Unit 3: Stories
Artists: Thomas Hart Benton & Diego Rivera
Group Murals: Drawing and/or collage
Artist: Faith Ringgold
Story Quilts: Watercolor
Artist: Jean Shin
Mini Sculptures from Found Objects
Unit 3: Stories Reflection
In my first studio, I drew a cartoon of a teacher and a few students in her classroom. This was to illustrate how there is always that one student constantely causing trouble to get attention from the teacher. Many teachers have stories about those certain students who always bug their classmates or disrupt their class just to get the teachers attention.
For the second studio, I chose a picture that my friend took of myself and three of my other friends who went on our mother-daughter trip together junior year of high school in Puerto Rico. "Instead of using words, turn to pictures for story inspiration" (2005, Pink, p.125). She is a great photographer and this made a memory last a lifetime. In A Whole New Mind, Pink (2005) states, "Story is like an ancient art, it can be enhanced with modern tools" (125). This was when the sun was setting so everything besides the water and the sunset looked like shadows. I feel this is very important to me because this was such a memorable time and having our five closest mother-daughter pairs together was so much fun! I made the border colorful and spontaneous because that's how I felt the trip was.
In the third studio, my partners and I created a model using recycled materials we found. This shows how the world is polluted and soda is more harmful to the human body than water is. The Earth and animals need water to survive so I feel the "newspaper smoke" coming out of the soda cans/bottles show how the environment is being polluted.
I feel students could really tell a story of their own by selecting a personal picture or memory and painting it with crayons and then going over it with water color to show the important, exciting details within the photo. Allowing students to express their own individual pictures that each tell a story could be very interesting to have hung up throughout the classroom. They could even write a small paragraph to paste underneath their own photos so others know what they're each trying to say in their picture.
References
Pink, D. (2005). A Whole New Mind. New York, NY: Penguin Group Inc, p. 125.
For the second studio, I chose a picture that my friend took of myself and three of my other friends who went on our mother-daughter trip together junior year of high school in Puerto Rico. "Instead of using words, turn to pictures for story inspiration" (2005, Pink, p.125). She is a great photographer and this made a memory last a lifetime. In A Whole New Mind, Pink (2005) states, "Story is like an ancient art, it can be enhanced with modern tools" (125). This was when the sun was setting so everything besides the water and the sunset looked like shadows. I feel this is very important to me because this was such a memorable time and having our five closest mother-daughter pairs together was so much fun! I made the border colorful and spontaneous because that's how I felt the trip was.
In the third studio, my partners and I created a model using recycled materials we found. This shows how the world is polluted and soda is more harmful to the human body than water is. The Earth and animals need water to survive so I feel the "newspaper smoke" coming out of the soda cans/bottles show how the environment is being polluted.
I feel students could really tell a story of their own by selecting a personal picture or memory and painting it with crayons and then going over it with water color to show the important, exciting details within the photo. Allowing students to express their own individual pictures that each tell a story could be very interesting to have hung up throughout the classroom. They could even write a small paragraph to paste underneath their own photos so others know what they're each trying to say in their picture.
References
Pink, D. (2005). A Whole New Mind. New York, NY: Penguin Group Inc, p. 125.