Teachers Connect
Jul 18, 2016

CONNECTIONS

Reflect on your experience today. What are two connections between what you already know and what you learned today? (Remember, this is a way to explore and better understand what you are learning and allows other participants to gain knowledge through your comments. During the week, your blog entries help staff know what needs clarification or further explanation.)

21 Responses to CONNECTIONS

  1. Julie says:

    I learned more about the different types of paper I already use with my students, understanding the uses for each type and experiencing each art media on the different paper as I worked in my own flag book.
    I was also reminded of the importance of using the correct terms and vocabulary when talking with my class about art and art books, something I need to be more intentional about.

    • Adrienne says:

      I agree about using the correct terms and vocab. I’m afraid I’ve intentionally used the “hotdog” and “hamburger” comments when discussing the paper’s orientations in an effort to grab students’ attention.

      • Sandy says:

        I, too, picked up on the importance of using correct vocabulary, and, I, too, have fallen short in that area. I have succumbed to the “peer pressure” of doing what the other teachers do. “Hotdog” and “hamburger” may be cute, clever, and attention-getting, but they don’t further the learning. If my students come from elementary school using those terms, perhaps I can use both those terms and the correct ones for a while to facilitate the students maturing in their vocabularies.

  2. Elodie Domenge says:

    1 – It was very interesting to learn about artists’ books today. I’ve been familiar with pop-up books and paper engineering for a while – some of my favorite pop-up artists include Philippe Ug and Robert Sabuda. I had no idea about the other types of artists’ books that exist as a medium for creative expression (tunnel, flag, codex…). I’m excited to learn how to make them this week.

    2 – I’ve done book upcycling before (repurposing old books for new purposes, such as garlands and wreaths). I was fascinated to see the ways that old books were made new at the NMWA library. It was also very inspiring to create our own flag book and rubber band journal. I had no idea bookmaking was so much fun!

  3. Judith says:

    I learned to appreciate Artist’s books as an art form. I can see using this medium to engage my students and I love how it can be used in any content area.

    I am excited to learn and incorporate women artists deliberately into my lessons. I enjoyed the analysis of their art works. This is such a great way to develop my students’ critical thinking skills.

    • Madeleine says:

      to add on, I was impressed by the museum’s artist book collection. I bought the catalogue at the museum store and enjoyed it yesterday. I am also excited to introduce book making past the accordion book and regular book forms to my students.

  4. Jinny Choi says:

    While I was making a the flap book, I realize that I used something similar in my class using cut paper flaps in my interactive notebooks. Students use the flaps to write down notes and vocabulary words. I saw that that there were many variations of flap books that students can make. I think it’s a fun and simple way to engage students with the content and note-taking while also using creativity and art.

    Another connection I made was the importance of explicit direction, preciseness and patience when doing a project. When we made the accordion fold for the flap book, it was helpful to have clear directions. I find it difficult to do whole group projects because students tend to rush and have a difficult time following precise directions. Many students get discouraged when it doesn’t turn out as expected and I end up “fixing” a lot of students’ work. What should you do to avoid this? How do I gage whether they are lacking the fine motor skills that are require folding, glueing and cutting or if they are being impatient and have a difficult time following directions?

    • Sally says:

      Jinny I was also thinking about the importance of explicit directions. I was thinking that before I introduce this, I need to create one again and write down every detailed step. I could also look on youtube to see if one is demonstrated and write down each direction!

  5. Carmela La Gamba Bode says:

    Today I was reminded how informative and enlightening it is to observe and discuss artworks in a gallery with others.

    As we made our books, I felt the way my students do in the beginning of a lesson. You’re listening, maybe you don’t hear or understand it all at first, there are distractions but you’re trying your best. Being in a class always gives me more empathy for my students.

  6. Sally says:

    1. I already knew that women artists were under-represented in museums, but I did not make the connection that women were denied the opportunity for anatomy and figure studies, and that these types of paintings were privileged. Women were relegated to “inferior” still life studies, which were not as esteemed (being in the domestic realm).
    2 – I always loved the look of printmaking, but I had no idea what was involved and that I had to reverse my ideas spatially (positive space to negative). It was a lot harder than it looks, and I was instantly fascinated. Kind of a reverse “aha” moment. I really want to learn more!

    • Sandy says:

      Your first connection reminded me of a book I am currently reading titled “The Lady in Gold: The Extraordinary Tale of Gustav Klimt’s Masterpiece, Portrait of Adele Bloch-Bauer.” In setting the scene in which the painting is created, the author describes in great detail the world of the artists at that time in Vienna, both men and women, painters, writers, musicians, and so forth. Even though I was somewhat familiar with the limitations society placed upon women at that time, I was stunned to read how much more drastic those restrictions were than I ever thought. For example, in the following quote the label “ambitious women” includes women who want to be artists – painters, composers, etc. “Ambitious women were policed by stigma. They were brazen, unnatural, mad, or, in Freudian terms, hysterical. Or simply irrelevant. . . . In more conservative circles, women whose behavior violated feminine ‘nature’ were labeled with a fashionable new term: degenerate.”

  7. Adrienne says:

    I have seen a number of artists’ books and have had limited experience creating a few types. Today I feel as if the world of artist books has opened up to me further, and more deeply. I enjoyed making the flag book and appreciated the explanation of the papers we used. I also appreciated the explanation of the materials available to us. I’ve done printmaking before but seeing how others’ solved the same art problem gave me ideas that I can pass on to my students.

  8. Sandy says:

    Two connections which first come to mind are personal ones – observations about myself. I tend to work slowly, especially when learning something new, and I get frustrated easily when I feel rushed, confused, or in the midst of a chaotic situation. Thinking about the day on the way home, I decided this was an “F” day, meaning fast, frenetic, fascinating, fun, and frustrating.
    I wasn’t able to write down all the notes about the papers in my flag book and have the writing be pretty for an art book, so I looked in the live binder, thinking the Power Point would be there. I didn’t see it. Will it be posted there so that I may complete those notes?
    Also, I have another question which kept coming to mind today. How does one incorporate the ABC curriculum into the traditional curriculum. For example, the 7th grade English curriculum follows the VDOE standards and blue prints. The English department sets a syllabus at the beginning of the school year which the principal has to approve. Where would this fit in and how?

  9. Lisa says:

    Upon reflecting over today’s activities,
    1- It feels great to create something for myself, I realize I have been neglecting my creativity in favor of practicality in my daily life. I appreciate that the institute is so hands-on and the challenges I faced today allowed me to put myself into the same position as my students when they are learning something new.
    2- After reading through the assigned readings, I realized that we had a practical introduction to VTS today and how skilled the staff are at NWMA. During the gallery walk every opinion and voice was given the space to shine while also allowing the viewer to absorb the work and their interpretation of what they were seeing.

  10. Gail says:

    1) I enjoyed learning about the different papers we used today to make our flag books and found the information pertinent and interesting. I thought I knew a lot about paper, but I never knew how the weight of a paper was derived and had never thought a lot about which papers lent themselves better to wet or dry media. I think my students would benefit from having a more in depth introduction to the different types of paper we use in class.
    2) I have made books with students before, but never a flag book. When open, it has a nice sculptural quality to it. I might try making a flag book with younger students using sticky notes. That way, the papers could be easily repositioned if initially placed less than perfectly on the binding. Additionally, I liked hearing the ideas my colleagues had for how they might use the flag book format with their students.

  11. Erin says:

    I enjoyed learning about the different types of paper today and appreciated all of the hands-on experiences. The flag book reminded me a little of some things I have my first graders do in their interactive notebooks (e.g., writing or drawing under flaps of paper to explain content vocabulary). I’m excited to use the flag book with my students, and learn more about other types this week. I loved hearing how other people would use it in their own classrooms. Learning about artists’ books was fascinating, especially seeing all of the different types in the NMWA library – I’m amazed by their creativity and uniqueness!

  12. Margaret says:

    1. I loved starting the day off with a tour of some of the pieces we will be working with this week. I especially loved looking at Lavinia Fontana’s work as I have a love for Renaissance painting. As a painter, I know so many artists but felt slightly embarrassed when I had to quietly admit to myself, that this past year beyond Frida Kahlo and Georgia O’Keeffe I did not expose my students to any other female artists. Even as we worked on our book projects I looked up at the work in the room and thought “Wow, these paintings are all done by women!” Until yesterday, I didn’t realize that I held this prejudice that paintings from earlier centuries were created exclusively by male artists.
    2. The styrofoam printing was a fantastic experience and while I’ve worked with etching before it was wonderful to realize my students could experience that same joy through an accessible material. My only question would be how teacher’s have managed this project in the classroom?

  13. Amy says:

    I have done flag books before but a different way. The technique demonstrated here at NMWIA was was easier than the process shown to me years ago and gave me many ideas on how to make it successful for my students. The second connection that made a mark on me was exploring the resources of the research library. To have opportunities to interact with such limited edition pieces and even touch a few was so out of my norm that it was exciting and inspiring! I jotted down several artist’s names whose work I plan to share with them!

  14. Jackie says:

    I learned a lot! I enjoyed making the flag book. It was informative having all the descriptions of the qualities of each of the papers.
    Also, I tend to say “hold your paper like a building or a train.” I will make an effort to say horizontal and vertical now.

  15. Jessica says:

    I really enjoyed the flag book. It will be so much easier for me to teach the students how to make this book now that I have my own flag book as a sample. I doubt that I’d make it if all we were leaving with were written directions. While I often don’t show prototypes to students because a few of them copy me exactly, I will show this prototype to get them more excited before we start the project. Does anyone have a flag book with either way more creases (to “take it to the next level for advanced students) and a four-fold (for younger students) they could bring in and we could look at in person? Thanks.

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