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Description: In the left corner, an older woman with a smile perched on her face tilts her head upward to gaze off the page looking peacefully. She is angled at her side with her posture being up right to gain a little height. She wears warm winter gear that is dashed with magenta and shaded with cool blues. She adorns a winter cap that is fitted snugly around her ears and trails off with excess wool. She also wears a thinner coat that appears to be unzipped at the front. Around her, 16 petite fish swim organically. They are white with tints of blue, magenta, and yellow. The background is heavily blue and uses flowy brush strokes to create a motion within the water
Rationale: I cropped the image to show the radiance of my Grandma and the jubilance she felt at that moment. The image prior was her whole body standing before a large glass tank with a variety of fish. I zoomed in closer to her face to show that feeling she was experiencing. I choose her to be the only prominent figure in the foreground. She is the subject of the painting and the emotions that she feels. The fish are just extra context to help add narrative on why she is expressing these related emotions. I choose to paint her with clarity and painterly brush strokes to fit well with the background. She is a part of the scene, but she is the most important aspect of the image which is also emphasized by the lighter aurora illuminating around her. The painting is staying, look here; look at me; I want you to be in my presence and feel the things I am seeing.
Artwork: "Grandma Basks in Blue" By Marie Grimm
Artist statement: I love my Grandmother. She is beautiful and I want others to see her beauty as well. This is one of my favourite moments from her. Since she is older she does not get out as much, but for Christmas my family went to Union Station for lunch. While there, we decided to go to the aquarium. My Grandma had told me a couple times before that she really wanted to go see the aquarium, but it is hard to make time or have the people to go with. When we said we got tickets for my family and her to go, she was ecstatic! The entire time she gazed at the fish with utter radiance. She said to me that that was one of her favourite Christmas she's had. This painting perfectly captures that moment of the true joy she felt on that day.
Studio Assignment:
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Unit Plan: Aesthetics in Photography
Description: Students will learn composition & contrast through this unit. They will each choose three everyday items, and photograph them in an artistic way that highlights the aesthetic of the items. They will spend time arranging their objects in specific fashion, and they will crop in the composition to abstract their objects and create visually interesting pieces. Once taking their photographs, students will put their photos into photo editing software to create high contrast and edit their images. (How are we teaching?)
Rationale:
Students will take 9 photos of mundane objects that are photographed in an intriguing way that are then put into a photo editing software to create cropped and high contrast images. Students will learn how to observe their soundings to create images that spark an aesthetic as well as learn how to push contrast and cropping to create photographs.
- MA:Cr1.1.III - Integrate aesthetic principles with a variety of generative methods to fluently form original ideas, solutions, and innovations in media arts creation processes. (Creating)
- VA:Pr4.1.IIIa - Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event. (Presenting)
VA:Re9.1.IIIa - Construct evaluations of a work of art or collection of works based on differing sets of criteria (Responding - MA:Pr6.1.III - Independently evaluate, compare, and integrate improvements in presenting media artworks, considering personal to global impacts, such as new understandings that were gained by artist and audience (Connecting)
Unit Plan:
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representation_unit_plan.docx__1_.pdf | |
File Size: | 1653 kb |
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Formative and Summative Assessment: Aesthetics in Digital Photography
IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description: The Formative and Summative assessment are used to check the progress on students. They are based in the overarching unit plan for Aesthetics. It encourages students to comprehend the usage of high contrast, cropping, and compositional elements of design.
Formative Assessment: The formative assessment allows for students the peer review the photography images the have taken. They give comments and critiques for the other student to take note on
Summative Assessment: The summative assessment allows for students to submit their final images for the teacher to review. Students must fill out questions relating to the units overarching themes.
Rationale: Objectives:
Students will engage in these formative and summative assessments because it develops their skills for cross circular writing, analyzing, and develop artist statement skills. The assessments provided will demonstrate students understanding of the over curriculum's main ideas and vocab.
Evidence:
Formative and Summative assessments/rubric:
IPTS (2013) -STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description: The Formative and Summative assessment are used to check the progress on students. They are based in the overarching unit plan for Aesthetics. It encourages students to comprehend the usage of high contrast, cropping, and compositional elements of design.
Formative Assessment: The formative assessment allows for students the peer review the photography images the have taken. They give comments and critiques for the other student to take note on
Summative Assessment: The summative assessment allows for students to submit their final images for the teacher to review. Students must fill out questions relating to the units overarching themes.
Rationale: Objectives:
Students will engage in these formative and summative assessments because it develops their skills for cross circular writing, analyzing, and develop artist statement skills. The assessments provided will demonstrate students understanding of the over curriculum's main ideas and vocab.
- Students will obtain 3 everyday objects to photograph and then use photoshop to edit them to be aesthetically pleasing. (MA:Cr1.1.III) (formative)
- Students will photograph and edit their 3 mundane objects into a series of 9 black and white photos within the photograph that include visible elements of high contrast and cropped composition. (MA:Cr1.1.III) (summative with rubric)
- Students will decide on an arrangement of 3 of their strongest photographs and successfully display them on a wall as a group for critique (VA:Pr4.1.IIIa) (formative)
- Students will write one paragraph about their work’s meaning and how it relates to one of the artists on the handout using Vocab words (MA:Pr6.1.III) (summative with rubric)
Evidence:
Formative and Summative assessments/rubric:
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peer_annotations_Formative.pdf | |
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Artist Handout/ PowerPoint/ Teacher Examples: Aesthetics Unit
IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: Jun Ahn embraces the idea of aesthetics in art when it comes to her usage of mundane objects. The handout frames the unit lesson plan in the conceptual framework by promoting questions that follow structural, subjective, and cultural ideas about Jun Ahn's work. The hand outs contain the ideas of High Speed Photography, Performance Art, and Depth of Field. The artist handout also goes into detail about how Ahn Jun takes her photos and the conceptual framework around her theme.
Rationale: The conceptual frame work interrogates the questions for student to gain a deeper understanding of what they are reading. The question promote reading and analyzing the information rather than just letting it be fact. The questions allow student to not just look at art, but to observe it. Students will read the information and gain a cultural understanding on who Ahn Jun is for they can infer the deeper picture of her work.
Artist Handout, PowerPoint, Teacher examples:
https://drive.google.com/drive/folders/1-Jw3p4iUsrV0HDC87-X6Koo6UmKlJY2x (Click the link to access the Power Point)
Artist Statement:
Objects are not determined by the object itself, but rather what it can further implicate. By photographing images close, cropping, and pushing the contrast of an image, I can change its meaning and function from reality. It does not have to cooperate with what I know the object to be, but rather what the audience can determine. There is an uncertainty within the image that makes it uncoherent, yet beautiful to observe. The black and white photography further enhances the idea of uncertainty. By only using values, there are aspects of the composition that are no longer alluded to for the audience. The audience has to fill in the blanks based on the areas of light and dark. In my practice, I find objects that linger in the world, and have purpose and function. When I photograph them, they lose the inherited purpose within reality, and become something new to the viewer. The object may serve as the same function to the viewer, but it leaves possibility for something beyond the mundane function. I find that creativity to be beautiful. It is opened ended and allows the photograph to change by observation and curiosity.
IPTS (2013) STANDARD 6 -Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Description: Jun Ahn embraces the idea of aesthetics in art when it comes to her usage of mundane objects. The handout frames the unit lesson plan in the conceptual framework by promoting questions that follow structural, subjective, and cultural ideas about Jun Ahn's work. The hand outs contain the ideas of High Speed Photography, Performance Art, and Depth of Field. The artist handout also goes into detail about how Ahn Jun takes her photos and the conceptual framework around her theme.
Rationale: The conceptual frame work interrogates the questions for student to gain a deeper understanding of what they are reading. The question promote reading and analyzing the information rather than just letting it be fact. The questions allow student to not just look at art, but to observe it. Students will read the information and gain a cultural understanding on who Ahn Jun is for they can infer the deeper picture of her work.
Artist Handout, PowerPoint, Teacher examples:
https://drive.google.com/drive/folders/1-Jw3p4iUsrV0HDC87-X6Koo6UmKlJY2x (Click the link to access the Power Point)
Artist Statement:
Objects are not determined by the object itself, but rather what it can further implicate. By photographing images close, cropping, and pushing the contrast of an image, I can change its meaning and function from reality. It does not have to cooperate with what I know the object to be, but rather what the audience can determine. There is an uncertainty within the image that makes it uncoherent, yet beautiful to observe. The black and white photography further enhances the idea of uncertainty. By only using values, there are aspects of the composition that are no longer alluded to for the audience. The audience has to fill in the blanks based on the areas of light and dark. In my practice, I find objects that linger in the world, and have purpose and function. When I photograph them, they lose the inherited purpose within reality, and become something new to the viewer. The object may serve as the same function to the viewer, but it leaves possibility for something beyond the mundane function. I find that creativity to be beautiful. It is opened ended and allows the photograph to change by observation and curiosity.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
jun_ahn__Artist_Handout_.pdf | |
File Size: | 8591 kb |
File Type: |
Pal 1
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: On April 21st 2023, I went to the Back of the Yards College Prep to observe high school students in different art classes. The classes I went to were, Mixed Media, Ceramics and Sculpture, and Broadcasting. During this time I made some detail observations are notes.
Rationale: Observations is great practice before going into any field. The art education field, one has to learn about the differing set up and communities that can be present in a classroom. The Back of the Yards College Prep allowed for a great insight on the differing ways to teach and allow students creative voices shine through.
Evidence: PDF
Description: Art Education: Student Galleries Exhibition
I went to observe one of the exhibitions for the Illinois State University Student galleries to see the work created by other Art Education people. One of the works that caught my eye was "American Beauty" created by one of Illinois State University's Graduate Students. Her work truly caught my eye because of the distortion in her face and body. The title says American Beauty, but one can argue that this person looks tired and jaded. It makes one truly think about what it means to be a beauty in America.
Rationale: It is good practice to see what other teachers are doing and creating to add to what is being discussed in art through an educational lens. Seeing work also gives inspiration for possible lesson plans in the future. It is good to see what people are talking about, and what artists are interested in.
Evidence
Art: "American Beauty" by Sedigheh Fatolahzadeh
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: On April 21st 2023, I went to the Back of the Yards College Prep to observe high school students in different art classes. The classes I went to were, Mixed Media, Ceramics and Sculpture, and Broadcasting. During this time I made some detail observations are notes.
Rationale: Observations is great practice before going into any field. The art education field, one has to learn about the differing set up and communities that can be present in a classroom. The Back of the Yards College Prep allowed for a great insight on the differing ways to teach and allow students creative voices shine through.
Evidence: PDF
Description: Art Education: Student Galleries Exhibition
I went to observe one of the exhibitions for the Illinois State University Student galleries to see the work created by other Art Education people. One of the works that caught my eye was "American Beauty" created by one of Illinois State University's Graduate Students. Her work truly caught my eye because of the distortion in her face and body. The title says American Beauty, but one can argue that this person looks tired and jaded. It makes one truly think about what it means to be a beauty in America.
Rationale: It is good practice to see what other teachers are doing and creating to add to what is being discussed in art through an educational lens. Seeing work also gives inspiration for possible lesson plans in the future. It is good to see what people are talking about, and what artists are interested in.
Evidence
Art: "American Beauty" by Sedigheh Fatolahzadeh
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2022clin._ex._reflectionsteaching-211_18__1_.doc | |
File Size: | 43 kb |
File Type: | doc |
Pal 2
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Description: RA Job and Events: For the entire 2022-2023 year, I was an RA in the dorms for a Fine Arts floor. To advocate for the fine art I created outlets for my residents to create and demonstrate engagement through art. I created an event where students had to make Encouragement cards and were able to colour for a bit. The encouragement cards tested their creativity and sparked joy within the fine arts community. In my community I was leading, I also made door decorations to help decorate my floor by using principles of design. The door dec show is an example of one of the many door decs I created through the span of the semester.
Rationale: Helping students be engaged on a fine arts floor is important! Having these events is a great outlet for students to be creative and collaborate amongst other creative students.
Evidence:
Description: Student Annual University Galleries: I submitted work the University Student Annual in the Spring that was apart of a show that I did in the fall semester called "Gather' Round". The work was based on folk lore based in Japan of Yuki Onna, a snow woman that led men to their demise in the snowy mountains. I was accepted to be in the show which was a fantastic opportunity to display my work. This work reflects on my personal practice and advocacy for the arts.
Rationale: Showing my work puts me as an active art maker in the arts world. Being an educator, it is important to add to the conversation of what art can do, and the narratives that you are adding by making art.
Evidence