Arts Philosophy Reflection

I grew as an artist this semester because I learn a lot techniques that I can use for the future like screen printing or using objects that I already have and putting them together as an art piece. I improve on drawing realistic objects like animals. Last year, I had a hard time drawing realistic objects like my landscape painting. I improved from that and learned a lot from my teacher.

Art History is the study of objects of art in their historical development and stylistic contexts. The history of art, we feel, can sometimes be confused with art criticism. However, Art History is concerned with finding the value of the artistic piece in respect with others in the same category of art or movement, and art criticism is more of an evaluation of art. The art examined best represents the culture during the time period, visions the artist imagined, and history behind an event. It also represents society in a specific area, beliefs the people may have, writing that tells a story, the natural world and environment, conflict between people and areas, and the human body. With these representations, artwork overall represents the life in which we live (d). Each piece has its own genre, design, format and style to it. This makes each piece extremely different, yet pleasing to the eye. They also vary between paintings, sculptures and architecture. These different types also make a variety of artwork to be seen by all people. The art pieces that I chose, Jar, Bottle and Glass by Juan Gris, The Persistence of Memory by Salvador Dalí, and Starry Night by Vincent Van Gogh, seemed interesting to me and I believe to best represent the context in which they were created, along with the major artistic movements of the time. I went on to research them more thoroughly to better understand the history behind them,

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

Since I was unable to help the children with their understanding of the new concept, I spent extra time going over it with them again. The students began to connect previous knowledge to the new concept using descriptive words, sensory words and emotions. As they worked in groups, they were able to think up different points of view for different characters. They played with creativity while giving human characteristic to objects. Students showed a good understanding of the material. One group in my first class gave me a great idea. As they stood up to share the point of view of a specific object, they did not tell us what object they had until the end of their writing. This made the class guess what the object was. I noticed all the students attention became more focused on what they were saying as their brains were churning. Since this was such a fun experience, I decided to continue it with my next couple classes. I was pleased with the outcome of the second lesson and how much the class not only learned from this lesson, but also how much fun they had doing

The art piece that I chose to critique is the sculpture of a figure kneeling down and getting shocked. It is located on campus near the Morris University Center(muc). When I first saw this sculpture it caught my attention immediately, because of how gruesome the piece was. I feel like I don’t have a good understanding of what the sculpture represents, but it seems like it would raise plenty of controversy, due to its erotic features. It seems like the artist was venting his emotions when he created his idea. The sculpture is fairly large in size, which makes it noticeable, among the other art pieces on campus. The sculpture media consist of wood and concrete, and metal mostly. The individual is keeling down toward the west and is supported

As I walk into the classroom, the first graders' faces light up with smiles of eagerness. They are genuinely enthusiastic to start their homework with my help and rush over with their worksheets and freshly sharpened pencils. As I help them with their math or reading, many of the kids divulge details about their lives at home.

The classroom that I observed today was called, “Rainbow Fish,” and the first student I observed was drawing pictures in her notebook. Each child has their own notebook they are able to write, color, draw, whatever they would like in. These notebooks are placed together on the writing center shelf. The student grabbed her notebook off of the shelf and walked over to the crayon, marker, and pencil area to choose a writing utensil. This classroom was clearly marked with pictures and words so students knew where to get every item they need. Once she had her notebook and her blue marker, she sat down to begin her drawing. The tables in the classroom had the children’s names written on them so the children knew where to sit during meal time. This student sat in her designated area. Although she did not have to sit at this specific table or in this specific spot, she was so use to sitting in this area, she felt like this was safe for her creative side to come out. What I observed the student drawing, I saw, which was to me, nothing but simple blue scribbles. When the student stopped to think of what to draw next, I asked her what she was making. The student replied with, “A flower, can’t you

Example: The brown bear looks like he has fur because of the lines and the different colors. Also, ask the students what do they think the bear feels likes and why do they feel this way. After reading and discussing the book have the students think of an animal that was in the book or a different animal that they would like to draw and paint. Once the children have chosen their animals, pass around white multipurpose paper. Have them cut the white multipurpose papers in half (the long way). The children will then write the name and color of the animals they have chosen at the bottom of each page. Ask the children about the colors of the animals they have chosen. Have them explain why they chose that color for the animal. After the colors have been chosen, the children will collect each color paint. They will then pour a small amount of each

Presenter: Welcome. Welcome, to the national radio, bringing you the latest news, and updates. Today we have a special guest speaker, all the way from France... I am happy to present Mr. Daumier, the famous 19th century painter.

My storytelling assignment was an eye opening experience into the vocabulary and imagination of my second grade student Lila. During rotations I asked Lila if she would like to tell me a story. I let her know that it could be any story, make believe or real, that she wanted to share with me. When asked if she wanted to draw a picture before or after her story, she chose the first option. She immediately started drawing a picture that had four fish in different colors and sizes and was explaining who the fish were as she was drawing. She stated “This is the mommy fish, this is the daddy fish, and this is the baby fish Lila, and this is Lila when she got bigger.” Then she began her story about a family of fish who went on an adventure, and

Before I started reading, we went over the title of the book and the illustrator. I gave the students a chance to say it with me. The rules also said to be playful. I incorporated being playful by doing the animal sounds with them. It also says to remember, model, and recall. At the end of the book, I asked questions about the book to see if they remembered what we had just read. All students were able to answer my questions, so this let me know that the students were listening and paying attention, while I was

The students were very excited that none of them messed up on sounding it out. Then after all that was done, they did another circle and sounded out diagraphs and trigraphs. Mrs. Colorful seemed to know all about these and how to teach them to the students. The students were very knowledgeable about diagraphs and trigraphs they seemed to think it’s simple. Afterward, the student went to their seat and grabbed a textbook from their desk and opened it to a little short story. Then the teacher picked out a random student and they read out loud. When they first started the school year, I was told that they started with four pages to read. It has been about half a year and now they are reading about 12 pages together. This tactic seemed to work for the children, since they all seem to read somewhat fluently. Therefore, Mrs. Colorful was teaching very effectively and looked like she understood the state content and performance standard for TEKS (Texas Essential Knowledge and Skills). Observing this content could help me with teach elementary students because of Mrs. Colorful’s great ideas in instructing her students on what to do. For instance, the things she taught in the circle was an amazing way for students to learn in an interactive way.

We wrap up the conversation of the photograph of the water on the side-walk. Just like the previous photograph I show them the photograph of the rainbow and ask them “how do you think rainbows are form?” Once again I reminded students to use communicating in scientific ways poster board to answer the question. Students are given two minutes to think to themselves about the question before talking as a whole group. The difference this time around was that students were more engaged in the conversation than the first time. There were less reminders to use communicating with scientific ways poster board because students were more naturally use it in the conversation. Of course we didn't see all the photographs like I would have liked to because we ran out of

The construction of a matrix for the learning journey of a lower school student from year seven through towards year eight is complex and should be diverse. I will be discussing the considerations and why we have made our decisions as a group throughout the matrix, before narrowing down on my focus to the one year exploration of visual arts for a year nine. Considerations for its construction include the influence of learning (specifically learning theories), creativity, teaching and learning processes, and assessment. It is important to note that what students can do at the beginning of this journey in comparison to what that can do at their completion of this pathway should be vastly improved upon.

If you have some free time and have always wanted to visit an art gallery, a start is the Art Sacré exposition. Just do not expect high quality art. Running from October twenty-third to December eight-teenth at Les Salles de Gesù, the exposition features four artists depicting spirituality and inner self.