Unit 1: Identity
Artist: Chuck Close
- Self-Portraiture: Crayon
Artist: William Wegman
- Artful Personifications: Mixed Media
Unit 1: Identity Reflection
These two studio lessons both center on the concept of identity. When I think of a person or object’s identity, the first thing that comes to mind, are the characteristics that I can use to define the person or object. The first studio we focused on the personality characteristics of Disney characters and ultimately used these characters to compare and contrast their traits to our own. The two characters that I chose to portray were Snow White and Alice. Both of these characters shared traits that I see in myself as well. Some of those traits are hard working, optimistic, shy, curious, honest and eager. There are not too many times when I get the chance to take a step back and list both positive and negative traits about myself and I thought this was a fun and creative way to do so. In the second studio, we were able to depict the identity of a particular fable using the concept of mixed media personifications. I used a magazine cut out of three golden retrievers to represent the innocent, gentle and caring three little pigs. I gave the wolf a body of a large man chopping down a tree to represent the evil wolf that keeps destroying the pigs’ houses.
I believe that both of these studios can be used for a multitude of reasons in my own classroom. As Eisner states, “the arts celebrate multiple perspectives” (p. 3, 2002). I think this applies very well with the fable personification studio because when children rad or listen to stories being told not every student pictures or has the same opinions as their peers. I think a good activity that could be used for an activity like this would be to play a fable or any story on tape so that the students cannot see any pictures. Then assign this activity where the students can depict a scene or characters from the story with the traits they imagine them having solely based on what they heard. Afterwards, we would have a class discussion so that the students can share their individual ideas. They will be able to compare and contrast artwork with their classmates and see how different, yet, correct each others opinions can be on the same topic. This also supports Eisner’s idea of the arts teaching students that small differences can have a large effect in artwork and in personal opinion (pg. 3, 2002).
References:
Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University.
I believe that both of these studios can be used for a multitude of reasons in my own classroom. As Eisner states, “the arts celebrate multiple perspectives” (p. 3, 2002). I think this applies very well with the fable personification studio because when children rad or listen to stories being told not every student pictures or has the same opinions as their peers. I think a good activity that could be used for an activity like this would be to play a fable or any story on tape so that the students cannot see any pictures. Then assign this activity where the students can depict a scene or characters from the story with the traits they imagine them having solely based on what they heard. Afterwards, we would have a class discussion so that the students can share their individual ideas. They will be able to compare and contrast artwork with their classmates and see how different, yet, correct each others opinions can be on the same topic. This also supports Eisner’s idea of the arts teaching students that small differences can have a large effect in artwork and in personal opinion (pg. 3, 2002).
References:
Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University.