Playground and Me

Playground and Me

Art workshop plan by TJ Bae

Materials: things to draw with, and very beautiful colored paper or water color or gouache. 

Take sometimes to look at the work of James Mollinson’s playground series. Have a discussion secession:  Through the discussion I want people to talk about their personal connection with the art piece; things people got reminded through the art piece, favorite piece and the reason why, and a story sharing time about what happened in their childhood at the playground, people’s favorite game at the playground etc.

-if it’s hard to courage people to join the discussion then prepare a BEAUTIFUL colored paper that has a specific question about the art piece:

1) What kind of playground did you have when you were child? Was it new or old? Any color that stands out the most? how did it looked like? Where was it? When did you usually go out to play?

2) Find a kid that you thought it was interesting from the art piece, or a kid that feels like your childhood time.


Introduce Mark Rothco's work- A teacher will introduce about color and emotion.


Activity 1:
Everyone will have small piece of puzzle shape like paper. Think of a memory from playground that stands out to you the most and try to express that in a color. It can be one solid color or gradient whatever. Paint them and write one word of on top of your color that represents your memory the most. Collect them together to make one whole painting. 

Ask a question when was the last time you went to the playground. As a follow up question, ask about what people do as their hobby these days. After the answers, a teacher would announce that they will make the playground for the adults.

Activity 2:

1.  People draw on a colorful paper about what they love to play with. Draw a simple objects or your actions.  In addition, people need to write about the reason why in one word.

2.  After 10 to 20 minutes, gather everyone’s art work and put them all together on a board or table so that everyone can see what other people have made.

3    3.  Individual’s drawing become small elements of whole playground. Name the playground!

reflection on Chapter 5

1. How do we know what our students know about the topics we plan to address?

2. How would you go about teaching for “deep understanding”?

It can be achieved through " repeated instruction in multiple contests" 

3. How would you teach for student relevance?

The thought about 'how meaningful the learning experience is' from student's perspective should be considered from a planning stage. The experience should connect the lives in and out of school. 

4. How might teaching for student relevance be a ridiculously bad thing?

If a teacher tries to connect things that does not make sense at all.

5. For the unit you are envisioning, what will be your “entrance strategy”?

Sharing about what they already know about the subject, and by helping them to personalize 

6. In an inquiry based, constructivist approach, a key question is “What does that mean?  What are some other ways that you can ask that question?

7. As art teachers, we often pose artistic problems for our students, defining the constraints that we hope will cultivate divergent, creative solutions.  How do you plan to have students become researchers and pose their own creative problems?

8. At this early stage in your unit, how do you envision the sequential organization of learning experiences or activities? Make a list of what you plan to do in sequence.

9. How will you determine if what you are doing is working? What counts as evidence of learning for you?

First of all, if students are enjoying what they are doing as a task. It shows that he/she  understood it. 

10. What are the learning goals for your unit?  What kinds of understandings are you reaching for in these goals?

response to Olivia Gude

https://naea.digication.com/omg/Playing_Creativity_Possibility-coming

From the article "Playing Creativity Possibility"

- Things to Try:
Each student take one parts of the feature of the face or body parts, draw multiple and combine with other people.

- After reading this articles and seeing the actual projects made by other teachers, I realized that I need some space for students to experiment. Projects and small works that they would not know how things would look like at the end. A project that everybody is pretty new that there would be no fear to try out weird stuff.


-art is about experience