Description
This is my example of a blind contour drawing and an artist statement that goes with it. I used pencil to do a blind contour drawing, filled in the drawing with acrylic paint, and then covered the blind contour pencil with a layer of sharpie to make it pop. I shared this example with students before they started their final projects and artist statements. Rationale In the creation of this example, I got to think a lot about the process that the students would go through when they were creating. I practiced mixing neutrals for the portion of the drawing that is my legs and I mixed different tints of red to create my pink shoes. I was able to create something representational but not fully realistic. Evidence Link to the artist statement document - https://docs.google.com/document/d/18TcsQCtpH2N267qqudLA_kbfLGtmLxBc3BEK7L48YjY/edit |
Description
This unit was called Going in Blind: Letting go of control and responding to the artistic process through abstraction. I worked with students for three consecutive weeks. The students in my class had diverse skill levels and cultural backgrounds, which I tried to meet through my unit plans. My students completed blind contour drawings, color mixing worksheets, and neutrals mixing practice with guidance from me and my two clinical partners. The final project was a culmination of all they had learned over the course of the three weeks. Students were to create three blind contour drawings (one object, one place, and one self-portrait). Then they were to fill their drawing in with acrylic paint that they mixed. Because of some days off, and field trips, the students only had time to complete their final self portraits. My clinical partners and I used two artists of diverse backgrounds to engage and relate to all of our students. We worked together to give lectures, perform demonstrations, and guide student practice. Rationale By the end of this unit I wanted my students to be able to... - create at least three blind contour drawings that will be accented with the use of paint (VA:Cr2.1.7). - write an artist statement and share their projects with the class (VA:Pr5.1.7a). - engage in critique using the “sandwich method,” giving two positives with one constructive criticism in between (VA:Re8.1.7). - connect the art they created with one of the artists we studied. (VA:Cn11.1.7). Evidence Link to the Unit Plan Document -https://docs.google.com/document/d/1sdrU5TmOdqirkTW04q0qWJcaouvK2xgSzVLYm8iBXss/edit Link to the rubrics - https://docs.google.com/document/d/1JsV3asARUWaAspKjibmMnVwzpB8dzzluc24rabqpPiU/edit |
Description
We had students complete two formative assessments and two summative assessments. The formative assessments were to measure how well the students understood mixing paint and creating realistic neutrals. The summative assessments were the artist statement and the painted self-portrait. We graded all of this work based on the students application of the skill being taught. Rationale I wrote all my questions with the conceptual frameworks in mind. I ask questions that help students connect color and emotion, think about music, consider how the artist represents culture, and challenge previous ideas of realism and portraits. Evidence Link to the PowerPoint Presentation - https://www.canva.com/join/jny-lfj-rzv Link to artist handout - https://docs.google.com/document/d/1uIbrx9IU-DzG9L5C4vWrDW2scH4F1k2dpZDCLLNXRyU/edit |
PAL 1 - Experience 1
Description
Attended the Student Annual opening reception at University Galleries. Rationale The Student Annual is an exhibition hosted by University Galleries. Any student attending ISU can submit work into the student annual and there is an opening reception which opens the gallery to anyone that wants to see the work. Evidence (April 12th, 2024) |
PAL 1 - Experience 2
Description
Attended the show "What Water Feeds" and artist talk, in Milner Library. Rationale This show was curated by Nathania Rubin and featured art by Ruth Burke and Jin Lee. I attended the show in support of my teacher Nathania. Evidence (March 19th, 2024) |
PAL 2 - Experience 1
Description
Was an RA (resident assistant) for the 2023-2024 school year. The responsibilities of this role were to create a floor program every month, attend business meetings every week, have one on one meetings with residents, and enforce policies in the residence halls. Rationale Being an RA this past school year was a great opportunity for personal growth and professional development. I have refined many professional skills like, communication, working as a team, meeting deadlines, and the ability to problem solve. Evidence (July 30th-May 11th, 2024) PAL 2 - Experience 3
Description
Taught group fitness classes at ISU's Recreation Center. Rationale I am an employee of Campus Rec and I am certified to teach group fitness classes. This past semester I taught two cycle classes every Monday. I have up to 24 participants in every class and I plan new workouts each week. Evidence (Aug 20th-May 8th, 2024) |
PAL 2 - Experience 2
Description
Volunteered for the HOIC art festival. (March 1, 2024) Rationale I was able to help the ART 309 students with their lesson for the HOIC art students. I passed out materials, talked to students about their ideas, and made an example project of my own. Evidence (March 1st, 2024) |