Unit 3: Stories
Stories Popplet
Political/Editorial Cartoon
Design Problem:
Reflecting upon the social and political stories of Benton and Rivera’s murals, the student will create an editorial cartoon that conveys a message or story about a subject of social interest. These may be political, social, environmental, or school issues of interest to the student or of potential interest to her/his future students. The cartoon will visually contain the story elements of character(s), setting, problem, and viewpoint.
I chose to draw a picture where a student is giving his teacher his world and is asking what his reward is for finishing the assignment. The teacher's response is Knowledge (Idea from Erin McHargue) because the students think that they deserve a reward for every time they complete an assignment. I want to teach my students that we learn so that we can gain knowledge and be smarter human beings not because we get a reward for doing what is asked of us. In the real world adults don't get a reward for every time they complete what they are supposed to. If this is happens in my classroom I might ask my students what my reward is for teaching them a lesson.
How to draw a caricature:
http://www.dragoart.com/tuts/13684/1/1/how-to-draw-caricatures.htm
The 2012 UCS Editorial Cartoon Contest:
http://www.ucsusa.org/scientific_integrity/science_idol/
Reflection:
How did the studio lesson relate to the given Big Idea?
The Political/Editorial Cartoon relates to the big idea of stories because through the cartoon a story is being told. When you think of a story being told you either thinking of a person saying it or reading a story but there are ways to tell a story by looking at a Political Cartoon. Political Cartoons help express emotions and feelings without having to use words.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I would employ visual art integration utilizing the Political/Editorial Cartoon in my own classroom by letting my students choose an issue that they felt very passionate about and have them draw a cartoon to represent it. I could learn to draw or have the students draw posters of cartoons that were about how students are supposed to treat each other and hang them up in the classroom. I could create posters about what we are learning in class and it would be a fun way for the student to review. I could have the students draw a cartoon and then write a story about it to integrate writing. I could have the students draw a cartoon and then have them switch with a partner and they have to write about what their partner drew.
Reflecting upon the social and political stories of Benton and Rivera’s murals, the student will create an editorial cartoon that conveys a message or story about a subject of social interest. These may be political, social, environmental, or school issues of interest to the student or of potential interest to her/his future students. The cartoon will visually contain the story elements of character(s), setting, problem, and viewpoint.
I chose to draw a picture where a student is giving his teacher his world and is asking what his reward is for finishing the assignment. The teacher's response is Knowledge (Idea from Erin McHargue) because the students think that they deserve a reward for every time they complete an assignment. I want to teach my students that we learn so that we can gain knowledge and be smarter human beings not because we get a reward for doing what is asked of us. In the real world adults don't get a reward for every time they complete what they are supposed to. If this is happens in my classroom I might ask my students what my reward is for teaching them a lesson.
How to draw a caricature:
http://www.dragoart.com/tuts/13684/1/1/how-to-draw-caricatures.htm
The 2012 UCS Editorial Cartoon Contest:
http://www.ucsusa.org/scientific_integrity/science_idol/
Reflection:
How did the studio lesson relate to the given Big Idea?
The Political/Editorial Cartoon relates to the big idea of stories because through the cartoon a story is being told. When you think of a story being told you either thinking of a person saying it or reading a story but there are ways to tell a story by looking at a Political Cartoon. Political Cartoons help express emotions and feelings without having to use words.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I would employ visual art integration utilizing the Political/Editorial Cartoon in my own classroom by letting my students choose an issue that they felt very passionate about and have them draw a cartoon to represent it. I could learn to draw or have the students draw posters of cartoons that were about how students are supposed to treat each other and hang them up in the classroom. I could create posters about what we are learning in class and it would be a fun way for the student to review. I could have the students draw a cartoon and then write a story about it to integrate writing. I could have the students draw a cartoon and then have them switch with a partner and they have to write about what their partner drew.
Story Quilts: Watercolor
This art form (quilt-making) can teach basic math skills, record history, recycle materials, and use cooperative efforts within a group.
I chose to make my watercolor story quilt by using the book If you Give a Mouse a Cookie because when I was a child I used to make my mom read it to me every day. Then when I was old enough to read it on my own I would read it every chance I got. I think I fell in love with the book because of how the repetition makes me want to read.
How to create Watercolor Story Quilts:
1. Prepare by selecting a subject matter: a favorite book or story of your own to share.
2. Sketch your ideas of a scene first (9" X 12"), plan on a border outside or inside of this space.
3. Play with crayon resist- wax crayons and watercolor to form patterns, then use crayon resist to express your planned scene.
4. Surround your finish scene with a border of colors and patterns painted or glued to the outside edge.
Reflection:
How did the studio lesson relate to the given Big Idea?
The Watercolor Story Quilt relates to the big idea of stories because through the picture and the side borders a story can be told. Everyone can look at the story quilt and get a different story from it based on their experiences. When you make a quilt you are putting your heart, soul, and passion into it just like when you tell a story.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I would employ visual art integration utilizing Watercolor Story Quilt in my own classroom by having the students make quilts to tell historical stories. You could integrate math into the quilt by having them use shapes to make the border on the story quilt. I could integrate writing by having them write about their or a partners story quilt. I could have each student design a square that tells part of a story and when you put them all together it tells a full story.
I chose to make my watercolor story quilt by using the book If you Give a Mouse a Cookie because when I was a child I used to make my mom read it to me every day. Then when I was old enough to read it on my own I would read it every chance I got. I think I fell in love with the book because of how the repetition makes me want to read.
How to create Watercolor Story Quilts:
1. Prepare by selecting a subject matter: a favorite book or story of your own to share.
2. Sketch your ideas of a scene first (9" X 12"), plan on a border outside or inside of this space.
3. Play with crayon resist- wax crayons and watercolor to form patterns, then use crayon resist to express your planned scene.
4. Surround your finish scene with a border of colors and patterns painted or glued to the outside edge.
Reflection:
How did the studio lesson relate to the given Big Idea?
The Watercolor Story Quilt relates to the big idea of stories because through the picture and the side borders a story can be told. Everyone can look at the story quilt and get a different story from it based on their experiences. When you make a quilt you are putting your heart, soul, and passion into it just like when you tell a story.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I would employ visual art integration utilizing Watercolor Story Quilt in my own classroom by having the students make quilts to tell historical stories. You could integrate math into the quilt by having them use shapes to make the border on the story quilt. I could integrate writing by having them write about their or a partners story quilt. I could have each student design a square that tells part of a story and when you put them all together it tells a full story.
Mini Sculptures from Found Objects
Erin, Katie, Sarah, Kathleen, and I used a mini bible, lipstick, hair tie, and ear rings to make our sculpture. We used outer beauty products to produce an inner beauty message. We chose the verse Song of Solomon 4:7 because its message is your beauty has no flaws.
How to create a Mini Sculpture from Found Objects:
1.Select an object that is mass-produced, abundant, often discarded
2.Contemplate the object’s meaning or story (consider a button, for example)
3.Create a meaningful mini-sculpture that changes the meaning and/or story of the object
4.Sculpture may be freestanding, free hanging, or relief
Reflection:
How did the studio lesson relate to the given Big Idea?
The Mini Sculptures from Found Objects relates to the big idea of stories because through a sculpture a story can be told. Every item in the world has a purpose or a story for what it is supposed to do. With the sculpture we changed the meaning of an object and gave it a new story. Just like in life if you don't like how your life, or story, is going you have the choice to change it into something you want or something new. We have the choice to get objects a new purpose and story with how we use them.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I would employ visual art integration utilizing Mini Sculptures from Found Objects in my own classroom by having the students make their own sculptures about a story they had written. I could also have the students make a sculpture based on a historical event. I would have students get things from home that they can recycle into their sculpture. I could have the students write a paper about something and then write it from a new perspective which is giving it a new and different story.
How to create a Mini Sculpture from Found Objects:
1.Select an object that is mass-produced, abundant, often discarded
2.Contemplate the object’s meaning or story (consider a button, for example)
3.Create a meaningful mini-sculpture that changes the meaning and/or story of the object
4.Sculpture may be freestanding, free hanging, or relief
Reflection:
How did the studio lesson relate to the given Big Idea?
The Mini Sculptures from Found Objects relates to the big idea of stories because through a sculpture a story can be told. Every item in the world has a purpose or a story for what it is supposed to do. With the sculpture we changed the meaning of an object and gave it a new story. Just like in life if you don't like how your life, or story, is going you have the choice to change it into something you want or something new. We have the choice to get objects a new purpose and story with how we use them.
How might you employ visual art integration utilizing the studio lesson in your own classroom?
I would employ visual art integration utilizing Mini Sculptures from Found Objects in my own classroom by having the students make their own sculptures about a story they had written. I could also have the students make a sculpture based on a historical event. I would have students get things from home that they can recycle into their sculpture. I could have the students write a paper about something and then write it from a new perspective which is giving it a new and different story.