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

1 verbs: conceptual framework

Analyze: 

To study or determine the nature and relationship of the parts by 

Every learner should know how to analyze in every stage of making art. 

So, that they can reflect upon what's lacking and what's working. 

Ponder: 

Think about (something) carefully, especially before making a decision or reaching a conclusion.

Ponder to create art and pondering for ourselves help us to find the genuine motivation to create art.

Question:

An act or instance of asking (feel or express doubt about)

The act of question is a great source to lead the level of thinking to a dipper dimension and inspiration, which will help students to create better art.

Research:

Investigate systematically (careful or diligent search) / collect the information about a particular subject

The stock of knowledge should be studied. Students can get help from research to know what they like as their core influence. It also fills up the gap between imagination and reality.

Communicate:

Share or exchange information, news or ideas/ to transmit information, thought or feeling so that it is satisfactorily received or understood.

One of the main reason to create art is to express the internal message or feeling. The art that we create should be meaningful more than just a pretty object.

Practice:

Perform (an activity) or exercise (a skill) repeatedly or regularly in order to improve or maintain one’s proficiency

Constant practice with clear goal is the fastest way to get to the real work that everyone wish to make.

Criticize:

Engages professionally in the analysis, evaluation, or appreciation of works of art

Learner should exercise the ability to criticize so that they can apply it to their own art making.

Idea for curriculum Design

Skill based lesson ideas

1) Caricature exercise

-learn briefly about caricature so that student can have the better idea about how to analyze real life and exaggerate the idea that they want to pick out more


Basic pen handling exercise (sketchbook exercise)
-before the class starts make students to draw circles,  simple exercises that help student to have better control on what they want to draw.


Choose descritive words
-do comparason exercise

Costume -can apply historical background

ex) Poor vs Rich
ex) man and woman

Chapter 4 Art lesson

Idea for the lesson plan:

Start the class with short animated film. (less than 5 minutes) -prepare a question for students to help them analyze and enjoy the animation more (short research can be shared later too)

Why Knowing art history is important? (history)

The power of knowing (knowledge) help us to have originality and reality in our work.
-term that I need to define to students: what does originality means??
-it could end up as a fan art but how this can be more meaningful??

https://www.khanacademy.org/humanities/art-history-basics/art-1010-ddp

Big thread of art history and animation matching activity

Primitive art-

Ancient Egyptian art -Prince of Egypt

Ancient Greek and Roman art -Hercules (Asian art -kubo and the two strings, Mulan)

Medieval and Byzantine art – Brave, Hunchback of Notre dame, Frozen

Renaissance art- Pocahontas, Mickey Mouse

Baroque and Rococo – The rose of Versailles

Nineteenth-century art – The great Mouse detective

Twentieth-Century art – Anastasia

Contemporary art -Toy story

Sleeping beauty, cinder Ella, 101 Dalmatians, the sword in the stone, Aladdin, tangled,

Showing the examples of real historical arts from the animation and how the visual development artist have interpreted it.

Draw props that fit with the character from certain era. 

Things to consider:
1) how does personal story can go with historical events?
-Mulan  is based on a true story/ Hercules is greek tradition

Gospel Truth: https://www.youtube.com/watch?v=RRq7lLawQB4&spfreload=5

Hero to Zero: https://www.youtube.com/watch?v=Pa0lMzaljTk

Lesson Plan for week 2 (rough)

Learning about the history of short animation film

TJ Bae

“Anifest” and “the animation show of shows”

http://www.anifilm.cz/cs/

http://www.animationshowofshows.com/

A slide about brief history about short animation film should be made.

A few interview videos of short animation directors.

Objectives:

Students learn about the beauty of short stories.

Students learn about different types genre in animation.

Students learn about the power of personal story. (How they are very different from long ones)

Example lists to watch:

Patrick Osborne : feast, Pearl , pet

Ainslie Henderson: Stems

Iris Alexandre: Crin-crin

Kristian Pedersen: Boygen

Dina Velikovskaya: About a Mother

Seoro Oh: Afternoon Class

Etc: shorts from Disney and pixar

Possible ideas for activity:

This can be the first one to start the semester or the last one. If the class starts with this, a teacher can help students to define what makes animation. If it were the last one then, students can be divided into each groups and analyze each animation with a critical eye of what they have been learn so far.

It could be very discussion base.