Unit 1: Identity
Artist: Chuck Close
Self-Portraiture: Crayon
Artist: William Wegman
Artful Personifications: Mixed Media
Popplet group #1: Identity
Unit 1: Identity Reflection
Both of these pieces of art that I have created are based around the theme, identity. For my self-portraiture piece, I chose the character Belle from Beauty and the Beast and I also included Lumière, Cogsworth, Chip and Mrs. Potts shown on the left side of my artwork. I chose Belle because she is very friendly, adventurous, caring and polite, which I feel best represents who I am as a person. She becomes friends with Lumière, Cogsworth, Chip and Mrs. Potts and they watch as her love grows with the Beast, which is why I included them in my artwork. I placed Belle on the right side of the paper and put her higher up because she is the main focus. Bang (2000) mentions, “if we want to put more emphasis on an object, we tend to place it in the upper half of the page” (p. 56). I placed a layer of paper over them to have them appear to be more hidden because they would always overhear and watch how Belle helped the Beast become friendly and caring. My second piece of artwork is reminiscent of the fairy tail, Goldilocks and the Three Bears. I chose a golden retriever to represent Goldilocks because they are very curious, love being outside in the fresh air and they enjoy eating and napping throughout the day.
These are great studios to use in a classroom because they allow children the express themselves and they give you, as their teacher, a better sense of who your students are. When it comes to doing a studio, such as the mixed media one of the fairy tails, it’ll be important to teach the children about how/why they should include specific details within their work to get a better sense of what they’re thinking. According to Pink (2005), “the left can grasp the details. But only the right hemisphere can see the big picture” (p.23). Knowing this can help keep the kids fascinated about the studio because they know they’ll be working their left side of the brain by adding specific, meaningful details to their work and then analyzing the overall big picture with their right side of the brain. Reading fairy tails to my class can help them start brainstorming their ideas about the one they’re going to choose and think of a variety of details they can incorporate into their own, personal work.
References:
Bang, M. (2000). Picture this: How pictures work. San Francisco, CA: Chronicle Books LLC, 56.
Pink, D. (2005). A Whole New Mind. New York, NY: Penguin Group Inc, 23.
These are great studios to use in a classroom because they allow children the express themselves and they give you, as their teacher, a better sense of who your students are. When it comes to doing a studio, such as the mixed media one of the fairy tails, it’ll be important to teach the children about how/why they should include specific details within their work to get a better sense of what they’re thinking. According to Pink (2005), “the left can grasp the details. But only the right hemisphere can see the big picture” (p.23). Knowing this can help keep the kids fascinated about the studio because they know they’ll be working their left side of the brain by adding specific, meaningful details to their work and then analyzing the overall big picture with their right side of the brain. Reading fairy tails to my class can help them start brainstorming their ideas about the one they’re going to choose and think of a variety of details they can incorporate into their own, personal work.
References:
Bang, M. (2000). Picture this: How pictures work. San Francisco, CA: Chronicle Books LLC, 56.
Pink, D. (2005). A Whole New Mind. New York, NY: Penguin Group Inc, 23.