Art Explorer #10: Community Arts Project

A Walk-for-Japan

I believe in democracy and equality. I believe in the rights of all individuals entitled to their basic necessities. A Walk for Japan was created to raise awareness for the individuals affected by the tsunami in Japan. Our aim was to raise enough money to provide them with basic needs through the philanthropic donations made by sponsors. Participants would consist of Students and teachers in the Toronto District School Board. Each school would be involved in a Walk-a-Thon on June 14th, 2011 at 12:00pm. Students are to pledge for sponsors’ donations in result of their walk. Each school will hold their own walk in their gym, school yard, or around their community to raise money for food and shelter for those who are affected by the tsunami in Japan. Methods of distributing the information was to firstly contact the School board (Toronto District School Board) and get them onboard with the BIG IDEA and then use the social networking methods of Facebook, Twitter and a list of resources on how to talk about the disaster with students in the classroom. The school that raises the most money for Japan will receive a reward. The reward is a cheque for $1000 that can be used in any way the school. Updates on our social networking page will provide information of where the money is going to, A link for those who are not participating to donate money if they wish (Order form), Constant updates on the amount of money that is being collected and which school is in the lead.  We hope that our BIG IDEA extends to a large audience as this cause will help many individuals in Japan that are in need of help.

After the presentation I felt that we needed more information and could have presented our BIG idea more creativity through the arts other that social networking. While watching the other groups lined up before our presentation I felt inferior to other groups and thought their BIG IDEAS were well planned out and very creative, however, our presentation went well, we were prepared and were only asked two questions by the professor. What we could have done differently was added pictures of the destruction in Japan to catch our audience’s attention a bit more and stress how important raising money for this cause really is. We could have shown a clip or video of how Japan has been affected by the tsunami to stress the visual component of  our big idea and what impacts Japan is facing. In addition, raising money for Japan is a social issue no matter how it is presented in big posters, powerpoints, or videos. The big message that is projected is the need for the contribution of others to help the justice and peace of the people in Japan to be restored.

The art element described here is balance. Children can be creative in expressing collages, paintings and pictures of what they feel Japan looks like based on the resources given. Children can be creative in their drawings some may represent what they want to see Japan look like (symmetrical) and how they see Japan because of the disaster (asymmetrical). According to Schirrmacher & Fox (2009) “when forms appear to be in proportion to each other, the picture is said have balance, equilibrium, or harmony” (p.143).

Implications for ECE educators can incorporate this idea into the classroom by giving children a voice and allowing them to express their ideas through pictures, paintings and any other form of art that is addressing an issue the class is working on. Children that take part in this activity can feel connected and a part of a cause to help change the world. An example of a big idea educators can create for children to be a part of is an environmental club, where children have a chance to change negative stressors in the environment through posters and petitions. In addition, all children can participate in a big idea like our Walk for Japan as it will raise awareness to children about empathy and other people that are hurt around the world and through video resources and books teachers can educate and discuss these issues in their classrooms.

References

Schirrmacher, R., & Fox, J.E. (2009).

Art and creative development for young children (6th Ed.). Belmont, CA: Delmar.    

http://www.youtube.com/watch?v=m4soUQrn0ko&feature=related

Art Explorer #9: Guerilla Art

Guerilla Art.

WHAT DO I DO? This question constantly fazed me as I stumbled on a creative idea. However the criterion of Guerilla art provided me with variety and choice of which art method to choose, some of which I had already implemented without knowing so. I am a big fan of leaving post it notes around for others to view and create an opinion on. I decided to create posit it art using construction paper for a bigger image and post them on the side walk on my street. I was inspired by this guerilla art to experiment the same…

It surprised me how many of my neighbors passing by with their dogs, or going for a jog, stopped and stared at my guerilla art. I stood on my porch watching as a few neighbors would pass by house in the morning when most of my neighbors are out for their walk, or on their way to work.

I created a huge post it art and put two hand prints one on each piece of construction paper and on the back I wrote  “caught you - guerilla art”.

My guerilla art included a good karma vibe as I caught individuals actually stopping and looking at the paper. I guess neighbors really can be nosey.

I posted it on one sidewalk cement square, almost forcing who ever walked by to stop and look.

I caught this person looking at my guerilla art...

 

The element of art used in this activity was space. I used positive space with my hand prints and the negative space was what was left over. According to Schirrmacher & Fox (2009) “space is determined by the size of the canvas, be it paper, cardboard, wood, or a shoe box…positive space is the space taken up with lines, colors shapes and forms…negative space is the space left between or surrounding the subject matter, symbols or shapes” (p.142-143).

Future ECE teachings can incorporate guerilla art in the classroom by giving children the opportunity to create an idea following the criteria of guerilla art. Educators can present children’s art work around the classroom which would make them feel included in the classroom. By posting children’s creative works around the school, makes their work feel valuable.


References

Schirrmacher, R., & Fox, J.E. (2009).

Art and creative development for young children (6th Ed.). Belmont, CA: Delmar.  

http://farm5.static.flickr.com/4144/4996741526_57a9d5682c.jpg

Art Explorer #8: Pretend Play & Magical Thinking

What does magical thinking mean to you?

It means thinking outside the box, thinking about surreal entities and giving them a life form. MAGIC is a supernatural power where one can make objects disappear and reappear. Magical thinking is a form of pretend play, I think about something that is not in my possession, but wish to entitle.  Magical thinking is a dream to make believe in a world where everything is so surreal. It’s an extension of your imagination that allows for one to acquire a thought that is inanimate.

A yellow banana is ripe and ready to eat, however this banana is not an ordinary fruit ready to be consumed. If we ask children what we can use a banana for instead of a food object, this gives them the opportunity to extend their thinking in imaginative ways. When magically thinking about my banana, I decided to give it a name: Brilliant banana. It is my conversation device that I speak to when no one is listening. My banana has dial buttons, two eyes, a speaker for its mouth and a black top hat. My banana is a male who dislikes bullies and tomatoes, likes his best friend cherry pie and swimming in the pool. Brilliant banana lives in the Dominican with his parents Kiwi and Lime. His personality is optimistic and outgoing. Brilliant banana is my pretend talking device that has taken a life form of an individual.

The art element that describes this activity is mass & volume. My Brilliant banana is a 3-D figure that has a height of 1.5 cm when lying down, a soft solid body and a curved shape. According to Schirrmacher & Fox (2009) “mass and volume are appropriate criteria for critiquing three-dimensional art, which has height, length, and width…mass or volume can be portrayed as hard, or soft, angular or curved, solid, heavy or delicate, large or little” (p.142).

Future ECE teachings:

Children fantasize about possessions they desire and make believe entities that seem ‘real’ to them. Children who engage in magical and pretend thinking stimulate their cognition and further develop their theory of mind. Incorporating the opportunity for children to explore in an environment that promote fantasy and magical thinking is beneficial for children to acquire creative visions and stimulate their imagination for activities that require extended thinking. Children can extend their knowledge by using objects other than their intended purpose and figure out other ways to present them. Children who have imaginary friends also use their imagination to pretend play. Children that are imaginative are able to use symbolic representation in their play and thinking which is beneficial for their development.

References

 Schirrmacher, R., & Fox, J.E. (2009).

Art and creative development for young children (6th Ed.). Belmont, CA: Delmar.    

Art Explorer #7: Grocery Shopping with a Twist!

Color surrounds us everywhere, in our homes, our clothes, our environment and in our schools. Color is an important concept that differentiates individuals from one another; it differentiates one’s creative pieces of work and adds life to a piece of art.

My favorite food to go grocery shopping for is fruit!  When I shop for fruit I see different shapes, textures, sizes and colors in a variety of fruits. Fruit smoothies, fruit salad, fruit cake, fruit parfaits, (apple, cherry) pie, and more can be combined to make new recipes with the magic of fruit!

Fruits are sweet but can be bitter, some have a hard texture and some are mushy, all fruits are distinct in size and shape and come in all various COLORS. Colors can be mixed and blended to form distinct and uniquely new colors.

1.    Pineapple

2.    Banana

3.    Oranges

4.    Star fruit

5.    Strawberry

6.    Raspberry

7.    Watermelon

8.    Honeydew melon

9.    Apples

10.Grapes

11.Blackberry

12.Blueberries

13.Kiwi

14.Cherries

15.Peaches

16.Plums

17.Dragon fruit

The element of art that describes this activity is color. Fruits come in all different colors and can be blended to form a new food/drink and a new color! According to Schirrmacher & Fox (2009), “color is based on the passage of light. It Is the visual sensation of light caused by stimulating the cones of the retina” (p.136). Color is important for children to understand early so they can use their knowledge to explore in other activities involving color. According  to Schirrmacher & Fox (2009), “children develop their color preferences and palettes early in life” (p.136).

For future ECE implications, allowing children the flexibility to experiment with colors is beneficial for their cognitive and creative development. Children are also learning science and discovery while engaging in the identification, and creation of colors. Children become aware of colors in their surroundings and can further identify foods of the same color that they enjoy. By allotting children with the knowledge of different colors, they can then begin to list foods they know with the same color and can learn about other foods that they don’t know about.

References

 Schirrmacher, R., & Fox, J.E. (2009).

Art and creative development for young children (6th Ed.). Belmont, CA: Delmar.              

Arts Explorer #6: Painting with Scissors

How often do we think about using extended materials other than paint brushes to create our art work? This idea occurs to me more and more as I study in-depth in the field of early childhood education. As I was thinking of what I could possibly design with scissors for an activity for children, I decided to think outside of the surface structure of the object. Scissors don’t have to be used for painting; however they can be of assistance in accordance with other materials. As I paced throughout my house I came across different textural materials and sensory materials that could be incorporated into this art activity. Sponges, toilet paper roles and cardboard were incorporated in this activity.

Materials would be cut into different shapes for children to explore and learn about. Children are constructing their own art image using different shapes and paint colors. The concept of learning about shapes would be the main purpose of the art activity, as it does incorporate other learning strategies; learning through sensory stimulation.  An activity involving paint is always fun and exciting for children who like to get messy mixing different colors with their hands and shape textures.

The element of art discussed in this activity was shape.  According to Schirrmacher & Fox (2009) a “shape is an appropriate criterion for critiquing two-dimensional art that has length and width” (p.140). Shapes can help children sort objects, create patterns, and form art work that extends from a certain shape – circle for a face. This activity according to Schirrmacher & Fox (2009) “is defined by a line or outline, or by contrasting color or texture in the surrounding area” (p.140).

Future ECE implications could implement this activity in the classroom as it is a fun and engaging experience for children to participate in. Let children explore different textures, colors and materials while developing their knowledge about shapes can be beneficial for children.

References

Schirrmacher, R., & Fox, J.E. (2009). Art and creative development for young children (6th Ed.). Belmont,

CA: Delmar.

Art Explorer #5: Watch an ‘art film’ and chat about it

DONNIE DARKO.

Let’s just begin by describing the video from its intended title: Donnie Darko.. When I replay this title in the back of my mind, I think of abstruse dark images and a scary horror film. This film caught my attention because of its title and because of the definition I created adjunction with it.

The movie addresses paradoxical illusions evoking the videos surrealism. The madness and sadness expressed in the video enhances the dark scenery the author is trying to impose. The video examines Donnie Darko’s illusionary mysteries of his life. His hallucinations corrupt his realism which results in the use of his medication-without it, his life is illusionary. His psychiatrist understands that he can unleash his unconscious secrets through hypnosis. When Donnie escapes death caused by a destruction destroying his room it is understood that he was only to be following a vision of his illusions, a rabbit (Frank). The movie creates its captivating audiences through its illusions, dreamlike environments and it`s depressing atmosphere. His mental illness leads him into a surreal life of illusionary imagination where he discovers the rabbit Frank, who appears throughout the movie delivering mysterious messages. Donnie receives the message that the universe will be corrupted within 28 days, a vision informed by the illusionary rabbit.

The element of art that describes this video was surrealism. According to Schirrmacher & Fox (2009), “surrealism means super-realism. It attempts to create a magical, dreamlike world that is more intense than reality. Dreams, images, fantasies, and the subconscious are chosen as subject matter and portrayed either realistically or abstractly” (p.204).

Future ECE teachings that can be implemented into the classroom would be to provide movies that allow children to express their creative imagination can promote their creative development. Movies that involve hallucinations and captivating characters keep children stimulated. Don’t limit children to the makings of creativity with markers and paint. Videos are also a form of creative expression.




References

Schirrmacher, R., & Fox, J.E. (2009). Art and creative development for young children (6th Ed.). Belmont,

CA: Delmar.

http://www.google.ca/imgres?imgurl=http://snarkerati.com/movie-news/files/2008/05/donnie-darko.jpg&imgrefurl=http://snarkerati.com/movie-news/donnie-darko-sequel-being-made-s-darko-tells-younger-sisters-story/&usg=__hA1zLCN3ZJR3qMwjXv6wQUQcO-U=&h=442&w=300&sz=18&hl=en&start=29&zoom=1&um=1&itbs=1&tbnid=Td03_epVaIb58M:&tbnh=127&tbnw=86&prev=/images%3Fq%3Ddonnie%2Bdarko%26start%3D20%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2ADFA_enCA347%26ndsp%3D20%26tbm%3Disch&ei=22uiTe-1PKK70QHN0OWfBQ

http://www.google.ca/imgres?imgurl=http://1.bp.blogspot.com/_WkKZJVG5wTk/TPNyNbR6phI/AAAAAAACyiU/igzCS7mw2Ng/s1600/donnie_darko_ver3.jpg&imgrefurl=http://www.moviescreenshots.blogspot.com/2010/11/donnie-darko-2001.html&usg=__J2b0tiNd6y4Mw7GDBZoFxhqmXuc=&h=744&w=500&sz=71&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=9h6DqhDfN3xTFM:&tbnh=141&tbnw=95&prev=/images%3Fq%3Ddonnie%2Bdarko%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2ADFA_enCA347%26tbm%3Disch&ei=qWuiTa2TBuHs0gH8m7zKDA

Art Explorer #4: Looking for Patterns in Urban Settings & Nature

This is a picture of the walls I see every day when I arrive and depart from school. These are the walls of the Dundas Subway. I choose this pattern because I am constantly aware of the pattern it presents on a daily basis. I didn’t have to look hard for a pattern as they are universally present. This wall presents rectangular tiles in a vertical manor as every tile is placed at the same parallel angle and same height as the tile twice parallel to it. This symmetrical wall is identical to the wall bellow it as it is divided by the silver metal strip. Each side is proportioned to the other. The wall extends from the end of the subway cart to the front of the subway.

The element of art projected in this picture is a pattern. Patterns come in all shapes, sizes and colours.  According to Schirrmacher & Fox (2009), a “Pattern surrounds us. Fence posts, steps, rungs of a ladder, railroad tracks, and spokes on a wheel all suggest a repetitive pattern” (p.142). This element of art suggests that designs are to be repetitive in any sequenced order.

I think patterns are definitely an expression of artistic abilities in children. I believe it is an important concept to include in ECE classrooms. Patterns can be incorporated in the classroom for all developmental domains. Children can learn about the concept of patterns through a math sorting activity, children can engage in patterns while expressing their emotions and identifying other’s emotions identifying any constant pattern, children can explore shapes, lines, colours and symbols while working with art. These are just few examples of how patterns can be incorporated in the ECE curriculum and how it is a flexible concept that can be explored through various domains.

References

Schirrmacher, R., & Fox, J.E. (2009). Art and creative development for young children (6th Ed.). Belmont,

CA: Delmar.