Unit 3: Stories
Artist: Thomas Hart Benton & Diego Rivera
Group Murals: Drawing and/or collage
Artist: Faith Ringgold
Story Quilts: Watercolor
Artist: Jean Shin
Mini Sculptures from Found Objects
Unit 3: Stories Reflection
Stories are an account of imaginary or real events. Stories can be a display of beautiful words and a way for children in school to show their creativity with words and imagination. According to Pink (2005), “Stories amuse; facts illuminate. Stories divert; facts reveal. Stories are for cover; facts are for real” (pg. 102). I liked this quote because I felt like it was a great description or definition for the word story. Every piece of art has a story behind it, and as the viewer, it is our job to determine that story.
With these three studios, all have some type of story behind them. For the group murals studio, I took what I feel like future classrooms could possibly be like, and turned it into a story of a child using their cell phone to make a class and telling the teacher to wait a minute until they were done with their call. For the story quilt studio, I took the story from the movie Up! and made it into a picture. The drawing is of the house from Up! which plays a significant part in the movie. For the mini sculptures from found objects studio, my partner and I created a hand held mirror from a comb, bobby pins, and a face from a magazine. Our theme was “The beauty is in the eye of the beholder,” which relates to the idea of stories because people can create any story from what they see in the reflection of the mirror.
I loved the idea of all of these studios and hope to use them in my future classroom. With the big theme of stories, students would be able to create anything and everything in their imagination. They can take one object and make a story about it, or create something that can have a story related to it. We used found objects, paper, colored pencils, water colors, pastels, magazines, and markers in these studios, which are all mediums I hope to have available to the students in my classroom.
According to Kawas (2007), “The activities in this series develop spatial sense in students through the use of quilt pieces. Literature titles help students learn about the American tradition of quilting (p. 1).” This is just one of the many ways that the story quilt studio could integrate math, literature, and many other subject areas with art making, which is something I hope to have in my future classroom.
References:
Pink, D. (2005). A whole new mind. New York, NY: Riverhead. (159).
Kawas, T. 2007. Mathwire.com | Mathematical Quilting. Mathwire.com | Mathematical Quilting. Retrieved November 6, 2013, from
http://mathwire.com/quilts/quiltmenu.html
Stories are an account of imaginary or real events. Stories can be a display of beautiful words and a way for children in school to show their creativity with words and imagination. According to Pink (2005), “Stories amuse; facts illuminate. Stories divert; facts reveal. Stories are for cover; facts are for real” (pg. 102). I liked this quote because I felt like it was a great description or definition for the word story. Every piece of art has a story behind it, and as the viewer, it is our job to determine that story.
With these three studios, all have some type of story behind them. For the group murals studio, I took what I feel like future classrooms could possibly be like, and turned it into a story of a child using their cell phone to make a class and telling the teacher to wait a minute until they were done with their call. For the story quilt studio, I took the story from the movie Up! and made it into a picture. The drawing is of the house from Up! which plays a significant part in the movie. For the mini sculptures from found objects studio, my partner and I created a hand held mirror from a comb, bobby pins, and a face from a magazine. Our theme was “The beauty is in the eye of the beholder,” which relates to the idea of stories because people can create any story from what they see in the reflection of the mirror.
I loved the idea of all of these studios and hope to use them in my future classroom. With the big theme of stories, students would be able to create anything and everything in their imagination. They can take one object and make a story about it, or create something that can have a story related to it. We used found objects, paper, colored pencils, water colors, pastels, magazines, and markers in these studios, which are all mediums I hope to have available to the students in my classroom.
According to Kawas (2007), “The activities in this series develop spatial sense in students through the use of quilt pieces. Literature titles help students learn about the American tradition of quilting (p. 1).” This is just one of the many ways that the story quilt studio could integrate math, literature, and many other subject areas with art making, which is something I hope to have in my future classroom.
References:
Pink, D. (2005). A whole new mind. New York, NY: Riverhead. (159).
Kawas, T. 2007. Mathwire.com | Mathematical Quilting. Mathwire.com | Mathematical Quilting. Retrieved November 6, 2013, from
http://mathwire.com/quilts/quiltmenu.html