2013 CIAE Leadership Institute Resource Packet

Transcription

1 !!! 2013 CIAE Leadership Institute Resource Packet

2 Rachel Shockley Website and Information ACTion:(Bringing(Socially(Relevant(Topics(to(Life(in(the(Classroom( Workshop(Created(by:( Gillian(McNally( Associate(Professor,(UNC( ( Supplies:)Fracking(info(sheet,(fracking(story,(computer(set(up(with(video(ready,(( ( Check)In:) Go(around(circle,(say(name,(what(you(do,(and(something(that(concerns(you( about(your(community((local,(state,(global)( ) Arms/Line/Circle)! Ensemble(walks(around(the(space(! At(any(point,(someone(can(take(a(strong(stance(and(freeze(in(a( place(that(indicates(that(they(are(making(a(group(circle.((as(fast( as(possible,(the(ensemble(must(make(a(group(circle.((at(any( point,(any(member(of(the(ensemble(can(break(the(circle(and(the( group(resumes(walking(silently(around(the(space.(! Additions:((Same(rules)(( NArms:(at(any(point,(an(ensemble(member(can(raise(their(arms,( all(join(in.(anyone(can(lower(their(arms,(all(join(in.(! Line:(At(any(point,(an(ensemble(member(can(stand(at(the(front( of(the(room,(everyone(must(immediately(get(in(line(behind( them.((anyone(can(break(the(line.( ( Enemy/Defender:) Walk(around(the(space( Silently,(without(letting(people(know,(choose(an(enemy(and(a(defender( Keep(your(defender(between(you(and(your(enemy( Bump(up:(you(owe(your(enemy(some(money,(they(are(a(colleague(that(you( have(had(a(severe(disagreement(with,(your(enemy(is(someone(who(publicly( tried(to(make(you(look(bad( How(does(this(game(resemble(political(arguments(in(your(community?(Do(we( have(to(be(enemy/defenders?(why(or(why(not?( ( Create)a)Space:) Group(chooses(a(location(in(nature((rocky(mountain(national(park)( One(by(one,(they(create(a(scene(making(an(image(of(what(they(are(and(how( they(relate(to(the(other(objects(((i(am(the(large(tree(in(the(forest,(swaying(in( the(wind,(i(am(the(river(sneaking(by(the(tree(etc )(

3 Apply(this(exercise(to(fracking.((Watch(video(and(read(article.((In(small(groups,( make(a(similar(create(a(space(about(the(fracking(issue.( fracturingnworks((video)( article:( fracturingnwork( ( Read)Text:((2(hour(workshop)( warningnonnfracking.html( NChoose(character(from(story( ( Monologue)Work:) Make(a(pro/con(list(of(fracking( Choose(one(reason,(create(character(based(on(this:(name,(age,(occupation,( family( Create(a(story(from(this(character s(point(of(view( Share(stories( Audience(asks(openNended(questions(for(more(information((not(details)( Share(in(small(groups( ( Wrap)Up:) Go(over(strategies( How(would(you(use(this(in(your(teaching?( A(moment(you(remember(from(our(experience(today( ( ( TWONHOUR(WORKSHOP( Role)Drama( Gillian(in(role(as(head(of(town(council(of(Springfield,(NC,(a(town(considering( fracking( Town(has(experienced(strong(economic(downturn,(but(sits(on(rich(shale( What(to(decide:(should(we(allow(fracking(in(our(community?( ( Creative)Writing) Imagine(it(is(right(after(the(meeting,(write(a(letter(to(the(editor(arguing(for( your(point(of(view(with(fracking.((what(do(you(want(done(and(why?((what( new(arguments(can(you(speak(to(as(a(result(of(the(meeting?( ) Tableau)Work( In(small(groups,(make(a(tableau(of(the(results(of(fracking(to(this(community( (one(group(gets(fracking,(one(does(not).( Images:(6(months(later,(1(year(later,(10(years(later( ( Wrap)Up:)

4 ( ( Go(over(strategies( How(would(you(use(this(in(your(teaching?( A(moment(you(remember(from(our(experience(today)

5 Inspiring Student Art Making Through Literature Created by Sarabeth Berk, 2013

6 Overview and purpose student art making, literature is used as a key component of the instructional process outlined in this packet. The psychologist Lev Vygotsky posed that language forms thought and thought forms language. So, for students to create art with rich, meaningful ideas, and purposeful intention, they need prompts to inspire their thinking. This packet outlines how to use quotations from literature to engage the imagination and prior knowledge of students. This way, students receive scaffolded support while developing a strong sense of what they want to create and, more importantly, why. As an interactive guide, this packet demonstrates how literature can be a gateway to art making as well as how to identify quotes that serve as successful entry-points. Essential Questions 1) How can literature inspire art making? 4) How can a theme drive the conceptual content of my artwork? 5) What is the intention of my creation? 6) How do people read visual imagery? Learning objectives Students will Practice visualization, visual communication, and using imagination. -- Become inspired by literature and use it to provoke prior knowledge and personal interests. -- Translate language into visual imagery. -- Synthesize a concept along with personal inten- Learning outcomes Students will be able to... 1) Collaboratively visualize and draw an image from a literary quote. 2) Discuss the visual characteristics of language. 3) Choose a meaningful quote from literature. a quote from literature, and reduce it into a theme. 5) Sketch ideas inspired by their chosen quote. 6) Gather inspiration, feedback, and reference imagery. 7) Draw thumbnails to determine a composition. 8) Create a piece of artwork inspired by a quote from literature. 9) Write an artist statement to explain their artistic intention. Colorado Academic Standards in Visual Arts (Grades 9--12) VA09-G.R.HS-S.1-GLE.1 VA09-G.R.HS-S.2-GLE.1 VA09-G.R.HS-S.3-GLE.1 VA09-G.R.HS-S.4-GLE.1 VA09-G.R.HS-S.1-GLE.2 VA09-G.R.HS-S.2-GLE.2 VA09-G.R.HS-S.3-GLE.2 VA09-G.R.HS-S.4-GLE.2 VA09-G.R.HS-S.1-GLE.3 VA09-G.R.HS-S.2-GLE.3 VA09-G.R.HS-S.3-GLE.3 VA09-G.R.HS-S.4-GLE.3 Research References Eisner, E. (1981). The role of the arts in cognition and curriculum. Phi Delta Kappan, 63(1), Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass. Vygotsky, L.S. (1986). Thought and language Berk, Inspiring Student Art Making, 2013, p. 1

7 1. Let s VISUALIZE together. Write a quote from literature here: Respond to the quote through imagery. DRAW HERE. Pass your paper to a new partner every 30 seconds. Berk, Inspiring Student Art Making, 2013, p. 2

8 Literary Quote Choices It is only with the heart that one can see rightly. What is essential is invisible to the eye. ----The Little Prince by Antoine de Saint Exupery You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose Dr. Seuss, Oh! The Places You ll Go If you live to be a hundred, I want to live to be a hundred minus one day so I never have to live without you A.A. Milne, Winnie-the-Pooh Real isn t how you are made, said the Skin Horse. It s a thing that happens to you. When a child loves you for a long, long time, not just to play with, but REALLY loves you, then you become Real Margery Williams, The Velveteen Rabbit A little nonsense now and then, is cherished by the wisest men. ----Roald Dahl, Charlie and the Great Glass Elevator If I win, I m a prodigy. If I lose then I m mad. That s the way history is written. ----Artemis Fowl in Artemis Fowl, Eoin Colfer. I don t go looking for trouble. Trouble usually finds me. ----Harry Potter, Harry Potter and the Prisoner of Azkaban, J. K. Rowling But it s no use to go back to yesterday, because I was a different person then. --- Alice s Adventures in Wonderland by Lewis Carroll I stopped believing there was a power of good and a power of evil that were outside us. And I came to believe that good and evil are names for what people do, not for what they are His Dark Materials by Philip Pullman Where you tend a rose, my lad, a thistle cannot grow. ----Frances Hodgson Burnett, The Secret Garden RESOURCES Berk, Inspiring Student Art Making, 2013, p. 3

9 2. Compare: Visualizing Language Characteristics that make a quote challenging to draw Characteristics that make a quote easy to draw Berk, Inspiring Student Art Making, 2013, p. 4

10 3. Choose a quote that resonates with you. Write your quote from literature here: 4. What does your quote mean? Berk, Inspiring Student Art Making, 2013, p. 5

11 5. Make a test sketch. Draw a quick sketch of how you envision your chosen quote. Berk, Inspiring Student Art Making, 2013, p. 6

12 6. Analyze your quote. What is your quote REALLY about? Return to your written quote. Place a CIRCLE SQUARE being compared. EXAMPLE: It is only with the heart that one can see rightly. What is essential is invisible to the eye. (One possible theme might be: intuition and instinct perceive what truly matters.) Main theme= 7. Gather inspiration. Turn to a partner, or in a small group, and discuss your MAIN THEME. What images or ideas come to mind? Take notes or sketch ideas. Berk, Inspiring Student Art Making, 2013, p. 7

13 8. Thumbnails. (NOTE: Sketches should NOT be a DIRECT representation of your quote. The quote is an inspiration for the intention of your art.) Create at least three thumbnail sketches of visual compositions that express your ideas in relation to the main theme of your quote. Rotate the paper for landscape or portrait orientation. Thumbnails should be quick studies that consider the following: a sense of light and shadows, focal point, various perspectives, foreground/background, balance, rule of thirds, and perhaps color. Berk, Inspiring Student Art Making, 2013, p. 8

14 9. Reflect, gather feedback. Show your compositions to a teacher or colleague. Which composition is the strongest, why? How clearly is your idea communicated? Can they understand what you drew and why? What can you do to strengthen your composition or evolve your idea even further? 10. Detailed sketch to final artwork. 11. Artist statement. What does your artwork mean? What was your intention or foundational concept? Artist statements: 1. Capture the viewer s interest in your art. 2. Tell the viewer things they may or may not notice about your artwork. 3. Act as an informational aid. 4. Are descriptive but concise, more about the concept than the process. 5. Tell the meaning about the artwork and why Are not biographies about the artist. 8. Berk, Inspiring Student Art Making, 2013, p. 9

15 Sarabeth Berk the University of Denver and is coordinating a program for freshman college students in creativity and Design where she earned her Masters in Teaching Art & Design education. Since 2006, she has been interests include creative identity and how to develop the innovative capacities of students.

16 Visual Arts Connections At-A-Glance Preschool 1. Observe & Learn to Comprehend 1. Artists and viewers identify art in daily life 4. Relate & Connect to Transfer 1. Artists have an important role in communities VISUAL ARTS Unifying Theme Surrounded by art 2. Envision & Critique to Reflect 1. Works of art can represent people, places, and things 3. Invent & Discover to Create 1. Create works of art based on personal relevance Interdisciplinary Unifying Themes MATH Quantifying LA Accessing & responding to the world of information SCI There are identifiable characteristics and patterns in nature SS Connections to the world MUSIC Self-awareness

17 Visual Arts Connections At-A-Glance Kindergarten 1. Observe & Learn to Comprehend 1. Artists and viewers recognize characteristics and expressive features within works of art 2. Personal feelings are described in and through works of art 4. Relate & Connect to Transfer 1. Artists and viewers contribute and connect to their communities VISUAL ARTS Unifying Theme Personal stories 2. Envision & Critique to Reflect 1. Identify that art represents and tells the stories of people, places, or things 2. Artists interpret connections to the stories told in and by works of art 3. Invent & Discover to Create 1. Create two- and threedimensional works of art based on personal relevance Interdisciplinary Unifying Themes MATH Representing quantity LA Building foundations and making personal connections SCI Objects and organisms can be described and organized based on properties SS Life in different locations MUSIC Personal Response

18 Visual Arts Connections At-A-Glance Grade 1 1. Observe & Learn to Comprehend 1. Works of art express feelings 2. Art represents and renders the stories of people, places, or things 4. Relate & Connect to Transfer 1. Visual arts relate experiences to self, family and friends VISUAL ARTS Unifying Theme World stories 2. Envision & Critique to Reflect 1. Visual arts provide opportunities to respond to personal works of art and the art of others 3. Invent & Discover to Create 1. Create art to communicate ideas, feelings, or emotions Interdisciplinary Unifying Themes MATH Composing and decomposing LA Describing and expanding foundations SCI Objects and organisms in the natural world have observable properties and characteristics SS Civic ideals and cultural patterns MUSIC Awareness of self and others

19 Visual Arts Connections At-A-Glance Grade 2 1. Observe & Learn to Comprehend 1. Artists make choices that communicate ideas in works of art 2. Characteristics & expressive features of art & design are used to identify and discuss works of art 4. Relate & Connect to Transfer 1. Visual arts respond to human experience by relating art to the community VISUAL ARTS Unifying Theme Reflection of experiences 2. Envision & Critique to Reflect 1. Visual arts use various literacies to convey intended meaning 3. Invent & Discover to Create 1. Use familiar symbols to identify and demonstrate characteristics & expressive features of art & design Interdisciplinary Unifying Themes MATH Unitizing LA Seeking information and exploring ideas SCI There are cause and effect relationships throughout nature SS Choices and decision-making MUSIC Roles and responsibilities

20 Visual Arts Connections At-A-Glance Grade 3 1. Observe & Learn to Comprehend 1. The identification of characteristics and expressive features in works of art and design help to determine the artistic intent 2. Art has intent and purpose 4. Relate & Connect to Transfer 1. Works of art connect individual ideas to make meaning 2. Historical and cultural ideas are evident in works of art VISUAL ARTS Unifying Theme Purposeful art making 2. Envision & Critique to Reflect 1. Artists, viewers, and patrons use the language of art to respond to their own art and the art of others 2. Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design 3. Invent & Discover to Create 1. Use basic media to express ideas through the art-making process 2. Demonstrate basic studio skills Interdisciplinary Unifying Themes MATH Reasoning multiplicatively LA Going beyond what is known SCI There are identifiable cycles & patterns in nature SS Regions & Perspectives (the lenses of social studies) MUSIC Making connections

21 Visual Arts Connections At-A-Glance Grade 4 1. Observe & Learn to Comprehend 1. Artists & viewers determine artistic intent by comparing & contrasting the characteristics & expressive features of art & design 2. Works of art articulate & express points of view 3. Artists, viewers and patrons respond to works of art using inference and empathy 4. Relate & Connect to Transfer 1. Viewers & patrons make personal meaning and infer artistic intent 2. Historical time periods & cultural settings are interpreted in works of art VISUAL ARTS Unifying Theme Meaning in art 2. Envision & Critique to Reflect 1. The critique process informs judgments about artistic and aesthetic merits in works of art 2. The processes and philosophies of art & design inform interpretations in works of art 3. Invent & Discover to Create 1. Use media to express & communicate ideas about an issue of personal interest 2. Materials & processes can be used in traditional, unique, and inventive ways Interdisciplinary Unifying Themes MATH Representing equivalence LA Explaining & interpreting ideas and information SCI Interactions exist within and between living & nonliving systems SS Colorado: Choices and Opportunities MUSIC Communicating with others through music

22 Visual Arts Connections At-A-Glance Grade 5 1. Observe & Learn to Comprehend 1. Visual arts connect multiple characteristics of art 2. Visual arts communicate the human experience 3. Visual arts learning involves analyzing the formal & sensory qualities of art 4. Relate & Connect to Transfer 1. Artists, viewers, & patrons assign intended meaning to works of art 2. Artists, viewers, & patrons respond to art from familiar & unfamiliar cultures VISUAL ARTS Unifying Theme Personal intent 2. Envision & Critique to Reflect 1. Evaluative criteria is used when responding to works of art 2. Specific methods of planning support the development of intended meaning 3. Invent & Discover to Create 1. Use artistic media and expression to communicate personal and objective points of view 2. Create art using technological media 3. Apply an understanding of art processes & creative thinking to plan & create art Interdisciplinary Unifying Themes MATH Partioning quantities LA Knowledge required to analyze & present information SCI Within living & nonliving systems there are structures, forms, & processes SS Foundations of national identity MUSIC Collaborating with others

23 Visual Arts Connections At-A-Glance Grade 6 1. Observe & Learn to Comprehend 1. The characteristics & expressive features of art & design are used in unique ways to respond to two- and three-dimensional art 2. Art created across time & cultures can exhibit stylistic differences & commonalities 3. Specific art vocabulary is used to describe, analyze, & interpret works of art 4. Relate & Connect to Transfer 1. Critical thinking in the arts transfers to multiple lifelong endeavors 2. Visual arts impact community, cultural traditions & events 3. Eco-art is a contemporary response to environmental issues VISUAL ARTS Unifying Theme Communicating ideas 2. Envision & Critique to Reflect 1. Visual symbols & metaphors can be used to create visual expression 2. Key concepts, issues, & themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, & technology 3. Invent & Discover to Create 1. Plan the creation of a work of art 2. Explore various media, materials, & techniques used to create works of art 3. Utilize current, available technology to refine ideas in works of art Interdisciplinary Unifying Themes MATH Variability LA Knowledge required to analyze & synthesize information SCI The universe is governed by physical principles that apply to living & nonliving things SS Connections & interactions in the Western hemisphere MUSIC Musical accountability

24 Visual Arts Connections At-A-Glance Grade 7 1. Observe & Learn to Comprehend 1. The characteristics & expressive features of art & design are used in analyzing & synthesizing the meaning in works of art 2. Understanding works of art involves knowledge of historical & cultural styles, genre, & artists over time 3. Knowledge of art vocabulary is important when critically analyzing works of art 4. Relate & Connect to Transfer 1. Critical thinking in the arts transfers to multiple uses in life 2. The visual arts community messages its cultural traditions & events 3. Art & design strategies can solve environmental problems VISUAL ARTS Unifying Theme Making connections 2. Envision & Critique to Reflect 1. Visual literacy skills are used to create meaning from a variety of information 2. Concepts, issues, & themes in the visual arts can be used to communicate ideas in various other disciplines 3. Invent & Discover to Create 1. Achieve the ability to plan, anticipate outcomes, & demonstrate craftsmanship in creating a work of art 2. Restructure & apply the technical skills & processes required to achieve desired results in producing works of art 3. Use various media, materials, & tools to express specific meaning in works of art 4. Utilize current, available technology as a primary medium to create original works of art Interdisciplinary Unifying Themes MATH Reasoning proportionally LA Transfer knowledge to improve an outcome SCI Everything in the universe changes & evolves according to natural laws SS Understanding the Eastern hemisphere through points of view MUSIC Roles in a musical setting

25 Visual Arts Connections At-A-Glance Grade 8 1. Observe & Learn to Comprehend 1. Conceptual art theories explain how works of art are created 2. The history of art, world cultures, & artistic styles influence contemporary art concerns 3. Art criticsm strategies are used to analyze, interpret, & make informed judgments about works of art 4. Relate & Connect to Transfer 1. Visual arts are valuable for a variety of art and non-art related lifelong endeavors 2. Cultural traditions & events impact visual arts within a community 3. Visual arts provide an opportunity to explore sustainable environments, design & architecture VISUAL ARTS Unifying Theme Extending ideas 2. Envision & Critique to Reflect 1. Visual literacy skills help to establish personal meaning & artistic intent in works of art 2. Key concepts, issues, & themes in the visual arts can solve problems using real-world applications 3. Invent & Discover to Create 1. Achieve artistic purpose to communicate intent 2. Demonstrate technical proficency & craftsmanship when planning 3. Utilize current & available technology to refine an idea, and create original & imaginative works of art Interdisciplinary Unifying Themes MATH Modeling linear relationships LA Evaluate & organize a variety of information & multiple perspectives to reach the desired outcome SCI Investigating energy, matter & change in natural systems SS National identity changes over time MUSIC Accountable to self and others

26 Visual Arts Connections At-A-Glance High School 1. Observe & Learn to Comprehend 1. Visual art has inherent characteristics & expressive features 2. Historical & cultural context are found in visual art 3. Art & design have purpose and function 4. Relate & Connect to Transfer 1. The work of art scholars impacts how art is viewed today 2. Communication through advanced visual methods is a necessary skill in everyday life 3. Art is a lifelong endeavor VISUAL ARTS Unifying Theme Lifelong connections 2. Envision & Critique to Reflect 1. Reflective strategies are used to understand the creative process 2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 3. Interpretation is a means for understanding & evaluating works of art 3. Invent & Discover to Create 1. Demonstrate competency in traditional & new art media, and apply appropriate & available technology for the expression of ideas 2. Assess & produce art with various materials & methods 3. Make judgments from visual messages Interdisciplinary Unifying Themes LA (9th GRADE) Approach learning strategically and use information to reflect & respond effectively LA (10th GRADE) Awareness of relevancy LA (11th GRADE) Awareness and analysis of audiences to determine appropriate delivery LA (12th GRADE) Critical decision making GENERAL SCI Science is the process of understanding the natural world through the analysis of data & evidence WORLD HISTORY Interaction of ideas over time in order to understand how people view, construct, & interpret history MUSIC Lifelong learning & involvement

27 BRIAN CORRIGAN & JUSTIN GITLIN CREATIVE PLACEMAKING: BUILDING COMMUNITY THROUGH ART & CULTURE

28 BRIAN CORRIGAN OH HECK YEAH

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35 3:55

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38 JUSTIN GITLIN MODE SET

39 creative coding USING COMPUTATION TO ARRIVE AT INTERESTING NEW EXPERIENCES THAT MAY NOT HAVE EXISTED YESTERDAY TWEAK REALITY TO MAKE IT MORE FUN OR UNDERSTANDABLE INTELLIGENTLY AND CREATIVELY DESIGN OUR FUTURE

40 what is creative coding? ART MEETS TECHNOLOGY All coding is creative Multidisciplinary Interactivity Video & Imagery (Realtime) Data Sculpture & Architecture Dance Music Product design Robotics

41 creative coding COMMON USES Video games Web sites & apps Generative design Advertising 3D printing Art

42 benga - i will never change 2:01

43 unnamed sound sculpture 4:56

44 quayola - forms 2:00

45 meet your creator 7:25

46 bellco theater 1:08

47 paranorman mobile 2:12

48 cacheflowe live 7:22

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57 tools ENVIRONMENTS Processing Cinder OpenFrameworks JavaScript

58 tools PROTOCOLS HTTP WebSockets OSC MIDI

59 tools HARDWARE Arduino Sparkfun Kinect Leap Motion

60 tools SOFTWARE CV Open source building blocks

61 education SCHOOLS MIT Media Lab Princeton DU's DMS program CU CONFERENCES Eyeo Resonate Transmediale

62 thank you.

63 BRIAN CORRIGAN & JUSTIN GITLIN CREATIVE PLACEMAKING: BUILDING COMMUNITY THROUGH ART & CULTURE

64 BRIAN CORRIGAN OH HECK YEAH

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71 3:55

72 1:16

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74 JUSTIN GITLIN MODE SET

75 creative coding USING COMPUTATION TO ARRIVE AT INTERESTING NEW EXPERIENCES THAT MAY NOT HAVE EXISTED YESTERDAY TWEAK REALITY TO MAKE IT MORE FUN OR UNDERSTANDABLE INTELLIGENTLY AND CREATIVELY DESIGN OUR FUTURE

76 what is creative coding? ART MEETS TECHNOLOGY All coding is creative Multidisciplinary Interactivity Video & Imagery (Realtime) Data Sculpture & Architecture Dance Music Product design Robotics

77 creative coding COMMON USES Video games Web sites & apps Generative design Advertising 3D printing Art

78 benga - i will never change 2:01

79 unnamed sound sculpture 4:56

80 quayola - forms 2:00

81 meet your creator 7:25

82 bellco theater 1:08

83 paranorman mobile 2:12

84 cacheflowe live 7:22

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93 tools ENVIRONMENTS Processing Cinder OpenFrameworks JavaScript

94 tools PROTOCOLS HTTP WebSockets OSC MIDI

95 tools HARDWARE Arduino Sparkfun Kinect Leap Motion

96 tools SOFTWARE CV Open source building blocks

97 education SCHOOLS MIT Media Lab Princeton DU's DMS program CU CONFERENCES Eyeo Resonate Transmediale

98 thank you.