Unit 1: Identity
Chuck Close
Collage using water colore pencils, markers, and tracing paper
William Wegman
Collage using water colors, magazines, and pencil
Identity Reflection
This unit focused on identity. The first studio was to create a collage that incorporated the main character, antagonist and supporting character of a Disney movie that we thought related to our identity. I chose Tangled, because I can relate to Rapunzel, in her desire to escape and see the world, but also because I can relate to Pascal in his fierce need to protect the ones he cares about. The second studio focused on portraying a fairy tale character with animal qualities. I used sleeping beauty as inspiration. I kept Aurora human but gave Maleficent raven wings and feathers because she carried her pet raven, Diablo. Diablo was portrayed as evil, mysterious, and pesky, which also describe Maleficent.
I think these are both projects that could be introduced in a classroom. I envision myself using the first studio to learn more about students’ characteristics and also their opinions of themselves. A writing assignment in which the students write about themselves could be incorporated. The Consortium of National Arts Education Associations (2002) states that “valid interdisciplinary work can take many forms, including a single lesson that features connections between two or more disciplines” (p. 6). The second studio could provide a research opportunity for students to explore the world of fairy tales as a genre and then depict their favorite in their own way. According to the Consortium of National Arts Education Associations (2002), “An interdisciplinary focus promotes learning by providing students with the opportunity to solve problems and make meaningful connections within the arts and across disciplines” (p. 3).
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from http://www.kennedycenter.org/education/ceta/arts_integration_definition.pdf
I think these are both projects that could be introduced in a classroom. I envision myself using the first studio to learn more about students’ characteristics and also their opinions of themselves. A writing assignment in which the students write about themselves could be incorporated. The Consortium of National Arts Education Associations (2002) states that “valid interdisciplinary work can take many forms, including a single lesson that features connections between two or more disciplines” (p. 6). The second studio could provide a research opportunity for students to explore the world of fairy tales as a genre and then depict their favorite in their own way. According to the Consortium of National Arts Education Associations (2002), “An interdisciplinary focus promotes learning by providing students with the opportunity to solve problems and make meaningful connections within the arts and across disciplines” (p. 3).
Consortium of National Arts Education Associations. (2002). Authentic connections: Interdisciplinary work in the arts. Retrieved from http://www.kennedycenter.org/education/ceta/arts_integration_definition.pdf