Unit 1: Identity
Artist: Chuck close
Self-Portraiture: Crayon
Artist: William Wegman
Artful Personifications: Mixed Media
Unit 1: Identity Reflection
This Unit centered on identity. The Disney Art Studio required us to share part of our identity by portraying a Disney character that was representative of our personality. I chose to show Rapunzel from Tangled and her transformation. On one hand, she was naïve and afraid to take risks. This part was in the background. However, now she has taken a risk and left her mother’s care. This transformation reflects part of my own transformation. The second studio required us to depict a fairy tale but use animals to portray the identity of the characters. I used a dog to depict Hansel due to his loyalty to his sister and intelligence. I used a cat to depict Gretel due to her wit.
Students in my own classroom would be motivated to use characters that they have an emotional connection to while exploring their identity and art techniques. Perhaps my students could participate in the Disney identity studio and then write a reflection explaining their choice. Therefore, they would be utilizing both art and writing. Students could become literate in more than just reading and writing. It could help re-conceptualize literacy “as the creation and use of a form of representation that will enable one to create meaning” (Eisner, 2009, pg. 6). In other words, students can use art to show their identity (one form of literacy) and then write about their identity (another form of literacy). It will also help me learn more about my students. If I do this, this parallel instruction could provide “a starting point for further interdisciplinary work” (Consortium of National Arts Education Associations, 2002, pg. 7).
References
Eisner, E. (2009). What education can learn from the arts. Art Education, 62(2), 22-25.
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from http://kennedycenter.org
/education/ceta/arts_integration_definition.pdf
Students in my own classroom would be motivated to use characters that they have an emotional connection to while exploring their identity and art techniques. Perhaps my students could participate in the Disney identity studio and then write a reflection explaining their choice. Therefore, they would be utilizing both art and writing. Students could become literate in more than just reading and writing. It could help re-conceptualize literacy “as the creation and use of a form of representation that will enable one to create meaning” (Eisner, 2009, pg. 6). In other words, students can use art to show their identity (one form of literacy) and then write about their identity (another form of literacy). It will also help me learn more about my students. If I do this, this parallel instruction could provide “a starting point for further interdisciplinary work” (Consortium of National Arts Education Associations, 2002, pg. 7).
References
Eisner, E. (2009). What education can learn from the arts. Art Education, 62(2), 22-25.
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from http://kennedycenter.org
/education/ceta/arts_integration_definition.pdf