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.
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