Artist: Mary Cassatt
- Studio
Artist: Rene Magritte
- Studio
Artist: Do Ho Suh
- Studio
Unit 2: Relationships Reflection
The studios presented above are all a representation of relationships. “Relationships” is the “Big Idea” for this Unit. According to Pink (2005), “the conceptual age demands the ability to grasp the relationships between relationships” (p. 141). I believe that the studios that I have created all show a relationship between me and that one “thing” while simultaneously depicting a relationship between one another.
The first figure on top, is a picture that states “Outdoor Life” and has a silhouette of a deer’s skull, a large mouth bass, and an over-under shotgun. The still of this piece of art is one inspired by artist Mary Cassat: Printmaking.
The next four figures that I have shown, are two different post cards but have the front and back for each. The sides of the postcards with the pictures on them were created using a very unique style: inspired by the artist Rene Magritte. I chose a postcard and put the background on it, then I passed it to the left of me to another student which they added a picture to the post card. This was repeated 3 times and I was asked to write about the pictures that I now had and create a relationship between them. The first post card was a relationship surrounding a “woman from the fifties” and how there might be grueling times now but in the near future, women will be treated equally. The second post card, I saw a relationship that included a weary student and how they will go through tough times but to keep on going to their eventual success.
Finally, the last piece of artwork, which was inspired by Do Ho Suh, is simply a pop-up habitat with mixed media. This piece was meant to represent a place that I consider “home.” The relationship I have with the woods is strong and that is why I chose the outdoors to represent my home. Even though I do not actually live outside, it is a place where I can clear my mind and feel most comfortable.
The art that I have displayed above are all representations of a relationship. As a future teacher, I can encourage students to find relationships that not only they have with inanimate objects, but also relationships they may have with one another. This unit, Relationships, would be a great way to show students their similarities and also help them to open up and discuss their likes and dislikes. According to Eisner (2002), “The Arts teach children to make good judgments about qualitative relationships,” (p. 3). Having a unit on relationships in my classroom is something that I see myself utilizing in the future.
References:
Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University.
Pink, D. H. (2005). A Whole New Mind. New York, NY: Penguin Group.
The studios presented above are all a representation of relationships. “Relationships” is the “Big Idea” for this Unit. According to Pink (2005), “the conceptual age demands the ability to grasp the relationships between relationships” (p. 141). I believe that the studios that I have created all show a relationship between me and that one “thing” while simultaneously depicting a relationship between one another.
The first figure on top, is a picture that states “Outdoor Life” and has a silhouette of a deer’s skull, a large mouth bass, and an over-under shotgun. The still of this piece of art is one inspired by artist Mary Cassat: Printmaking.
The next four figures that I have shown, are two different post cards but have the front and back for each. The sides of the postcards with the pictures on them were created using a very unique style: inspired by the artist Rene Magritte. I chose a postcard and put the background on it, then I passed it to the left of me to another student which they added a picture to the post card. This was repeated 3 times and I was asked to write about the pictures that I now had and create a relationship between them. The first post card was a relationship surrounding a “woman from the fifties” and how there might be grueling times now but in the near future, women will be treated equally. The second post card, I saw a relationship that included a weary student and how they will go through tough times but to keep on going to their eventual success.
Finally, the last piece of artwork, which was inspired by Do Ho Suh, is simply a pop-up habitat with mixed media. This piece was meant to represent a place that I consider “home.” The relationship I have with the woods is strong and that is why I chose the outdoors to represent my home. Even though I do not actually live outside, it is a place where I can clear my mind and feel most comfortable.
The art that I have displayed above are all representations of a relationship. As a future teacher, I can encourage students to find relationships that not only they have with inanimate objects, but also relationships they may have with one another. This unit, Relationships, would be a great way to show students their similarities and also help them to open up and discuss their likes and dislikes. According to Eisner (2002), “The Arts teach children to make good judgments about qualitative relationships,” (p. 3). Having a unit on relationships in my classroom is something that I see myself utilizing in the future.
References:
Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University.
Pink, D. H. (2005). A Whole New Mind. New York, NY: Penguin Group.