ARE 190 Post # 5

My Studio Exploration project will hopefully be present in the court yard in front of the humanities and lecture center. The questions that I am facing right now are: whether or not i want to incorporate the entire court yard in my piece or just focus on the high traffic sections of the court yard? how will i get the students to interact with my piece? how will i start to get the students to interact with the piece without them thinking that i am the artist? also how will i be able to document their interaction with the piece, will i video tape it, take pictures or both? i would first need to get clearance if i can even work with chalk in the court yard, but i am leaning more on just doing a section of the court yard during class time when no one is really outside to see what i am doing. if the students saw what i was doing ahead of time it wouldn't have the same effect. i plan on leaving chalk out for the students to write on the sidewalk how the feel about the piece and where they fit into it. i plan on doing this by just striking conversations with random people so that i could keep them guessing so that they have this feeling like they don't really know what is going on. i was recently referenced to an artist's who goes by the same concept of using their environment in their art pieces, but allowing people to interact with it and documenting it in a while that you can get their true reactions toward the pieces. his name is Matthew Mazzzotta. to learn more about him his site is http://matthewmazzotta.com/section/87278.html

ARE 190 Post # 4

In ARE 190 we had to read an article by Trimis and Sawa (2009). I guess my main question towards this article is that if we do incorporate outside influences into the classroom, for instance the environment surrounding the community that the students live in, how would the students benefit in the long run through art and/or other classes if this was done more often? Would this bring more awareness of our surroundings to our students? How would it effect them and their learning processes with other concepts?

For the article:

Trimis, E. and Savva, A. (2009). Artistic learning in relations ot young children's chorotopos: An in-depth approach to early childhood visual culture. Early Childhood Education Journal, 36, 527-539.

ARE 190 Post # 3

Art influenced by place is a project my intro to art ed class is now working on. For this project my idea was to create a huge bold line in a court yard at SUNY New Paltz with one side saying Commuters and the other side saying Residents. The reason for this is that SUNY New Paltz isn't quite welcoming to Commuter students. It feels like all the activities and other events going on at New Paltz are all resident centered. It's as if we are pushed out to just go take our classes and leave. It shouldn't be like that so this piece should hopefully hit home for some individuals. The fact that there is a strong line separating the campus population of Commuters and Residents makes it difficult to truly mingle with people on campus. Thus, creating a divide.

ARE 190 Post #2

I am currently studying to be an art teacher at SUNY New Paltz. I'm in my third year of college, and  focusing on wheel throwing and hand building in ceramics. Here are a few of my pieces that i have made at my previous college.

ARE 190 Post #1

In my Intro to Art Education class, my group and I had made a web consisting of these five aspects of education: Contextual Environment, Teacher's Actions, Students Actions, Ongoing Processes, and Student Development. With the aid of articles that were assigned to us in class, we began to collaborate contemporary approaches to art education. One contemporary approach my group and I were concerned with was, as Elliot Eisner states "Education Can learn from the arts that open-ended tasks permit the exercise of imagination, and the exercise of imagination is one of the most important of human aptitudes...". What I personally see valuable in these concerns are that without the arts, students and teachers alike will not be able to grow to their full potential. They won't be able to see the extent that their imagination can carry them, and with that help create an idea into an object that you can see or hold.

To read more on Elliot Eisner's article see:  

What Education Can Learn From The Arts
Elliot Eisner
Art Education; Mar 2009; 62, 2; ProQuest Education Journals
pg.6