Casz Epp Art Ed Visual Journal 15-16

This last quarter of the year was a ride. With many things not going according to plan and misunderstandings being made, i struggled, but Adam has been a great partner and the rest of the class has been understanding and we all are in a better place because of it. 

As we come to the end, the EDTPA is being written, covering the whole unit, our unit plan has been revised and ready to turn in, and the eportfolio is near its 2nd draft.

I am glad we spent time in the class covering rubrics, it didn’t seem like something requiring a lot of care, but it did and i like how they have turned out. The teaching philosophy helped a lot, thinking about how a class should be, to me, allowed me to apply a lot of the theories into my teaching to add reason to how the classroom works and will look. My sketchbook activity also helped a lot, learning my mistakes on a rather difficult artist/ idea in class allowed me to adjust just hours before i taught. this kind of adjustment is important, as a teacher if i see a mistake or find something to change i can apply it to another class of students right after.

We are reading this chapter as a continuation of our conversation on Thursday about how to make our Lesson section on Art-making a bit better and more professional.

To find Gude's Art Education for Democratic Life 2009 Lowenfeld Lecture go to:  https://naea.digication.com/omg/Art_Education_for_Democratic_Life Futures of the American Classroom can be found in D2L readings.

As we asked you in the previous discussion, we would like that you extract two central philosophical ideas from these two readings that you feel close to your own teaching philosophy. Using a student-centered model, based off lived experiences

Using the lesson of Trenton Doyle Hancock, we can set up 2 bulletin boards, 1 that informs the crowd of the artist, and the lesson, and another used to provide an interactive live lesson bit.

this can use the students work to describe the academic language used and taught to bridge the gap and allow the parents to feel more connected to the students and their class.

A few things to include:

How Storytelling through art can be abstract

Students understanding and use of Line Weight and Pattern

Trenton Doyle Hancock's use of imagery and abstract art to tell narratives in very visual ways.

these are important in understanding much of what was taught throughout the lesson. Storytelling can be seen as just depict the characters in key moments of the story but it can also be detailing the environment the story is being told, riddled with clues and hints at what the story is about leaving it open to interpretation.

Kenilworth Open Studios

Adam and Myself held a open mural, we invited anyone that came near to draw, some stayed for long periods of time, others just drew a shape or a face. but HUNDREDS of people, kids and adults participated in this 8 panel mural. 

The Homeless Crate This was a quick commercial made for my remix class, Art 309. the project had us research an issue in our neighborhood, and create a solution. my issue was homeless people attacking people late at night downtown. a fair percentage of assaults and muggings are by homeless people, they lure you in with a begging look, and when you're close enough they grab what they can and run. 

Making Bronze 4

In Art 212, we were to make a video to show our identity or a mood. My video, aimed at the gaming community, showcases the turning point in my gaming career. 

Video remixing and Video editing has grown as an art form. Showcasing ideas, remixing imagery or even highlighting a specific theme in a work all affect the communication that happens when watching an art video.

MAM: Nature and the American Vision

This exhibit showcases the works of various artists painting the once beautiful landscapes of America. the artists called themselves the Hudson River School, and were widely considered the country’s first national artistic movement.

artist like: ALBERT BIERSTADT, FREDERIC EDWIN CHURCH, THOMAS COLE, and LOUISA DAVIS MINOT worked with writers and poets to capture the untouched land and document the beauty only a few others could say they have witnessed.

Cultivate: WI ART ED

This show was a group show with each artist being an Art Educator in Wisconsin. Some local from UW-Milwaukee, some from UW-Madison even UW-Parkside had an artist.

the work varied from fibers to jewelry to furniture to sculpture. attached are some of my favorites from the show.

its interesting to see the work from Jamie Bertsch (UW-MKE), as i’ve had her as a teacher and she’s shown some work of hers before.

5/5/16 -- Day 8: Casz - Kara Walker

LAST DAY!!! :D D: *both happy and sad*

So we started class with a review session on the academic language and the ideas Kara Walker represents in her work, contemporary issues. i then led a demo on how to cut paper safely since again we have destructive students and sharp tools. Students worked with Adam and Myself to plan out their silhouette drawings, and we supervised the students to ensure a safe environment.

4/28/16 -- Day 7: Casz - Kara Walker

4/21/16 -- Day 6: Casz - Kiki Smith

4/14/16 -- Day 5: Casz - Kiki Smith

4/07/16 -- Day 4: Adam - Fred Stonehouse 

As students were working, Adam and I addressed the direction of coloring in shapes with color pencil. some students were going all in one direction, which is ideal for a smooth texture, but a few were switching, which can be more comfortable. So we mentioned students can change directions, they just have to move the paper. students were happy with this new method of coloring.

3/24/16 -- Day 3: Adam - Fred Stonehouse

Adam Started the class with a drawing exercise called exquisite corpse. Each table of 3, we had 2 absences so Adam and myself filled in too, rotated paper around to have 3 students collaborate on 1 drawing. the student that drew the head got to keep their drawing.

Adam used this to talk about juxtaposition and segwayed into Fred Stonehouse’s work. Though, Fred has more meaning behind his work, the class took on the ideas very strongly and could not wait to do it themselves.