Middle School Placement

I began my placement this semester at Heritage Middle School in New Windsor with Mrs. DeLaigle. For the first few weeks of placement I was observing Mrs. DeLaigle’s classes, her style of teaching, and assisting her and the students throughout the lesson. Due to some student’s schedule complications, Mrs. DeLaigle was not able to begin the first art project during that first and second week of school. Instead, she created folders for all of her students in the sixth through eighth grade levels, mainstream and self-contained. Each grade level was to design their folder with their name according to the object of the lesson; sixth grade being more simplistic and eighth grade more complex. For example, the sixth graders were to write their name in bubble letters. For each letter in their name, they were to draw in three to five symbols that represented them that also began with the letters in his/her name. The seventh graders designed their name using one point perspective and the eighth graders were to abstractly design their name using repetition or pattern. All three of these projects derived from one lesson in which she modified for each grade level and/or the type of class she was teaching. Mrs. DeLaigle advised me that each lesson needs to be personal other wise they are not going to care about it or put in as much effort. “Having them draw a still life is not something I do in this art room. I’ve tried it and all they do is just a quick sketch of what they want to include in it, not the entire still life. They won’t sit there and draw in every detail and shading the way you and I would. It needs to be personal to them and it’s a great way to learn about your students and their interests” she told me. Using this advice, it made observations a lot easier and more comfortable. I now knew why they were drawing these particular symbols and was able to begin a conversation with a lot of the students about that particular object and its significance to them. I felt it allowed for them to feel more comfortable with me and my being there inside their classroom.

            I had told Mrs. DeLaigle about what we were learning in Theory and Practice; about the importance of game play, the use of imagination and creativity, and how we connected this with Surrealism and the post-modern principles. I had also told her that I had to write a lesson plan using one of these Surrealist games of play, in which I chose to base mine off the Rorschach Ink blots. She asked if I could send her a copy of this lesson along with a few other ideas to do with her classes. After much consideration and discussion, we decided it would be best if I taught the Rorschach Ink Blot lesson and use this as a possible motivational project for introduction to a larger, more complex surrealist project. Mrs. DeLaigle also advised me that she found that it is easier for her students to have the projects broken down in steps for them so they do not miss or forget any of the criteria. For a better understanding of what the students were to do, I created a sign to hang from the chalkboard that listed each step. I went over each step with them one by one after my introduction and show them a few teacher examples of what the end result might look like. I explained to them that each composition will look different from one another and that this is an abstract, non-representational project. After the introduction and discussion of the steps, I than demonstrated how I made my teacher examples so they could see exactly how it was done to help clear up any other questions the students might have. When the students returned to their seats, I had everyone write their names on one side of the paper, fold it in half and when they were ready to begin, I had them open their paper to its original size again. Students moved around the room to each color station and used their knowledge in color theory to apply and mix the drawing inks appropriately. To both mine and Mrs. DeLaigle’s surprise, each student created two ink blot creations using three different colors in each composition quicker than we had anticipated. Usually the students are hard to motivate and begin working on their project. During this lesson, they all did what they were asked the first time and as a result we had an extra fifteen minutes to spare. As all teachers must do, I had to react quickly to settle the students down and have them regain their attention. I asked them, “What do you think our next step will be once the ink dries?” Some students responded with collage and others responded with drawing. From this I asked them to tell me what they saw in the ink blot examples. I had them come up to the board where the two teacher examples were displayed. When there were not as many volunteers to come up, I gave each station other examples I had made and had them share among their group the different things they saw just like what we had done. “If you have a writing utensil and feel comfortable, you can draw what you see right on top of the ink blot” I said. At the end, I showed them one last example, a work in progress, of what I was drawing in my ink blot. This was another short introduction to what the next step would be for the next time we met. Even though I was not planning on getting this far on the first day of the lesson, I feel I was quick on my toes to accommodate what had to be done next that would still keep the students on task.

This particular experience had its positive and its more negative aspects which I found as great learning tools. I realized how important it is to have more than one teacher example, guide the students to where it is you want them to go, time management, organization skills, and modifications especially. Something will either go wrong or not go the way you planned for it. A successful teacher must know how to fix this or have backup plans at all time which I feel was the most important lesson from this. I couldn’t react the way I felt, which was like a deer in headlights. I had to continue to take control and feel comfortable with this issue I was facing without the students realizing that this was not planned. Although I feel this situation will be nerve racking every time it happens, I also feel these are the hurdles teachers refer back to when they are creating or introducing new lessons in order to become successful. 

Yet Another Accordion Book

Upon receiving feedback on my original accordion book example, I decided to modify it and come up with a new, hopefully, better product. Most of the feedback I received was to include more pages to truly let my theme and concept come to life and speak through the artwork. With my new accordion book, I decided that I was going to address an issue that has always stuck with me. I decided to work with social acceptance and identity. The goal was to emphasize the fact that media controls society and our everyday choices, values, norms, etc. while also keeping each character unidentified. The identity is unknown soley for the fact that media has shaped alot of people and therefore individuals wear a mask to fit into society, not allowing their true identity to be shown.
The first four images in my accordion book emphasize the portray of women created by 'societial norms' Image one is a character based on Jessica Rabbit, the sex symbol from the movie 'Who Framed Rodger Rabbit' This emphasizes that sex sells and that the ideal woman be volumptious and 'Barbie' like. The second image is of a larger woman, wearing nothing but a bra and underwear. There are dotted lines covering her body to imply plastic surgery and the extremes women will encounter to feel beautiful and to have a beauty acceptable to society. The third image is of the rebellious female covered in tattoos. Although tattoos are being accepted more so today than ever before, women who have them are still negatively judged. The fourth image is a silhouette of a pregnant lady, emphasizing the housewife and motherly role women have always played. 
The back of the accordion book only has two images which are of men. I did half of the images for men than I did for women because I feel that society and the media puts more pressure on women than they do men. The first image is of a body builder. This is to portray that society expects men to be strong and able to protect not only themselves but their family and loved ones. The second image is of a business man. I portrayed him to be a white AND blue collar figure. White collar by being in a business suit and blue collar due to the fact that his suit is all blue, hence a literal reading of blue collar. This portrays the social status and the pressure to be able to provide for their families.
Below are the images from the newe accordion book.
Hope you enjoy it! :)

Front Cover

First 4 images

Last 2 images

Back Cover

Reflection Paper 1 - Art for the Exceptional Child

For our first day of field work in the Arts-2-Gether program, we focused primarily on ice breaker activities to help get to know one another. As students were arriving to the classroom, we played various games ranging from name games, role-playing games, and sound and movement manipulation games. This allowed for our students to become not only familiar with everyone in the art program but to also feel comfortable and want to participate in all of the activities.

           

After all the students had arrived and we completed all the ice breaker activities, we brought the students to the Samuel Dorsky Museum, located on the campus of SUNY New Paltz. Although the gallery is normally closed on Tuesdays, the gallery director opened its doors specifically for the students of the Arts-2-Gether program. From the expressions on the students faces, I would say they were all excited and were anticipating what they were about to see inside. Judy, in particular, was extremely eager when she ran inside the gallery and saw the giant bench made from a tree along the Hudson River adjacent to a hanging composition of the planets. I think Judy found it interesting to walk around and under the planet composition which is rare to be able to do in an art gallery, and look at the composition from various angles. When I asked her what she liked most about the mobile, she replied “They’re planets! I can name them all!”

Unfortunately before she could finish naming all of the planets, we were advised to take a seat as the gallery director informed us that were about to view the Hudson Valley Artist exhibit.

           

As the gallery director was informing us of the Hudson Valley Artists and the installation art in the back room, Judy’s focus was on the feel of the Tree Bench we were sitting on. The top of the wood was smooth and polished looking which contrasted the outskirts of the bench which was rough and textured. She kept asking me to feel the bench and asked me what I felt. After I responded to her about the glossy feeling of the top, she asked me if it made me feel cold as ice. I found it extremely interesting that she associated my response to ice and being cold.

           

After the gallery director was finished with her introduction and welcoming to the gallery, Judy quickly got up off of the bench and was eager to interact more with her peers than with the art work on display. After the gallery visit, I asked Judy what her favorite part about the day was. “The people” was her response.