Unit Two: Relationships
Artist: Mary Cassatt
Portraiture: Printmaking
Artist: Rene Magritte
"Dear Mr. President,
I am sending you this postcard of my surreal artwork because I want to tell you how much I love America and I hope you can see that through this collage. The US of A is pretty great in my opinion, so please do not mess it up. Thanks!
Sincerely yours,
@thedaileyshow"
I am sending you this postcard of my surreal artwork because I want to tell you how much I love America and I hope you can see that through this collage. The US of A is pretty great in my opinion, so please do not mess it up. Thanks!
Sincerely yours,
@thedaileyshow"
"Dear Momma,
I can not wait for you to come tailgate with me this year! Obviously I miss the background BBQ's that we had this summer, so I am counting down the days until I get to grill and chill with you and the rest of the family here in good ole CoMo! See you soon :) xoxo
Love your favorite child,
Tara"
I can not wait for you to come tailgate with me this year! Obviously I miss the background BBQ's that we had this summer, so I am counting down the days until I get to grill and chill with you and the rest of the family here in good ole CoMo! See you soon :) xoxo
Love your favorite child,
Tara"
Surreal Journey Postcards: Collage
Artist: Do Ho Suh
Pop-Up Homes and Habitats: Mixed Media
Unit Two: Relationships Reflection
All three of these studios reflects some type of relationship that I have, may that be with a person, a place or just another part of myself. In the first studio, the collage, we were asked to portray any type of relationship and I chose the relationship with my baby cousin, Josie. Being away from her is one of the hardest things about being at school because I feel like I miss so much of her growing up. But, the great relationships I have with everyone in my family keep me connected to her while I am so far away! Family is a big part of my life. The next studio was a type of group collage. These postcards are a representation of the peers in my class and our relationship together. We were all thrown in all these classes together randomly, but we fit together great and have created a tight bond. This relationship is seen in these postcards because all the pictures on them are so random yet at the same time a connection can be made between each part of the collage. The writings on the back of the postcards tell a story about the relationship that I have with my mom (family again) or other parts of myself, like how I am proud to be an American. As Pink (2005) states "stories are important cognitive events, for they encapsulate, into one compact package, information, knowledge, context, and emotion" (p. 103). This idea that Pink describes about stories is seen through my bad attempt at humor and how I try to show my personality through the short writings on the back of the postcards. The last studio is a pop-up of a home, but this house represents more than just four walls, it is my future (or what I hope to be my future). I may not live in a beach house ever, but this beach house is supposed to be a portrayal of a house in South Carolina where I dream of living one day. The relationship that I have with this house may not be real right now, but I hope that one day I get the courage to go off on my own and live and teach somewhere in South Carolina. Each of these studios is just a little part of me that connects with all the things I am surrounded by. It would be great to use these studios in my future classroom as well! It could help me learn a bit more about my students as well as how they see themselves and their relationships with other parts of the world. As Johnson (2008) describes "a picture may be worth a thosand words, but these words can remain unsaid or misunderstood when adults do not attend to their development" (p. 79). It is so important to have my students develop their artistic abilities while having them relate to things in their lives. I could use these studios for a Social Studies lesson about family history and heritage or even a Science lesson about the environment. Many things could be taught using these studios and the relationships that students have with those topics.
Johnson, M. H. (2008). Developing verbal and visual literacy through experiences in the visual arts. Young Children,
63(1), 74-79.
Pink, D. (2005). A whole new mind: Why right-brainers will rule the future. New York: Penguin Group.
Johnson, M. H. (2008). Developing verbal and visual literacy through experiences in the visual arts. Young Children,
63(1), 74-79.
Pink, D. (2005). A whole new mind: Why right-brainers will rule the future. New York: Penguin Group.