“In our Old Testament studies we learned about Joseph’s many dreams that related to his brothers and becoming ruler in Egypt. As the Christmas church year approaches we can also meditate on the dreams in the New Testament of Joseph, Mary and Jesus.
In first and second grade social studies we began our journey to Thanksgiving and gratitude by learning about the First Nation tribes. Many cultures can be studied for it’s objects that tell us stories. Dream catchers originate from many tribal nations, our study focuses on the Ojibwa First Nation tribe and its relationship with the concept of dream net. In our story’s focus Dream Catcher, by Audrey Osofsky, a Minnesota author tells of a baby and protection from the bad dreams that are caught in the net, while the good dreams are allowed to pass through to the child. God warns us to not use dreams or interpretations of them. We can appreciate dreams just like our thoughts. Some are good, some are bad. In mediation practices, we can allow ourselves to have them but just as a river flows, let them pass by. Let us meditate on the hope, peace, love, and joy of this Advent season.”
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This project was created for student to draw a landscape from their imaginations. This could also be a practice in drawing from a picture or observation, however it is not necessary given the focus is on line, design, and pattern. Students create a landscape and fill the planes in the picture with pattern and lines. Drawings begin in pencil, traced in permanent marker, and filled with color.
In this project the work of Norman Rockwell and Banksy are the artist I chose to focus upon. The quick and comical wit of both artists is what students ponder. I shared a print with them of Mr.Rockwell’s The Expert Salesman. In this image a salesman is selling an icebox to Eskimos. Mr. Banksy is a guerrilla artist that spray paints stencil work around London and other urban areas, which often encourages critical thinking. In this project students are using magazines to create a meme out of magazine clippings. Students are also given the option to complete the magazine image of an object or landscape.
![]() Inspiration Norman Perceval Rockwell (1894-1978) was a 20th-century American author, painter, and illustrator. His work is loved by Americans for its reflection of American culture, making him one of the most famous artists of the USA. Looking at Rockwell's love for provincial life, one could imagine he was born and raised on a farm. But in fact, he was born in New York City, and raised in a popular neighborhood, experiencing all the violence of city gangs. The family used to spend holidays in the countryside, and, from an early age, the artist developed an idyllic vision of rural life. The family house was full of books and Rockwell copied illustrations, improving his technique. At the age of 14, he enrolled at the Chase Art School in Manhattan, and later the National Academy of Design and the Art Students League. His aim was to become not a painter, but a professional illustrator. ![]() Banksy is an anonymous England-based street artist, vandal, political activist, and film director, active since the 1990s. With tongue firmly planted in cheek, English graffiti artist and international prankster Banksy has managed to become one of the world's most recognized artists while remaining relatively anonymous. Staying true to the credos of Street Art, he's built a celebrated body of work, both permanent and impermanent, that utilizes satire, subversion, dark humor, and irony to create resonant social, political, and humanist messages for the masses on a populous and public level. His style is universally familiar, founded on a signature stencil aesthetic that has elevated him from mere man with a spray can to a highly creative artist in his own right. He is responsible for catapulting guerilla work into the mainstream as a viable form of art. ![]() In this project students are introduced to the African Mask of some of the tribes of Africa. Traits representing moral values are found in many cultures. Masks from the Senufo people of Ivory Coast, for example, have their eyes half closed, symbolizing a peaceful attitude, self-control, and patience. In Sierra Leone and elsewhere, small eyes and mouth represent humility, and a wide, protruding forehead represents wisdom. In Gabon, large chins and mouths represent authority and strength.[5] The Grebo of the Ivory Coast carve masks with round eyes to represent alertness and anger, with the straight nose representing an unwillingness to retreat. After all the initial "Back to School" projects, the Dot, the warm ups, the displays for the school- all those bare walls from months without students we settled into our art year with a self portrait. In this "unit" we will explore our sense of self and perhaps better understanding our uniqueness. We studied the work of two artists. Kahlo and Magritte, I wanted to give the students who were not confident in facial features a creative way to approach themselves by placing an object in front of their face. I was surprised with how many students chose to create a portraits in the styles they did. The younger students insisted on a face, almost all the older students chose a found object.
Inspiration
"Rene Magritte described his paintings saying, “My painting is visible images which conceal nothing; they evoke mystery and, indeed, when one sees one of my pictures, one asks oneself this simple question, ‘What does that mean?’ It does not mean anything, because mystery means nothing, it is unknowable.” The illustrative quality of Magritte’s pictures often results in a powerful paradox: images that are beautiful in their clarity and simplicity, but which also provoke unsettling thoughts. They seem to declare that they hide no mystery, and yet they are also marvelously strange." Rene Magritte (1898-1967) Mexican artist Frida Kahlo (1907-1954) is remembered for her self-portraits, pain and passion, and bold, vibrant colors. She is celebrated in Mexico for her attention to Mexican and indigenous culture and by feminists for her depiction of the female experience and form. Kahlo, who suffered from polio as a child, nearly died in a bus accident as a teenager. She suffered multiple fractures of her spine, collarbone and ribs, a shattered pelvis, broken foot and dislocated shoulder. She began to focus heavily on painting while recovering in a body cast. In her lifetime, she had 30 operations. Life experience is a common theme in Kahlo's approximately 200 paintings, sketches and drawings. Her physical and emotional pain are depicted starkly on canvases, as is her turbulent relationship with her husband, fellow artist Diego Rivera, who she married twice. Of her 143 paintings, 55 are self-portraits. Since the community art piece created in August, Redemption was conceived. In August students of St Paul's, parents, congregation members, and the Menomonie community wove fabric strips on the yarn strung from poles in the school parking lot. Once the work was removed I reclaimed the fabric into a woven piece. I titled it Redemption, as the fabric was saved and redeemed. This piece is now hung in my 2nd grade classroom as a reminder of my passion for meaningful relationships and inclusiveness.
This summer I organized a community installation at St Paul's Lutheran School, where I teach art and second grade (A full time teacher and full K-8 art program director and teacher in a private school.) For our back to school even I prepare a "loom" in which fabric could be woven. The community attended and there was a variety of interaction. In the end the results were amazing.
Henri Matisse began his studies to become a lawyer. He wanted to become an artist. He fell sick and his mother gave him some paints. After he was well, he went to Paris to study painting. He painted throughout the beginning of his life. He became seriously ill later in life and was unable to paint as he desired because he had become bedridden or confined to a wheelchair. For a period of time Matisse was saddened and faced challenges with such a significant life change. Matisse overcame his adversity by rethinking his approach to creativity. He had his assistance paint paper and he used scissor to create shapes. Matisse created compositions that included a variety of geometric and organic shapes with bold color. In this project students created "stained glass" inspired by his cut-out compositions.
Inspiration
My art students made warm and cool dot collages on dots for Dot Day this year. I base the project on the book by Peter H Reynolds, The Dot. In the book there are some very awesome principles that we can share with each other. We should encourage.. Have courage.. and use our hands to make great things! 1 Thessalonians 5:11 "Therefore encourage one another and build each other up, just as in fact you are doing." 1 Corinthians 16:13 "Be on your guard; stand firm in the faith; be courageous; be strong." Psalm 90:17 "May the favor of the Lord our God rest on us; establish the work of our hands for us-- yes, establish the work of our hands."
Inspiration
This summer I learned I would be teaching 2nd grade AND art next fall. My son said, "THAT'S A LOT". He expressed what I had not even thought about. It most certainly is, however an extremely exciting challenge for me. I am really looking forward to it.
Almost the same time I found out about my new assignment(s), I was contacted to create a commissioned landscape. I love landscapes and the colors in this particular landscape were amazing. I rose to the challenge and started warping my loom. I am currently weaving the remaining 24" of a approx 60 in warp. The final size stretched will be 26x 36". |
AuthorI have a passion for the visual arts and love sharing it with others. I have enjoyed teaching all ages and love to incorporate art history and traditional disciplines as well as innovative ideas. Art is vital to who I am as a creator and educator. Archives
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