Unit 3: Stories
Artists: Thomas Hart Benton & Diego Rivera
- Group Murals: Drawing and/or collage
Artist: Faith Ringgold
- Story Quilts: Watercolor
Artist: Jean Shin
- Mini Sculptures from Found Objects
Unit 3: Stories Reflection
The three studios that we had for the big idea of stories show three different viewpoints of how stories can play a part in our lives that we nay not have thought about before. The first studio was based off the muralists Benton and Rivera. We used social issues to create a political cartoon. I cannot say that this was one of my favorite studios, however I can see how it could be used in the classroom. Cartoons hold so much information and so much meaning that I think this studio goes along great with how Pink talks about stories. He states that, “What begins to matter more is the ability to place these facts in context and to deliver them with emotional impact,” (pg 103, 2006). I think this really explains how cartoons are used in our society. The second studio I really liked how we incorporated the pattern around the outside of our crayon resist drawing of a scene. This incorporates stories in more of a straightforward way than the cartoon. Finally, our last studio had more of an underlying sense of story that could be looked at from several different perspectives. I really like how we used found objects and created a sculpture that had a meaning more important that the use of the object itself. In other words, the sculpture we created had a different story than what you would expect when you see the particular found object.
I believe that all of these studios could be used in lessons in my own classroom. They all have such different uses and could also be adjusted to fit other lessons as well. I really think that the Ringgold studio would be a great way for students to show their understanding of a book they have read or even a project for all the students to do on a read aloud book. Their drawing could show us as teachers the main points that they took away from the book instead of giving a quiz or some sort of writing response. I think that this would be a good way to “teach children to make good judgments about qualitative relationships” (pg. 3, 2002). Something such as a book doesn’t necessarily have to have right and wrong answers; students could have differing opinions and predictions.
References:
Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University.
Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Riverhead Books.
I believe that all of these studios could be used in lessons in my own classroom. They all have such different uses and could also be adjusted to fit other lessons as well. I really think that the Ringgold studio would be a great way for students to show their understanding of a book they have read or even a project for all the students to do on a read aloud book. Their drawing could show us as teachers the main points that they took away from the book instead of giving a quiz or some sort of writing response. I think that this would be a good way to “teach children to make good judgments about qualitative relationships” (pg. 3, 2002). Something such as a book doesn’t necessarily have to have right and wrong answers; students could have differing opinions and predictions.
References:
Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University.
Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Riverhead Books.