During the first week of school, have students bring one piece of colored paper to class.
Paper Requirements: - it can be any type of paper (i.e. construction paper, scrapbook paper, newspaper, paper that has been colored with paint, pencils, markers, etc., wrapping paper, a page from a magazine or book, etc.) as long as it has a color other than plain black or white - paper should be 75 percent one color - preferably an 8.5 inches by 11 inches sized piece of paper Potential colors to bring: - favorite color - most hated color - colors that elicit emotion (i.e. boring, perplexing, confusing, fascinating, etc.) After students have written their names on the back of the color they brought, place all the colors together on a white board or large space where they will all fit. As a class assess the color to answers these questions about all the colors everyone brought in: 1) What colors did everyone bring? Use the available colors to create a color wheel or rainbow 2) What kinds of paper did everyone bring? 3) How many color are on each page? Is it 75 percent one color? Are colors mixed? Are there any gradients? 4) Where did everyone find their color? 5) Why this color? Follow up activities: - Use paint to match color; easy way to transition into color theory -Project with paper texture -Create a color palette or altered color wheel based solely on the colors brought to class **Accommodations - If students are unable to bring a piece of colored paper to class, have them first check their backpacks to see if they have any paper they can use for the activity with them, if they still are unable to find colored paper for the activity students can then look around the classroom to find colored paper that fits the requirements. -Potentially valuable lesson to have during Pride Month to talk about the benefit & value of everyone being different & the added perspective that brings to our classroom
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For the final project for my curriculum about collage, students were asked to create a collage were they imagine what art piece would be created if one of the artist we have been studying in this unit (collage and otherwise) meet their favorite writers (author, poet, songwriter, screenplay writer, tweeter, fortune cookie writer, etc.) and the two created a collaged piece of artwork together. Students were also asked to make careful consideration about style and color choices as well as including some form of text with the piece.
While I didn't originally think about requirements as far as size, I would probably encourage my students to each create either a series of collages or to take a single collage and then paint it on a larger scale. For the Mandala to destroy I decided to make a collage where I didn't glue anything down and then I wanted to burn it. However the paper I was using wasn't very flammable so it didn't burn as well as I wanted it to. During our third reading I was intrigued by this quote,
"The idea of enabling constraints opposes the Romantic notion that the creative process must be wholly free from all restrictions. On the contrary, more recent research shows that, absent constraining rules, there is no context for creative discourse or means of expression." (Graham; Tibetan Mandalas, Curriculum Sketches, and the Spiritual Dimensions of Art Education) How do you stay in touch with the spiritual side of things? For me, Spirituality is about awareness of yourself and other. So trying to take time to be present rather then worrying about the future or being distracted. This can be as simple as unplugging my self from a device to just think for a moment or setting aside time to do something fun and focusing on that thing. Another thing that helps me connect with the spiritual, is prayer. Just taking some time to reflect about my circumstances and talk to someone who, I believe, has experienced everything I have and knows what will make me happy helps me stay present and recognize that even though things might feel rough it will all work out in the end. My 'textbook' to look at was Lynda Barry's Syllabus. While I was interested in her approach to teaching and the ways she tried to get her students involved, but I found her design to be a bit chaotic. However, I think that having a visual element as part of a class syllabus and assignments makes them more appealing to students. So for my curriculum sketch, I decided to challenge myself to try to mimic some of her design methods to how I approached crafting my own curriculum. Here's a slightly more cohesive list I created while brainstorming.
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