Unit 2: Relationships
Artist: Mary Cassatt
Portraiture: Printmaking
Artist: Rene Magritte
Surreal Journey Postcards: Collage
Artist: Do Ho suh
Pop-Up Homes and Habitats: Mixed Media
Unit 2: Relationships Refection
In this unit, we approached the big idea of relationships by looking at the work of three separate artists. These artists helped us realize the importance of incorporating relationships in our work. We looked at our relationships with places, people, and objects.
In the first studio, we were inspired by Mary Cassatt experimented with printmaking. I created a piece using a personal photograph, stamps, and ink. I chose the photograph of my boyfriend surprising me when he came home after being medically discharged from the Navy. He told my manager in advance so that she could capture this special moment in a photograph for me. This photo clearly captures the relationship I have with Riley, and the quotation helps add to the emotion.
In the second studio, we created postcards inspired by Rene Magritte. After we chose a background, our peers added images to our postcard. We were more aware of the relationships between objects and possible storylines going on in our postcard. We also built stronger relationships with our peers.
In the final studio, we created pop-up houses inspired by Do Ho Suh. In this project, I incorporated features of my own home. I included the front porch, the long driveway, and the flowers that line the perimeter of my home. These personal touches helped me put meaning into my project.
This unit has some great ideas that I can use in my own classroom. The printmaking ideas would be interesting to use at the beginning of the school year so that I can learn more about my students. Additionally, it could be integrated easily with literacy by having students write about what the relationship they are showing. The second studio would also be a great project because it helps students build relationships with each other. As Pink (2006) points out, “it is important to work with people and be inspired by people” (p.72). This studio truly allows for this to happen. Finally, pop-up scenes allow for students to put personal touches into their project that help them show their relationships with places. It could help them see the “connection between emotions and how we see pictures” (p. 7).
In the first studio, we were inspired by Mary Cassatt experimented with printmaking. I created a piece using a personal photograph, stamps, and ink. I chose the photograph of my boyfriend surprising me when he came home after being medically discharged from the Navy. He told my manager in advance so that she could capture this special moment in a photograph for me. This photo clearly captures the relationship I have with Riley, and the quotation helps add to the emotion.
In the second studio, we created postcards inspired by Rene Magritte. After we chose a background, our peers added images to our postcard. We were more aware of the relationships between objects and possible storylines going on in our postcard. We also built stronger relationships with our peers.
In the final studio, we created pop-up houses inspired by Do Ho Suh. In this project, I incorporated features of my own home. I included the front porch, the long driveway, and the flowers that line the perimeter of my home. These personal touches helped me put meaning into my project.
This unit has some great ideas that I can use in my own classroom. The printmaking ideas would be interesting to use at the beginning of the school year so that I can learn more about my students. Additionally, it could be integrated easily with literacy by having students write about what the relationship they are showing. The second studio would also be a great project because it helps students build relationships with each other. As Pink (2006) points out, “it is important to work with people and be inspired by people” (p.72). This studio truly allows for this to happen. Finally, pop-up scenes allow for students to put personal touches into their project that help them show their relationships with places. It could help them see the “connection between emotions and how we see pictures” (p. 7).