Art Reflection

I visited the Ancient American exhibit at the Field Museum and analyzed the voices that I heard within the different sections: the researchers, the curators or the people. Throughout the exhibit, I heard different voices, but the strongest voice I heard was the curators who put together the exhibit. The museum did a successful job at attaining all the facts about the Ancient Americans despite the lack of native people to get information from, but they were unsuccessful at capturing the people’s voice within the exhibit.

Walking into the gallery toward Untitled #9, the work looks to me just like a dirty canvas, particularly in contrast to the pristine white of the gallery wall. So my first instinct is to look at the work, dismiss it and look away. But since I have made a commitment to stay with this work, I try to ignore the surrounding paintings composed of vibrant color and movement that my eye gloms onto.. It's hard to pull my gaze back to the Martin work, but I do and then start to take notes on its components(the process of which has provided somewhat of a diversion from the daunting blankness of the canvas). It is a rather large, square work; I read that it is six feet by six feet. As I get closer I see that the square is divided into 9 squares high and 6 squares wide, each square divided into 8 narrow rectangles. It reminds me of the notebooks French students use , perfect grids to aid in Cartesian analysis - clarity as a means of finding truth. Like the notebooks, the grids on the canvas start to create a clarity and peacefulness in my mind.

The first article by Nancy Parezo analyzed the importance anthropologists have had in museums and their influence in the exhibits (2015). Anthropologists have assisted by helping various and distinctive groups and societies express their stories in the form of

Before visiting the Seattle Art Museum (SAM) to observe and analyze the art covered in class, I made sure to read the museum’s mission statement. That way, it would be in my mind as I walked through the halls and moved from gallery to gallery and I could revisit it afterward. According to Seattle Art Museum’s executive summary and strategic plan for 2014-2017, the museum’s mission is a simple one: to connect art to life. “Through art, the Seattle Art Museum enriches lives and engages diverse communities. As the leading visual art institution in the Pacific Northwest, SAM draws on its global collections, powerful exhibitions, and dynamic programs to provide unique educational resources benefiting the Seattle region, the Pacific Northwest, and beyond” (Seattle Art Museum). Regarding the fact that I am writing this now and had the opportunity to observe and research many works of art proves their mission to be successful. Walking into the museum, I noticed that it already appeared to be much bigger on the inside than it did on the outside. The first two floors were lit mostly by natural light and provided museum visitors access to tickets, information about the museum, the gift shop, and some food. The remaining floors were dimmer and mostly just the art pieces were given light to eliminate distraction. The American, Native American, and modern/contemporary art was displayed on the third floor while the African, European, and Mediterranean art was found on the top floor. The three art pieces that interested me the most were all found on the third floor in mostly the modern and contemporary art section. To, help uncover the power of detail behind the artwork, I chose three pieces corresponding to abstract and abstract expressionism from artists Jackson Pollock, Josef Albers, and Eva Hesse to research and truly analyze.

When I had first passed my TSI test that I needed in order to get college classes, I was pretty excited to find out that I was taking art appreciation. At first it was nothing like I had expected, I thought it was just another class. We learn about famous paintings that are very popular in the modern times, stuff dating back a really long time.

In the reflection of the mirror, Alice stands a few feet behind me, just in the doorway to my bedroom, bedecked in my black dress and her makeup and hair styled, carrying her large cosmetic case. “All right, come sit down.”

The Metropolitan Museum of Art displays art spanning over 5,000 years of diverse cultures and time periods. Nowadays, art is flourishing in museums galleries, events, and exhibits like the MET. Museums expose new concepts and unexpected connections thru humanities and time eras.

This unit has been quite enjoyable for me as I have strengthened my art skills and knowledge. To create my ATC’s I have used my media explorations, experiments, and drafts which were done in my process journal. I have used my media explorations for each of the elements of art and principles of design to create my final ATC’s. I have applied the methods and media that I have explored and experimented with to use creative ways to display elements of art and principles of design in my final example. For texture, in my media explorations, I have tried using scissors engraving on my paper to create real texture. This has given me the idea and inspired me to use a needle and poke holes along the lines of the leaf to show real texture, this can be seen in my final ATC with the leaf. I have also used my media exploration and experiments to show lines in one of my final ATC. During my media exploration on the element of line, I have tried using markers to make bold and thick lines. This inspired me to use a marker to create lines in my final ATC, therefore I have chosen to use a marker to create lines in one of my final ATC to show clearer lines. I have also used my 12 drafts (2 drafts for each ATC) to help create the final artwork piece. All the drafts have helped me creating the final artwork as I could see which draft can show the elements of art and principles of design in a clear way.

Art is special because it takes so many different shapes and forms that every single

This semester my art practice has primarily focused on utilising carefully constructed language as opposed to previous stream-of-consciousness techniques, while further investigating participatory projects, and assemblage as a new form of installation. The importance of memory and the handwritten repeatedly warranted further consideration during the course of the semester and became a fundamental element in each work. Conceptually, my practice has evolved into a critique of diaristic language by exhibiting private confessions in public spaces and inviting strangers to participate in the perverse act of reading my most personal thoughts. This notion is challenged by the introduction of secondary texts and blurs the line between what is real and what is fiction within the work. These evolving elements within my practice are best observed through works warm under orange (standstill), the pitiful militia, my mother and raymond carver, and the library respectively.

When I found out the first paper assignment was going to look at the SIUE art show, I was intrigued. I have only been to one other art exhibit in my life and it was in Washington D.C. I did not have as high of expectations for the SIUE show as I did for the one in D.C., but I do enjoy looking at art so I was excited. It was a slightly different experience than my D.C adventure, but still interesting. There was not as many people and it was quieter. I liked this setting better because I was able to focus more on understanding and interpreting the art. Going into it, I figured most of the art would be either paintings on canvas or sculptures.

This semester I attended the Washed Ashore Sculpture Exhibit. It is located on the campus of Iowa State University in the Reiman Gardens. This event is related to Humanities because exhibit houses many art sculptures made of trash. The trash is plastics and other house hold items that have washed ashore in Oregon and Northern California. The purpose of the exhibit is to raise awareness to the damages of plastic to the environment, what plastic can do to animals and ecosystems, demonstrate how nonbiodegradable plastic is, and how much plastic there is in the ocean.

Since the beginning, advocates of educational approaches have continually argued about the importance and/or benefit of a ‘specific’ approach to the type of education our students are receiving and the progression of the education system in general. Recently, activists have promoted a child-centered approach to education, claiming that students learn best when ideas and disciplines are integrated to meet their physical, emotional, social, and cognitive needs. An example of a child-centered approach that has been gaining attention lately, as a way to develop students who are capable of functioning in our ever-changing world, is the incorporation of STEAM. By fusing the arts with STEM, STEAM practices make content and learning relevant to students, through the provision of diverse ways to access content and express their understanding. Incorporating the arts cultivates student investment in learning, promotes ownership of the content, and stimulates deep learning by increasing engagement of the whole child and supporting collaborative learning, creativity, and problem-solving. While there are many places that have begun implementing programs that incorporate STEAM, this paper will focus on just a few examples: the “Start with a Story” project in Chicago, IL, the partnership between Nord Anglia Education and the Massachusetts Institute of Technology (MIT), the Smithsonian Learning Lab, and the Skokie Public Library’s “All Things STEAM” program.

Individual is a 10 year old 4th grade black female student at James C. Rosser Elementary who was in day treatment lasted school term. Individual mom states individual was doing well for the summer, but start causing problems toward the end. Mom states individual has started back with anger and aggression behaviors at school. Mom states the first week of school individual ran out the classroom without permission and her consequence was a paddle. Within the same week individual has been hitting on students and hollering in the classroom. Teacher states individual kicked a student in the back because they were laughing at her. Individual also yell “shut up and leave me alone at her teacher”, and she yelled “I’m going to tell my momma on you” toward her teacher the first and second week of school. Teacher states individual gets angry and argues with students, hits on students, take things from students, and threaten the teacher to tell her mother if she touches her. Last week mom states individual bust her friend noise and took her purse. Mom states individual is always doing something to the kids in the neighborhood, and has no friends. Individual was sent to the office last week and she was yelling, kicking, and threaten the school principal. Individual teacher states individual feels that she can do what she wants to anyone and not have any consequences. Individual would cry thinking that she will not get in trouble. Also, last week individual pushed a student in

The film A Beautiful Mind is drama, romance, biographical film produced by Universal Pictures, DreamWorks, and Imagine Entertainment. The film, directed by Ron Howard, include memorable names such as, Russel Crowe as John Nash, Jennifer Connelly as Alicia Nash, Ed Harris as Parcher, Paul Bettany as Charles, Christopher Plummer as Dr. Rosen, and Adam Goldberg as Sol. This film gives much of its credit to the novel written by Sylvia Nasar. The book, A Beautiful Mind, is a biography of John Forbes Nash and the book covers Nash’s years in college and his struggle with schizophrenia. For the film, the writing credits go to Akiva Goldsman. Though this film has its flaws, it is still one of the best eye-opening films out there.