The times are a changing...My classes for lack of a better word were getting stale… They were starting to lose their spark and felt to cut and dry. I felt the pressure from the “general academics” to format my class to spew information into students and then have them use said information to manipulate materials. Maxine Greene hit the target in “The Dialectic of Freedom” when she wrote Americans postulate that they are born free. (1988, pg. 1) Are we not told from a young age that this is the land of the free? Yet, when are we teaching students the depth of what freedom really means? Through this course I can notice a slowly evolving change. Little blips of excitement that are enticing my students to learn in a different way, a more unimpeded way. Lately I have been facilitating lessons that incorporate more self built knowledge, proposing students to formulate a deeper reflection of their thoughts. Allowing more freedom, less structure, with less restrictions for creation. Examples of this include allowing students to decide what and how they want to create an architecture project. I had students using sculptural, two dimensional, and technological mediums to convey an altered replica or new structure of architecture. Alongside this project students had to complete a reflection that pushed each one differently because they were not formatted to be right or wrong questions. In Photography students explored the idea of taking a work of art the student felt interest in and recreating it for their photo adaption. They then had to reflect what about the original had intrigued them and how they then tried to honor that through their photo. Here are several examples. Original Artist Credit to Caspar David Friedrich, Andrew Atroshenko, Theodore Gericault, Hector Julio Paride Bernabo, and Vladimir Volegov Not only have I been pushing against constrictions I previously felt a notion to uphold at the high school but also have been exploring various ways to facilitate more well rounded curriculum at the Elementary level. I recently showed my 1st graders the artist Peter Anton. As a class we viewed his “Foodhist” video and I have been considering if they would be receptive to a conversation on our abundance of food here in America how we don’t eat to survive anymore but for indulgence, because we like to eat. How we worship certain kinds of foods that we feel are superior. Just some food for thought…
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Josh KeyesPost apocalyptic environmental surrealists graffiti paintings… COUNT ME IN!!! I felt like I dug through the trenches to find this wonderful stow away! Josh Keyes has exhibited his work internationally and of course nationally with work in private and public collections. He is currently residing in Portland Oregon with his wife and daughter. Mr. Keyes received his BFA in 1992 from the Art Institute of Chicago and an MFA in 1998 from Yale University School of Art. I find his work wonderfully thought provoking with imagery that shows the world at the “brink of destruction”. I feel that this would be a wonderful addition to the fantastical surreal Artists that I already use in my High School curriculum, of course this has the added bonus of a "what could happen if we don't help out our environment" discussion opportunities. The following are a few of my personal favorites from exploring his work even though I find his scientific “sectional” paintings that are on his website under gallery II intriguing I am more drawing to the imagery that shows the full environment in the painting. The paintings below include questions I would want to ask my class about his work. “The Forest” (2014), acrylic on birch panel, 18”x14” Consider what natural environment is nearby, if humans were to be wiped out how realistic is this imagery for us? What would you change about this work? Is this an actual possibility? Should we be concerned? “A Whole New World” (2015), acrylic on birch panel, 26”x13” In this work their is an iconic statue of Walt Disney with Mickey Mouse, do you think that Rajah is missing Princess Jasmine? All jokes aside considering that most Disney parks do contain an assortment of animals what kind of issues would arise if something detrimental happened and those animals were not “kept”? “Turbulence” (2015), acrylic on birch panel, 11”x14” What is the value of engaging in the process of art criticism? How do you "read" this work of art, what’s the message, what story is it trying to convey? What is the relationship between the shark and the polar bear? “I’ll Melt With You” (2016), acrylic on panel, 12″x16″ Viewing this work what kind of people come to mind when reading the tags (graffiti)? What kind of lives did those people live if they thought spray painting icebergs was necessary? First impression vs. actually reading what the tags say, does it change how you feel about this work? “Tin Can” (2016), acrylic on panel, 24″x48″ Consider the color and space used in this work what initial “feelings” do you receive? I want you now to start back at the beginning image and scroll down to this one. Did the way I presented the works to you, the viewer, enhance your experience of this work? What overall progression can you take away from how the work was ordered? Additional information on Josh Keyes
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Ms. BroerWhat uncontrolled thoughts are running rampant in my brain? Archives
December 2017
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