mind that we all see things in different light so we must give our students the opportunity to learn in those situations.
Sunday, January 18, 2009
What role has art played in your life?
Alexandra Weinholtz
EDU 431: Art in the Classroom
Reflection #1
Art is one of my passions. I attended the Tuscarora Elementary School where I was able to express my culture through various forms of art. I practiced the different functions of art such as personal, social, and physical that shared a common thread. Through art I was able to convey my ideas or thoughts, when words were no longer adequate and my passion was greater than I was able to express in a usual manner. (Murray Sidlin, conductor) After learning about different parts of our history as people, my class and I would become outraged or proud. We would turn to art, to make political statements depicting the social condition, or our personal status at that moment. As Richard Riley discusses, art sharpens a child’s communication skills, and gives them a better understanding of their own heritage, as well as other cultures. I also found that the personal functions of art became visions of my words that I could not say or speak. Art demanded creativity and another sense of communicating with one another. As Congress found, opportunities in the arts enable persons of all ages with disabilities to participate more fully in school and community activities, art is the one space no one can be judged. Art is truly in the eye of the beholder and no eye is exactly alike.
As a student I also found that art has transformed my education, allowing me as a visual learner to understand and explore concepts. After reading the conclusion by Boyer, I look at art as an essential for every child, classroom, and human. Through art, we can express the feelings and words that we cannot convey, while expanding a child’s creativity and way of knowing. Art also allows children to integrate their learning as we did in my classroom through culture, and discover the connectedness of things while not emotionally or physically restricting them. As we understand art, it is shared between the artist and the viewer; we are able to create a bond of understanding between the student and the teacher. We as future teachers can use art to create a strong community that begins in our classroom, but has no boundaries.
How can I integrate art into the many the aspects of my classroom?
EDU 431: Art in the Classroom
Reflection #1
Art is one of my passions. I attended the Tuscarora Elementary School where I was able to express my culture through various forms of art. I practiced the different functions of art such as personal, social, and physical that shared a common thread. Through art I was able to convey my ideas or thoughts, when words were no longer adequate and my passion was greater than I was able to express in a usual manner. (Murray Sidlin, conductor) After learning about different parts of our history as people, my class and I would become outraged or proud. We would turn to art, to make political statements depicting the social condition, or our personal status at that moment. As Richard Riley discusses, art sharpens a child’s communication skills, and gives them a better understanding of their own heritage, as well as other cultures. I also found that the personal functions of art became visions of my words that I could not say or speak. Art demanded creativity and another sense of communicating with one another. As Congress found, opportunities in the arts enable persons of all ages with disabilities to participate more fully in school and community activities, art is the one space no one can be judged. Art is truly in the eye of the beholder and no eye is exactly alike.
As a student I also found that art has transformed my education, allowing me as a visual learner to understand and explore concepts. After reading the conclusion by Boyer, I look at art as an essential for every child, classroom, and human. Through art, we can express the feelings and words that we cannot convey, while expanding a child’s creativity and way of knowing. Art also allows children to integrate their learning as we did in my classroom through culture, and discover the connectedness of things while not emotionally or physically restricting them. As we understand art, it is shared between the artist and the viewer; we are able to create a bond of understanding between the student and the teacher. We as future teachers can use art to create a strong community that begins in our classroom, but has no boundaries.
How can I integrate art into the many the aspects of my classroom?
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